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2017 ODE/COSA Special Education Administrators Annual Fall Conference

       

This year’s conference is designed to provide an environment of inclusiveness, research, and best practice.  The aim is to enable educators to maximize student potential, while still leaving room for individuals to shine.  Keynoter Thomas Armstrong will make a provocative case for reorienting special education around a stronger appreciation of neurodiversity, that is, the full range in which human intelligence expresses itself as opposed to the deficit-based approach that currently predominates.  Friday Keynoter Christian Moore will tell his compelling story of growing up as a special ed identified student and what he suggests for today’s educators to improve success.   Sessions will provide practical classroom strategies as well as models for system wide improvement.

How to Install the Event App
Via Invitation:
  • On the device you will be using the app, open the email you received from CrowdCompass (search all mailboxes for CrowdCompass)
  • From the email, click on “Download the app”.  This will download the CrowdCompass Attendee Hub app.
  • Go back to the email and click on “Verify Account” to log in! 
Directly via the Mobile App:
  • Download the CrowdCompass Attendee Hub app from your app store or Google Play store
  • In the app, click “Search for Events” and search “COSA”
  • Select the COSA event you are attending and click “Download”
  • Once you are in the event you are attending, click on the three line icon from the top left of the event home page and click on “Log In” for more features.
  • Enter your first and last name and click “Next”.  An email will be sent to the email you registered for the event with.  Use the code within 24 hours to log in to the mobile event app. 
Trouble accessing your email?  Download the Attendee Hub at: https://crowd.cc/s/15fU8
or view the online version at: https://crowd.cc/2017sped

 

Featured Speakers:

  

 

Wednesday Pre-Conference

Youth Mental Health First Aid Training (8:00-5:00) - Youth Mental Health First Aid is an eight-hour course to train parents, school staff, and other adults who interact with adolescents on a regular basis.

A Comprehensive System for Threat Assessment and Management in Schools (8:30-4:30) - The presentation will highlight the Salem-Keizer model for assessing and managing student threats, providing an overview that includes the details of a comprehensive multi-disciplinary, multi-agency system.  Additionally, the presentation will provide summary details drawn from a three day training used to implement the system in districts of any size.   The Salem Threat Assessment Model will be discussed at a 50,000 foot focusing on the preventative aspects of a Threat Assessment Team.  The discussion will include a comprehensive overview of what the 3 day training consists of and the how’s and why’s for its development.  The presentation will additionally highlight parallel threat response protocols that address sexual misconduct, suicidal thinking, and behavior, and inappropriate fire-related behavior. The other complimentary assessment models will be discussed on how they are implemented within/around the Threat Assessment model.

Dyslexia Institute (8:00-5:00) - From a review of recent legislation to the demonstration of best practices, this full day training is delivered in short segments by a varied team of professionals.  Attendees will leave with research-based information on the what, why, and how of supporting students with dyslexia.  This is an approved (ODE) Understanding and Recognition of Dyslexia (URD) training – which is one of the 3 required trainings for Dyslexia Advisor that every K-5 school must have this year.  

 

Main Conference Session Topics
Thursday-Friday

Click here to view session descriptions.

Click here to download session materials.

  • 2017 Legislative Update
  • Accessibility to Grade-Level Content
  • Accommodations and Modifications: 201
  • Administrators' Conversations w/ODE
  • An Initial Look at using RTI for SLD identification: A focus on the legal components
  • Be the One to Make a Difference: A Mental Health First Aid Approach in Schools
  • Budgeting 101 for Special Ed
  • Build alignment, not isolation, through data teams
  • Building Infrastructure for Specific Learning Disability (SLD) Decision Making
  • Collaboration with Vocational Rehabilitation on Pre-Employment Transition Services
  • Collaborative EI/ECSE Evaluation Process
  • Comprehensive Sex Ed, Sexual Health Promotion is Sexual Violence Prevention
  • Creating a Trauma-Informed School
  • Cultural Humility
  • Developing a Comprehensive Program for Students with Autism Spectrum Disorders
  • Developing and Implementing High-Quality IEPs for Students Who Are English Language Learners and Eligible for Special Education Services
  • Dyslexia 101 for Administrators
  • Engaged Parents + Shared Vision = Greater Student Outcomes
  • Equity and Inclusion - A Journey for all students to succeed
  • ESSA: Educational Stability for Students in Foster Care
  • Foundations of Education Equity
  • From Bars To Bridges – Wraparound Service for Students Reentering School from Juvenile Detention
  • Hearing Impairment: New Criteria, New Technology
  • Improving the Productivity of Special Education Systems
  • Introducing a New Family Resource: Oregon Family to Family Health Information Center
  • Introduction to Integrating Interventions: Creating a Continuum of Behavioral Services
  • Legal Lessons Learned
  • Legal Trends and Lessons Learned:  Updates on recent legal issues and challenges in Special Education
  • Local Strategies for Improving Student Attendance
  • Manifestation Determinations
  • Moving the Dial of Inclusive Practice
  • Multi-Year Database Tutorial Part I: A Gateway to Ten Years of Oregon Special Education Data
  • Multi-Year Database Tutorial Part II: A Gateway to Ten Years of Oregon Special Education Data
  • Networking with ODE Staff and Peers
  • Non-Categorical Service Delivery: Debunking the Myths of a Multi-Tiered System of Support Framework
  • Oregon's Extended Assessment: Update
  • Practice­-Based Coaching for EC PBIS: Using Data Driven Coaching to Improve Classroom Practices
  • Promising Practices for Serving Dual Identified Students
  • Recently Arrived English Learners with Interrupted Formal Education -   Now what do we do?
  • Restorative Practices in Education
  • School Health Services, Updates regarding school nursing and Medicaid billing in Education
  • Section 504, the ADA (Title II) & Students with Disabilities in Public Schools: Lessons Learned
  • SPR&I 101: Getting Started
  • STEPSS: Data-based Decision-making Model for Transition
  • Student Threat Assessment (STAT) and Responding to Student Sexual Misconduct (SIRC): A Tiered Intervention Model
  • Student with Disability – YES and Potential EL(English Learner)-  Now What? 
  • Supporting Students with Special Needs in the Online Environment
  • Supporting Transgender Students in the IEP/504 Process
  • Teachers' Conversations w/ODE
  • The Inclusive Preschool: The LEAP Model
  • The Intersection between IDEA and Section 504/ADA Title II
  • The Missing Link for Student Success: Building Executive Functions in our Schools
  • The SLD Toolbox:  Taking a student from start to finish! 
  • The Transition Technical Assistance Network: Who we are and how we can provide support and resources in your community
  • Transportation 101
  • Transportation Perspectives on Special Needs
  • Trauma - It's Not a Disability!
  • Universal Design for Learning: Pathway to More Inclusive Practice
  • Using RTI for determining Initial Specific Learning Disability Eligibility

 

 

Materials: 
Oct 4, 2017 to Oct 6, 2017