Mini-Courses

 

2014 Mini-Course Agenda

Registration fees for the optional pre-conference Mini-Courses and Ethics Seminar are in addition to the Institute registration.

Monday, September 29, 2014

8:00 am

Registration Desk Opens



 8:00 – 9:00 AM

Continental Breakfast


9:00 – 11:00 AM

A. The Building Principal and Special Education – From Compliance To Instruction and Beyond
Mary Schillinger, Assistant Superintendent Las Virgenes Unified School District, Simi Valley, California

The principal plays a critical role in the success of the Special Education program and process at their school. This intermediate level session will include tips for facilitating smooth IEP meetings, documenting important discussions and decisions,  forms that guide the development of Common Core aligned IEP goals and services, as well as classroom ‘walk-through’ guides for key elements of Common Core aligned instruction for Special Education students.  Strategies and supports for success for all special education students in both general education and special education classes will be provided.  Mary Schillinger, a nationally recognized special education practitioner, and author of three publications covering topics of programming for students with autism, documentation and data collection, and Common Core and Special Education, will share valuable resources every principal needs to know.

B. Effective Use of Mediation in Resolving Special Education Disputes
Graham Hicks, Attorney at Law, Graham M. Hicks, P.C., Portland, Oregon, and Diane Wiscarson, Attorney at Law, Wiscarson Law, Portland, Oregon

A school district attorney and a parent attorney answer your questions about mediation and share tips for effective mediation strategies and outcomes. Why should I mediate? When should I mediate? Who should participate?  How should I prepare?  How long does mediation take? What is the role of the mediator?  What should I tell the mediator during caucus sessions? What should the agreement include? Will I have to pay attorney fees? Will an agreement “set a precedent”? Will the terms of the agreement be confidential? Based on years of experience and many successful mediations, Graham and Diane offer their suggestions for the effective use of mediation in resolving special education disputes.

C. Transition:  Enhancing the Postsecondary Success of Students with Disabilities
Sue Ann Bube, Director, The Center for Change in Transition Services, Seattle, Washington

This packed session will examine post-school data for students with disabilities and the sixteen evidence-based transition predictors of positive post-school outcomes. Come and learn about resources to help youth with disabilities meet their postsecondary goals. What do employers and colleges want youth to know?


11:00 AM – 12:30 PM

Lunch on your own


12:45 – 2:45 PM

D. Maintaining Instructional Control without Interrupting the Flow of Instruction
Diana Browning Wright. Educational/Behavioral Consultant, Sierra Madre, California

Both general and special education teachers must maintain continuous engagement in order to cover curriculum content adequately to achieve “some educational benefit”. Learn classroom structure  and interactions that do and do not facilitate increased time on task and motivated learners. Diana will review the foundational supports that keep students engaged and the PROMPT method of behavioral correction that minimizes disruption of the flow of instruction, returning the student to compliance quickly.

E. Least Restrictive Environment (LRE): Placement Services and Curricular Issues
Art Cernosia, Attorney at Law/Education Consultant, Williston, Vermont

This intermediate mini-course will provide participants with an overview and analysis of the legal requirements and interpretations in implementing the LRE requirement of the IDEA. Issues to be covered include the legal criteria and procedures in making the LRE placement decision for a student, the requirement of providing services, including related services, in the LRE and the extent to which the law requires curricular adaptations to allow the student to progress in the general curriculum.

F. Ethics Seminar
Graham Hicks, Attorney at Law, Graham M. Hicks, P.C., Portland, Oregon, and
Diane Wiscarson, Attorney at Law, Wiscarson Law, Portland, Oregon

An interactive ethics seminar specially designed for attorneys to meet State Bar Association CLE program standards; includes problems and hypotheticals with ethical considerations based on real life school law practice; issue identification, participant discussion; and recommended professional practices.

G. The Role of School Psychologist in a Demanding Educational World
Wayne Stewart, Attorney at Law, Hammonds, Sills, Adkins & Guice, LLP, Baton Rouge, Louisiana

While the role of the school psychologist has never been insignificant, schools’ ongoing struggles with violent and homicidal student behavior, bullying, harassment, and discrimination coupled with more recent mandates for achievement and staff accountability place the school psychologist in a critical role in education.  NCLB’s and IDEA’s requirements for empirically based practices should fit well into the realm of school psychology practice–at least those trained/experienced in the scientist-practitioner model.  This mini-course will emphasize the various and necessary roles which the competent school psychologist can fill and thrive within the school environment.  Wayne will share perspectives as a licensed attorney and as a licensed psychologist specializing in school psychology.


2:45 – 3:00 PM

Refreshment Break


3:00 – 5:00 PM

H. Bullying and Harassment:  When Discipline is Not Enough
Tim Sell and Paul Goodwin, Attorneys at Law, U.S. Department of Education, Office for Civil Rights, Seattle, Washington

The adoption of anti‐bullying policies reflects school districts’ recognition that bullying can foster a climate that seriously impacts victims and create conditions that negatively affect learning.  Two senior OCR attorneys will talk about when bullying may also may trigger responsibilities under federal antidiscrimination laws (including Section 504 and Title II), review recent relevant OCR policy and decisions, and provide guidance on how to properly consider whether bullying equates to discriminatory harassment that requires more than just a disciplinary response.

I. Common Core Curriculum and Special Education – Practices for Success
Mary Schillinger, Assistant Superintendent Las Virgenes Unified School District, Simi Valley, California

Common Core Standards and instructional shifts represent new challenges and opportunities for Special Education students.  This intermediate level session will provide specific strategies and guidelines for alignment of IEP goals to CCSS.  Resources, checklists, planning tools, sample common core aligned IEP goals, and assessment guidelines will be provided to help you plan for and support student success in managing complex texts, project based learning activities, common core writing and more.  Mary Schillinger, a nationally recognized special education practitioner, and author of the new publication; Common Core and the Special Education Student:  Your Guide to Instructional Shifts and Implementing Services and Supports, will present strategies and guidelines for success across a range of instructional settings.

J. Multi-Tiered System of Support and the Special Education Eligibility Determination Process
Clayton Cook, Associate Professor, Educational Psychology, University of Washington, College of Education, Seattle, Washington

The MTSS, or RTI, movement is enabling public education in the United States to evolve from a reactive model in which students had to seriously deteriorate before being moved on to special education programs, to one that emphasizes early and high-quality research-based interventions in regular programs that generate useful data with which to make key decisions with regard to educational programming, which may include special educational services. The purpose of this presentation is to discuss how MTSS provides the structure for conducting a legally sound and educationally impactful special education eligibility determination process for students with high incidence disabilities (for example, SLD and EBD). Attendees will learn about universal screening, providing a continuum of evidence-based supports, and progress monitoring data. They will also learn about how to use data that results from implementing a MTSS as the centerpiece of a comprehensive special education evaluation.

K. Section 504 and the Americans with Disabilities Act (ADA): Student Issues
Julie Weatherly, Attorney at Law/Owner, Resolutions in Special Education, Inc., Mobile, Alabama

Let’s clear up the confusion about the fundamental concepts of Section 504 and the ADA as they apply to public school students!  In this Mini-Course session, common “myths and realities” related to the application of Section 504 and the ADA will be explored.  Issues ranging from “eligibility” and “504 FAPE” to procedural safeguards, discipline and disability discrimination will be covered.