1. The Oregon Trial
Rae Ann Ray, IDEA Specialist, Oregon Department of Education
Marc Shelton, COE Interim Dean, George Fox University
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2. “IF we just knew then what we know now” … a lesson learned from interagency collaboration to prepare leaders for effective inclusive schools
in Oregon
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3. Engaging Question … with a shoulder partner (5 mins)
Describe 1) a time where collaboration with an external partner worked and 2) specify the turning point in the process – why did it work so we can replicate it?
Share out from conversations …

4. Essential Questions
What are some ideas generated about interagency collaboration in your context, using the Oregon Trial scenario?
What learning on systemic change can help organizations move from planning-specifics to the big picture and back again for implementation?

5. Principals and Effective Inclusive Schools
“Schools that function inclusively do so for a reason…
the principals in these schools were the reason”
Christine L. Salisbury (2006, p.79). Principals' Perspectives on Inclusive Elementary Schools. Research & Practice for Persons with Severe Disabilities.

6. Why? Define Inclusion
In effective inclusive schools—students with disabilities belong to the school community and are valued by others
They actively participate in the academic and social community of the school
They are given care that offers them the opportunity to succeed.

7. Why? The Principal
Principals in effective inclusive schools have core values that reflect this definition of inclusion.
Principals made sure their core values are reflected in the shared vision of the school.

8. Why? The Principal
Principals were “adamant and uncompromising” about core values
For principals, “inclusion was a non-negotiable founded in civil rights”

9. The Dilemma
Principals need to act to create a culture for effective inclusive schools
Transform a school into an inviting place that promotes learning and growth for students with disabilities
Preparation for effective inclusive principals is different
Key competencies and skills are necessary to lead an inclusive school where each student succeeds

10. Professional Standards for Educational Leaders
Competencies within PSEL 2015
Administrator Preparation Programs: How do we incorporate the PSEL refresh into existing courses for curriculum redesign?
Or do we just need to develop new courses?

11. National Educational Leadership Preparation Standards (NELP)
CAEP consequential (Draft, May 2016)
Building/District distinctives
Refresh of the ELCC 2011
How do we align 7 standards with the 10 standards in the PELS 2015?
NELP nuances human resources & adds Internship/Clinical Practice

12. Preparing Future Leaders for Inclusive Schools
Focusing on the "each student" language of the Professional Standards for Educational Leaders (PSEL) document?
How do programs incorporate the refresh with project strategies, online resource development, and curriculum redesign?
How do programs incorporate cross-program expertise to develop course modules, enhance instructional strategies, with a general education/special education perspective? Instructional focus
What key simulations/scenarios could emphasize an inclusive school climate and culture?

13. The Oregon Context Existing Conditions Collaboration among programs
7 universities (2 public / 5 private)
Includes OR Principal’s Association
ORPEA’s seat at OR policy table
Principal Preparation refresh
Goal for new rules in
Integrate PELS and NELP standards
An educational leader “integrates principles of cultural competency and equitable practice and promotes the success of every student” by …

14. The Oregon Plan OR joins CEEDAR’s 2015 Cohort
Intensive Technical Assistance - ODE
Administrator License Redesign
Sep/Oct 2015 – Conference Calls
Focused Leadership/Clinical Practice
New courses for Preliminary Admin
Dec 2015/Jan 2016 (ESSA signed)
Shift to embedded modules - hybrid

15. CEEDAR Resources Teacher/Leader Preparation Course Enhancement Modules
ceedar.education.ufl.edu/teacher-and-leader-preparation/
Course Enhancement Modules
ceedar.education.ufl.edu/cems/
Innovation Configuration
ceedar.education.ufl.edu/wp-content/uploads/2014/09/IC-8_FINAL_ pdf

16. The Oregon Plan Pilot module development SU17
Portland St-GFU / COSA-UOregon
Use foundational CEEDAR tools
Course Enhancement Module (CEM)
Innovation Configuration model
Implement modules PreAL FA17
Behavior / Discipline – FAPE
Network / Transition – LRE
Evaluate for Professional AL

17. Emphasize the Fundamentals
Zero Reject
Free & Appropriate Education
Least Restrictive Environment
Due Process
Non-discriminatory Assessment & Evaluation
Collaborative Decision-making among Families & Professionals

18. Facilitated Conversation
Find a Facilitator next to chart paper …
Talk and reflect about the idea that is on the chart paper
Add any comments on the paper on a sticky
… then Find another Facilitator (group)
Use this essential question:
How do we move from specifics to big picture to implementation?
An educational leader “integrates principles of cultural competency and equitable practice and promotes the success of every student” by …

19. Essential Reflections
What are your reflections on our ideas about interagency collaboration in the context of your specific organization?
How do you help move your organization from specifics to big picture to implementation?

20. Walk Away #1
Knowledge:
How is Oregon preparing future principals to meet the needs of each student (with disabilities & struggles) in effective inclusive schools?

21. Walk Away #2
Knowledge:
What CEEDAR resources may be accessed by each program to support principal preparation?

22. Walk Away #3
Ideas for Application:
How do we engage with partners outside of us to refresh the future of principal preparation?

23. Connection Activity
Silent connection w/ self (5 mins)
Now that you just learned what you know now … how could interagency collaboration best be accomplished within your context?
Network to connect w/ others (5 mins)
Who, when, how to follow up with 1-2 colleagues about refreshing leader prep for effective inclusive schools
An educational leader “integrates principles of cultural competency and equitable practice and promotes the success of every student” by …

24. References
Billingsley, B. S., McLeskey, J., & Crockett, J. B. (2014, August). Principal leadership: Moving toward inclusive and high-achieving schools for students with disabilities (CEEDAR Document No. IC-8). Retrieved from University of Florida, Collaboration for Effective Educator Development, Accountability, and Reform Center website:
Council of Chief State School Officers. (2015). Promoting Principal Leadership for the Success of Students with Disabilities. In Promises to Keep: Transforming Educator Preparation to Better Serve a Diverse Range of Learners. Alexandria, VA: Author. Retrieved from the CCSSO website:
Leadership for Students with Disabilities (2016). CEEDAR Course Enhancement Module. Retrieved from University of Florida, Collaboration for Effective Educator Development, Accountability, and Reform Center website:
National Policy Board for Educational Administration. (2016). Draft National Educational Leadership Preparation Standards. Alexandria, VA: Author. Retrieved from the NPBEA website:
National Policy Board for Educational Administration. (2015). Professional Standards for Educational Leaders. Alexandria, VA: Author. Retrieved from the CCSSO website:

25. Contact Information
Rae Ann Ray, Oregon DOE
Marc Shelton, George Fox U.