1. O REGON D EPARTMENT OF E DUCATION O FFICE OF S TUDENT L EARNING & P ARTNERSHIPS S PECIAL E DUCATION C HARTING THE C OURSE K NOWING W HAT W ORKS – D OING W HAT W ORKS Administrator Conference – October 2010

2. C AREER AND C OLLEGE A TTAINMENT C RADLE - TO -C AREER E DUCATION P LAN L ITERACY BY 3 RD G RADE I NCREASE A CCESS &A FFORDABILITY H IGHER E DUCATION K-12 E ARLY L EARNING

3. A C ONNECTED A PPROACH 1. Infants, Toddlers & Preschoolers 2. Children & Youth 3. Youth & Adults 4. Individuals, Families & Communities 5. Personnel 6. Research & Development and Technical Assistance

4. Intervene early to prepare infants, toddlers and preschoolers with disabilities to enter Kindergarten ready to learn and be successful G OAL #1: I NFANTS, T ODDLERS & P RESCHOOLERS

5. Prepare children and youth with disabilities for college and/or careers in a global economy G OAL #2: C HILDREN & Y OUTH

6. S TUDENTS WITH D ISABILITIES ARE S TUDENTS F IRST A Complete Education Great Teachers and Great Leaders Meeting the Needs of Diverse Learners College- and Career-Ready Students Successful, Safe and Healthy Students Fostering Innovation and Excellence

7. D O W HAT W ORKS Early Intervening Services (EIS)

8. Prepare youth and adults, particularly those with significant disabilities, for high-quality employment and self-sufficiency G OAL #3: Y OUTH & A DULTS

9. Engage people with disabilities in the development of strategies to meet their lifetime goals and include families and communities as partners G OAL #4: I NDIVIDUALS, F AMILIES & C OMMUNITIES

10. Prepare personnel to provide high-quality services to children and adults with disabilities G OAL #5: P ERSONNEL

12. Create stronger links between research, development and innovation to improve outcomes for individuals with disabilities G OAL #6: R ESEARCH & D EVELOPMENT AND T ECHNICAL A SSISTANCE

13. Review all relevant student data Develop and provide the highest level of school support Develop and implement individualized plans Collect and analyze data regularly Monitor progress more intensely Review outcomes Review all relevant student data Increase level of support Develop and implement individualized expectations Monitor progress more frequently Identify additional resources/referrals Review all relevant student data Identify students who are in need of additional support Identify curriculum for selection and use Plan instruction and intervention/support (evidence based/fidelity in delivery) Monitor progress

14. WITHIN ONE YEAR LITTLE RED LIGHTS BINGO LEAP BUILDINGS IN A SINGLE BOUND YOU KNOW YOU ARE A DISTRICT DIRECTOR OF SPECIAL EDUCATION IF: FAPE in your LRE DO AN EXTRA SET OF BICEP CURLS. SEA  MOE+ LARRY + CURLY DAILY NUMBER PICK STARTS WITH 300. 0902 OR %OF HEARING REQUESTS SCHOOL ATTORNEY DATES YOU KNOW BY HEART DISCIPLINING YOUR CHILDREN