| Welcome
Important Dates
Local & State Resources/Links
Books
News/Legislation
Newsletters
Membership
About
Us/Mission
Affiliations
|
HOUSE INTERIM
COMMITTEE ON EDUCATION
September 5, 2000 Hearing Room E
10:00 am Tapes 12 - 15
MEMBERS PRESENT: Rep. Ron Sunseri, Chair
Rep. Betsy Close, Vice-Chair
Rep. Vic Backlund
Rep. Elaine Hopson
Rep. Bob Jenson
Rep. Bruce Starr
Rep. Jackie Taylor
MEMBER EXCUSED: Rep. Chris Beck
Rep. Judy Uherbelau
STAFF PRESENT: Jan McComb, Administrator
Patrick Brennan, Administrative Support
ISSUES HEARD: Autism Task Force Report
These minutes are in compliance with Senate and House Rules. Only
text enclosed in quotation marks reports a speaker's exact words.
For complete contents, please refer to the tapes.
TAPE/# Speaker Comments
TAPE 13, A
AUTISM TASK FORCE REPORT
380 Steve Johnson Associate Superintendent, Office of Special Education,
Oregon
Department of Education (ODE). Introduces the members of the task
force. Describes the activities of the task force during the past seven
months. Distributes the task force report (EXHIBIT Q.
TAPE 12, B
018 Johnson States that the panel will make recommendations related
to three issues:
· Continuum of services
· Residential services
· Funding
027 Marilyn Gense Autism Specialist, ODE. States that there are over
3,000 individuals in
the state eligible for education services tailored specifically for
autism
spectrum disorder (ASD). Says that students with autism present a
wide variety of issues to educators and to their families. Asserts that
the current services were not designed to meet the needs of so many
students.
045 Gense Lists six recommendations detailed in the report's executive
summary:
Oregon must improve educational services for children with ASD
through the implementation of a three-level service system that
includes resources, training centers, and direct service to children
HOUSE EDUCATION
September 5, 2000
Page 2
· Oregon must increase funding to a level appropriate for
providing the needed services
· Oregon must pass long-term legislation to provide and insure
services to children with ASD
· Families and professionals must be able to work together to
develop programs appropriate for individual children
· Oregon must enhance training opportunities for families, educators,
medical professionals, and residential service providers
· Educators and service providers must be recruited, retained,
and trained to provide high quality service
085 Gense States that the task force is recommending a three-level service
program that includes the following three components:
· Oregon Autism Spectrum Development Center: a statewide, independent
agency that provides information to those providing direct services
to children with ASD, performs research, disseminates findings, develops
programs, offers training and certification, and seeks additional funds
for research
· Eight or more Regional Model Centers: to provide intensive
training for educators and families of children with ASD, specific instruction
to special education professionals, mentor teachers, and assessment
for individuals to determine eligibility for services
· Local schools, school districts, and regional program services
that currently provide services to families and teams that work with
children with ASD
140 Chair Sunseri Inquires whether the facilities would be located in
existing facilities or
would require new facilities to be built.
143 Gense Replies that the issue was not discussed but that it was assumed
that
existing facilities would be used for the new levels of service.
149 Stan Ash Autism Task Force member and parent of a child with ASD.
Describes
the various levels of autism. Indicates that some residential programs
currently in operation in Oregon serve the needs of some autistic
children. Explains that older individuals with less severe cases of
autism require much lower levels of service than do younger children
with severe cases.
178 Mickey Upson Autism Task Force member. States that providing necessary
services
to children with autism often places a severe burden on school districts.
Asserts that children with severe ASD require funding levels well
above the current weight of twice the basic rate. Says that the task
force recommends contracting with an outside agency to supply full
general funds to meet the cost of $1.5 million annually for the ASD
Center. States that rural school districts in Eastern Oregon do not
have
the ability to meet the needs of their autistic students without
significant state assistance. Says that the regional centers proposed
by
the task force will aggressively seek funding from grants and other
sources.
215 Rep. Taylor Requests clarification whether the annual $1.5 million
is for a single
These minutes are in compliance with Senate and House Rules. Only
text enclosed in quotation marks reports a speaker's exact words. For
complete contents, please refer to the tapes.
HOUSE EDUCATION
September 5, 2000
Page 3
center.
219 Upson Clarifies that the cost is for the major statewide center.
220 Rep. Backlund Asks whether there is currently agreement as to what
the best practices
are for meeting the needs for ASD children.
223 Gense Replies that there is agreement for the most part, but that
a center is
needed to study the research being performed on the issue.
235 Rep. Close Notes that there has been a dramatic increase in the
number of reported
cases of autism during the past decade.
239 Ash Presumes that the rise in reported cases was due primarily to
a
broadening of the definition of autism to include many children who
had previously been diagnosed with some other disorder.
263 Gense States that there are no sure answers as to why there has
been a rise in
cases of autism throughout both Oregon and the nation at large. Says
that research has considered such things as medication, vaccination,
and public awareness.
270 Rep. Hopson Wonders why services for autism cannot be provided through
educational service districts (ESD).
276 Upson Replies that although ESDs deal with many of the issues facing
autistic
children they do not have the resources necessary to do so adequately.
States that the funding level currently provided for the task is "a
drop in
the bucket," meaning that many school districts need to spend general
fund dollars on the task.
299 Rep. Jenson Mentions that be is familiar with many of the autistic
children in
Umatilla County. Notes that the report discusses an improvement
between ODE and the Department of Human Services (DHS).
Expresses surprise that good relations between the two are not
assumed.
330 Johnson Describes the relationship between ODE and DHS. Says
there has
been a conflict over who is responsible for bearing the cost of services.
Asserts that coordination of services will improve. Explains that DHS
was mentioned specifically in the report in order to highlight the
relationship for the legislature.
367 Rep. Jenson Assures the panel that the committee and the legislature
will look into
the issue in greater detail. Inquires who is the main contact between
schools and families regarding the concerns for autistic children.
390 Gense Replies that the age of the child determines who is the main
contact.
Says that early intervention specialists coordinate for young children,
while for school age children it is often a regular or special education
teacher.
TAPE 13, B
005 Rep. Jenson Asks how autism specialists consult with parents
during the summer
when school is out of session.
013 Gense Replies that the specific needs of the child determine the
relations
between parents and specialists
021 Rep. Jenson Asks what are criteria for an extended school year.
These minutes are in compliance with Senate and House Rules. Only
text enclosed in quotation marks reports a speaker's exact words. For
complete contents, please refer to the tapes.
HOUSE EDUCATION
September 5, 2000
Page 4
024 Johnson Responds that the criteria for all children in special education
are as
follows:
· Would the child regress during the summer to the extent that
they would not have the opportunity to recoup what was lost in a reasonable
time once school resumes
· Some districts consider whether a child is near a learning
breakthrough
035 Rep. Jenson Asks whether there is sufficient flexibility in the
extended school year
program to allow for consideration of the special needs of some
children.
044 Johnson Replies affirmatively. Says that the focus of special education
is upon
the individualized needs of a particular child, through the creation
of an
individualized education program (IEP). Indicates that a child's IEP
team has the option of an extended school year if it will meet the needs
of the child.
057 Rep. Jenson Recalls that there was mention of the possible need
to address in-home
care needs. Wonders if that is an area in particular need of
improvement.
065 Johnson Reiterates that the education of all children is a partnership
activity
between parents, teachers, and professionals, but especially so for
autistic children. Says that schools can make some resources available
for its students at home but that some autistic children require in-home
instruction and modeling of behaviors and living skills. Mentions that
such services are often not available.
092 Ash Comments that some areas are able to offer hospice services
but that
others are able to offer very little. Describes the negative impact
an
autistic child can have on a family when no additional support is
available.
108 Gense Mentions that not every child identified with ASD qualifies
for in
home support services. States that the levels of services that are
available are often limited. Indicates that the task force has considered
the issue at length.
120 Rep. Taylor Discusses the negative financial impact a child with
ASD can have on a
school district. Says the likelihood of creating a new state agency
is
remote. Asks whether the task force considered the possibility of using
existing agencies to provide the needed services, particularly in rural
areas. Comments that the task force recommendations seem to be
examples of top-down decision-making.
142 Johnson Responds that the task force struggled with that fact. Says
the request
is not meant to demean the extraordinary efforts of parents and teachers
on the part of autistic children throughout the state. Comments that
there has been limited success in implementing existing programs.
Indicates that the report offered an opportunity to bring parents and
service providers together.
174 Ash Mentions that testimony was received on both sides. Says that
currently
each district makes its own way without an overall direction that makes
sense for all kids in the state. Opines that the current process is
These minutes are in compliance with Senate and House Rules. Only
text enclosed in quotation marks reports a speaker's exact words. For
complete contents, please refer to the tapes.
HOUSE EDUCATION
September 5, 2000
Page 5
inefficient.
191 Chair Sunseri Applauds the efforts of the task force. Says he will
recommend that the
next chair of the committee give the issue a full hearing next session.
203 Mary Jo Weaver Corvallis. States that she is the parent of a child
with ASD. Asserts
that the state should abolish the differentiation between definitions
of
autism. Says her daughter has been diagnosed medically but cannot get
an educational program to meet her needs. Asserts that the ODE forms
do not embrace the medical diagnosis of autism, meaning that her child
cannot get services. Discusses how autism affects all aspects of a
child's life.
260 Weaver Indicates her daughter would have received services by other
states'
standards. Says she cannot afford to continue providing services for
her daughter and that a lack of services would severely hinder her
daughter's ability to live a normal life. States that medical
professionals should be the ones to make the determination of whether
a child is autistic and in need of educational services. Says that many
children with ASD require constant supervision, but that there is no
place for them to go. Indicates that many families are leaving Oregon
for other states in order to receive services for ASD.
335 Rep. Taylor Asks whether Ms. Weaver believes the model outlined
in the report
would have been helpful to her and her daughter had it had been
available earlier.
346 Weaver Responds that her daughter was in the school system through
the 6 th
grade, during which time it failed to take action on her medically
diagnosed condition.
364 Rep. Taylor Wonders if Ms. Weaver's daughter would have been better
served by
the current system if her daughter had been diagnosed educationally
as
well as medically, or if her medical diagnosis had applied to her
education.
370 Weaver Replies affirmatively. Indicates that the services that are
available are
consultative, rather than hands on, which creates more difficulties
than
it solves. Says there is far too little in the way of effective services
anywhere in the state, especially in Corvallis.
TAPE 14, A
010 Julie Conklin Corvallis. Describes the needs of her autistic
child. Says that her
regional service center has been very helpful. Asserts that affected
families tend to work together and collaborate with service providers
to
do whatever it takes to procure services for autistic children. Expresses
optimism for her son's future.
057 Conklin Reiterates the need for federal, state, and local agencies
to uphold their
responsibilities. Says there are places for families to turn to but
that
there is also a need for a continuum of services to help them keep ahead
of changes. Expresses favor for the state resource center concept.
Implores the committee to take action on the issue so that the 8,000
people in Oregon living with ASD will not be left behind.
These minutes are in compliance with Senate and House Rules. Only
text enclosed in quotation marks reports a speaker's exact words. For
complete contents, please refer to the tapes.
SENATE INTERIM COMMITTEE ON
BUSINESS,
EDUCATION, AND CONSUMER AFFAIRS
September 6, 2000 Hearing Room A
9:00 a.m. Tapes 12 - 16
MEMBERS PRESENT: Sen. Tom Hartung, Chair
Sen. Charles Starr, Vice-Chair
Sen. Susan Castillo
Sen. John Lim
Sen. Rick Metsger
Sen. Marylin Shannon
STAFF PRESENT: Jan McComb, Administrator
Patrick Brennan, Administrative Support
MEASURE/ISSUES HEARD: Autism Task Force Report
These minutes are in compliance with Senate and House Rules. Only
text enclosed in quotation marks reports a speaker's exact words. For
complete contents, please refer to the tapes.
TAPE/# Speaker Comments
TAPE 14, A
AUTISM TASK FORCE REPORT
215 Linda Felber ODE. Provides an overview of the presentation. Mentions
the names
of a few of the members of the task force. Indicates that the task force
benefited from the efforts of two groups previously assigned the task
of
addressing autism.
254 Marilyn Gense Autism Task Force. Distributes the Autism Task Force
Report
(EXHIBIT L) and additional materials (EXHIBIT M). States that she
has been a teacher for 25 years. Describes children with autism
spectrum disorders (ASD) as "the most difficult kids [she has] had to
work with, and also the most rewarding." Indicates that there are
nearly 3,000 children in Oregon eligible for services related to ASD.
Says that autistic children present intense issues for both educators
and
families. Asserts that the services currently available have not been
funded adequately to meet the needs of kids with ASD.
290 Gense Lists six recommendations detailed in the report's executive
summary:
· Oregon must improve educational services for children with ASD
through the implementation of a three-level service system that includes
resources, training centers, and direct service to children
· Oregon must increase funding to a level appropriate for providing
the needed services
· Oregon must pass long-term legislation to provide and insure
services to children with ASD
SENATE BUSINESS, EDUCATION, AND CONSUMER AFFAIRS
September 6, 2000
Page 2
· Families and professionals must be able to work together to develop
programs appropriate for individual children
· Oregon must enhance training opportunities for families, educators,
medical professionals, and residential service providers
· Educators and service providers must be recruited, retained,
and trained to provide high quality service
338 Gense Outlines the recommended three-level system of services outlined
in
the report:
0 Oregon Autism Spectrum Development Center: a statewide, independent
agency that provides information to those providing direct services to
children with ASD, performs research, disseminates findings, develops
programs, offers training and certification, and seeks additional funds
for research
382 Chair Hartung Inquires whether children would come to the development
center to
receive services.
384 Gense Clarifies that the development center will serve as a hub for
research
and dissemination of information. Continues to describe the three
tiered proposal:
· Eight or more Regional Model Centers: to provide intensive training
for educators and families of children with ASD, specific instruction
to special education professionals, mentor teachers, and assessment for
individuals to determine eligibility for services
· Local schools, school districts, and regional program services
that currently provide services to families and teams that work with children
with ASD
Explains that the layered structure of the proposal would integrate into
and overlay the current service system.
TAPE 15, A
016 Stan Ash Autism Task Force member. Says the task force reviewed residential
programs throughout the nation and the world for inspiration.
Estimates the cost of service provision for children with autism at
$20,000-50,000 per year. Describes the characteristics displayed by
children with varying levels of autism. Acknowledges that not all
autistic children will require the full range of services provided by
the
three-tiered proposal. Asserts that the pattern that works best is a
public/private partnership.
047 Chair Hartung Mentions that he has a nephew with a mild form of autism.
Inquires as
to the single most important thing the legislature can do to help
children with ASD.
056 Ash Responds that there are regional programs in the state, offering
Umatilla as an example. Suggests that additional funding to both
facilities providing services and to families of autistic children would
be beneficial. Reiterates that not all autistic children require a wide
range of services.
080 Chair Hartung Wonders whether services could be provided through educational
service districts (ESDs).
These minutes are in compliance with Senate and House Rules. Only
text enclosed in quotation marks reports a speaker's exact words. For
complete contents, please refer to the tapes.
SENATE BUSINESS, EDUCATION, AND CONSUMER AFFAIRS
September 6, 2000
Page 3
086 Mickey Upson Superintendent, Umatilla Morrow ESD. Explains that the
eight model
sites are still being developed but that ESDs might be well located for
the purpose. Comments on the impact autistic children have on their
local school districts and says that some districts are stretched
financially to the breaking point. Indicates that a single child with
ASD
can completely deplete an entire district's special education budget.
Reiterates the need for additional funding.
133 Sen. Castillo Requests confirmation that $1.5 million is needed in
addition to
funding already available from other sources.
136 Upson Replies affirmatively.
148 Sen. Shannon Suggests that the task force approach the caucus offices
of both parties
to determine who may be head of the Ways and Means Human
Resources subcommittee during the upcoming session. Recounts a
medical emergency experienced by an acquaintance's autistic child.
179 Mary Jo Weaver Autism Task Force member. Estimates that the actual
number of
people with autism in Oregon who require services to be about 8,000.
Argues that the differentiation between the medical and educational
diagnoses of autism should be abolished. Says that her daughter would
receive services in most other states, but because Oregon does not
recognize a medical diagnosis for educational purposes she does not
receive necessary educational services. States that Oregon is nationally
recognized as the worst state in the nation with regard to services to
families with autistic children. Indicates that some families have left
for other states in order to procure necessary services that are
unavailable here. Mentions that teachers in many areas are not allowed
to inform families of children with ASD of the options available to
them.
229 Weaver Comments that there is insufficient collaboration between parents
and
service providers in many parts of Oregon. Laments that parents are
isolated and uninformed. Recommends that trained and accredited
professionals be called upon to bring about positive outcomes.
247 Chair Hartung Says that he looks forward to addressing the issue once
the legislature
comes back in session in January 2001. Requests that the task force
continue to work with ODE.
258 Steve Dickinson Superintendent, Colton School District. Reinforces
the need for
funding as outlined in the report. Describes the impact that a
single
autistic child has had on his district. Mentions that the child's
education has since been taken over by Multnomah ESD but that the
district retains responsibility for paying for the services. Says the
child
represents an "incredible financial drain" on the district.
315 Dickinson Asserts that the program outlined in the report would make
children
with ASD less burdensome on school districts. Comments that his
district and others throughout the state have been forced to use General
Fund dollars to pay for services related to autism. Says that the district
has already been forced to cut PE and music specialists as a result of
other funding cuts.
These minutes are in compliance with Senate and House Rules. Only
text enclosed in quotation marks reports a speaker's exact words. For
complete contents, please refer to the tapes.
SENATE BUSINESS, EDUCATION, AND CONSUMER AFFAIRS
September 6, 2000
Page 4
Submitted By,
Reviewed By,
Patrick Brennan,
Administrative Support
Jan McComb,
Administrator
EXHIBIT SUMMARY
L - Autism Task Force, report, Marilyn Gense, 82 pp. M - Autism Task Force,
informational materials, Marilyn Gense, 30 pp.
These minutes are in compliance with Senate and House Rules. Only text
enclosed in quotation marks reports a speaker's exact words. For complete
contents, please refer to the tapes.
|
