placement section 5 table of contents oregon law …...implemented: ors 343.045; 343.155 hist.: 1eb...

PPS Department of Special Education Placement

5.1 Revised: September 2003

PLACEMENTSection 5

TABLE OF CONTENTS

OREGON LAW AND PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – POLICIESAND PROCEDURES...........................................................................................................5.3

PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – DISTRICT PROGRAMS .............5.11School Programs – Resource Programs ......................................................................5.13School Programs – Structured Learning Centers........................................................5.14Structured Learning Centers – Program Descriptions ...............................................5.16Home Instruction and Off-Site Instruction Programs..................................................5.20Off-Site Programs Due Process Procedures ...............................................................5.22Request for Home Instruction and Off-Site Instruction Programs ............................5.24Special Education Vocational Program ........................................................................5.25Community Transition Centers and Community Resource Centers .........................5.26Delayed Expulsion Student Counseling Center...........................................................5.28Portland DART Schools ..................................................................................................5.29

PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – OPERATIONS ............................5.31Early Childhood Special Education Program Operation Guideline –

Reevaluation and Eligibility when a Child Transitions to Public School ......5.33Early Childhood Special Education – Paperwork to Complete when a

Child Transitions to School-Age Programs .....................................................5.34Early Childhood Special Education – IEP in Place when a Child

Transitions to School-Age Programs ................................................................5.35Elementary School Resource Center Teacher’s Responsibilities for

Student Transition to Middle School .................................................................5.36Elementary School SLC Teacher’s Responsibilities for Student Transition

to Middle School ..................................................................................................5.38Middle School Resource Center Teacher’s Responsibilities for Student

Transition to High School ...................................................................................5.39Middle School SLC Teacher’s Responsibilities for Student Transition to

High School...........................................................................................................5.41High School Resource Center Teacher’s Responsibilities for Student

Transition from Middle School ..........................................................................5.43High School SLC Teacher’s Responsibilities for Student Transition from Middle

School or to a Community Transition Classroom (CTC).................................5.44Change of Placement Procedures .................................................................................5.45Change of Placement – Consultation Form..................................................................5.47Student Transfers – New Procedures for the 2004 –2005 School Year.....................5.48



District Policy on Student Enrollment and Transfers...................................................5.49Request for Transfers within the District (Intra-District) for Resident Special

Education Students...............................................................................................5.55Request for Transfers to Other Districts (Inter-District) for

Resident Special Education Students ................................................................5.58Resident District Transfer Request Form ......................................................................5.60Out-of-District Placements – Checklist for Change of Placement out of,

or back into, a District Placement .......................................................................5.62Special Education Students Moving into Portland Public Schools ...........................5.63Guidelines for Serving Transfer Students with Disabilities .......................................5.64Special School Referral Form ........................................................................................5.72Structured Learning Center - Behavior - Referral Student Information ....................5.74Structured Learning Center - Behavior - Parent Notice of Emergency Suspension............................................................................................................5.75Structured Learning Center – Behavior – De-escalation/Calm Room .......................5.76Structured Learning Center – Behavior Safety Plan ...................................................5.77Charter Schools – Questions and Answers from the Oregon Department of Education ..........................................................................................................5.78Charter and Private Schools – Chart of Staff Responsibilities………………………...5.83

PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – RESOURCES ...............................5.85



PLACEMENTSection 5

Oregon Lawand

Portland Public SchoolsSpecial Education

POLICIES AND PROCEDURES



[This page intentionally left blank.]

Sec

tion

5: P

lace

men

t

Ore

gon

Adm

inis

trat

ive

Rul

es

PL

AC

EM

EN

TO

RE

GO

N L

AW

PO

RT

LA

ND

PU

BL

IC S

CH

OO

L P

RO

CE

DU

RE

S

5.5

Rev

ised

: S

epte

mb

er 2

003

Sec

tio

n 5

: L

east

Res

tric

tive

En

viro

nm

ent

581-

015-

0059

Req

uir

emen

t fo

r L

east

Res

tric

tive

En

viro

nm

ent

RE

VIS

ED

Sch

ool d

istr

icts

sha

ll en

sure

that

:(1

) T

o th

e m

axim

um e

xten

t app

ropr

iate

, chi

ldre

n w

ith d

isab

ilitie

s,in

clud

ing

child

ren

in p

ublic

or

priv

ate

inst

itutio

ns o

r ot

her

care

faci

litie

s,ar

e ed

ucat

ed w

ith c

hild

ren

who

are

not

dis

able

d; a

nd(2

) S

peci

al c

lass

es, s

epar

ate

scho

olin

g or

oth

er r

emov

al o

f chi

ldre

n w

ithdi

sabi

litie

s fr

om th

e re

gula

r ed

ucat

iona

l env

ironm

ent o

ccur

s on

ly if

the

natu

re o

r se

verit

y of

the

disa

bilit

y is

suc

h th

at e

duca

tion

in r

egul

arcl

asse

s w

ith th

e us

e of

sup

plem

enta

ry a

ids

and

serv

ices

can

not b

eac

hiev

ed s

atis

fact

orily

.

Sta

t. A

uth.

: OR

S 3

43.0

41; 3

43.0

45; 3

43.0

55S

tats

. Im

plem

ente

d: O

RS

343

.045

; 343

.155

His

t.: 1

EB

261

, f. 6

-2-7

7; 1

EB

10-

1978

, f. &

ef.

3-3-

78; E

B 1

1-19

95, f

. & e

f.5-

25-9

5

I. L

east

Res

tric

tive

En

viro

nm

ent

A.

The

dis

tric

t ens

ures

that

:

1.

To

the

max

imum

ext

ent a

ppro

pria

te, s

tude

nts

with

dis

abili

ties,

incl

ud

ing

ch

ildre

n in

pu

blic

or

pri

vate

inst

itu

tio

ns

or

oth

erca

re f

acili

ties

are

edu

cate

d w

ith s

tude

nts

who

are

non

-di

sabl

ed; a

nd

2.

Spe

cial

cla

sses

, sep

arat

e sc

hool

ing,

or

othe

r re

mov

al o

fst

uden

ts w

ith d

isab

ilitie

s fr

om th

e re

gula

r ed

ucat

iona

len

viro

nmen

t occ

urs

only

if th

e na

ture

or

seve

rity

of th

e di

sabi

lity

is s

uch

that

edu

catio

n in

reg

ular

cla

sses

with

the

use

ofsu

pple

men

tary

aid

s an

d se

rvic

es c

anno

t be

achi

eved

satis

fact

orily

.

581-

015-

0061

Pla

cem

ent

of

the

Ch

ild R

EV

ISE

D

Sch

ool d

istr

icts

sha

ll en

sure

that

:(1

) T

he e

duca

tiona

l pla

cem

ent o

f a c

hild

with

a d

isab

ility

:(a

) Is

det

erm

ined

by

a gr

oup

of p

erso

ns, i

nclu

ding

the

pare

nts,

and

othe

r pe

rson

s kn

owle

dgea

ble

abou

t the

chi

ld, t

he m

eani

ng o

f the

eval

uatio

n da

ta, a

nd th

e pl

acem

ent o

ptio

ns;

(b)

Is m

ade

in c

onfo

rmity

with

the

Leas

t Res

tric

tive

Env

ironm

ent (

LRE

)pr

ovis

ions

of O

AR

581

-015

-005

9 to

OA

R 5

81-0

15-0

062.

(c)

Is b

ased

on

the

child

's c

urre

nt IE

P;

(d)

Is d

eter

min

ed a

t lea

st o

nce

ever

y 36

5 da

ys; a

nd(e

) Is

as

clos

e as

pos

sibl

e to

the

child

's h

ome;

(2)

The

alte

rnat

ive

plac

emen

ts u

nder

OA

R 5

81-0

15-0

060

are

avai

labl

eto

the

exte

nt n

eces

sary

to im

plem

ent t

he in

divi

dual

ized

edu

catio

npr

ogra

m fo

r ea

ch c

hild

with

a d

isab

ility

;

II. P

lace

men

t o

f th

e S

tud

ent

A.

The

pla

cem

ent d

ecis

ion

for

each

elig

ible

stu

dent

:

1.Is

mad

e by

a g

roup

of p

erso

ns, i

nclu

ding

the

pare

nts,

and

oth

erpe

rson

s kn

owle

dgea

ble

abou

t the

stu

dent

, the

mea

ning

of t

heev

alua

tion

data

, and

the

plac

emen

t opt

ions

;2.

Is m

ade

in c

on

form

ity

wit

h t

he

Lea

st R

estr

icti

veE

nvi

ron

men

t re

qu

irem

ents

.

3.Is

det

erm

ined

at l

east

onc

e ev

ery

365

days

;

4.

Is b

ased

on

the

stud

ent’s

IEP

; and

5.Is

as

clos

e as

pos

sibl

e to

the

stud

ent’s

hom

e.

Sec

tion

5: P

lace

men

t

Ore

gon

Adm

inis

trat

ive

Rul

es

PL

AC

EM

EN

TO

RE

GO

N L

AW

PO

RT

LA

ND

PU

BL

IC S

CH

OO

L P

RO

CE

DU

RE

S

5.6

Rev

ised

: S

epte

mb

er 2

003

Sec

tio

n 5

: L

east

Res

tric

tive

En

viro

nm

ent

(3)

Unl

ess

the

child

's IE

P r

equi

res

som

e ot

her

arra

ngem

ent,

the

child

ised

ucat

ed in

the

scho

ol th

at h

e or

she

wou

ld a

ttend

if n

ot d

isab

led;

(4)

In s

elec

ting

the

leas

t res

tric

tive

envi

ronm

ent,

cons

ider

atio

n is

giv

ento

any

pot

entia

l har

mfu

l effe

ct o

n th

e ch

ild o

r on

the

qual

ity o

f ser

vice

sw

hich

he

or s

he n

eeds

; and

(5)

A c

hild

with

a d

isab

ility

is n

ot r

emov

ed fr

om e

duca

tion

in a

ge-

appr

opria

te r

egul

ar c

lass

room

s so

lely

bec

ause

of n

eede

d m

odifi

catio

nsin

the

gene

ral c

urric

ulum

.

Sta

t. A

uth.

: OR

S 3

43.0

41; 3

43.0

45; 3

43.0

55S

tats

. Im

plem

ente

d: O

RS

343

.045

; 343

.155

His

t.: 1

EB

261

, f. 6

-2-7

7; 1

EB

10-

1978

, f. &

ef.

3-3-

78; E

B 1

1-19

95, f

. & e

f. 5-

25-9

5; O

DE

31-

1999

, f. 1

2-13

-99,

cer

t. ef

. 12-

14-9

9

OA

R 5

81-0

15-0

060

Alt

ern

ativ

e P

lace

men

ts a

nd

Su

pp

lem

enta

ryA

ids

and

Ser

vice

s

Sch

ool d

istr

icts

sha

ll en

sure

that

a c

ontin

uum

of a

ltern

ativ

e pl

acem

ents

is a

vaila

ble

to m

eet t

he n

eeds

of c

hild

ren

with

dis

abili

ties

for

spec

ial

educ

atio

n an

d re

late

d se

rvic

es. T

he c

ontin

uum

sha

ll:(1

) In

clud

e as

alte

rnat

ive

plac

emen

ts, i

nstr

uctio

n in

reg

ular

cla

sses

,sp

ecia

l cla

sses

, spe

cial

sch

ools

, hom

e in

stru

ctio

n an

d in

stru

ctio

n in

hosp

itals

and

inst

itutio

ns; a

nd(2

) M

ake

prov

isio

n fo

r su

pple

men

tary

aid

s an

d se

rvic

es (

such

as

reso

urce

roo

m o

r iti

nera

nt in

stru

ctio

n) to

be

prov

ided

in c

onju

nctio

nw

ith r

egul

ar c

lass

pla

cem

ent.

[Fed

eral

Reg

ulat

ion:

34

CF

R 3

00.5

51]

B.

The

stu

dent

is e

duca

ted

in th

e sc

hool

that

he

or s

he w

ould

atte

nd if

nond

isab

led

unle

ss th

e se

rvic

es id

entif

ied

in th

e IE

P c

anno

t fea

sibl

ybe

pro

vide

d in

this

set

ting.

C.

The

dis

tric

t ens

ures

that

:

1.

A c

ontin

uum

of p

lace

men

t opt

ions

is a

vaila

ble

to m

eet t

he n

eeds

of s

tude

nts

with

dis

abili

ties

for

spec

ial e

duca

tion

and

rela

ted

serv

ices

.

2.

The

con

tinuu

m in

clud

es in

stru

ctio

n in

reg

ular

cla

sses

(w

ithsp

ecia

l edu

catio

n an

d re

late

d se

rvic

es, a

nd/o

r su

pple

men

tary

aids

and

ser

vice

s as

iden

tifie

d on

the

IEP

), s

peci

al c

lass

es,

spec

ial s

choo

ls, h

ome

inst

ruct

ion,

and

inst

ruct

ion

in h

ospi

tals

and

inst

itutio

ns.

3.

Pla

cem

ent o

ptio

ns, i

nclu

ding

inst

ruct

ion

in r

egul

ar c

lass

es,

spec

ial c

lass

es, s

peci

al s

choo

ls, h

ome

inst

ruct

ion,

and

inst

ruct

ion

in h

ospi

tals

and

inst

itutio

ns a

re a

vaila

ble

to th

e ex

tent

nece

ssar

y to

impl

emen

t the

indi

vidu

aliz

ed e

duca

tion

prog

ram

for

each

stu

dent

with

a d

isab

ility

.

D.

Stu

dent

s ar

e pl

aced

in th

e le

ast r

estr

ictiv

e en

viro

nmen

t, us

ing

the

follo

win

g de

cisi

on m

akin

g pr

oces

s:

1.

Com

plet

ion

of th

e IE

P;

2.

Det

erm

inin

g w

hich

IEP

ser

vice

s, in

clud

ing

inst

ruct

ion,

can

be

impl

emen

ted

in th

e re

gula

r cl

ass;

3.

If al

l IE

P s

ervi

ces

cann

ot b

e pr

ovid

ed in

the

regu

lar

clas

s,

Sec

tion

5: P

lace

men

t

Ore

gon

Adm

inis

trat

ive

Rul

es

PL

AC

EM

EN

TO

RE

GO

N L

AW

PO

RT

LA

ND

PU

BL

IC S

CH

OO

L P

RO

CE

DU

RE

S

5.7

Rev

ised

: S

epte

mb

er 2

003

Sec

tio

n 5

: L

east

Res

tric

tive

En

viro

nm

ent

iden

tifyi

ng th

ose

that

mus

t be

prov

ided

out

side

the

regu

lar

clas

s;ho

wev

er, t

he d

istr

ict w

ill n

ot r

emov

e a

stud

ent f

rom

edu

catio

n in

age-

appr

opria

te r

egul

ar c

lass

room

s so

lely

bec

ause

of n

eede

dm

odifi

catio

ns in

the

gene

ral c

urric

ulum

;

4.

For

thos

e se

rvic

es th

at m

ust b

e pr

ovid

ed o

utsi

de th

e re

gula

rcl

ass,

iden

tifyi

ng w

here

, on

the

cont

inuu

m fr

om le

ast t

o m

ost

rest

rictiv

e, th

e se

rvic

es c

an b

e pr

ovid

ed;

5.

Pla

cem

ent i

s in

the

scho

ol th

e st

uden

t wou

ld a

ttend

if n

otdi

sabl

ed, u

nles

s an

othe

r ar

rang

emen

t is

requ

ired

for

impl

emen

tatio

n of

the

IEP

;

6.

In s

elec

ting

the

stud

ent’s

pla

cem

ent,

the

plac

emen

t tea

mco

nsid

ers

and

docu

men

ts:

a.

All

plac

emen

t opt

ions

con

side

red,

incl

udin

g pl

acem

ent

optio

ns r

eque

sted

by

the

pare

nt;

b.

Pot

entia

l ben

efits

of p

lace

men

t opt

ions

that

are

con

side

red;

c.

Any

pot

entia

l har

mfu

l effe

cts

on th

e st

uden

t or

on th

e qu

ality

of s

ervi

ces

that

he

or s

he n

eeds

; and

d.

Mod

ifica

tions

and

ser

vice

s co

nsid

ered

to r

educ

e ha

rmfu

lef

fect

s, a

nd to

mai

ntai

n th

e st

uden

t in

the

leas

t res

tric

tive

plac

emen

t.

7.T

he p

lace

men

t tea

m d

ocum

ents

the

plac

emen

t sel

ecte

d, a

ndpr

ovid

es a

cop

y of

the

dete

rmin

atio

n to

the

pare

nt;

8.If

the

sele

cted

pla

cem

ent i

s a

chan

ge fr

om p

revi

ous

plac

emen

t,

Sec

tion

5: P

lace

men

t

Ore

gon

Adm

inis

trat

ive

Rul

es

PL

AC

EM

EN

TO

RE

GO

N L

AW

PO

RT

LA

ND

PU

BL

IC S

CH

OO

L P

RO

CE

DU

RE

S

5.8

Rev

ised

: S

epte

mb

er 2

003

Sec

tio

n 5

: L

east

Res

tric

tive

En

viro

nm

ent

the

dist

rict p

rovi

des

the

pare

nt w

ith p

rior

writ

ten

notic

e of

the

chan

ge in

pla

cem

ent;

and

9.If

the

pare

nt r

eque

sts

a sp

ecifi

c pl

acem

ent t

hat t

he te

am r

ejec

ts,

the

dist

rict p

rovi

des

a pr

ior

writ

ten

notic

e of

ref

usal

.

III.

Inca

rcer

ated

Yo

uth

A.

The

pla

cem

ent t

eam

may

mod

ify th

e st

uden

t’s p

lace

men

t if t

he S

tate

has

dem

onst

rate

d a

bona

fide

sec

urity

or

com

pelli

ng p

enol

ogic

alin

tere

st th

at c

anno

t be

othe

rwis

e ac

com

mod

ated

. T

he r

equi

rem

ents

rela

ted

to le

ast r

estr

ictiv

e en

viro

nmen

ts d

o no

t app

ly w

ith r

espe

ct to

thes

e m

odifi

catio

ns.

581-

015-

0062

No

nac

adem

ic S

etti

ng

s R

EV

ISE

D

(1)

Sch

ool d

istr

icts

sha

ll ta

ke s

teps

to p

rovi

de n

onac

adem

ic a

ndex

trac

urric

ular

ser

vice

s an

d ac

tiviti

es in

a m

anne

r to

affo

rd c

hild

ren

with

dis

abili

ties

an e

qual

opp

ortu

nity

for

part

icip

atio

n in

thos

ese

rvic

es a

nd a

ctiv

ities

.(2

) N

onac

adem

ic a

nd e

xtra

curr

icul

ar s

ervi

ces

and

activ

ities

may

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PLACEMENTSection 5


DISTRICT PROGRAMS



SCHOOL PROGRAMSResource Teacher

What is a Resource Teacher?

The Resource Teacher provides an educational program for students with mild disabilities who need assistance inbasic skills, such as reading, mathematics, and/or written language. The general education teacher has primaryresponsibility for meeting the educational needs of the students with mild disabilities. One of the most importantroles of the Resource Teacher is to collaborate with the regular classroom teacher in areas such as teachingstrategies, curriculum materials, modification of instruction, and the learning environment. Instruction is on anindividual and/or small group basis in the resource center or provided through collaboration and/or co/teaching withthe regular education teacher. Instructional support may also be provided by another staff member or volunteer,and/or peer tutor under the guidance of the regular or Resource Teacher.

Who are the students served?

The Resource Teacher serves students with disabilities in kindergarten through high school. The students mayreceive direct services from the Resource Teacher or indirect services such as consultation between the ResourceTeacher and the regular classroom teacher. The Resource Teacher serves as a support to the regular classroomteacher and students in their neighborhood school. The Resource Teacher is knowledgeable about schoolcurriculum and may assist students in the regular classroom.

What services are provided?

Support for eligible students is primarily in the basic skills areas; however, students whose behavior(s)interfere(s) with academic achievement may work on self-management skills. Instruction in self-help,independent living and vocational skills may also be provided through the Resource Teacher. High schoolstudents with learning disabilities may participate in a supervised work-experience program.

Parents and other adults may serve as volunteers to provide support to the Resource Teacher. Student tutors mayprovide additional support. This program and the supervision of all resource activities will be monitored by alicensed teacher or specialist.

Support staff may include, a speech/language pathologist, a school psychologist, a physical therapist, occupationaltherapist, adaptive physical education specialist, or other specialists as needed.

Program planning is a coordinated effort between all building and District personnel involved with the ResourceTeacher.

Where are the services provided?

There is a Resource Teacher available to each building in the District. This allows the student with a disability toattend his/her neighborhood school and interact with his/her peers. Resource support is designed to meet thespecific needs of the students being served. There is no limitation regarding the minimum or maximum amount oftime a student may be served in a resource room.



SCHOOL PROGRAMSStructured Learning Centers

What is a Structured Learning Center?

These programs are classrooms which provide specialized instruction by a classroom teacher for disabled studentsonly. The students in these classrooms receive a majority of their instruction in one of these classrooms. A majorfocus of this program is the coordination with the regular education program to "mainstream" students into regulareducation classes when appropriate.

There are different types of Structured Learning Centers which are described below.

1. Structured Learning Center - K-1 (SLC-K-1)

The SLC-K-1 classrooms are generally self-contained and assist students in language development,academics, and social skills. They are based on the theory that early diagnosis and service delivery willminimize learning problems and provide disabled students with a comprehensive program early in their schoolexperience. These services are for students in kindergarten and first grade.

2. Structured Learning Center - Academic (SLC-A):

The focus of these classrooms is primarily on academics but these classrooms are designed to also address astudent's social behavior. The students in these classrooms have serious academic and cognitive delays andrequire specialized instruction in the basic academic areas and in the vocational areas. Students are placedbased on similarities in their academic and vocational needs. These classrooms serve students in first through12th grade.

3. Structured Learning Center - Behavioral (SLC-B):

The District has three Special Schools, Youngson Elementary, Foster Middle and Columbia High School whichserve students who have serious emotional and behavioral problems as well as autism. The focus of theseSpecial Schools is to serve students who are unable to benefit from services provided in a regular school orself-contained classroom within a school. These students require a more restrictive setting, more mentalhealth support and the availability of a de-escalation and calm room. Students in the special high schoolreceive transition services that ideally result in employment upon graduation.

4. Structured Learning Center - Intensive Learning (SLC-ILC):

These classrooms are for students with average or better intelligence who need intensive support or directinstruction in the area of reading. The goal is for the student to receive services for 1-2 years and then returnto a less restrictive environment with the reading skills to function with no more than resource center support.These programs serve students in third through 8th grades.

5. Structured Learning Center - Life Skills Nursing (SLC-LSN):

These classrooms are for students with severe health needs. They provide a protective environment with alow student/teacher ratio and nursing services on site.

6. Structured Learning Center - Life Skills (SLC-LS):

These classrooms are designed for students who are most likely to require life skills instruction due tomoderate to severe learning needs. These students may have learning characteristics that can inhibit theiracquisition of essential skills. The focus in these classrooms is on the community living domains of general



community functioning, self-management and daily living, vocation/career education, and recreation/leisure.Functional academics are taught in relationship to these domains.

7. Structured Learning Center - Functional Life Skills (SLC-FLS):

These services are designed for students who have moderate to severe learning needs. The focus is on afunctional life skills curriculum, daily living skills, functional communication, and safety. These classroomsserve students in kindergarten through 12th grade.

8. Communication and Behavior (SLC-CB)

These services are for students who have significant communication and socialization needs. The focus is onintensive one-to-one instruction and small group skill development. Students participate in regular educationclasses as appropriate. These classrooms serve students in kindergarten through 12th grade.

Who are the students served?

The Structured Learning Centers serve students from ages 5 through 21. A student's placement in one of theseclassrooms is based on his/her assessed educational needs which are outlined in the student’s IndividualizedEducation Program (IEP). Considerations are given to chronological age, type and severity of disability, and socialmaturity.

What services are provided?

Specially designed instruction and related services are provided to meet each student's individual needs. Deliveryof daily services in a Structured Learning Center is provided by a certificated teacher and in many cases at leastone instructional assistant. Related services may include services from speech-language pathologists, educationalassistants, school psychologists, adapted physical education teachers, occupational and physical therapists, workexperience coordinator/transition specialists, clinical consultants, and other specialists as needed.

Where are services provided?

Structured Learning Centers are located throughout the Portland School District. Some buildings may have severaldifferent levels and varieties of Structured Learning Centers. The location of these classrooms is based on theneed in different communities within the Portland School District. The placement of these classrooms throughoutthe city allows for and promotes the interaction of disabled students with non-disabled peers.



STRUCTURED LEARNING CENTERSProgram Descriptions

STRUCTURED LEARNING CENTER - K - 1

This program provides the following:

1. A supported, meaningful and planned integration with non-disabled peers, individualized for each student;2. Focus on kindergarten curriculum and individual student needs;3. Adaptive physical education support, occupational therapy, physical therapy, speech/language, and other

related services based on the student’s IEP;4. Related services integrated into the program so that all students benefit;5. Some individual instruction, but in predominately small and large group settings, as appropriate for each

student;6. A smaller student/adult ratio than a regular kindergarten classroom;7. Extensive adult-designed and facilitated language opportunities throughout the day with peers and adults;8. Extensive opportunities for mediated and natural communication between peers and adults;9. Flexibility in a structured environment within the context of the kindergarten curriculum depending on the

individual needs of the students;10. Flexibility in offering a 1/2 day to full day program, 5 days a week, depending on a student’s IEP needs.11. Transitions engineered to maximize social and academic learning (less noise, confusion than regular

kindergarten); and12. Limited enrollment, allowing for more physical space for movement, than a larger size class.

STRUCTURED LEARNING CENTER - ACADEMIC


1. Environment is age appropriate and provides opportunities for learning academics, work skills, and socialskills;

2. Curriculum is based on the standard curriculum of general education, and instruction supports learning throughaccommodation, modification, and differentiation;

3. Instruction is supported by the use of appropriate environments and may include small and large groupsettings both within the self-contained classroom and in the general education classroom, as determined byindividual student needs;

4. Instruction is provided in functional academics to ensure support of students in activities of daily living;5. A smaller student/adult ratio than in general education classrooms;6. Appropriate student behavior is supported with structured and consistent strategies; and7. Instruction is provided to develop positive communication and social skills.

STRUCTURED LEARNING CENTER - BEHAVIOR


1. Emphasis on behavior management as outlined in a student’s IEP;2. Instruction in bus behavior;3. Daily instruction in social skills integrated into the classroom routines;4. Classroom rules reflecting general behavior expectations consistent with student IEP goals;



5. The flexibility to offer a 1/2 day to full day program, 5 days a week, depending on student’s IEP needs;6. A small student/staff ratio; and7. A variety of classroom options which can meet the various mental health, behavioral and academic needs of

SLC-B students.

STRUCTURED LEARNING CENTER – BEHAVIOR SPECIAL SCHOOLS


1. Emphasis on behavior management as outlined in a student’s IEP;2. Instruction in bus behavior;3. Daily instruction in social skills integrated into the classroom routines;4. Classroom rules reflecting general behavior expectations consistent with student IEP goals;5. The flexibility to offer a 1/2 day to full day program, 5 days a week, depending on student’s IEP needs;6. A small student/staff ratio;7. A variety of classroom options which can meet the various mental health, behavioral and academic needs of

SLC-B students;8. Availability of mental health supports;9. Availability of de-escalation and calm rooms; and10. Transition services for students 14 through 21 that have a behavioral component.

STRUCTURED LEARNING CENTER – LIFE SKILLS


1. Emphasis on life skills curriculum and pre-academic readiness skills including: self-care, communication,functional academics, recreation and leisure, and pre-vocation;

2. A controlled environment with capacity for self-contained and supported integration to facilitate socialinteraction, safety, and maximize mediated practice of skills;

3. Smaller student/adult ratio;4. A curriculum which includes community instruction as appropriate to the IEP;5. Supported integration opportunities based on student needs;6. Extensive related services (occupational therapy, physical therapy, adaptive physical education, speech and

language therapy) to serve students with multiple needs; and7. Instruction, primarily in an individual and small group setting.

STRUCTURED LEARNING CENTER – COMMUNICATION/BEHAVIOR


1. A self-contained classroom setting with supported integration as appropriate based on a student’s learningneeds.

2. Emphasis on language development/social skills development as outlined in a student’s IEP;3. Extensive adult designed and facilitated language opportunities throughout the day;4. Small student/adult ratio;5. Related services integrated throughout the school day, such as speech therapy and occupational therapy;6. A meaningful, planned, controlled environment;



7. Extensive planned opportunities for academic skill development using Discreet Trial Training, PivotalResponse Training and Applied Behavior Analysis as appropriate; and

8. Limited enrollment, allowing more physical space for movement and individualized instruction.

COMMUNICATION AND BEHAVIOR (SLC-CB)


This program is for students who have significant communication and socialization needs. There are three levels ofservices which assist teams in determining placement based upon the individual needs of a student.

Level 1 is for those students who cannot follow school routines, have safety issues, and need many sensory breaksduring the day for de-escalation/calming. Many of the students at this level may not be toilet trained. They needone-to-one instruction for speech and for academic skills acquisition. Discrete Trail Training, Pivotal ResponseTraining, Applied Behavior Analysis, functional routines, visual schedules and high structure/low stimulation aresome of the methods used to work with these students. Occupation Therapy and Assistive Technology are oftenprovided to these students.

Exit Criteria

The student is able to work in small groups. Communication is intentional (protest, request). The student is able tofollow some directions, has functional routines down with minimal adult assistance, is able to work independently forshort periods and can tolerate longer periods without sensory breaks.

Level 2 is for those students who are able to follow some school routines. Safety is not an issue. Self-help skillsare becoming more independent. These students need fewer sensory breaks during the day, have moreawareness about their sensory needs, moderate intentional communication, and have the ability to work in smallgroups. The students in this class may still need some one-to-one instruction but are able to work in small groups.These students have some functional routines. The class has structured academic instruction with visual supports.They may still need some assistive technology and occupational therapy. These students are able to be included inthe general education classroom as appropriate.

Exit Criteria

The student is able to be mainstreamed for academics (at least 1 hour daily), go for longer periods without sensorybreaks, go to lunch and recess with the school population. He or she is able to transition independently with visualsystems in this class and can transition with adult assistance outside of class. The student is able to toleratechange, participate in whole class instruction and can answer questions, make request, protest and provideinformation, and communicate using a variety of methods. His or her communication skills allows for effectiveparticipation in both self-contained and general education settings. The student has appropriate classroom socialbehaviors, an basic play skills/turn taking skills in a structured pay activity and has some awareness of his or herown needs for sensory breaks.

Level 3 is for those students who are mainstreamed for most subjects. They can transition with minimal supportand can tolerate change, are able to participate in whole group instruction and have adequate social skills, andhave an understanding of their sensory needs. They might still have occupational therapy and assistive technologyand visual schedule needs.



This program assists students by pre-teaching academic skills that are taught in the general education classroom,providing opportunities to participate in a social skills training and improving organizational skills and de-escalationand relaxation skills.

Exit Criteria

Given appropriate visual support, structure and routines, these students are able to manage their ownorganizational systems.



HOME INSTRUCTION AND OFF-SITE INSTRUCTION PROGRAMS

1. Home Instruction and Off-Site Instruction Programs

The Home Instruction Program serves PPS enrolled students who have a written doctor’s statementrecommending that due to health conditions the student needs to be homebound for eight weeks or more:

1. For students not in special education, arrangements are made at each school forstudents to continue working on school assignments with supervision as needed. Thismay or may not include assigning a home tutor to supplement instruction by theregular classroom teacher.

2. When a student in special education must be absent from school for medical reasons,the school special education team and parent must conduct an IEP review todetermine how the student’s special education needs will be addressed during thatperiod of time, even if it is less than eight weeks.

The Off-Site Instruction Program serves PPS enrolled students who are in special education and havebeen formally placed through due process procedures into the program. For this placement, District staffmust convene an IEP meeting to review and revise the student’s IEP so that it may be implemented in thisplacement.

Special education services in the Home Instruction and Off-Site Instruction Programs are provided byPortland Public Schools through the Department of Special Education. The students are taught by certifiedteachers who have the requisite skill level to work with the students’ assignments. In general, studentsreceive five hours of individual instruction each week for full time enrollment. However, the service timesfor special education students must be determined on an individual basis by the IEP team.

The instructor’s first contact with the student will usually occur within 48 hours of certification of eligibility forthese programs. At this time, the instructor discusses program procedures, student concerns regardingschoolwork, credits, grades and sets a schedule for future meetings.

The instructor will contact the student’s school or case manager to determine what general curriculumand/or specially designed instruction to teach the student while he or she is in the program. Materials andtexts are collected, and the IEP is reviewed. The instructor records daily assignments and activities, andmaintains contact with the school or case manager. Grades and credit are dependent upon workcompletion required by the program or school in which the student is enrolled.

2. Procedures for Enrolling Students in the Home Instruction Program

In order to begin Home Instruction for a student who needs to be homebound for health reasons, the parent mustsubmit a(n):

a) Form: Request for Home Instruction – Off-Site Instruction Programsb) Physician Statement. This statement must be completed by an Oregon Board Certified MD,

recommending the student be homebound for eight weeks or more.

3. Procedures for Placement of Special Education Students in the Off-Site Instruction Program



In order to place a student who is in special education in the Off-Site Instructional Program, all the special educationprocedures for placement need to be followed, including the completion of the following District forms:

a) Existing or new IEP form. The team reviews the IEP and revises it by identifying the academic andbehavioral goals that must be addressed in this setting. The IEP must be rewritten, if necessary.There must be a statement of how many hours are to be provided by the teacher and in what areasthe teacher is to provide instruction.

b) Placement Determination form. The team completes this form indicating why this placement is themost appropriate and the least restrictive placement.

c) Prior Written Notice form. The team completes this form indicating the team’s action and reasonsfor placing the student in this program. Because this is a highly restrictive and usually temporaryplacement, it is recommended that a statement is made on this form regarding what futureplacement the team is seeking.

d) Meeting Notice form.

In addition to these forms, a copy of the student’s IEP and Application for Home Instruction – Off-Site InstructionPrograms, initialed by the Special Education Administrator, must be sent to the Home Instruction – Off-SiteInstruction Office. Copies of any reports and test scores and educational materials that may help the teacher inworking with the student may be sent as well. If a special education student is home due to health reasons, aphysician’s statement, as described in Section 2, above, must accompany these forms.



OFF-SITE INSTRUCTION PROGRAMS DUE PROCESS PROCEDURES

I. TO ENTER STUDENT PLACEMENT IN THE OFF-SITE INSTRUCTION PROGRAM:

IEP Meeting and Placement Determination

An IEP team must do an IEP review prior to placing a student in this program. The review willaddress what IEP goals and objectives are appropriate for the needs of the student while in homeinstruction and how much time is allotted to these goals/objectives. Due to the one-to-one natureof the instruction, students typically receive 1 hour per day of instruction for full time enrollment.This must be determined on an individual basis.

Prior Written Notice form

A Prior Notice form must be completed to address IEP and placement changes. The original is sent to theFile Room. The form must include a “start date”. A copy goes to the Home Instruction – Off-SiteInstruction Program office.

IEP form

The IEP must be rewritten, if necessary.

II. TO EXIT OR CONTINUE STUDENT PLACEMENT IN THE OFF-SITE INSTRUCTION PROGRAM:

A. The Off-Site Instruction Program provides the appropriate Area Special Education Administratorwith a list of the students who are currently being served.

B. The Area Special Education Administrator coordinates with the Off-Site Instruction ProgramAdministrator to schedule an IEP review which includes the following people:

1. Parent.2. SCF Worker, Court Worker (if appropriate).3. Agency Representative (if appropriate).4. Home Instruction Administrator/Home Instructor.5. Area Special Education Administrator or designee.6. School Psychologist.

C. Data Services will not drop a student from the Off-Site Instruction Program unless there is a PriorNotice form documenting the change or termination.

III. REQUIRED PAPERWORK TO ENTER, EXIT OR CONTINUE STUDENT PLACEMENT IN THE OFF-SITEINSTRUCTION PROGRAM:

A. Meeting Notice form.B. IEP form.C. Prior Written Notice form.



IV. PACKET TO HOME INSTRUCTION – OFF-SITE INSTRUCTION PROGRAM INCLUDES:

A. Request for Home Instruction-Off-Site Instruction Programs form – Original.B. IEP form – Copy.C. Prior Written Notice form – Copy.D. Current IEP – Copy.



REQUEST FOR HOME INSTRUCTION AND OFF-SITE INSTRUCTION PROGRAMS

STUDENT NAME BD PPS ID#

ATTENDING SCHOOL HOME SCHOOL GR

(Last program attended)

Contact Teacher For Last Program PHONE

Is Student in Special Education? No Yes Other

SECTION I - INJURY OR ILLNESS (Complete if primary reason for home instruction is injury or illness)

Explain the nature of the student’s injury or illness:

Date student last attended school School Contact Person Phone

Attending Physician Phone

______________________________________________________________________________SECTION II – SPECIAL EDUCATION (Complete if student is in Special Education)

Designated person responsible for case management while student is in Off-Site Instruction Program:

Name/Title Phone

Check and attach current forms, if student is in Special Education:

IEP: IEP specifying the academic goals/objectives to be addressed during the Off-Site Instruction Program.

Form C-9: Placement Determination which indicates why this program is most appropriate and least restrictive, andindicates plans for returning student to a less restrictive placement whenever possible.

Form C-10: Prior Written Notice.NOTE: A periodic status review for students in Special Education will be completed whenever the Off-Site Instruction Program exceeds 45calendar days. The case manager will receive a status review form from the program’s Office to complete and return. To exit a studentfrom the program, Placement and Prior Written Notice forms must be completed by the team. It is the responsibility of the sending andreceiving case manager(s) to coordinate and insure completion of this process when the student exits the program.

SECTION III – PARENT AND DEMOGRAPHIC INFORMATION

Name of Parent/Guardian/Surrogate Relation

Home Address City Zip Code

Home Phone Work Phone Other

Date parent initially contacted about Home Instruction or Off-Site Instruction Services:

Parent Signature X Date

____________________________________________________________________________________________

SECTION IV

Signature/Title of Person Completing this form ______

Signature or Initials of Special Education Administrator:



SPECIAL EDUCATION VOCATIONAL PROGRAM

The Special Education Vocational Program provides a variety of services to middle and high school students withdisabilities. The program is divided into two service-delivery components: Vocational Services and TransitionServices. The following describes the services that are available for students with disabilities.

Vocational Services:

The Vocational Services component of the program is actually a four-step process leading to post-high schoolvocational and/or other placements in the community. Each of the four steps is outlined below.

Step 1: In-School Pre-Preparation. During this initial step in the process, Vocational Program staffconsult with teachers to provide in-school vocational assessment activities, in-school work experiences,and individualized instruction in the areas of career education, functional academics, and other work-related areas. Improving work-related behaviors is also a major focus of this step.

Step 2: Vocational Assessment. The purpose of a vocational assessment is to find out more about astudent’s interests and aptitudes relative to job placement. The Vocational Program offers two kinds ofassessment: community-based and computerized. Community-based assessment provides a supportstructure under which students are placed on various job sites in the community with Vocational Programstaff doing follow-up and gathering observation-based data on rate, accuracy, and independence.Computerized assessment, by contrast, gathers the same kind of data using simulated work samples andstudent responses to a set of standardized questions.

Step 3: Training. During this step, students receive specific skills training in one or more vocationalareas, using information gathered from previous in-school and assessment activities. Training can beprovided in the community, using the Vocational Program's enclave structure or a number of independentsites developed by staff. The Vocational Program also maintains an ongoing relationship with manyagencies outside the District for purposes of training, including Portland Community College and theVocational Rehabilitation Division. Efforts are also ongoing to involve more Vocational Program students invarious vocational cluster programs offered at each high school.

Step 4: Placement. Increasingly, the Vocational Program is emphasizing paid employment as anoutcome for students, and staff members routinely develop job opportunities directly and/or refer studentsto outside agencies where job development services are offered. Vocational placements include bothindependent and supported employment. When appropriate, Vocational Program staff also assistsstudents and families with post-high school placement opportunities other than employment, which caninclude alternatives such as continuing education, vocational training, volunteerism, or recreationalpursuits.

These services are in addition to the general education vocational programs which are available to all students.

Transition Services:

The Transition Services component is not totally separated from the Vocational Services component, but is broaderin scope and focuses on preparing students for life after high school in a number of specific areas. In addition tovocational opportunities, those areas include: post-high school education, residential issues, transportation,advocacy, recreation, income support, and medical support. Vocational Program staff take a lead role indeveloping the Transition Services component of each student's IEP and in implementing the various activities andservices described in each IEP. The overall goal of the Transition Services component is to prepare students andtheir families for the inevitable move out of high school and into life as adults, and to make sure that the move is assmooth as possible.



COMMUNITY TRANSITION CENTERS AND COMMUNITY RESOURCE CENTERS

Program Philosophy

It is the intent of the Department of Special Education that the quality of life and learning for students who aredisabled be enhanced by the post-high school education process. The Community Transition Centers (CTC) andCommunity Resource Centers (CRC) recognize that every student can learn, but that learners progress at differentrates and with different needs, and that learning is a lifelong process.

The CTC and CRC curricula, emphasizes skills, such as: vocational activities, independent living, problem solving,banking, budgeting, shopping, communication, community access, travel training, social skills, and health. It alsofocuses on life skills with a smooth transition and continuum from high school to adult life. Classroom instructionintegrates skill development through a balance of classroom and community/vocational activities.

The program provides:

1. Individual transition planning to assist student/families in moving from school to adult life.2. Functional instruction in the classroom to provide rehearsal for community/vocational experiences.3. Instruction and skill acquisition to transfer from the classroom to the community and work

environment.4. Instruction for student independence and personal responsibility.5. Instruction in responsible adult social and safety interaction skills within the community.6. Active recruitment of parent/guardian involvement.7. Instruction in decision making and self advocacy (i.e., contact with adult service agencies such as

Developmental Disabilities (D.D.), Department of Human Services, Vocational RehabilitationDepartment (V.R.D.), etc.).

Program Goals

1. Community Living Skills: To provide training to improve students’ awareness of and ability toaccess community resources utilizing self-advocacy skills.

2. Vocational Skills: To increase awareness of and ability to develop job skills to include work ethic,resume writing, interviewing, independent work skills and appropriate behaviors.

3. Daily Living Skills: To increase self-management skills to help students achieve functionalindependence in preparation for transition into the community.

4. Recreation/Leisure: To promote the benefits of physical exercise, and to increase students’ self-esteem by assisting them in their ability to develop various leisure skills, interpersonalcommunication and problem solving skills.

5. Social Skills: To increase students’ competence with basic adult social skills required to besuccessful both in the community and in the workplace.

The Student’s IEP Identifies the Areas of Instruction, Including:

1. Vocational skills.2. Functional independence in the community.3. Independent use of community transportation.4. Independent wheelchair use (if applicable).5. Recreation/leisure skills.



Individual Student Factors to Consider

1. Student’s IEP and ITP reflect program goals and description.2. Student has at least one semester of high school work experience.3. Student is 18 years of age or older.4. Student and parent desire community based and vocational placement stressing responsible

independent adult behavior.5. Student and parent desire instructional experience in independent use of public transportation.



PORTLAND DART SCHOOLS

The Portland DART Schools serve students Pre-K to 12 who have been placed in residential or day treatmentfacilities within the Portland Public School District boundaries. Students come from throughout the state of Oregonand are placed in treatment facilities by Services to Children and Families (SCF) or the Oregon Youth Authority(OYA). The students receive individually tailored instruction aligned with state and District standards andeducational support services in special class programs which Portland Public Schools coordinates with the privatetreatment agencies.



PLACEMENTSection 5


OPERATIONS



OREGON DEPARTMENT OF EDUCATIONEARLY INTERVENTION

EARLY CHILDHOOD SPECIAL EDUCATION

PROGRAM OPERATION GUIDELINE

Area: Evaluation Procedures

Date: November 16, 1993, Memo to EI/ECSE

Citation: OAR 581-15-960

Guideline: Reevaluation and Eligibility When a Child Transitions from ECSE to Public School

The school district is not required to reestablish eligibility if the child is already eligible under one of the disabilitycategories recognized by Part B of the Individuals with Disabilities Education Act (IDEA) for school age students. Areevaluation and re-establishment of eligibility are required if the child was found eligible for Early ChildhoodSpecial Education (ECSE) under the disability category of “developmental delay.” This is not an eligibility categoryfor school age students.



ELEMENTARY SCHOOL RESOURCE CENTER TEACHER’SRESPONSIBILITIES FOR STUDENT TRANSITION TO MIDDLE SCHOOL

Purpose: To facilitate an effective and personal transition to middle school for current 5th grade students.

DIRECTIONS: The Elementary Teacher will complete the following activities:

1. Understanding Program Characteristics

Elementary RC teacher will become acquainted with how the middle school special education service model meetsthe academic, organizational and behavioral needs of special education students within the full instructionalprogram of the middle school.

This can be facilitated by doing one or more of the following:

• a personal visit to the middle school to discuss the program with special education staff;• a classroom observation at the middle school; and/or• a phone interview of the middle school teacher(s).

2. Involving the Student

Elementary RC teacher will involve 5th grade students in the IEP process to identify appropriate modification(s) andsupport needed to help the student achieve success. The teacher will work with the student to be able to sharehis/her own strengths and styles in how he/she learns best.

Elementary RC teacher will directly teach students the skills identified for success and share the skills checklist withfellow teachers and parents from the 5th Grade Transition Skills List.

3. Identifying RC Students Who Will Require Additional Transition Meetings

Elementary RC teacher will call the middle school RC teacher notifying him/her of any students who will require anyadditional transition time involving district itinerant staff and parents, if needed.

4. Obtaining Important Dates from the Middle School

Elementary RC teacher will contact parents of 5th grade students to make sure they are aware of the date for middleschool orientation night and encourage the attendance at this meeting. Parents may need a reminder phone call orletter.

Elementary RC teacher checks that all RC special education students go on the general education middle schoolsite visit with their regular education classmates.

Elementary RC teacher goes on the middle school site visitation field trip, if possible, and helps facilitateintroductions to the RC teachers.

5. By mid-April: Complete Student Summary Form



Elementary RC teacher will complete the Student Summary Form listing each student’s academicachievement/grade level.

• Put the original in your file.• Send a copy to the Middle School RC teacher.

Questions or concerns about this process and/or student placement questions should be directed to the SpecialEducation Administrator.

6. End of the Year Procedures

Elementary RC teacher schedules Middle School RC teacher to come to the Elementary School to discuss RCstudents (optional).

Elementary RC teacher will complete the Student Profiles sent from the Data Clerks on all 5th grade students andadd them to student’s working file.

Pony or deliver the working files to the Middle School RC teacher.

Schedule check-out with the area Special Education Administrator.



ELEMENTARY SCHOOL SLC TEACHER’SRESPONSIBILITIES FOR STUDENT TRANSITION TO MIDDLE SCHOOL

Elementary SLC Teachers complete all activities within designated timelines.

1. February: Preliminary Communication and Projections

Give area special education administrator your class list projections for fall placement in February. This is neededto determine the student loads in each of the self-contained classrooms for next year. Write directly on your classlist or use the attached “Transition Forecast List”. Write in “status” information for each student:

• continuing in your SLC;• transitioning to another grade level same SLC program, such as elementary to middle or 3rd to K-3

to 3-5;• change of placement to another program (i.e. SLC-B to SLC-A) – be sure to follow the change of

placement procedures; and• other information helpful to the successful transition of the student.

Consult with your school psychologist and area special education administrator to develop and implement plans forstudents who will require additional considerations or transition time involving district itinerant staff and parents.Plan ahead in order to complete the transition process by May 1st.

2. March: Change Of Placements and Transition Folders

Complete change of placement paperwork for student changing programs (see attached Change of Placementprocedures). Change of Placement packets are due May 1st.

3. April: Student Profiles and Transition Folders

Complete Student Profiles (this is sent to you by the data clerks) for transitioning SLC students.

Prepare Transition Folders and send to the appropriate special education administrator by May 1st.Insure that Folders include:

• Top copy of the Student Profile sheet (most legible)• Current IEP, Placement Determination, and Prior Written Notice forms• Copies of current eligibility with reports• Writing sample• Other useful or necessary information (medical, motivational, etc.)

4. May: Meetings with Receiving Teachers

MAY 1st: Transition Folders DUE to special education administrator.Arrange and attend meetings with middle school SLC teacher(s) or conference by phone.Deliver 2nd copy of completed Student Profile sheet to receiving teacher.Contact special education administrator to verify completion of transition activities.Schedule check-out with Program Chairperson.



MIDDLE SCHOOL RESOURCE CENTER TEACHER’SRESPONSIBILITIES FOR STUDENT TRANSITION TO HIGH SCHOOL

Purpose: To facilitate an effective and personal transition to high school for current 8th graders.

DIRECTIONS: The Middle School Teacher will complete the following activities:

1. Understanding Program Characteristics

Middle School RC teacher will become acquainted with how the high school special education service model meetsthe academic, organizational and behavioral needs of special education students within the full instructionalprogram of the high school.


• a personal visit to the high school to discuss the program with special education staff;• a classroom observation; and/or• a phone interview.

2. Involving the Student

Middle School RC teacher will incorporate the 8th Grade Transition Skills List into instruction. Middle School RCteacher will involve 8th grade students in the IEP process to identify appropriate modification and support needed tohelp the student achieve success. The teacher will work with the student to be able to share his/her own strengthsand styles in how he/she learns best.

Individualized Transition Plan (C-7 TP) will be completed for all 14 year old students.

3. January High School Forecasting

Middle School RC teacher will contact the building forecasting person to discuss:

• “Current” forecasting timelines and appropriate electives for each high school.• Middle School RC teachers will define their respective role in the forecasting process.

Middle School RC teacher will meet with each 8th grade student to:

• Interview students with their General Education Forecasting Sheets for elective election afterconferring with High School RC teacher.

• Explain High School RC service.• Help facilitate all special education students visiting the High School with classmates in February, if

scheduled by the school.

4. Immediately: Student Summary Form

Middle School RC teacher will fill out the Student Summary Form identifying students with IEP goals in reading,math, writing and/or behavior. Each academic area must show the student’s recent achievement/grade level.



Middle School Teachers: Please complete the Student Summary Form as soon as possible. List your studentsthat are transitioning to high school, their approximate grade level in all academic areas that are included on thecurrent IEP, and put a check in the study skills and/or behavior boxes if those areas have written goals on the IEP.At this point in time, you would create a list for each receiving high school based on the student’s address. ( Manymiddle schools feed into only 1 high school so there will be only one list created. Some, however, feed into morethan one high school and this will require the teacher to divide the list of students into the appropriate receiving highschools. When in doubt, ask the student.) The completed form(s) should be sent to the receiving high school RCteacher, and it would be helpful if a copy was sent to the high school counselor.

• Send copy to the RC teacher at each receiving school.• Put a copy in your file.

Questions or concerns about this process should be directed to your special education administrator.

5. February-March: Identify Students Who Will Require Additional Transition Meetings

Middle School RC teacher will identify students who need additional transition activities, if necessary.

Middle School RC teacher will call the high school RC teacher notifying him/her of any students who will require anyadditional transition time involving district itinerant staff and parents. Brief information concerning identifiedstudents will be shared and tentative meeting dates will be chosen for team planning.

6. May: Verifying Which High School Student Will Attend

Middle School RC teacher will verify with each 8th grade student which high school they will be attending in the fall.

Middle School RC teacher will fill out a Student Destination Form listing high schools the student plans to apply toeither through administrative transfer or application process. This information will give the home high school anidea of where the student is if they do not show up in class in September, or if they happen to register in the regulareducation program.

7. End of the Year Procedures

Middle School RC teacher schedules High School RC teacher to come to the Middle School to discuss RC students(optional).

Middle School teacher will complete the Student Profiles sent from the Data Clerks on all 8th grade students andadd them to students’ working file.

PONY or deliver the working files to the RC teacher at each receiving High School.

Schedule check-out with your special education administrator.



MIDDLE SCHOOL SLC TEACHER’SRESPONSIBILITIES FOR STUDENT TRANSITION TO HIGH SCHOOL

Middle School SLC Teachers complete all activities within designated timelines.

1. February: Preliminary Communications, Projections and Forecasting

Give special education administrator your class list projections for fall placement by mid February. This is neededto determine the student loads in each of the self-contained classrooms for next year.Write directly on your class list or use the attached “Transition Forecast List”.Write in “status” information for each student:

• continuing in your SLC;• transitioning to high school level same SLC program;• change of placement to another program (i.e., SLC-B to SLC-A) – be sure to follow• the change of placement procedures;• other information helpful to the successful transition of the student.

Consult with your school psychologist and special education administrator to develop and implement plans forstudents who will require additional considerations or transition time involving district itinerant staff and parents.Plan ahead in order to complete the transition process by May 1st.

Call high school SLC teacher(s) to arrange a visit to the high school program for the 8th grade students betweennow and June. Discuss forecasting and students who have “high needs”.

Complete and turn in general education forecasting sheets for 8th graders.

Respond to calls from elementary school SLC teachers to set up meetings and share information.

2. March: Change Of Placements and Transition Folders

Complete change of placement paperwork for student changing programs (see attached Change of Placementprocedures). Change of Placement packets are due May 1st.

3. April: Student Profiles and Transition Folders

Complete Student Profiles (this is sent to you by the data clerks) for transitioning SLC students.

Prepare Transition Folders and send to special education administrator by May 1st.Insure that Folders include:

• Top copy of the Student Profile sheet (most legible)• Current IEP, Placement Determination and Prior Written Notice forms• Copies of current eligibility with reports• Writing sample• Other useful or necessary information (medical, motivational, etc.)

4. May: Transition Folders Due, Meetings with Sending and Receiving Teachers



• MAY 1st: Transition Folders DUE to special education administrator.• Arrange and attend meetings with high school SLC teacher(s) for current 8th graders.• Arrange meetings or conference by phone with sending elementary SLC teachers for current 5th

graders.• Deliver 2nd copy of completed Student Profile sheet to receiving teacher.• Contact assistant supervisor to verify completion of transition activities.• Schedule check-out with special education administrator.



HIGH SCHOOL RESOURCE CENTER TEACHER’SRESPONSIBILITIES FOR STUDENT TRANSITION FROM MIDDLE SCHOOL

Purpose: To facilitate an effective and personal transition to high school for incoming 9th graders.

Directions: The High School Teacher will complete the following activities in the month designated.

1. Understanding the Program Characteristics

High School RC teachers will become acquainted with how the middle school special education service modelmeets the academic, organizational and behavioral needs of special education students within the full instructionalprogram of the middle school.


• a personal visit to the middle school to discuss the program with special education staff;• a classroom observation; and/or• a phone interview.

2. January: Forecasting Procedures

High School RC teacher will contact the high school counselors to identify the forecasting procedures for incoming9th grade students and together they will determine the role the RC teacher will assume in this process.

High School RC teacher will call the Middle School RC teacher to explain how special education students areforecasted in their building. Give a description of the elective classes that may be appropriate for students to select.

3. February: Coordination of Information within the Building

By the first week of February the High School RC teacher will receive the Student Summary Form from MiddleSchool RC teachers.

Call middle school RC teacher if you have not received the Student Summary Form.Schedule classes and share information with counselors.

4. May: End of Year Procedures

High School RC teacher will visit the Middle School RC teacher to discuss students (optional).

High School RC teacher will receive the Student Destination Form from Middle School teachers and give a copy tothe counselors.

High School RC teachers will receive student working files with Student Profiles from the Middle Schools.

All IEP/ITP paperwork will be completed by check-out.

High School teacher will reschedule the check-out with the special education administrator.



HIGH SCHOOL SLC TEACHER’SRESPONSIBILITIES FOR STUDENT TRANSITION

FROM MIDDLE SCHOOL OR TOA COMMUNITY TRANSITION CLASSROOM (CTC)

High School SLC Teachers complete all activities within designated timelines.

1. February: Preliminary Communications, Projections, and Forecasting

Attend orientation meeting for parents of 8th grade students.

Respond to calls from middle school SLC teachers to discuss forecasting, set up meetings, plan 8th grade studentvisits, and share information to facilitate the transition process.

Consult with IEP team, school psychologist and special education administrator regarding possible studentcandidates for the Community Transition Class (CTC).

Give special education administrator your class list projections for fall placement by mid February. This is neededto determine the student loads in each of the self-contained classrooms for next year.Write directly on your class list or use the attached “Transition Forecast List”.Write in “status” information for each student:

• continuing in your SLC;• returning 12th graders in your program;• change of placement to another program (i.e., SLC-B to SLC-A) – be sure to follow the change of

placement procedures.

Consult with your school psychologist and special education administrator to develop and implement plans forstudents who will require additional considerations or transition time involving district itinerant staff and parents.Plan ahead in order to complete the transition process by May 1st.

2. March - April: Student Profiles, Change of Placements and Transition Folders

Complete C-10 forms for students leaving high school in June.Complete change of placement paperwork for student changing programs (see attached Change of Placementprocedures). Change of Placement packets are due May 1st.

3. May: Transition Folders Due, Meetings with Sending and Receiving Teachers

Verify that all C-10 forms for students leaving high school in June are provided to parents and turned in to the dataclerks.Attend meetings with middle school SLC teacher(s) or conference by phone.Receive 2nd copy of completed Student Profile sheet from middle school teachers.Contact special education administrator to verify completion of transition activities and advise of any issues.Schedule check-out with special education administrator.



PLACEMENT PROCEDURESSee Consultation Form for Required Documentation

Procedural Steps Staff Responsible

LEVEL I1. Consult with TA, recognized expert, or job-alike facilitator to discuss interventions,

strategies, instructional accommodations or modifications, data collection and behavior plans to assist the student in being successful in his or her current placement.

School Psychologistand/or Special EducationTeacher at student’scurrent school.

2. After consultation, if appropriate, convene IEP meeting to discuss interventions and revise student’s IEP. No decision regarding change of placement is made.

Student’s current casemanager.

3. Implement the recommendations and collect data. Special EducationTeacher and/or SchoolPsychologist.

LEVEL II4. Discuss case with Special Education Supervisor of student’s current placement. The

following documentation must be collected and given to the Special Education Supervisor:a. Placement Procedures Consultation Form.b. Current implemented IEP (with progress monitoring), any draft IEPs, IEP review

summaries, FBAs, BIPs, and other documented interventions.c. Current eligibility with criteria sheets and reports.d. If appropriate for the disability:

- Recent cognitive evaluation.- Non-verbal cognitive evaluation for second language learners.- Adaptive measure to compare with the cognitive assessment.

e. Most recent (within one calendar year) academic assessment or curriculum basedmeasures.- A comparison with the previous academic assessment or curriculum based

measures.f. A dynamic assessment analysis of how the student learns for second language

learners.g. Most recent communication assessment, if appropriate.h. All medical, psychiatric, or clinical psychological reports, if appropriate.i. All motor team reports (OT, PT, APE), if appropriate.

School Psychologist atstudent’s current schooland Special EducationSupervisor.

5. Discuss progress data and placement options with Special Education Supervisor. No decision regarding change of placement is made.1 A student’s placement may be changed by an IEP team to a more restrictive setting only after the case and placement options have been discussed with the Special Education Supervisor.

School Psychologist atstudent’s current schooland Special EducationSupervisor.

LEVEL III6. If more information is needed, Supervisor requests that a meeting be scheduled with the

Consultation Team (CT).

Scheduled by SchoolPsychologist at student’scurrent school.

7. Present case to the CT with the same documents submitted to the Special Education Supervisor. No decision regarding change of placement is made.1 Participants in CT:

School Psychologist atstudent’s current school.



Procedural Steps Staff Responsible

a. Placement Administrator.b. Supervising School Psychologist.c. Current School Psychologist.d. A Special Education Supervisor.

8. Convene IEP/placement meeting with the parent. Revise IEP to reflect needs of student. IEP team determines placement on continuum only; District determines location. The Supervisor or Placement Administrator determines location.

Student’s current casemanager.

9. Schedule Transition Meeting.Participants in Transition Meeting:a. Sending School Psychologist.b. Receiving School Psychologist.c. Receiving Special Education Teacher.Documents listed on Consultation Form and all other student records sent to receiving school.

Scheduled by sendingSchool Psychologist.

10. Order transportation at the transition meeting. Sending SchoolPsychologist.

This procedure does not apply to students moving back into the District from private out-of-districtplacements. These cases should be referred to Kristin Carrico.

1 The purpose of the meetings with the Special Education Supervisor and the Consultation Team is toreview educational data and placement options so that District staff are knowledgeable about placementoptions in the District and to ensure that students are served in the least restrictive environment.



PLACEMENT PROCEDURESConsultation Form

Student: __________________________________________ DOB: ___________________ PPS #: _______________________________

Current School and Program: ________________________________________________________________________________________

Dates of Meetings: Level 1: ____/____/____ Level 2: ____/____/____ Level 3: ____/____/____

Procedural Step Documentation Required to Initiate Review Outcome of Meeting or

Intervention

Name of

Staff

Responsible

Initials of

Consultant

Level 1

Consultation with TA,

recognized expert, to

discuss instructional and/or

behavioral interventions,

strategies,

accommodations or

modifications to assist the

student in being successful

in his or her current

placement.

Any relevant existing data on student. List interventions to be

implemented.

If appropriate, convene

IEP Team to make

revisions to IEP.

IEP Meeting Notice. Revised IEP.

Meeting Minutes.

Implement

recommendations and

collect data.

Revised IEP.

Meeting Minutes.

Attach data to this document.

Level 2

Present documentation to

Special Education

Supervisor to review data

and placement options.

Consultation Form.

All Relevant IEPs.

Current Eligibility.

Current Assessments.

Recent Academic Assessments.

Dynamic Assessment Analysis-ESL.

FBA/BIP.

Intervention Meeting Minutes and Data.

Meeting Minutes.

Level 3

At Special Education

Supervisor’s request,

schedule and convene

meeting with Consultation

Team (CT).

Consultation Form.

All Relevant IEPs.





FBA/BIP.


Meeting Minutes.

xxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxx xxxxxxxxx

Convene IEP Team to

determine placement.

All data and documents listed in Level 2, above. Placement Form.

Complete packet for

receiving school. Schedule

transition meeting.

Consultation Form.

All Relevant IEPs.





FBA/BIP.


Placement Form.

Student transitioned to

school.

Order transportation. TD-7 Transportation provided.



STUDENT TRANSFERSNEW PROCEDURES FOR THE 2004-2005 SCHOOL YEAR

In the spring of 2003, the District’s Board of Education adopted a policy addressing student transfers. That policy,entitled 4.10.051-P Student Enrollment and Transfers, follows this document. The new policy addresses both intra-District and inter-District transfers. The District is currently drafting Administrative Directives (A.D.) that more fullydescribe the procedures for implementing this policy.

Under the new policy, special education students receiving resource special education and/or speech and languageservices, and Section 504 students are treated the same as any general education student with respect to transferrequests. For special education students who have been placed by the District in structured learning centers,special schools or private schools, the student’s IEP team must determine whether the student may transfer to therequested school.

The new policy goes into effect for the 2004-2005 school year. For the 2003-2004 school year, the procedures setforth on pages 5.55 – 5.61 of this Manual are in effect.



REQUEST FOR TRANSFERS WITHIN THE DISTRICT (INTRA-DISTRICT)FOR RESIDENT SPECIAL EDUCATION STUDENTS

District Practice Regarding Student Transfers

Parents of a Portland Public Schools student may request that their child attend an out-of-neighborhood schoolwithin the District. The decision regarding whether or not the transfer is approved is based on school board policyand administrative regulations.

Procedures for Parent-Requested Transfer of Students with Disabilities

Parents of a student receiving special education services may request a student transfer to another school in theDistrict. In order to be approved, the request must meet both of the following criteria:

1. The requested transfer must meet District guidelines for student transfers as cited above.

2. The requested transfer must not deny the student a free appropriate public education (FAPE.) Seediscussion below.

If District staff determine that the student may not receive a FAPE in the requested placement, the student may notbe transferred.

Students who would require transportation as a related service on their IEP to attend their neighborhood school willreceive transportation from Special Education if their transfer is approved. If not, the parents must provide theirown transportation as dictated by District policy.

The process for handling parent requests for intra-District transfers of students with disabilities is as follows:

1. A parent requesting a transfer to an out-of-neighborhood school will be directed to complete theResident District Transfer Request Form according to the District’s student transfer procedure.

2. The building administrator will indicate on the application that the student requires special educationservices and will send the application to the Student Transfer Office.

3. The Student Transfer Coordinator will:a. Notify the parent that his or her request will be referred for review to the District’s Special

Education Department.b. Send the Area Special Education Administrator currently responsible for this student a copy of the

request for transfer, a copy of the letter to the parent and a memo requesting a response.

4. The sending Area Special Education Administrator will decide who needs to be involved in the decisionregarding whether the student’s educational needs may be met at the requested school. Those peoplewill be contacted and the sending Area Special Education Administrator will lead that team to adecision regarding whether the student’s educational need may be met at the requested school. Thisdecision may be made by the team without an IEP meeting if it is clear to the sending Area SpecialEducation Administrator that there is space in the special education program at the requested school,that the student’s IEP may be implemented at the requested school, that the student may receive aFAPE at the requested school, and that the transfer does not constitute a change of placement. If the



special education administrator has any questions about whether or not the transfer is a change ofplacement, an IEP team should be convened to make a placement decision. See Section 6, below.

5. If the student’s needs may not be met at the requested school:a. The Special Education Administrator reports this in writing to the Student Transfer Coordinator.b. The Student Transfer Coordinator will formally notify the parents, the schools, and the Special

Education Department that the student will not be transferred.

6. If the student’s need may be met at the requested school:a. If the Special Education Administrator does not supervise the program at the requested school, he

or she will contact the Special Education Administrator who supervises the program at therequested school.

b. The Special Education Administrator who supervises the program at the requested school willdiscuss with the sending Special Education Administrator the student’s special education needsand how they will be met at the requested school.

c. The sending Special Education Administrator reports to the Student Transfer Coordinator in writingthat the student’s special education needs may be met at the requested school and indicateswhether transportation will be provided if the transfer is approved.

d. The Student Transfer coordinator will process the transfer according to the District guidelines andformally notify the parents, the schools, and the Special Education Department whether the studentwill be transferred.

7. If transportation is to be provided, the Special Education Department processes the necessary forms.

8. In most cases, a change from one special education classroom to another special education classroomin the District is not a “change in placement.” It is a change in location only which is an administrativedecision. Some transfers may involve a “change in placement.” If they do, the placement decisionmust be made by a student’s IEP/placement team, a Placement Determination form must becompleted, and the parent must be given a Prior Written Notice form.

Most transfers of students requiring minimal educational needs, including those students placed in resource centersand those receiving speech and language services, are not a change in placement. The transfer of studentsrequiring complex educational needs placed in self-contained and supported education settings, may constitute achange in placement.

In determining whether a “change in placement” has occurred, the District staff responsible for education thestudent must determine whether the proposed change would substantially or materially alter the student’seducational program. In making such a determination, the effect of the change in location on the following factorsmust be examined:

a. Whether the educational program set out in the student’s IEP has been revised;b. Whether the student will be able to be educated with nondisabled students to the same extent.c. Whether the student will have the same opportunities to participate in nonacademic and extracurricular

services; andd. Whether the new placement option is the same option on the continuum of alternative placements.

OSEP Policy Letter to Fischer, 21 IDELR 992 (1994)



If the transfer is a change in location only, the transfer may be made without an IEP team meeting, and there is norequirement to complete a Placement Determination form or Prior Written Notice form.



REQUEST FOR INTER-DISTRICT TRANSFERSFOR RESIDENT SPECIAL EDUCATION STUDENTS

The parents or guardians of students between the ages of 4 and 18 years of age must complete a ResidentDistrict Transfer Request Form if they are requesting a student attend a district other than the Resident District.Both the Resident and requested Non-Resident District must approve the request. Transportation is theresponsibility of the parent unless otherwise specified. First-time requests may be submitted throughout the year tothe Resident District. It is the parent's responsibility to submit a Renewal of Inter-District Transfer Requestannually to his/her Resident District. Fall admission requests may not be considered until final enrollments arecompleted.

The completed application must be submitted by the parent/guardian to the Resident District for review andapproval by an administrator of the student’s home school and the Superintendent or Superintendent's designee.Every effort will be made to provide written notification to the parent/guardian within approximately 10 days of theResident District's decision. (Notification by the Non-Resident District may exceed 10 days of receipt of applicationto comply with State guidelines for Special Education procedures or if request is for fall admission.)

If the request is denied by the Resident District:The parent/guardian shall receive a copy of the written denial, including reason(s) why the request was denied asrecorded on the Resident District Transfer Request Form.

If the request is approved by the Resident District:The Resident District's superintendent or designee shall contact the Non-Resident District's superintendent ordesignee (and subsequently fax/mail the Resident District Transfer Request Form) for review and approval ordenial of the request. School records will be provided to the Non-Resident District upon request.

The Non-Resident District's superintendent or designee will record the reasons for approval or denial, sign the Formand return it to the Resident District's superintendent or designee. Conditions under which the Non-ResidentDistrict may deny attendance are listed below. A copy of the completed Resident District Transfer Request Formwith the Non-Resident District's decision will be sent to the parent/guardian by the Resident District.

Upon approval by the Non-Resident District, a contract will be written and signed by the Superintendents (ordesignees) of the Resident and Non-Resident School District.

Applications for an Inter-District Transfer must be submitted annually. If an Application for Renewal of Inter-District Transfer Request is not completed by the parent/guardian, attendance privileges at the Non-Resident District will be discontinued, and the student will be expected to attend school in the ResidentDistrict.

Conditions/Reasons for Requesting Attendance in a Non-Resident School:

Resident Districts will consider a parental/guardian request to attend a Non-Resident School District for thefollowing reasons:

1. The student attended another district during the current year for an amount of time consistent with therespective Board Policy of the Resident and Non-Resident School District and is requesting the studentcomplete the remainder of the year at the former school, or the student is completing his or her final year ofeducation preceding graduation from high school.



2. Extenuating educational, health or safety circumstance(s) would be reasonably improved as the result of atransfer to a Non-Resident school district. Examples include a student who will be returning to school aftertreatment in a mental health program, return from a substance abuse treatment program, participation in a teenparent program, etc.

3. A special hardship or detrimental condition affecting the student or student’s immediate family would bealleviated as a result of the transfer to a Non-Resident District.NOTE: The Oregon School Activities Association (OSAA) states, “It is a fundamental rule of the Associationthat students must attend only the high school in the school district where their parents reside. Exceptions tothis rule are to be strictly construed.” (Rule 8-6-1) Parents may contact OSAA at (503) 682-6722 with specificquestions.

Non-Resident School District Conditions for Accepting, Denying or Revoking Transfer Requests

1. Appropriate course or program space must be available.

2. The student is in good standing in his/her Resident District.

3. A district will refuse admission of a student expelled from another district until at least the end of the semesterin which the student was expelled or longer if expulsion is under conditions addressed in the Gun Free SchoolAct.

4. A transfer may be terminated if any educational, behavioral or attendance issues are not consistent with theNon-Resident District's Board Policies and Guidelines.

Exceptions (Inter-District Transfer Request is NOT Required):

1. If the parents or guardians move outside the Resident District boundaries on or after April 15th, a student ingood standing may remain in the District for the duration of the school year without completing a formal, districttransfer; or

2. The student is legally emancipated and continues to reside within the Resident District boundaries, irrespectiveof the residence of the parents or guardians; or

3. The student is an official, foreign exchange student; or

4. The Resident District, with parental approval, is requesting a Non-Resident District provide a free appropriatepublic education to meet the unique needs of a student eligible to receive special education services. TheResident District will retain all responsibility for ensuring that the parents and student are afforded all specialeducation rights and procedural safeguards under state and federal law. The Inter-District ConsentAgreement for Admission of Non-Resident Students must be completed between the Resident and Non-Resident Districts. ORS 339.133(6) and CFR §300.152.



PORTLAND PUBLIC SCHOOLSEnrollment Services

PO Box 3107 Portland OR 97208-3107 Telephone: 503 916-3262 503 916-3182 FAX

RESIDENT DISTRICT TRANSFER REQUEST FORM

FOR THE 2001-02 SCHOOL YEAR ONLY

______________________________________________________________________ __________________________________________________

Student Name Birthdate

______________________________________________________________________ __________________________________________________

Current Street Address Resident School Grade 2001-02 school yr

______________________________________________________________________ __________________________________________________

City/State/Zip Code Resident School District

________________________________________________ __________________________________Street Address (_____ Previous _____ New) Last School Attended (Include Address/Phone

Number)

______________________________________________________________________ __________________________________________________

City/State/Zip Code Requested Non-Resident School and Phone Number

______________________________________________________________________ __________________________________________________

Name of Person Making this Application Requested Non-Resident School District

______________________________________________________________________ __________________________________________________

Street Address Relationship to Student

______________________________________________________________________ __________________________________________________

City/State/Zip Code How long have you lived at current address?

______________________________________________________________________ __________________________________________________

Are you able to provide transportation? Home Phone Work Phone

Please complete the reverse side of this form.

**************************************************************************

NOTE: If student is on an IEP, both districts need to review arrangements annually.--Resident School District Use Only--

Student is currently on an IEP: _______ Yes ______ No

Comments: ____________________________________________________________________________________________

_____________________________________________________________________________________________________

FINAL ACTION OF RESIDENT DISTRICT ________ Approved _________ Denied

____________________________________________________________________________

Superintendent or Designee Date

*************************************************************************--Non-Resident School District Use Only--

Comments: ____________________________________________________________________________________________

_____________________________________________________________________________________________________

FINAL ACTION OF NON-RESIDENT DISTRICT ________ Approved _________ Denied

____________________________________________________________________________

Superintendent or Designee Date



**************************************************************************

To be Completed by Parent/Guardian

If student is in any special programs, please list: ________________________________________________________________

_____________________________________________________________________________________________________

Does the student have an IEP? ________ If yes, please attach a copy of the IEP and evaluation.

NOTE: If student is on an IEP, both districts need to review arrangements annually.

Is the student involved in OSAA (high school athletic) activities? ___________

Has the student been suspended? _____ _ For what? _________________________________ When? _________________

Has the student been expelled? ________ For what? _________________________________ When? _________________

Is an expulsion still in force? __________

REASON FOR REQUEST: _______________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

I HEREBY CERTIFY THAT THE INFORMATION I HAVE PROVIDED IS TRUE AND I UNDERSTAND THAT

FALSELY RESPONDING TO ANY OF THE QUESTIONS HEREIN WILL RESULT IN DENIAL AND/OR

REVOCATION OF THE REQUEST. I ACKNOWLEDGE THAT THE RESIDENT AND NON-RESIDENT

DISTRICTS WILL EXCHANGE STUDENT EDUCATIONAL RECORDS AND OTHER EDUCATIONALLY

RELEVANT INFORMATION.

________________________________________________ _________________________________________

STUDENT’S NAME DATE OF BIRTH

________________________________________________________ _________________________________________

Signature of Parent/Guardian Date of Application

RETURN COMPLETED FORM TO ENROLLMENT SERVICES, PORTLAND PUBLIC SCHOOLS

PO Box 3107 Portland OR 97208-3107 503 916-3182 FAX



OUT OF DISTRICT PLACEMENTSCHECKLIST FOR CHANGE OF PLACEMENT

OUT OF, OR BACK INTO, A DISTRICT PLACEMENT

This document should be used when a student is placed in an out-of-District program, or is placed back in theDistrict, from an out-of-District placement. Complete and attach all of the following forms.

REQUIRED

Student Data form.

Current Psychoeducation Report.

Current Eligibility Report Summary form. (If eligibility is due within 60 days of the new placement,and the student has been a resident of the District, the ‘sending team’ is responsible for completingthe eligibility process.)

Current Placement Determination form.

Description of interventions implemented.

Relevant Prior Notice of Special Education Action form.

Identification of which IEP objectives need to be met (or have been met) before student should beconsidered for a return to public school (fill out other side of this page).

Identification of Student’s medical insurance coverage.

IF APPROPRIATE

Permission to Release or Exchange Information form.

Clinical Psychological Evaluation Report.

Psychiatric Evaluation Report.

Submitted by: Psychologist or Case Coordinator/Date

Received by: Cluster Administrator/Date



SPECIAL EDUCATION STUDENTS MOVING INTO THE DISTRICT

Policies and Procedures. The District endorses the guidelines set forth in the August 1997 document by theOregon Department of Education, entitled “Guidelines for Serving Transfer Students with Disabilities.” See nextpage.

1. Students Moving into Portland Public Schools from Another School District in Oregon

a. Special education students who have moved into the District from another school district inOregon are eligible for special education services. Any assessment of this student isconsidered a re-evaluation, and all procedures relating to re-evaluations apply. If District staffdo not agree with the other district’s conclusion that the student is disabled, the student mustbe reevaluated before terminating his or her special education services, and the District mustimplement the current IEP during this time.

b. If District staff use an eligibility statement from another school district in the state of Oregon,the eligibility statement, date of eligibility and date that the re-evaluation is due all need to behighlighted for the data clerks.

c. The IEP team members will complete the Prior Written Notice form describing the placementconsistent with the current IEP and the start date. Under “other factors” state that “the Districtaccepts the IEP of (date) and the eligibility determination of (date)”.

d. The IEP team may use the IEP received from the other Oregon school district or draft a newIEP. If the team uses an existing IEP, a new IEP Cover Sheet must be completed. List thenames of the IEP members on the cover sheet. The team does not need parent consent forplacement into the special education services because this type of case is treated as a re-evaluation.

2. Students Moving into Portland Public Schools from Another State

a. Special education students who move to the District from out-of-state are treated as initialevaluations. For these students, District staff must conduct a new evaluation to determine ifthe student meets Oregon and District eligibility criteria. The evaluation planning team mayuse out-of-state evaluation data as long as they are reliable and current.

b. Services must be provided to the student while the assessment is being conducted and arebased on the student’s former IEP or a short-term IEP drafted by the IEP team.

c. The team must complete the Prior Written Notice form which should state “the Portland SchoolDistrict accepts the current eligibility determination for 60 days, during which time an evaluationmust be conducted to determine whether the student meets criteria for an educational disabilityunder Oregon regulations.”

d. When the evaluation is completed and eligibility determined, the team completes all of thedocuments that are required for an initial evaluation and placement. It is especially importantto obtain parent consent for initial placement.



Special School Referral Form

(Please Check below the type of school)

Elementary Middle School High School Day Treatment

Name: Grade: Date of Birth:

Date of Referral: Total Suspensions to Date:

Current Program: PHC Home School:

Current School: Phone:

Teacher: Area Supervisor:

Person Referring: Provider Agency Staff:

Parent/Guardian: Phone:

Address:

DHS Caseworker: Phone:

Other Provider/Systems:

Is student currently taking medication? Yes No Name of Medication

Physician: Dosage & Time:

Date of Last Medical evaluation: Next Scheduled evaluation:

Allergies or other special health concerns:

Academic Grade Level: Reading: Math: Writing: Spelling:

Date of IEP: Date of last reevaluation:

Related Services: SLP: Phone: OT: Phone:

PT: Phone: APE: Phone:



Please Attach the Following to the completed form:

Copy of Current IEP (note goals/objectives achieved, if any)

Copy of Psychological

Copy of Clinical Psychologist and/or Psychiatric Reports

Copy of Functional Behavioral Assessment

Copy of all available academic assessments (KTEA)

Copy of Behavior Plan(s)

PPS Special School Referral

Medication/medical protocol, if applicable

Placement Determination identifying Special School as the placement

Referral Information:

Additional Information:



SLC-B REFERRAL STUDENT INFORMATION

Student Name: DOB: Grade:

Eligibility: 1. 2. 3. IEP due:

Reevaluation due:

Home School: School Placement:

Date of Referral: Transition Meeting:

Description of Behaviors:

Academic Information:

Support Services:

Other Relevant Information:



SLC-B

PARENT/GUARDIAN NOTICE OF EMERGENCY

SUSPENSION

School: Grade: Date:

Student’s Complete Name:

Parent/Guardian Name:

Address:

City/State/Zip Code:

Today it was necessary to impose an emergency suspension from school on until

an informal suspension hearing can be conducted. The incident(s) that led to this emergency

suspension was

If you have any questions concerning this incident, please contact me.

The Board of Education policies on emergency suspension and procedures for the student’s

return to school are outlined on the back of this letter.

The informal hearing to review and discuss the charges will be scheduled as follows:

At this hearing the administrator will decide an appropriate disciplinary action, possibly a major

suspension from school. If you are unable to attend this hearing with your student at the

scheduled time, please contact me.

Administrator Telephone number



SLC-B

De-escalation/Calm Room

To the Parent(s)/Guardian of:

De-escalation room options:

• Calm Rooms – regain self-control and be safe. Ten minutes maximum.

• Work Areas – reduce distractions while preparing to return to classroom.

• Game/Activity table – provide therapeutic or academic activities to enhance readiness to return

to classroom.

• Ninetendo/Gameboy/Video Center – reinforcement by coaches via contracts.

Intent of the De-escalation Room:

To provide:

• An area and atmosphere conducive to regaining self-control.

• Activities as a reward for positive behavior in the classroom.

• Coaches with a time to give verbal instruction and guidance to help the students meet their goals.

The Workings of the De-escalation Room:

• Class work missed by the student should be made up in the classroom.

• When out of the classroom, staff should monitor time.

• Any student who is in the calm room should have two forms filled out and classroom staff

should get a copy.

• Classroom staff will call parents.

• Students stay in the calm room for no more than 10 minutes at a time.

• Every minute their behavior is monitored.

• Classrooms are responsible for in class incident report forms.

• Parents will get copies of all incident reports.

To leave the calm room, students have these alternatives:

• Using the quiet area and the activity table.

• Filling out a debriefing form, as well books, playdoh, and puzzles.

• Writing apology letters or restitution can be taken care of at this time.

• Writing Contracts can be done if appropriate.

I have been informed about the use of the De-escalation/Calm Rooms at the Special

Schools.

Parent Signature: Date:



SLC-B

SAFETY PLAN

NAME DATE

1) discussed the severity of the event and the consequences

of his/her actions with staff.

2) is willing to use the following alternatives to threatening

when he/she becomes angry.

1.

2.

3.

3) agrees to turn out pockets, pull up pant legs, take all

items out of coat and backpack for 5 school days if threats of harm were made.

Student Program Chair

Teacher Parent

Other Therapist



Frequently Asked Questions about Students with Disabilitiesand Charter Schools in Oregon

Office of Special Education – Oregon Department of Education

September 12, 2000

1. What special education laws and regulations apply to public charter schools in Oregon?

Charter schools are public schools, and subject to the same federal laws as other public schools. Public charterschools must follow all federal laws, including federal special education laws, and state laws and regulations thatimplement federal special education laws. The Individuals with Disabilities Education Act (IDEA), Section 504 ofthe Rehabilitation Act, and the Americans with Disabilities Act (ADA) all apply to public charter schools.

2. Who is responsible for special education services for public charter school students in Oregon?

The resident school district (see question #3) is responsible for providing any required special education and relatedservices to students with disabilities under the IDEA attending public charter schools. The resident school districtmust follow its special education policies and procedures for eligible students attending charter schools.

3. Which school district is the resident school district for public charter school students with disabilitiesunder the IDEA?

For students eligible for special education under the Individuals with Disabilities Education Act (IDEA), the residentschool district is the same whether or not the child attends a public charter school. The resident district is thedistrict where the parent or person in parental relationship resides. Residency is determined under ORS 339.133and 339.134. All other students are considered resident of the school district in which the public charter school islocated.

4. How are state funds distributed for students with disabilities under the IDEA?

For students with disabilities, State School Funds are distributed to the resident school district (the district where theparent resides). The distribution of the second weight funds is based on the Special Education Child Count. Theresident district of a child with a disability is required to report the student regardless of where the child is placedand attending school.

When the resident school district is the same as the chartering school district, the charter will establish how specialeducation and related services will be provided for eligible students attending that charter school.

When the resident school district is not the chartering school district, the resident school district must contractuallyestablish with the charter school payment for the provision of special education and related services for eligiblestudents attending that charter school. In some cases this might be arranged through an interdistrict transferagreement between the resident school district and the chartering school district.

The payment per ADMw in the public charter school that is attributable to an eligible student must equal an amountthat is at least equal to:



(a) 40 percent of the amount of the school district’s General Purpose Grant per ADMw for kindergartenthrough eighth grade and

(b) 47.5 percent of the amount of the school district’s General Purpose Grant per ADMw for students ingrades nine through twelve.

School districts and public charter schools may negotiate on a case-by-case basis for an alternative distribution offunds.

5. How are federal IDEA funds distributed for students with disabilities under the IDEA?

Federal IDEA funds are distributed to the school district designated as responsible for the provision of specialeducation and related services. In Oregon, this would be the resident school district (the district where the parentresides).

6. How does the special education process work for children with disabilities in charter schools?

The special education process for children with disabilities in charter schools is essentially the same as for childrenwith disabilities attending any other public school in the district:

a. When a resident district is notified of acceptance of an eligible student in a charter school, the districtshould hold an IEP/placement meeting.

b. The IEP/placement team will include the parent and a representative of the charter school. The residentdistrict will provide the district representative at the IEP meeting.

c. The IEP/placement team will review the child’s IEP to ensure that the child’s special education and relatedservice needs are addressed in the IEP.

d. In considering placement, the IEP/placement team considers the public charter school as the student’s“home school” for the purposes of determining the least restrictive environment for the student. The public charterschool becomes the school the child would otherwise attend if not disabled.

e. The resident school district must have a continuum of placement options available for all students withdisabilities. This continuum includes supplementary aids and services (such as resource room or itinerantinstruction) in conjunction with regular class placement. An IEP/placement team may determine that a studentneeds a placement outside the public charter school to meet the student’s special education needs. If so, the teammust determine the appropriate placement for the student. As with all eligible students, placement is based on thestudent’s IEP.

f. The resident school district’s responsibility to provide a free appropriate public education is the same forchildren with disabilities in public charter schools as for other children with disabilities attending other public schoolsin the district.

7. What if the IEP/placement team decides that a student needs a different special education placementthan the charter school and the parent disagrees?



The answer depends on the situation. Some students may be identified as eligible for special education after theyare already attending a public charter school. The parent is part of the eligibility team, and part of the team thatdevelops the student’s IEP and decides on placement. Parent consent is required for a student’s initial placementin special education. If the parent refuses consent, the district and parent may want to pursue local disputeresolution, mediation, or other options to resolve the disagreement. In some situations a school district might seeka hearing officer’s order to place the child in another setting. In most cases, the child would remain in the charterschool pending resolution by the hearing officer.

Previously identified students. If the student is not new to special education, parent consent is not required. Inthat case, if the IEP/placement team determines that another placement is appropriate, that placement takes effect,and the charter school would not receive funding from the resident district for that child’s placement at the charterschool. The parent or district may want to try mediation, local dispute resolution, or other options to resolve thedisagreement. In some situations, a parent might challenge the placement decision through a due processhearing. If a parent requests a hearing, in most cases the child stays in the last agreed-upon special educationplacement of the child. In some situations, this might be the charter school, and in some situations it might be thechild’s placement before being accepted by the charter school.

Parents of children with disabilities in public charter schools have all of the same procedural safeguards as childrenin other public schools in the resident district.

8. Who is responsible for transportation for children with disabilities attending a charter school locatedwithin the resident district boundaries?

State law specifies that the public charter school is responsible for providing transportation to students who residewithin the school district and who attend the public charter school. The public charter school may negotiate with aschool district for the provision of transportation to students attending the public charter school. The schooldistrict where the charter school is located must make its existing routes or other existing transportation servicesavailable to charter school students in the district. ORS 327.013 applies . These rules apply to children withdisabilities as well as nondisabled children. To the extent that a student needs special transportation as a relatedservices, the charter should specify which agency will bill the State School Transportation Fund for reimbursementand which agency is responsible for providing special transportation for the student. As with all students, the IEPteam determines whether transportation is a necessary related services and what transportation services areappropriate.

9. Who is responsible for transportation for children with disabilities attending a charter school locatedoutside the resident district boundaries?

State law provides that students who attend public charter schools located outside their resident district may useexisting bus routes and transportation services of the district in which the public charter school is located. If astudent’s IEP includes special transportation, then the resident school district must ensure that this is provided.However, the resident school district is not required to provide transportation as a related service if a freeappropriate public education (including transportation) is available in the resident school district and the parentchooses a public charter school located outside the school district. (This is the same rule that applies to interdistrictattendance agreements).

10. Who is responsible for “child find” activities in public charter schools?

Each school district is responsible for child find activities in public charter schools located in that school district. If



the school district locates children who may be in need of a special education evaluation who are residents of otherdistricts, the district should notify the resident district. The resident district is responsible for completing theevaluation and eligibility determination process.

Charter school staff must be knowledgeable about when to refer students for evaluation. Charter school staff andparents both need information on how to use the school district’s child find procedures. The chartering schooldistrict has the responsibility to ensure that the charter school engages in child find activities as required by stateand district policies and procedures to the same extent as other schools and school personnel in the district.

11. Do the “qualified staff” requirements of the IDEA apply to public charter schools?

Yes. The IDEA requires states to establish requirements for qualified staff. Even though state law permits publiccharter schools to hire some percentage of uncertified staff as teachers, federal law requires special educationteachers and related service providers working in public charter schools to meet the same qualifications as thoseworking in other public schools in Oregon.

12. Must public charter schools comply with non-discrimination requirements?

Yes. Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 bothapply to public charter schools and prohibit discrimination on the basis of disability. In evaluating charter schoolproposals, school districts should consider whether the charter school facility is accessible. If not, the chartershould specify responsibility for compliance with accessibility requirements. Public charter schools need to befamiliar with the requirements of these acts, and be prepared to offer and make appropriate accommodations andprovisions for compliance with these acts.

Other federal non-discrimination laws that apply to public charter schools include: Title VI of Civil Rights Act of1964, which prohibits discrimination on the basis of race, color, or national origin; and Title IX of the EducationAmendments of 1972, which prohibits discrimination on the basis of sex in education programs.

These laws also apply to the resident school district and chartering school district.

13. Can public charter schools in Oregon exclude children with disabilities?

No, not due to the disability. The public charter school cannot screen out applicants on the basis of disability,ethnicity, gender, national origin, income level, English language proficiency, or athletic ability, but may limitadmission to students within a given age group or grade level. The charter school may limit admission to studentswithin a given age group or grade level, but must do so in a non-discriminatory manner.

Under Oregon law, student enrollment in a public charter school is voluntary. All students who reside in the schooldistrict where the public charter school is located are eligible for enrollment in that public charter school. If thenumber of applications of students from within the district exceeds the capacity of a program class, grade level, orbuilding, the public charter school must select students through an equitable lottery selection process.

If space is available, a public charter school may admit students who do not reside in the school district in which thepublic charter school is located.

Even so, the student’s IEP/placement team may determine, after a review of all relevant information, that a charterschool is not an appropriate placement for a student. See question # 7, above.



14. Must students with disabilities be given preferential consideration in selection for charter schoolsattendance?

No. If there are fewer spaces than interested students, the same lottery process is used for all students, includingstudents with disabilities.

This document will be included in a more comprehensive technical assistance document on Charter Schools inOregon by the Oregon Department of Education. For more information about this document, contact Suzy Harris,Legal Specialist, Office of Special Education, (503) 378-3600, ext. 2333.



Students with Disabilities in Private and Charter SchoolsREVISED 11/03/03

Evaluation, Eligibility, IEP,Offer of FAPE and Services

Private School Students Charter School Students

Initial Evaluation,Eligiblity and Offer of aFAPE (i.e., IEP andPlacement)

• Student’s neighborhoodschool.

• An offer of a FAPErequired.

• A Service Plan must beoffered if the student iseligible.

• The student’s neighborhood school is responsible forinitial evaluations of students, including students whorecently moved into the District, who have attendedthe charter school for two months or less.

• The staff closest to the charter school or assigned staffare responsible for initial evaluations of students,including students who recently moved into theDistrict, who have attended the charter school for morethan two months.

• An offer of a FAPE in a District program is required.• The IEP team decides if the student may receive a

FAPE in the charter school.

Reevaluation,Continuing Eligibility,and Offer of a FAPE(i.e., IEP andPlacement

• A reevaluation is requiredfor all students, includingthose not on ServicePlans.

• Students on ServicePlans: school closest toprivate school that isproviding services.

• Students not on ServicePlans: student’sneighborhood school.

• Staff must give priorwritten notice that theDistrict will make a FAPEavailable if the student isenrolled in a DistrictSchool.

• The student’s neighborhood school is responsible forstudents, including students who recently moved intothe District and are already eligible for specialeducation services, who have attended the charterschool for two months or less.

• The staff closest to the charter school or assigned staffare responsible for students, including students whorecently moved into the District and are already eligiblefor special education services, who have attended thecharter school for more than two months.

• The IEP team decides if the student may continue toreceive a FAPE in the charter school.

• Staff must give prior written notice that the District willmake a FAPE available if the student is enrolled in aDistrict school.

Service Provider • School closest to theprivate school. (Studentson Service Plans only.)

• School closest to charter school or assigned staff.

Private school students are those students who have been unilaterally placed in private schools by their parents.



PLACEMENTSection 5


RESOURCES