Special education is specially designed instruction provided at no cost to families to meet the unique needs of an eligible student with a disability. Special education is not a specific classroom or location. Services may be provided in a variety of settings based on the student’s individual needs.

An IEP is a written plan developed for a student who is eligible for special education. It describes the student’s strengths and current needs, measurable annual goals, services and supports, accommodations, how progress will be measured, and where services will be provided. The IEP is developed by a team that includes the student’s family and school staff.

An IEP is provided under the Individuals with Disabilities Education Act for a student who meets special education eligibility requirements and needs specially designed instruction.

 

Section 504 is a federal civil rights law that protects qualified students with disabilities from discrimination. A Section 504 Plan may provide accommodations, services, or supports that allow a student to access school, even when the student does not need specially designed instruction.

 

504 Plans are managed by the Department of Prevention and Intervention.  For more information, please refer to the Section 504 webpage. 

Begin by talking with your student’s classroom teacher. Families may also contact the school’s special education teacher, principal, or the District Student Services Department. The school may review classroom information, discuss available general education supports, and determine whether an evaluation for special education should be considered.

Families do not have to wait for the school to make a referral. A parent or guardian may request a special education evaluation at any time.

A written request for evaluation should be provided to the student’s principal, special education teacher, or the district Student Services Department at [email protected]. The request should explain the current educational concerns, and why the family believes the student may have a disability and may need special education services.

 

A request for an evaluation must be carefully considered, but it does not automatically mean that an evaluation will be conducted. The district will review the concerns and available information and will provide the family with written notice explaining whether it proposes or refuses to conduct an evaluation and the reasons for that decision.

The evaluation team reviews existing information and determines what additional information is needed to understand the student’s strengths and needs. This may include classroom information, observations, interviews, work samples, records, and formal assessments.

The evaluation must address all areas related to the suspected disability and may not rely on a single test or source of information. Families are important members of the evaluation team and are encouraged to share medical, developmental, educational, and other relevant information.

In Oregon, an initial special education evaluation and eligibility determination must generally be completed within 60 school days after the district receives written parent consent for the evaluation. Certain exceptions may apply, such as significant student absences or delays caused by a student transferring between districts.

Eligibility is determined by a team of qualified professionals and the student’s parent or guardian. The team reviews all evaluation information and considers both whether the student meets disability eligibility criteria and whether the student needs specially designed instruction. Eligibility is not determined by one person or one assessment score.

No. A medical diagnosis may provide important information, but it does not automatically establish special education eligibility.

To be eligible under the Individuals with Disabilities Education Act, the evaluation team must determine that the student meets the criteria for a recognized disability category and needs specially designed instruction because of that disability. A student who has a disability but does not need specially designed instruction may still be considered for protections or accommodations under Section 504.

The IEP team generally includes:

• The student’s parent or guardian
• At least one general education teacher, when applicable
• At least one special education teacher or provider
• A district representative
• Someone who can explain the instructional meaning of evaluation results
• The student, when appropriate
• Other individuals invited by the family or district who have knowledge or expertise regarding the student

Families may invite a support person, advocate, service provider, or another person who knows the student.

Services are based on the student’s individual needs and may include:

• Specially designed academic, communication, behavioral, social, adaptive, or functional instruction
• Related services such as speech-language, occupational therapy, physical therapy, counseling, or transportation when required for the student to benefit from special education
• Accommodations and supplementary aids
• Assistive technology
• Supports or training for school staff
• Services that help the student participate in general education and school activities

Not every student will need every type of service. The IEP team determines what is necessary for the individual student.

Students with disabilities must be educated with students without disabilities to the maximum extent appropriate. Removal from the general education environment should occur only when the student’s needs cannot be met satisfactorily there, even with appropriate supports and services.

Placement is an individual IEP team decision. A disability label does not automatically determine where a student will receive services.

The IEP team reviews the student’s IEP at least once each year. An IEP meeting may also be requested when the family or school believes the student’s needs, goals, services, supports, or placement should be reconsidered.

A reevaluation must generally occur at least once every three years unless the family and district agree that a reevaluation is unnecessary. A reevaluation may occur sooner when additional information is needed or when requested by the parent or teacher.

The IEP must explain how progress toward each annual goal will be measured and when progress reports will be provided. Families should receive periodic IEP progress reports, often at the same time as report cards.

Families may ask the IEP team to explain the data being collected, what progress has been made, and whether changes to instruction or services should be considered.

Families are encouraged to begin by discussing their concerns with the IEP team, principal, or District Student Services Department. A family may request an IEP meeting at any time to discuss concerns or proposed changes.

Parents and guardians also have procedural safeguards under state and federal special education law. Depending on the concern, options may include mediation, filing a state complaint, requesting a due process hearing, or requesting an independent educational evaluation after disagreeing with a district evaluation. Additional information is available in the Oregon Procedural Safeguards.

Yes. Families may request an interpreter for meetings or assistance understanding special education documents. Please notify the school or District Student Services Department as early as possible so that appropriate language access can be arranged.

Transition planning helps students prepare for education, training, employment, independent living, and community participation after high school. Transition planning must be included no later than the first IEP that will be in effect when the student turns 16 and must be updated annually. The student’s strengths, preferences, interests, and goals should guide this process.

Families may begin by contacting their student’s teacher or school principal.

 

For additional assistance, contact:

North Wasco County School District Student Services
Phone: 541-506-3427
Email: [email protected]

Families are encouraged to ask questions whenever a special education term, document, decision, or process is unclear.