PLACEMENT Section 5 TABLE OF CONTENTS

Transcription

1 PLACEMENT Section 5 TABLE OF CONTENTS OREGON LAW AND PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION POLICIES AND PROCEDURES PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION DISTRICT PROGRAMS School Programs Resource Programs School Programs Structured Learning Centers Structured Learning Centers Program Descriptions Home Instruction and Off-Site Instruction Programs Off-Site Programs Due Process Procedures Request for Home Instruction and Off-Site Instruction Programs Special Education Vocational Program Community Transition Centers and Community Resource Centers Delayed Expulsion Student Counseling Center Portland DART Schools PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION OPERATIONS Early Childhood Special Education Program Operation Guideline Reevaluation and Eligibility when a Child Transitions to Public School Early Childhood Special Education Paperwork to Complete when a Child Transitions to School-Age Programs Early Childhood Special Education IEP in Place when a Child Transitions to School-Age Programs Elementary School Resource Center Teacher s Responsibilities for Student Transition to Middle School Elementary School SLC Teacher s Responsibilities for Student Transition to Middle School Middle School Resource Center Teacher s Responsibilities for Student Transition to High School Middle School SLC Teacher s Responsibilities for Student Transition to High School High School Resource Center Teacher s Responsibilities for Student Transition from Middle School High School SLC Teacher s Responsibilities for Student Transition from Middle School or to a Community Transition Classroom (CTC) Change of Procedures Change of Consultation Form Student Transfers New Procedures for the School Year Revised: September 2003

2 District Policy on Student Enrollment and Transfers Request for Transfers within the District (Intra-District) for Resident Special Education Students Request for Transfers to Other Districts (Inter-District) for Resident Special Education Students Resident District Transfer Request Form Out-of-District s Checklist for Change of out of, or back into, a District Special Education Students Moving into Portland Public Schools Guidelines for Serving Transfer Students with Disabilities Special School Referral Form Structured Learning Center - Behavior - Referral Student Information Structured Learning Center - Behavior - Parent Notice of Emergency Suspension Structured Learning Center Behavior De-escalation/Calm Room Structured Learning Center Behavior Safety Plan Charter Schools Questions and Answers from the Oregon Department of Education Charter and Private Schools Chart of Staff Responsibilities PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION RESOURCES Revised: September 2003

3 PLACEMENT Section 5 Oregon Law and Portland Public Schools Special Education POLICIES AND PROCEDURES 5.3 Revised: September 2003

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5 Section 5: Oregon Administrative Rules PLACEMENT OREGON LAW PORTLAND PUBLIC SCHOOL PROCEDURES Section 5: Least Restrictive Environment Requirement for Least Restrictive Environment REVISED School districts shall ensure that: (1) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled; and (2) Special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Stat. Auth.: ORS ; ; Stats. Implemented: ORS ; Hist.: 1EB 261, f ; 1EB , f. & ef ; EB , f. & ef of the Child REVISED I. Least Restrictive Environment A. The district ensures that: 1. To the maximum extent appropriate, students with disabilities, including children in public or private institutions or other care facilities are educated with students who are nondisabled; and 2. Special classes, separate schooling, or other removal of students with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. II. of the Student School districts shall ensure that: (1) The educational placement of a child with a disability: (a) Is determined by a group of persons, including the parents, and other persons knowledgeable about the child, the meaning of the evaluation data, and the placement options; (b) Is made in conformity with the Least Restrictive Environment (LRE) provisions of OAR to OAR (c) Is based on the child's current IEP; (d) Is determined at least once every 365 days; and (e) Is as close as possible to the child's home; (2) The alternative placements under OAR are available to the extent necessary to implement the individualized education program for each child with a disability; A. The placement decision for each eligible student: 1. Is made by a group of persons, including the parents, and other persons knowledgeable about the student, the meaning of the evaluation data, and the placement options; 2. Is made in conformity with the Least Restrictive Environment requirements. 3. Is determined at least once every 365 days; 4. Is based on the student s IEP; and 5. Is as close as possible to the student s home. 5.5 Revised: September 2003

6 Section 5: Oregon Administrative Rules PLACEMENT OREGON LAW PORTLAND PUBLIC SCHOOL PROCEDURES Section 5: Least Restrictive Environment (3) Unless the child's IEP requires some other arrangement, the child is educated in the school that he or she would attend if not disabled; (4) In selecting the least restrictive environment, consideration is given to any potential harmful effect on the child or on the quality of services which he or she needs; and (5) A child with a disability is not removed from education in ageappropriate regular classrooms solely because of needed modifications in the general curriculum. Stat. Auth.: ORS ; ; Stats. Implemented: ORS ; Hist.: 1EB 261, f ; 1EB , f. & ef ; EB , f. & ef ; ODE , f , cert. ef OAR Alternative s and Supplementary Aids and Services School districts shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services. The continuum shall: (1) Include as alternative placements, instruction in regular classes, special classes, special schools, home instruction and instruction in hospitals and institutions; and (2) Make provision for supplementary aids and services (such as resource room or itinerant instruction) to be provided in conjunction with regular class placement. B. The student is educated in the school that he or she would attend if nondisabled unless the services identified in the IEP cannot feasibly be provided in this setting. C. The district ensures that: 1. A continuum of placement options is available to meet the needs of students with disabilities for special education and related services. 2. The continuum includes instruction in regular classes (with special education and related services, and/or supplementary aids and services as identified on the IEP), special classes, special schools, home instruction, and instruction in hospitals and institutions. 3. options, including instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions are available to the extent necessary to implement the individualized education program for each student with a disability. D. Students are placed in the least restrictive environment, using the following decision making process: 1. Completion of the IEP; [Federal Regulation: 34 CFR ] 2. Determining which IEP services, including instruction, can be implemented in the regular class; 3. If all IEP services cannot be provided in the regular class, 5.6 Revised: September 2003

7 Section 5: Oregon Administrative Rules PLACEMENT OREGON LAW PORTLAND PUBLIC SCHOOL PROCEDURES Section 5: Least Restrictive Environment identifying those that must be provided outside the regular class; however, the district will not remove a student from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum; 4. For those services that must be provided outside the regular class, identifying where, on the continuum from least to most restrictive, the services can be provided; 5. is in the school the student would attend if not disabled, unless another arrangement is required for implementation of the IEP; 6. In selecting the student s placement, the placement team considers and documents: a. All placement options considered, including placement options requested by the parent; b. Potential benefits of placement options that are considered; c. Any potential harmful effects on the student or on the quality of services that he or she needs; and d. Modifications and services considered to reduce harmful effects, and to maintain the student in the least restrictive placement. 7. The placement team documents the placement selected, and provides a copy of the determination to the parent; 8. If the selected placement is a change from previous placement, 5.7 Revised: September 2003

8 Section 5: Oregon Administrative Rules PLACEMENT OREGON LAW PORTLAND PUBLIC SCHOOL PROCEDURES Section 5: Least Restrictive Environment the district provides the parent with prior written notice of the change in placement; and 9. If the parent requests a specific placement that the team rejects, the district provides a prior written notice of refusal. III. Incarcerated Youth A. The placement team may modify the student s placement if the State has demonstrated a bona fide security or compelling penological interest that cannot be otherwise accommodated. The requirements related to least restrictive environments do not apply with respect to these modifications Nonacademic Settings REVISED IV. Nonacademic Settings (1) School districts shall take steps to provide nonacademic and extracurricular services and activities in a manner to afford children with disabilities an equal opportunity for participation in those services and activities. (2) Nonacademic and extracurricular services and activities may include meals, recess periods, counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the school district, referrals to agencies that provide assistance to individuals with disabilities, and employment of students, including both employment by the school district and assistance in making outside employment available. A. The district provides takes steps to provide nonacademic and extracurricular services and activities in the manner necessary to afford students with disabilities an equal opportunity for participation in those services and activities. B. Nonacademic and extracurricular services and activities include all those available to nondisabled students, and may include: 1. Counseling services; 2. Athletics; Stat. Auth.: ORS ; ; Stats. Implemented: ORS ; Hist.: 1EB 261, f ; 1EB , f. & ef ; EB , f. & ef ; ODE , f , cert. ef Transportation; 4. Health services; 5.8 Revised: September 2003

9 Section 5: Oregon Administrative Rules PLACEMENT OREGON LAW PORTLAND PUBLIC SCHOOL PROCEDURES Section 5: Least Restrictive Environment 5. Recreational activities; 6. Special interest groups or clubs; 7. Referrals to agencies that provide assistance to individuals with disabilities; and 8. Employment of students. 5.9 Revised: September 2003

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11 PLACEMENT Section 5 Portland Public Schools Special Education DISTRICT PROGRAMS 5.11 Revised: September 2003

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13 SCHOOL PROGRAMS Resource Teacher What is a Resource Teacher? The Resource Teacher provides an educational program for students with mild disabilities who need assistance in basic skills, such as reading, mathematics, and/or written language. The general education teacher has primary responsibility for meeting the educational needs of the students with mild disabilities. One of the most important roles of the Resource Teacher is to collaborate with the regular classroom teacher in areas such as teaching strategies, curriculum materials, modification of instruction, and the learning environment. Instruction is on an individual and/or small group basis in the resource center or provided through collaboration and/or co/teaching with the 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 may receive direct services from the Resource Teacher or indirect services such as consultation between the Resource Teacher and the regular classroom teacher. The Resource Teacher serves as a support to the regular classroom teacher and students in their neighborhood school. The Resource Teacher is knowledgeable about school curriculum 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 school students 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 may provide additional support. This program and the supervision of all resource activities will be monitored by a licensed teacher or specialist. Support staff may include, a speech/language pathologist, a school psychologist, a physical therapist, occupational therapist, adaptive physical education specialist, or other specialists as needed. Program planning is a coordinated effort between all building and District personnel involved with the Resource Teacher. Where are the services provided? There is a Resource Teacher available to each building in the District. This allows the student with a disability to attend his/her neighborhood school and interact with his/her peers. Resource support is designed to meet the specific needs of the students being served. There is no limitation regarding the minimum or maximum amount of time a student may be served in a resource room Revised: September 2003

14 What is a Structured Learning Center? SCHOOL PROGRAMS Structured Learning Centers These programs are classrooms which provide specialized instruction by a classroom teacher for disabled students only. The students in these classrooms receive a majority of their instruction in one of these classrooms. A major focus of this program is the coordination with the regular education program to "mainstream" students into regular education 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 will minimize learning problems and provide disabled students with a comprehensive program early in their school experience. 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 a student's social behavior. The students in these classrooms have serious academic and cognitive delays and require specialized instruction in the basic academic areas and in the vocational areas. Students are placed based on similarities in their academic and vocational needs. These classrooms serve students in first through 12th grade. 3. Structured Learning Center - Behavioral (SLC-B): The District has three Special Schools, Youngson Elementary, Foster Middle and Columbia High School which serve students who have serious emotional and behavioral problems as well as autism. The focus of these Special Schools is to serve students who are unable to benefit from services provided in a regular school or self-contained classroom within a school. These students require a more restrictive setting, more mental health support and the availability of a de-escalation and calm room. Students in the special high school receive 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 direct instruction in the area of reading. The goal is for the student to receive services for 1-2 years and then return to 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 a low 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 to moderate to severe learning needs. These students may have learning characteristics that can inhibit their acquisition of essential skills. The focus in these classrooms is on the community living domains of general 5.14 Revised: September 2003

15 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 a functional life skills curriculum, daily living skills, functional communication, and safety. These classrooms serve 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 on intensive one-to-one instruction and small group skill development. Students participate in regular education classes as appropriate. These classrooms serve students in kindergarten through 12 th grade. Who are the students served? The Structured Learning Centers serve students from ages 5 through 21. A student's placement in one of these classrooms is based on his/her assessed educational needs which are outlined in the student s Individualized Education Program (IEP). Considerations are given to chronological age, type and severity of disability, and social maturity. What services are provided? Specially designed instruction and related services are provided to meet each student's individual needs. Delivery of daily services in a Structured Learning Center is provided by a certificated teacher and in many cases at least one instructional assistant. Related services may include services from speech-language pathologists, educational assistants, school psychologists, adapted physical education teachers, occupational and physical therapists, work experience 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 several different levels and varieties of Structured Learning Centers. The location of these classrooms is based on the need in different communities within the Portland School District. The placement of these classrooms throughout the city allows for and promotes the interaction of disabled students with non-disabled peers Revised: September 2003

16 STRUCTURED LEARNING CENTER - K - 1 This program provides the following: STRUCTURED LEARNING CENTERS Program Descriptions 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); and 12. Limited enrollment, allowing for more physical space for movement, than a larger size class. STRUCTURED LEARNING CENTER - ACADEMIC This program provides the following: 1. Environment is age appropriate and provides opportunities for learning academics, work skills, and social skills; 2. Curriculum is based on the standard curriculum of general education, and instruction supports learning through accommodation, modification, and differentiation; 3. Instruction is supported by the use of appropriate environments and may include small and large group settings both within the self-contained classroom and in the general education classroom, as determined by individual 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; and 7. Instruction is provided to develop positive communication and social skills. STRUCTURED LEARNING CENTER - BEHAVIOR This program provides the following: 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; 5.16 Revised: September 2003

17 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; and 7. 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 This program provides the following: 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; and 10. Transition services for students 14 through 21 that have a behavioral component. STRUCTURED LEARNING CENTER LIFE SKILLS This program provides the following: 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 social interaction, 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; and 7. Instruction, primarily in an individual and small group setting. STRUCTURED LEARNING CENTER COMMUNICATION/BEHAVIOR This program provides the following: 1. A self-contained classroom setting with supported integration as appropriate based on a student s learning needs. 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; 5.17 Revised: September 2003

18 7. Extensive planned opportunities for academic skill development using Discreet Trial Training, Pivotal Response 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 provides the following: This program is for students who have significant communication and socialization needs. There are three levels of services 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 breaks during the day for de-escalation/calming. Many of the students at this level may not be toilet trained. They need one-to-one instruction for speech and for academic skills acquisition. Discrete Trail Training, Pivotal Response Training, Applied Behavior Analysis, functional routines, visual schedules and high structure/low stimulation are some of the methods used to work with these students. Occupation Therapy and Assistive Technology are often provided to these students. Exit Criteria The student is able to work in small groups. Communication is intentional (protest, request). The student is able to follow some directions, has functional routines down with minimal adult assistance, is able to work independently for short 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 skills are becoming more independent. These students need fewer sensory breaks during the day, have more awareness about their sensory needs, moderate intentional communication, and have the ability to work in small groups. 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 in the 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 sensory breaks, go to lunch and recess with the school population. He or she is able to transition independently with visual systems in this class and can transition with adult assistance outside of class. The student is able to tolerate change, participate in whole class instruction and can answer questions, make request, protest and provide information, and communicate using a variety of methods. His or her communication skills allows for effective participation in both self-contained and general education settings. The student has appropriate classroom social behaviors, an basic play skills/turn taking skills in a structured pay activity and has some awareness of his or her own needs for sensory breaks. Level 3 is for those students who are mainstreamed for most subjects. They can transition with minimal support and can tolerate change, are able to participate in whole group instruction and have adequate social skills, and have an understanding of their sensory needs. They might still have occupational therapy and assistive technology and visual schedule needs Revised: September 2003

19 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-escalation and relaxation skills. Exit Criteria Given appropriate visual support, structure and routines, these students are able to manage their own organizational systems Revised: September 2003

20 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 statement recommending 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 for students to continue working on school assignments with supervision as needed. This may or may not include assigning a home tutor to supplement instruction by the regular 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 to determine how the student s special education needs will be addressed during that period 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 have been formally placed through due process procedures into the program. For this placement, District staff must convene an IEP meeting to review and revise the student s IEP so that it may be implemented in this placement. Special education services in the Home Instruction and Off-Site Instruction Programs are provided by Portland Public Schools through the Department of Special Education. The students are taught by certified teachers who have the requisite skill level to work with the students assignments. In general, students receive five hours of individual instruction each week for full time enrollment. However, the service times for 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 for these programs. At this time, the instructor discusses program procedures, student concerns regarding schoolwork, credits, grades and sets a schedule for future meetings. The instructor will contact the student s school or case manager to determine what general curriculum and/or specially designed instruction to teach the student while he or she is in the program. Materials and texts are collected, and the IEP is reviewed. The instructor records daily assignments and activities, and maintains contact with the school or case manager. Grades and credit are dependent upon work completion 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 must submit a(n): a) Form: Request for Home Instruction Off-Site Instruction Programs b) 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 of Special Education Students in the Off-Site Instruction Program 5.20 Revised: September 2003

21 In order to place a student who is in special education in the Off-Site Instructional Program, all the special education procedures 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 and behavioral 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 areas the teacher is to provide instruction. b) Determination form. The team completes this form indicating why this placement is the most appropriate and the least restrictive placement. c) Prior Written Notice form. The team completes this form indicating the team s action and reasons for placing the student in this program. Because this is a highly restrictive and usually temporary placement, it is recommended that a statement is made on this form regarding what future placement 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 Instruction Programs, initialed by the Special Education Administrator, must be sent to the Home Instruction Off-Site Instruction Office. Copies of any reports and test scores and educational materials that may help the teacher in working with the student may be sent as well. If a special education student is home due to health reasons, a physician s statement, as described in Section 2, above, must accompany these forms Revised: September 2003

22 OFF-SITE INSTRUCTION PROGRAMS DUE PROCESS PROCEDURES I. TO ENTER STUDENT PLACEMENT IN THE OFF-SITE INSTRUCTION PROGRAM: IEP Meeting and Determination An IEP team must do an IEP review prior to placing a student in this program. The review will address what IEP goals and objectives are appropriate for the needs of the student while in home instruction and how much time is allotted to these goals/objectives. Due to the one-to-one nature of 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 the File Room. The form must include a start date. A copy goes to the Home Instruction Off-Site Instruction 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 Administrator with a list of the students who are currently being served. B. The Area Special Education Administrator coordinates with the Off-Site Instruction Program Administrator 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 Prior Notice form documenting the change or termination. III. REQUIRED PAPERWORK TO ENTER, EXIT OR CONTINUE STUDENT PLACEMENT IN THE OFF-SITE INSTRUCTION PROGRAM: A. Meeting Notice form. B. IEP form. C. Prior Written Notice form Revised: September 2003

23 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 Revised: September 2003

24 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: Determination which indicates why this program is most appropriate and least restrictive, and indicates 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 45 calendar days. The case manager will receive a status review form from the program s Office to complete and return. To exit a student from the program, and Prior Written Notice forms must be completed by the team. It is the responsibility of the sending and receiving 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: 5.24 Revised: September 2003

25 SPECIAL EDUCATION VOCATIONAL PROGRAM The Special Education Vocational Program provides a variety of services to middle and high school students with disabilities. The program is divided into two service-delivery components: Vocational Services and Transition Services. 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 school vocational 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 staff consult 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 workrelated 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 a student s interests and aptitudes relative to job placement. The Vocational Program offers two kinds of assessment: community-based and computerized. Community-based assessment provides a support structure under which students are placed on various job sites in the community with Vocational Program staff 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 and student responses to a set of standardized questions. Step 3: Training. During this step, students receive specific skills training in one or more vocational areas, using information gathered from previous in-school and assessment activities. Training can be provided in the community, using the Vocational Program's enclave structure or a number of independent sites developed by staff. The Vocational Program also maintains an ongoing relationship with many agencies outside the District for purposes of training, including Portland Community College and the Vocational Rehabilitation Division. Efforts are also ongoing to involve more Vocational Program students in various vocational cluster programs offered at each high school. Step 4:. Increasingly, the Vocational Program is emphasizing paid employment as an outcome for students, and staff members routinely develop job opportunities directly and/or refer students to outside agencies where job development services are offered. Vocational placements include both independent and supported employment. When appropriate, Vocational Program staff also assists students and families with post-high school placement opportunities other than employment, which can include alternatives such as continuing education, vocational training, volunteerism, or recreational pursuits. 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 broader in scope and focuses on preparing students for life after high school in a number of specific areas. In addition to vocational 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 in developing the Transition Services component of each student's IEP and in implementing the various activities and services described in each IEP. The overall goal of the Transition Services component is to prepare students and their families for the inevitable move out of high school and into life as adults, and to make sure that the move is as smooth as possible Revised: September 2003

26 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 are disabled be enhanced by the post-high school education process. The Community Transition Centers (CTC) and Community Resource Centers (CRC) recognize that every student can learn, but that learners progress at different rates 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 also focuses on life skills with a smooth transition and continuum from high school to adult life. Classroom instruction integrates 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 Rehabilitation Department (V.R.D.), etc.). Program Goals 1. Community Living Skills: To provide training to improve students awareness of and ability to access 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 functional independence in preparation for transition into the community. 4. Recreation/Leisure: To promote the benefits of physical exercise, and to increase students selfesteem by assisting them in their ability to develop various leisure skills, interpersonal communication and problem solving skills. 5. Social Skills: To increase students competence with basic adult social skills required to be successful 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 Revised: September 2003

27 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 Revised: September 2003

28 5.28 Revised: September 2003

29 PORTLAND DART SCHOOLS The Portland DART Schools serve students Pre-K to 12 who have been placed in residential or day treatment facilities within the Portland Public School District boundaries. Students come from throughout the state of Oregon and 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 and educational support services in special class programs which Portland Public Schools coordinates with the private treatment agencies Revised: September 2003

30 [This page intentionally left blank.] 5.30 Revised: September 2003

31 PLACEMENT Section 5 Portland Public Schools Special Education OPERATIONS 5.31 Revised: September 2003

32 [This page intentionally left blank.] 5.32 Revised: September 2003

33 OREGON DEPARTMENT OF EDUCATION EARLY INTERVENTION EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM OPERATION GUIDELINE Area: Date: Evaluation Procedures November 16, 1993, Memo to EI/ECSE Citation: OAR 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 disability categories recognized by Part B of the Individuals with Disabilities Education Act (IDEA) for school age students. A reevaluation and re-establishment of eligibility are required if the child was found eligible for Early Childhood Special Education (ECSE) under the disability category of developmental delay. This is not an eligibility category for school age students Revised: September 2003

34 5.34 Revised: September 2003

35 5.35 Revised: September 2003

36 ELEMENTARY SCHOOL RESOURCE CENTER TEACHER S RESPONSIBILITIES FOR STUDENT TRANSITION TO MIDDLE SCHOOL Purpose: To facilitate an effective and personal transition to middle school for current 5 th 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 meets the academic, organizational and behavioral needs of special education students within the full instructional program 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 5 th grade students in the IEP process to identify appropriate modification(s) and support needed to help the student achieve success. The teacher will work with the student to be able to share his/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 with fellow teachers and parents from the 5 th 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 any additional 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 5 th grade students to make sure they are aware of the date for middle school orientation night and encourage the attendance at this meeting. Parents may need a reminder phone call or letter. Elementary RC teacher checks that all RC special education students go on the general education middle school site visit with their regular education classmates. Elementary RC teacher goes on the middle school site visitation field trip, if possible, and helps facilitate introductions to the RC teachers. 5. By mid-april: Complete Student Summary Form 5.36 Revised: September 2003

37 Elementary RC teacher will complete the Student Summary Form listing each student s academic achievement/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 Special Education Administrator. 6. End of the Year Procedures Elementary RC teacher schedules Middle School RC teacher to come to the Elementary School to discuss RC students (optional). Elementary RC teacher will complete the Student Profiles sent from the Data Clerks on all 5 th grade students and add 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 Revised: September 2003

38 ELEMENTARY SCHOOL SLC TEACHER S RESPONSIBILITIES 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 needed to 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 another grade level same SLC program, such as elementary to middle or 3 rd 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 for students 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 1 st. 2. March: Change Of s and Transition Folders Complete change of placement paperwork for student changing programs (see attached Change of procedures). Change of packets are due May 1 st. 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 1 st. Insure that Folders include: Top copy of the Student Profile sheet (most legible) Current IEP, 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 1 st : Transition Folders DUE to special education administrator. Arrange and attend meetings with middle school SLC teacher(s) or conference by phone. Deliver 2 nd 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 Revised: September 2003

39 MIDDLE SCHOOL RESOURCE CENTER TEACHER S RESPONSIBILITIES FOR STUDENT TRANSITION TO HIGH SCHOOL Purpose: To facilitate an effective and personal transition to high school for current 8 th 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 meets the academic, organizational and behavioral needs of special education students within the full instructional program of the high school. This can be facilitated by doing one or more of the following: 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 8 th Grade Transition Skills List into instruction. Middle School RC teacher will involve 8 th grade students in the IEP process to identify appropriate modification and support needed to help the student achieve success. The teacher will work with the student to be able to share his/her own strengths and 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 8 th grade student to: Interview students with their General Education Forecasting Sheets for elective election after conferring 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 Revised: September 2003

40 Middle School Teachers: Please complete the Student Summary Form as soon as possible. List your students that are transitioning to high school, their approximate grade level in all academic areas that are included on the current 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. ( Many middle schools feed into only 1 high school so there will be only one list created. Some, however, feed into more than one high school and this will require the teacher to divide the list of students into the appropriate receiving high schools. When in doubt, ask the student.) The completed form(s) should be sent to the receiving high school RC teacher, 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 any additional transition time involving district itinerant staff and parents. Brief information concerning identified students 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 8 th 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 to either through administrative transfer or application process. This information will give the home high school an idea of where the student is if they do not show up in class in September, or if they happen to register in the regular education 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 8 th grade students and add 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 Revised: September 2003

41 MIDDLE SCHOOL SLC TEACHER S RESPONSIBILITIES 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 needed to 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 for students 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 1 st. Call high school SLC teacher(s) to arrange a visit to the high school program for the 8 th grade students between now and June. Discuss forecasting and students who have high needs. Complete and turn in general education forecasting sheets for 8 th graders. Respond to calls from elementary school SLC teachers to set up meetings and share information. 2. March: Change Of s and Transition Folders Complete change of placement paperwork for student changing programs (see attached Change of procedures). Change of packets are due May 1 st. 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 1 st. Insure that Folders include: Top copy of the Student Profile sheet (most legible) Current IEP, 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 5.41 Revised: September 2003

42 MAY 1 st : Transition Folders DUE to special education administrator. Arrange and attend meetings with high school SLC teacher(s) for current 8 th graders. Arrange meetings or conference by phone with sending elementary SLC teachers for current 5 th graders. Deliver 2 nd 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 Revised: September 2003

43 HIGH SCHOOL RESOURCE CENTER TEACHER S RESPONSIBILITIES FOR STUDENT TRANSITION FROM MIDDLE SCHOOL Purpose: To facilitate an effective and personal transition to high school for incoming 9 th 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 model meets the academic, organizational and behavioral needs of special education students within the full instructional program 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; 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 incoming 9 th 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 are forecasted 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 Middle School 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 to the 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 Revised: September 2003

44 HIGH SCHOOL SLC TEACHER S RESPONSIBILITIES FOR STUDENT TRANSITION FROM MIDDLE SCHOOL OR TO A 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 8 th grade students. Respond to calls from middle school SLC teachers to discuss forecasting, set up meetings, plan 8 th grade student visits, and share information to facilitate the transition process. Consult with IEP team, school psychologist and special education administrator regarding possible student candidates for the Community Transition Class (CTC). Give special education administrator your class list projections for fall placement by mid February. This is needed to 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 12 th 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 for students 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 1 st. 2. March - April: Student Profiles, Change of s 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 procedures). Change of packets are due May 1 st. 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 data clerks. Attend meetings with middle school SLC teacher(s) or conference by phone. Receive 2 nd 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 Revised: September 2003

45 PLACEMENT PROCEDURES See Consultation Form for Required Documentation Procedural Steps LEVEL I 1. 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. 2. After consultation, if appropriate, convene IEP meeting to discuss interventions and revise student s IEP. No decision regarding change of placement is made. Staff Responsible School Psychologist and/or Special Education Teacher at student s current school. Student s current case manager. 3. Implement the recommendations and collect data. Special Education Teacher and/or School Psychologist. LEVEL II 4. 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. 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 based measures. - 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 at student s current school and Special Education Supervisor. 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. LEVEL III 6. If more information is needed, Supervisor requests that a meeting be scheduled with the Consultation Team (CT). 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 at student s current school and Special Education Supervisor. Scheduled by School Psychologist at student s current school. School Psychologist at student s current school Revised: September 2003

46 Procedural Steps a. 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 Administrator determines location. 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. Staff Responsible Student s current case manager. Scheduled by sending School Psychologist. 10. Order transportation at the transition meeting. Sending School Psychologist. This procedure does not apply to students moving back into the District from private out-of-district placements. These cases should be referred to Kristin Carrico. 1 The purpose of the meetings with the Special Education Supervisor and the Consultation Team is to review educational data and placement options so that District staff are knowledgeable about placement options in the District and to ensure that students are served in the least restrictive environment Revised: September 2003

47 PLACEMENT PROCEDURES Consultation 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 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. If appropriate, convene IEP Team to make revisions to IEP. Implement recommendations and collect data. Level 2 Present documentation to Special Education Supervisor to review data and placement options. Level 3 At Special Education Supervisor s request, schedule and convene meeting with Consultation Team (CT). Any relevant existing data on student. IEP Meeting Notice. Revised IEP. Meeting Minutes. Consultation Form. All Relevant IEPs. Current Eligibility. Current Assessments. Recent Academic Assessments. Dynamic Assessment Analysis-ESL. FBA/BIP. Intervention Meeting Minutes and Data. Consultation Form. All Relevant IEPs. Current Eligibility. Current Assessments. Recent Academic Assessments. Dynamic Assessment Analysis-ESL. FBA/BIP. Intervention Meeting Minutes and Data. List interventions to be implemented. Revised IEP. Meeting Minutes. Attach data to this document. Meeting Minutes. Meeting Minutes. Name of Staff Responsible Initials of Consultant xxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxx xxxxxxxxx Convene IEP Team to All data and documents listed in Level 2, above. Form. determine placement. Complete packet for receiving school. Schedule transition meeting. Student transitioned to school. Consultation Form. All Relevant IEPs. Current Eligibility. Current Assessments. Recent Academic Assessments. Dynamic Assessment Analysis-ESL. FBA/BIP. Intervention Meeting Minutes and Data. Form. Order transportation. TD-7 Transportation provided Revised: September 2003

48 STUDENT TRANSFERS NEW PROCEDURES FOR THE SCHOOL YEAR In the spring of 2003, the District s Board of Education adopted a policy addressing student transfers. That policy, entitled 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 fully describe the procedures for implementing this policy. Under the new policy, special education students receiving resource special education and/or speech and language services, and Section 504 students are treated the same as any general education student with respect to transfer requests. 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 the requested school. The new policy goes into effect for the school year. For the school year, the procedures set forth on pages of this Manual are in effect Revised: September 2003

49 5.49 Revised: September 2003

50 5.50 Revised: September 2003

51 5.51 Revised: September 2003

52 5.52 Revised: September 2003

53 5.53 Revised: September 2003

54 5.54 Revised: September 2003

55 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 school within the District. The decision regarding whether or not the transfer is approved is based on school board policy and 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 the District. 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.) See discussion below. If District staff determine that the student may not receive a FAPE in the requested placement, the student may not be transferred. Students who would require transportation as a related service on their IEP to attend their neighborhood school will receive transportation from Special Education if their transfer is approved. If not, the parents must provide their own 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 the Resident 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 education services 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 decision regarding whether the student s educational needs may be met at the requested school. Those people will be contacted and the sending Area Special Education Administrator will lead that team to a decision regarding whether the student s educational need may be met at the requested school. This decision may be made by the team without an IEP meeting if it is clear to the sending Area Special Education 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 a FAPE at the requested school, and that the transfer does not constitute a change of placement. If the 5.55 Revised: September 2003

56 special education administrator has any questions about whether or not the transfer is a change of placement, 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 the requested school. b. The Special Education Administrator who supervises the program at the requested school will discuss with the sending Special Education Administrator the student s special education needs and how they will be met at the requested school. c. The sending Special Education Administrator reports to the Student Transfer Coordinator in writing that the student s special education needs may be met at the requested school and indicates whether transportation will be provided if the transfer is approved. d. The Student Transfer coordinator will process the transfer according to the District guidelines and formally notify the parents, the schools, and the Special Education Department whether the student will 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 classroom in the District is not a change in placement. It is a change in location only which is an administrative decision. Some transfers may involve a change in placement. If they do, the placement decision must be made by a student s IEP/placement team, a Determination form must be completed, 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 centers and those receiving speech and language services, are not a change in placement. The transfer of students requiring complex educational needs placed in self-contained and supported education settings, may constitute a change in placement. In determining whether a change in placement has occurred, the District staff responsible for education the student must determine whether the proposed change would substantially or materially alter the student s educational program. In making such a determination, the effect of the change in location on the following factors must 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; and d. Whether the new placement option is the same option on the continuum of alternative placements. OSEP Policy Letter to Fischer, 21 IDELR 992 (1994) 5.56 Revised: September 2003

57 If the transfer is a change in location only, the transfer may be made without an IEP team meeting, and there is no requirement to complete a Determination form or Prior Written Notice form Revised: September 2003

58 REQUEST FOR INTER-DISTRICT TRANSFERS FOR RESIDENT SPECIAL EDUCATION STUDENTS The parents or guardians of students between the ages of 4 and 18 years of age must complete a Resident District 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 the responsibility of the parent unless otherwise specified. First-time requests may be submitted throughout the year to the Resident District. It is the parent's responsibility to submit a Renewal of Inter-District Transfer Request annually to his/her Resident District. Fall admission requests may not be considered until final enrollments are completed. The completed application must be submitted by the parent/guardian to the Resident District for review and approval 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 the Resident District's decision. (Notification by the Non-Resident District may exceed 10 days of receipt of application to 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 as recorded 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 or designee (and subsequently fax/mail the Resident District Transfer Request Form) for review and approval or denial 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 Form and return it to the Resident District's superintendent or designee. Conditions under which the Non-Resident District may deny attendance are listed below. A copy of the completed Resident District Transfer Request Form with 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 (or designees) 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 Resident District. 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 the following reasons: 1. The student attended another district during the current year for an amount of time consistent with the respective Board Policy of the Resident and Non-Resident School District and is requesting the student complete the remainder of the year at the former school, or the student is completing his or her final year of education preceding graduation from high school Revised: September 2003

59 2. Extenuating educational, health or safety circumstance(s) would be reasonably improved as the result of a transfer to a Non-Resident school district. Examples include a student who will be returning to school after treatment in a mental health program, return from a substance abuse treatment program, participation in a teen parent program, etc. 3. A special hardship or detrimental condition affecting the student or student s immediate family would be alleviated 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 Association that students must attend only the high school in the school district where their parents reside. Exceptions to this rule are to be strictly construed. (Rule 8-6-1) Parents may contact OSAA at (503) with specific questions. 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 semester in which the student was expelled or longer if expulsion is under conditions addressed in the Gun Free School Act. 4. A transfer may be terminated if any educational, behavioral or attendance issues are not consistent with the Non-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 in good standing may remain in the District for the duration of the school year without completing a formal, district transfer; or 2. The student is legally emancipated and continues to reside within the Resident District boundaries, irrespective of 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 appropriate public education to meet the unique needs of a student eligible to receive special education services. The Resident District will retain all responsibility for ensuring that the parents and student are afforded all special education rights and procedural safeguards under state and federal law. The Inter-District Consent Agreement for Admission of Non-Resident Students must be completed between the Resident and Non- Resident Districts. ORS (6) and CFR Revised: September 2003

60 PORTLAND PUBLIC SCHOOLS Enrollment Services PO Box 3107 Portland OR Telephone: FAX RESIDENT DISTRICT TRANSFER REQUEST FORM FOR THE SCHOOL YEAR ONLY Student Name Birthdate Current Street Address Resident School Grade school yr City/State/Zip Code Street Address ( Previous New) Number) City/State/Zip Code Name of Person Making this Application Street Address City/State/Zip Code Resident School District Last School Attended (Include Address/Phone Requested Non-Resident School and Phone Number Requested Non-Resident School District Relationship to Student 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 5.60 Revised: September 2003

61 ************************************************************************** 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? Has the student been expelled? For what? When? 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 FAX 5.61 Revised: September 2003

62 OUT OF DISTRICT PLACEMENTS CHECKLIST 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 the District, 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 completing the eligibility process.) Current 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 be considered 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: Received by: Psychologist or Case Coordinator/Date Cluster Administrator/Date 5.62 Revised: September 2003

63 SPECIAL EDUCATION STUDENTS MOVING INTO THE DISTRICT Policies and Procedures. The District endorses the guidelines set forth in the August 1997 document by the Oregon Department of Education, entitled Guidelines for Serving Transfer Students with Disabilities. See next page. 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 in Oregon are eligible for special education services. Any assessment of this student is considered a re-evaluation, and all procedures relating to re-evaluations apply. If District staff do not agree with the other district s conclusion that the student is disabled, the student must be reevaluated before terminating his or her special education services, and the District must implement 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 be highlighted for the data clerks. c. The IEP team members will complete the Prior Written Notice form describing the placement consistent with the current IEP and the start date. Under other factors state that the District accepts 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 new IEP. If the team uses an existing IEP, a new IEP Cover Sheet must be completed. List the names of the IEP members on the cover sheet. The team does not need parent consent for placement into the special education services because this type of case is treated as a reevaluation. 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 initial evaluations. For these students, District staff must conduct a new evaluation to determine if the student meets Oregon and District eligibility criteria. The evaluation planning team may use 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 are based 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 School District accepts the current eligibility determination for 60 days, during which time an evaluation must be conducted to determine whether the student meets criteria for an educational disability under Oregon regulations. d. When the evaluation is completed and eligibility determined, the team completes all of the documents that are required for an initial evaluation and placement. It is especially important to obtain parent consent for initial placement Revised: September 2003

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72 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: Teacher: Person Referring: Parent/Guardian: Phone: Area Supervisor: Provider Agency Staff: Phone: Address: DHS Caseworker: Phone: Other Provider/Systems: Is student currently taking medication? Yes No Name of Medication Physician: Date of Last Medical evaluation: Dosage & Time: 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: 5.72 Revised: September 2003

73 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 Determination identifying Special School as the placement Referral Information: Additional Information: 5.73 Revised: September 2003

74 SLC-B REFERRAL STUDENT INFORMATION Student Name: DOB: Grade: Eligibility: IEP due: Reevaluation due: Home School: Date of Referral: School : Transition Meeting: Description of Behaviors: Academic Information: Support Services: Other Relevant Information: 5.74 Revised: September 2003

75 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 5.75 Revised: September 2003

76 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: 5.76 Revised: September 2003

77 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 ) 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 5.77 Revised: September 2003

78 Frequently Asked Questions about Students with Disabilities and Charter Schools in Oregon Office of Special Education Oregon Department of Education September 12, 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 charter schools must follow all federal laws, including federal special education laws, and state laws and regulations that implement federal special education laws. The Individuals with Disabilities Education Act (IDEA), Section 504 of the 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 related services to students with disabilities under the IDEA attending public charter schools. The resident school district must 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 disabilities under the IDEA? For students eligible for special education under the Individuals with Disabilities Education Act (IDEA), the resident school district is the same whether or not the child attends a public charter school. The resident district is the district where the parent or person in parental relationship resides. Residency is determined under ORS and All other students are considered resident of the school district in which the public charter school is located. 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 the parent resides). The distribution of the second weight funds is based on the Special Education Child Count. The resident district of a child with a disability is required to report the student regardless of where the child is placed and attending school. When the resident school district is the same as the chartering school district, the charter will establish how special education 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 contractually establish with the charter school payment for the provision of special education and related services for eligible students attending that charter school. In some cases this might be arranged through an interdistrict transfer agreement 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 amount that is at least equal to: 5.78 Revised: September 2003

79 (a) 40 percent of the amount of the school district s General Purpose Grant per ADMw for kindergarten through eighth grade and (b) 47.5 percent of the amount of the school district s General Purpose Grant per ADMw for students in grades nine through twelve. School districts and public charter schools may negotiate on a case-by-case basis for an alternative distribution of funds. 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 special education and related services. In Oregon, this would be the resident school district (the district where the parent resides). 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 children with 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 district should hold an IEP/placement meeting. b. The IEP/placement team will include the parent and a representative of the charter school. The resident district 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 related service 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 charter school 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 with disabilities. This continuum includes supplementary aids and services (such as resource room or itinerant instruction) in conjunction with regular class placement. An IEP/placement team may determine that a student needs a placement outside the public charter school to meet the student s special education needs. If so, the team must determine the appropriate placement for the student. As with all eligible students, placement is based on the student s IEP. f. The resident school district s responsibility to provide a free appropriate public education is the same for children with disabilities in public charter schools as for other children with disabilities attending other public schools in the district. 7. What if the IEP/placement team decides that a student needs a different special education placement than the charter school and the parent disagrees? 5.79 Revised: September 2003

80 The answer depends on the situation. Some students may be identified as eligible for special education after they are already attending a public charter school. The parent is part of the eligibility team, and part of the team that develops the student s IEP and decides on placement. Parent consent is required for a student s initial placement in special education. If the parent refuses consent, the district and parent may want to pursue local dispute resolution, mediation, or other options to resolve the disagreement. In some situations a school district might seek a hearing officer s order to place the child in another setting. In most cases, the child would remain in the charter school pending resolution by the hearing officer. Previously identified students. If the student is not new to special education, parent consent is not required. In that 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 charter school. The parent or district may want to try mediation, local dispute resolution, or other options to resolve the disagreement. In some situations, a parent might challenge the placement decision through a due process hearing. If a parent requests a hearing, in most cases the child stays in the last agreed-upon special education placement of the child. In some situations, this might be the charter school, and in some situations it might be the child 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 children in other public schools in the resident district. 8. Who is responsible for transportation for children with disabilities attending a charter school located within the resident district boundaries? State law specifies that the public charter school is responsible for providing transportation to students who reside within the school district and who attend the public charter school. The public charter school may negotiate with a school district for the provision of transportation to students attending the public charter school. The school district where the charter school is located must make its existing routes or other existing transportation services available to charter school students in the district. ORS applies. These rules apply to children with disabilities as well as nondisabled children. To the extent that a student needs special transportation as a related services, the charter should specify which agency will bill the State School Transportation Fund for reimbursement and which agency is responsible for providing special transportation for the student. As with all students, the IEP team determines whether transportation is a necessary related services and what transportation services are appropriate. 9. Who is responsible for transportation for children with disabilities attending a charter school located outside the resident district boundaries? State law provides that students who attend public charter schools located outside their resident district may use existing bus routes and transportation services of the district in which the public charter school is located. If a student 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 free appropriate public education (including transportation) is available in the resident school district and the parent chooses a public charter school located outside the school district. (This is the same rule that applies to interdistrict attendance 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 5.80 Revised: September 2003

81 the school district locates children who may be in need of a special education evaluation who are residents of other districts, the district should notify the resident district. The resident district is responsible for completing the evaluation and eligibility determination process. Charter school staff must be knowledgeable about when to refer students for evaluation. Charter school staff and parents both need information on how to use the school district s child find procedures. The chartering school district has the responsibility to ensure that the charter school engages in child find activities as required by state and 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 public charter schools to hire some percentage of uncertified staff as teachers, federal law requires special education teachers and related service providers working in public charter schools to meet the same qualifications as those working 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 both apply to public charter schools and prohibit discrimination on the basis of disability. In evaluating charter school proposals, school districts should consider whether the charter school facility is accessible. If not, the charter should specify responsibility for compliance with accessibility requirements. Public charter schools need to be familiar with the requirements of these acts, and be prepared to offer and make appropriate accommodations and provisions for compliance with these acts. Other federal non-discrimination laws that apply to public charter schools include: Title VI of Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color, or national origin; and Title IX of the Education Amendments 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 limit admission to students within a given age group or grade level. The charter school may limit admission to students within 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 school district where the public charter school is located are eligible for enrollment in that public charter school. If the number of applications of students from within the district exceeds the capacity of a program class, grade level, or building, 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 the public charter school is located. Even so, the student s IEP/placement team may determine, after a review of all relevant information, that a charter school is not an appropriate placement for a student. See question # 7, above Revised: September 2003

82 14. Must students with disabilities be given preferential consideration in selection for charter schools attendance? No. If there are fewer spaces than interested students, the same lottery process is used for all students, including students with disabilities. This document will be included in a more comprehensive technical assistance document on Charter Schools in Oregon by the Oregon Department of Education. For more information about this document, contact Suzy Harris, Legal Specialist, Office of Special Education, (503) , ext Revised: September 2003

83 Students with Disabilities in Private and Charter Schools REVISED 11/03/03 Evaluation, Eligibility, IEP, Offer of FAPE and Services Initial Evaluation, Eligiblity and Offer of a FAPE (i.e., IEP and ) Reevaluation, Continuing Eligibility, and Offer of a FAPE (i.e., IEP and Private School Students Student s neighborhood school. An offer of a FAPE required. A Service Plan must be offered if the student is eligible. A reevaluation is required for all students, including those not on Service Plans. Students on Service Plans: school closest to private school that is providing services. Students not on Service Plans: student s neighborhood school. Staff must give prior written notice that the District will make a FAPE available if the student is enrolled in a District School. Service Provider School closest to the private school. (Students on Service Plans only.) Charter School Students The student s neighborhood school is responsible for initial evaluations of students, including students who recently moved into the District, who have attended the charter school for two months or less. The staff closest to the charter school or assigned staff are responsible for initial evaluations of students, including students who recently moved into the District, who have attended the charter school for more than 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. The student s neighborhood school is responsible for students, including students who recently moved into the District and are already eligible for special education services, who have attended the charter school for two months or less. The staff closest to the charter school or assigned staff are responsible for students, including students who recently moved into the District and are already eligible for special education services, who have attended the charter school for more than two months. The IEP team decides if the student may continue to receive a FAPE in the charter school. Staff must give prior written notice that the District will make a FAPE available if the student is enrolled in a District school. 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 Revised: September 2003

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85 PLACEMENT Section 5 Portland Public Schools Special Education RESOURCES 5.85 Revised: September 2003

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