Special Education

  • The Oregon School District strives to provide equitable educational opportunities to meet the academic, social, emotional, and vocational, needs of all students as reflected in the District mission statement and the Board of Education values and priorities.

    Multi-Level Systems of Support

    To meet this goal, the Oregon School District has adopted a Multi-level System of Support framework which is based on Wisconsin’s Vision of Equitable Multi-Level Systems of Supports For Wisconsin schools and districts (EMLSS Wisconsin Model).

    This model includes the implementation of an equitable multi-level system of supports which means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention (RtI). This system is based on high quality instruction, strategic use of data, and collaboration to provide a continuum of supports to facilitate learner success. (Additional information on this model can be found at: WDPI EMLSS Framework)

    This MLSS framework begins with adjusting to learner needs within the classroom and providing interventions to meet the student in their zone of proximal development. Interventions become more intense in terms of frequency and amount, group size, and location, if students continue to struggle in the classroom and alternative approaches are needed. The assumption is that students can and will learn with their peers. Interventions outside of the classroom occur when in-class options have been exhausted. The following graphic provides an overview of the process.

    Special Ed Process  

    Possible interventions for students who are struggling in grades K-8 in reading and/or math are available HEREFollowing interventions provided at the intensive level, the school staff may refer students for evaluation for special education.

    Special Education Referrals

    The Oregon School District accepts referrals for special education and 504 evaluations from parents, school staff, community members, and medical personnel. The District evaluates the need for, and provides, special education services consistent with federal and state law and administrative rules set forth (Individuals with Disabilities Education Act (IDEA), WI statute Ch 115, and administrative code PI 11.36) in 11 areas of impairment including Autism, Emotional Behavior Disability, Hearing Impairment, Intellectual Disability, Orthopedic Impairment, Other Health Impairment, Significant Developmental Delay, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, and Visual Impairment.  Additional information on the laws that govern special education, can be found at the WI Department of Instruction.

    The Oregon School District strives to provide services in inclusive environments of the regular education classroom and natural environments for preschool age students. Children aged 3-5 years, with identified disabilities are served in community daycares, preschools, playgroups, and in school settings. Students with disabilities who are enrolled in 4 year old kindergarten, are served at their 4K site where they learn alongside their non-disabled peers.  A range of services are provided to all students with disabilities, from age 3 through 21, in the student’s least restrictive environment.

Continuum of Support
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