Special Education Newsletter September 2017

Upcoming Dates

  • Oct 2- Health Screening at Terrebonne
  • Oct 3 - Health Screening at Tumalo
  • Oct 4- Health Screening at McCall and Tuck
  • Oct 12- New Teacher Training- District Office- 11:30-3:30
  • Oct 13- No Work -State Inservice Day
  • Nov 13-Secondary Training - District Office 7:00 to 3:00

Move In's from In-State vs Out of State

We have had many questions about when students move in. Here is a link to a document that will help you determine what you should do depending on the situation. This is document can also be found in the Sped In-service Toolkit in your google drive.



We have a new correction system this year. Corrections will be sent out through a google form. YOU will get the correction, not your record manager. You are responsible for fixing these. Please fix the mistake in a timely manner. Let Jennie know if you have any questions!

If you need to fix the IEP be sure you do an amendment. A lot of these corrections are usually minor and do not need a full IEP meeting to make the correction. You can call the parent over the phone and ask them if they are ok with you making the change. Once that is done there are 3 things you need to do:
  1. Copy the IEP in its entirety and use the date you called the parent as your amendment date. Then go in and make the changes to the IEP.
  2. Do a prior notice of sped action stating what was changed on the IEP
  3. Do a written agreement, using option #3, stating a revision was made to the IEP without holding a meeting. If it is a minor correction you can state on the parent signature line, "parent oked via phone."

Oregon Department of Education Complaint Decisions


The student in this case is sixteen years old and identified in the category of SLD for math calculation. The parents alleged that the District failed to implement the SDI and the accommodations on the student’s IEP. ODE did not substantiate this claim:

“The student was placed in four general education classes and one special education support class. The student’s case manager provided SDI in a wide variety of skill areas in reading, math, and study and organizational skills. Teachers in the general education classes provided many different supplementary aids and services, some of which were in addition to those listed on the student’s IEP. Five of the services listed on the student’s IEP included subjective judgments about when the accommodation must be provided; i.e., when necessary, when requested by the student, etc.

The IEP was also written prior to the student’s entry into high school, therefore some of the specific elements of the IEP do not completely match up with the student’s schedule. This issue can be address in future cases by making necessary amendments to IEPs early in the freshman year for students receiving special education services.”

No corrective action was ordered. In the Matter of Canby School District 86, Case No. 17-054-008 (May 11, 2017).


If a team is considering a shortened day for a student for any reason, you must invite Martha, Kerry or Brittaney to the meeting.

How to serve students in Redmond K12 Online (RKO)

Students who attend RKO must be served by us! RKO is a Redmond School District program. Please go to the following link to learn more about RKO.




Graduation Trends: The trend in the district's 4-year graduation cohort shows an improvement from 2012-2015 of students with IEPs graduating with a regular or modified diploma (14.3% to 49.3%), but with a slight decrease during 2015-16 (47.5%). For the 2016-2017, graduation rate for students with disabilities is up to 66.4%. The state is currently at 55.5% and like-districts is at 53.4%. The trend in the district’s 5-year graduation cohort shows an improvement over the last three years of students with IEPs graduating with a regular or modified diploma. In 2014 the 5-year graduation cohort rate was 23.2% whereas in 2016, the rate increased to 53.5%. For the 2016-2017, completion rate for students with disabilities increased to 65.7%. The state is currently at 64.9% and like-districts is at 62.3%. Dropout Trends: Overall the % of Special Education students that have dropped out in the district has increased from 4.3% in 2014 to 7.0% in 2016. Although, the district did see improvement from 2015-2016 with a 1% decrease in dropouts. For 2016-2017, dropout rate is down to 3.7%. The state is currently at 5.7% and like-districts is at 6.3%.
Created By
Jennifer Waterman

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