Special Education

The Oregon School District accepts referrals for special education and 504 evaluations from parents, school staff, and community members. The District evaluates students and when a need is identified, develops 504 Accommodation plans or provides special education services consistent with federal and state law and administrative rules set forth in the Individuals with Disabilities Education Act (IDEA), WI statute Ch 115, and administrative code PI 11.36. Per the administrative code, service plans are developed to meet the needs based on 12 areas of impairment including Autism, Emotional Behavior Disability, Deaf and Hard of Hearing, Intellectual Disability, Orthopedic Impairment, Other Health Impairment, Significant Developmental Delay, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, Blind and Visually Impaired and Deafblind. Additional information on the laws that govern special education, can be found at the Wisconsin Department of Instruction.

In addition to the school age population, the Oregon School District strives to provide inclusive services in regular education classrooms 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 ages 3 through 21, in the student’s least restrictive environment.

Multi-Level Systems of Support

The Oregon School District has adopted an Equitable Multi-level System of Support framework which is based on Wisconsin’s Vision of Equitable Multi-Level Systems of Supports (EMLSS) For Wisconsin schools and districts (EMLSS Wisconsin Model).

This model includes the implementation of multiple levels of supports which means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. 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 EMLSS framework begins with adjusting to learner needs within the classroom and providing interventions to meet the student in their zone of proximal development. If students do not make adequate progress in the classroom and alternative approaches are needed, interventions become more intense in terms of frequency and amount, group size, and location. 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.

Interventions are available at all grade levels. Please contact individual buildings to discuss your student’s progress or concerns. If a student continues to not make adequate progress following intervention, additional interventions may be implemented or a referral for an evaluation for may be made.

• Introduction to Special Education — Introducción a la Educación Especial
• Special Education in Plain Language — Educacion Especial en Palabras Sencillas
• Special Education Procedural Safeguards
• Nonviolent Crisis Intervention Staff Training
• Seclusion & Restraint FAQ
• WI Special Education Mediation System
• WI Statewide Transition Initiative
• Wisconsin Wayfinder: Essential Children’s Resource Network
• Wrights Law