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Special Education Service Delivery Models and Programs
The Special Education Department in Portland Public Schools believe that students and families belong in their neighborhood school and community through meaningful engagement in core curriculum and authentic relationships to prepare them for life, career, and community.
Special Education services are based on each eligible student’s unique educational needs. Every student receiving special education services has an Individualized Education Program (IEP) which defines what services and supports that student receives.
Placement is informed by the IEP and defines the setting, intensity, and instructional content of each student’s services. Within Portland Public Schools, each IEP team determines the setting, intensity, and instructional content.
- Setting: the amount of time a student is educated within the core curriculum and the amount of time the student receives supplemental special education services within a specialized environment
- Intensity: the amount of supplemental aids and services, specially designed instruction, and related services required for a student to progress on their IEP team determined goals and access to core instruction.
- Supplemental aids and services: Aids, services and other supports that are provided in general education classes or other education-related settings and in extracurricular and nonacademic settings to enable children with disabilities to be educated with children without disabilities to the maximum extent appropriate.
- Specially Designed Instruction: adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child's disability; and to ensure access of the child to the general curriculum, so that he or she can meet the educational standards.
- Related Services: Includes transportation and such developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special education, and includes but is not limited to; orientation and mobility services, speech language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy.
- Instructional Content: The core Instructional content is aligned with standards to ensure learners achieve educational standards. The IEP outlines where each student is performing in relationship to the grade level standards and describes the services, goals, and accommodations needed to make learning progress toward the standards. Some levels of need may require modification to the grade level standard.
Assignment and Service Locations – A student’s assignment is the location where they attend school. The district determines assignment, after considering the student’s placement and services. When possible and appropriate, students receiving special education services will be served in their neighborhood school.
- Learning Center Support
Some students may have focused service school assignments due to the complexity of their needs and services. If you have questions about what exactly a focused services entails you may access information for specific focused services here:
- Communication/Behavior Support Classrooms
- Socio-emotional Support Classrooms
- Intensive Skills Classrooms
- Special Schools
- Home Instruction
Special Education Service Delivery Models
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Learning Center
Learning center services are located in every comprehensive PPS school , within charter schools and Multiple Pathway programs supported by PPS. This service delivery model provides students access to general education, grade-level content with supplementary aids and services, specially designed instruction and related services. Services occur in the general education classroom or in small group pull out.
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Social Emotional Skills Classrooms
Social-emotional skills classrooms serve students with social/emotional lagging skills and/or mental health needs that impede their ability access general education without these services. Student characteristics may include: significant self-regulation needs, significant needs to with support in adult/peer interactions; difficulty in following school routines and/or expectations; lagging problem-solving skills; excessive fears/phobias and sometimes verbal and/or physical aggressiveness. Teams for this classroom include a Qualified Mental Health Professional, a Therapeutic Instruction Coach, Paraeducators, and a Specials Education Teacher.
The program uses a collaborative problem solving approach and provides specially designed instruction in social skills, school success strategies, conflict resolution, coping skills, and academics at the students’ instructional level. Classroom environments feature clear expectations, community building, relationship building with adults and peers, positive support strategies, and encouragement.
IEP teams determine the education placement (OAR 581-015-2250) in alignment with the Least Restrictive Environment (LRE) provisions of OAR 580-015-2240 to 581-012255. Once the IEP team determines the type of educational placement, a location (or school site) is selected for the student. Selection of a school site is an administrative decision.
Staff Make up:
- Special Education Teacher
- 2 Para Educators
- Therapeutic Instructional Coach (TIC)
- Qualified Mental Health Professional (QMHP)
Student Number: 10-12
Related Staff/Staff Supports:
- Speech Language Pathologist (SLP)
- Occupational Therapist (OT)
- Board Certified Behavior Analyst (BCBA)
- Alternative Physical Education Coach (APE)
- Physical Therapist (PT)
- Feeding Team
- Assistive Technology Team
Best Practices
- Trauma informed
- Collaborative Problem Solving
- CASEL Standards aligned social skills
Transportation Available
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Communication Behavior Classrooms
Communication Behavior (CB) Classrooms serve students who have significant socialization, behavioral, and sometimes developmental needs related to communication and sensory challenges. Academic instruction is provided at students’ instructional levels. Students have access to supplemental curriculum in social skills, behavioral training, cooperative play and communication skills. Students learn strategies to address their communication, behavior, and sensory needs. Related services and assistive technology are integrated throughout the school day consistent with each student’s IEP. Students have the opportunity to participate in general education experiences.
IEP teams determine the education placement (OAR 581-015-2250) in alignment with the Least Restrictive Environment (LRE) provisions of OAR 580-015-2240 to 581-012255. Once the IEP team determines the type of educational placement, a location (or school site) is selected for the student. Selection of a school site is an administrative decision.
Staff Make up:
- Special Education Teacher
- 3 Para Educator
Student Number: 10-12
Related Staff/Staff Supports:
- Speech Language Pathologist (SLP)
- Occupational Therapist (OT)
- Board Certified Behavior Analyst (BCBA)
- Alternative Physical Education Coach (APE)
- Physical Therapist (PT)
- Feeding Team
- Assistive Technology Team
Best Practices
- Trauma informed
- ABA Strategies
- Environmental Supports
- Visual Supports
- Sensory Supports
- Individualized Reinforcement Systems
Transportation Available
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Intensive Skills Center Classrooms
Intensive Skills Classrooms support students with learning needs due to cognitive and adaptive skill delays that significantly impact their access to the general curriculum. These programs provide specially designed instruction, in the areas of functional and basic academic skills, social skills, communication skills, and for some students, basic life routines. Older students receive instruction in vocational and community skills. Students learn literacy and math skills at their instructional level. Related services, including assistive technology and nursing support, are provided consistent with each student’s IEP. Students have opportunities to participate in general education experiences.
IEP teams determine the education placement (OAR 581-015-2250) in alignment with the Least Restrictive Environment (LRE) provisions of OAR 580-015-2240 to 581-012255. Once the IEP team determines the type of educational placement, a location (or school site) is selected for the student. Selection of a school site is an administrative decision.
Staff Make up:
- Special Education Teacher
- 3 Para Educator
Student Number: 10-12
Related Staff/Staff Supports:
- Speech Language Pathologist (SLP)
- Occupational Therapist (OT)
- Board Certified Behavior Analyst (BCBA)
- Alternative Physical Education Coach (APE)
- Physical Therapist (PT)
- Feeding Team
- Assistive Technology Team
- Nursing Team
Best Practices
- Individual and Small Group Instruction
- Structured Reinforcement Systems
- Visuals Utilized
- Communication Systems
- Modified Curriculum
Transportation Available
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Special School
A Therapeutic School placement is where a student requires the most restrictive and intense level of special education support available to make progress in their educational program. The Therapeutic School has limited general education supports and does not include non-disabled peers.
Staff Make up:
- Special Education Teachers
- Para Educators
- Therapeutic Instructional Coaches (TIC)
- Qualified Mental Health Professionals (QMHP)
Related Staff/Staff Supports:
- Speech Language Pathologist (SLP)
- Occupational Therapist (OT)
- Board Certified Behavior Analyst (BCBA)
- Alternative Physical Education Coach (APE)
- Physical Therapist (PT)
- Feeding Team
- Assistive Technology Team
- Nursing Team
Best Practices
- Trauma informed
- Collaborative Problem Solving
- CASEL Standards aligned social skills
Transportation Available
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Home Instruction
Home instruction is short term by design and a temporary support or due to health needs that prevent school attendance. Home instruction is approved in 45 (or less) school day increments unless otherwise directed by a Home Instruction Coordinator. Home instruction services end on the last day of the school year and the team will need to submit a new application at the beginning of the following year. Home instruction may be provided on-site after school hours, at student’s home (with guardian/adult present), or at an agreed-upon location in the community. The model provides access to core instruction
To qualify for Home Instruction:
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Student must reside within the Portland Public School District boundaries.
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Student must be on a 504 plan or receive Special Education Services.
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Student meets one of the following criteria: Medical, "Day 11" Services, Post-Expulsion or Interim Alternative Setting- Special circumstances
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Special Education Programs
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Pioneer Special Programs
Pioneer Special School Program Website
Pioneer Special Programs classrooms are a way-point. Pioneer classrooms serve as a refuge for students who have severe emotional disorders that prevent them from succeeding at a neighborhood school.
Portland Public Schools established Pioneer in the late 1990s for students who have significant emotional and social challenges. The idea was and is to provide therapeutic support within an educational context in a way that enables students to return to their neighborhood classrooms. The program has dual purposes: To provide both education and mental health services to students who otherwise might have to leave the district to get appropriate services.
The mission at Pioneer is straightforward: Teach students real-world coping strategies so they can thrive and return to a less restrictive educational environment. Key at Pioneer is a low ratio of students to staff that includes licensed clinical mental health providers. Pioneer also has de-escalation rooms to help students gain control of their behavior in a safe space.
The program consists of six elementary school classrooms, five middle school classrooms, four high school classrooms and four functional life skills classrooms K-12. Each classroom is served by a .5 therapist, a certified teacher and at least two paraeducators. The classrooms typically have up to 12 students. These programs operate at several different school sites on multiple campuses.
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Community Transition Program
Community Transition Program Website
Supporting students as they transition to life after high school in building independence and quality of life.
The Community Transition Program endeavors to:Build skills to support students in achieving the greatest degree of independence and quality of life as adults
Include and integrate adults, ages 18-21, in the community and workplace
Increase access to post-secondary education, social and leisure activities
Make appropriate referrals to other relevant services/agencies
Build transition links to community colleges and vocational training programs
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Transportation
Students who receive special education services at a school that is not their home school may qualify for transportation services. Transportation services are listed as a related service on the student’s IEP. The school team will work with the families to complete a TD-7 form.
