Our Learning Centers are located in every comprehensive PPS school and is also the service delivery model offered within charter schools, and Multiple Pathway programs supported by PPS. This service delivery model option provides students access to general education settings, grade-level content and a diverse population of peers with a range of abilities and skillsets.  This service delivery model option provides students additional support provided through Specially Designed Instruction that is offered by a certified teacher through a push-in/co-teaching model and/or a removal model.

These classrooms serve students with ongoing significant social/emotional lagging skills and mental health needs that impede their ability to benefit from general education settings. Behavioral characteristics of these students may include: difficulty with self-regulation and 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.

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. Related services are provided consistent with each student’s IEP. Students have opportunities to participate in general education experiences.

  
IEP teams determine current type of educational placement (OAR 581-015-2250). 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. 

These 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 current type of educational placement (OAR 581-015-2250). 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.

This program serves students who are included in general education classes with the intensive supports of a team that includes a special education teacher, a speech-language pathologist and paraeducators with expertise in communication/behavioral needs. The CB Team supports students in general education and provides small group specialized instruction and support in organization skills, social skills and conflict resolution. Related services and assistive technology are integrated throughout the school day consistent with each student’s IEP.

IEP teams determine current type of educational placement (OAR 581-015-2250). 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.

These classrooms support students with learning needs due to cognitive delays that impact their participation in the general curriculum. These programs provide specially designed instruction, as appropriate, 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 current type of educational placement (OAR 581-015-2250). 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.

In rare circumstances, a student may require a special school placement in order to access their education. A special school placement is an IEP team decision, and is considered when data reflects the need for supports and services unavailable in a comprehensive school setting.

Student must reside within the Portland Public School District boundaries.

Student must be on a 504 plan or receive Special Education Services.

Student meets one of the following criteria: Medical, "Day 11" Services, Post-Expulsion or Interim Alternative Setting- Special circumstances

Home instruction is provided by a teacher in a student’s home or off-site location because the student is unable to access instruction at school.

The model provides access to core instruction – it cannot replicate the depth and breadth of a typical school program.

Home instruction is short term by design. 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.

Home instruction services are not applicable to time out of school prior to application.

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.

Community Transition Program Website