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State and Federal Compliance

Oregon Administrative Rules for Special Education

Eugene School District 4J delivers special education services in accordance with the Oregon Administrative Rules for Special Education, which can be accessed at http://www.ode.state.or.us/offices/slp/spedoars.pdf.  Additional procedures, guidelines and resources specific to Eugene School District 4J can be found on this website.


State Special Education Report Cards

Each year the State of Oregon produces a special education report card for each school district in Oregon. These reports are available online.

4J is strongly committed to increasing achievement for all students, closing achievement gaps, and increasing graduation rates. The district works to ensure that all students have access to the general education curriculum, meet or exceed grade level standards, and develop the skills necessary to ensure success in post-secondary education, in a chosen career, and as actively participating citizens.


Special Education and CLD/ELL Students
(U.S. Department of Education)

Notice of Changes in Special Education and Title VI Policies, Procedures and Services

Eugene School District 4J is committed to providing the best possible educational environment to ensure all students have the opportunity to succeed.  One of the goals endorsed by the school board is to increase achievement for all students and close the achievement gap.  All students should enjoy success in school and have the support needed to reach their full potential.

The district has developed special education procedures to ensure disability, culture and English language proficiency are considered in the evaluation, placement and provision of services for culturally and linguistically diverse (CLD/ELL) students. Emerging practices suggest any referral for special education evaluation and services for students experiencing academic difficulties, including culturally and linguistically diverse students, should occur only after the student participates in a pre/referral process that includes instructional intervention and progress monitoring.

These procedures were developed to resolve compliance concerns identified by the U.S. Department of Education’s Office for Civil Rights (OCR), with which Eugene School District 4J has entered into a settlement agreement — OCR Case No. 1003504.

For more information about Eugene School District 4J’s procedures for evaluating CLD/ELL students, please see:

  1. Instructional Intervention/Progress Monitoring Model and IPPM Pre/Referral Process for Culturally/Linguistically Diverse Students
  2. Special Education Comprehensive Evaluation Model for Culturally and Linguistically Diverse (CLD) Students
  3. IIPM Model — Patterns of Strengths and Weaknesses Methodology for Identification of Students with Suspected Specific Learning Disabilities
  4. Schedule of Related Professional Development Opportunities for Staff Through June 2009
  5. Superintendent’s Memo on Changes in Special Education

Use of Physical Restraint and Seclusion

The use of physical restraint and/or seclusion is permitted only as part of a behavioral support plan for students with significant behavioral challenges, when other less restrictive interventions would not be effective and the student’s behavior poses a threat of imminent, serious physical harm to the student or others.


SPED Process Training

Video: Panel discussion on SPED processes (LRE, Discipline and other topics); panel included Joel Hungerford, Cheryl Linder and Karen Apgar.