With respect for individual strengths and challenges, we will provide opportunities for students to build positive relationships, establish strong connections to the community, and reach their full potential.
The district provides a full range of special education services, including:
Speech and language evaluations and therapy
Behavioral evaluation and consultation
Psychological evaluation and consultation
Resource room services to provide supplemental instruction
Transitional support services
Day treatment classroom
Home or hospital instruction
Site based classrooms for eligible students
Special Education services provided by the district in collaboration with Southern Oregon Regional Programs include:
Physical Therapy
Vision Impaired
Hearing Impaired
Occupational Therapy
Autism Spectrum Disorder
Behavior Consultation
Transition Consultation
LEAST RESTRICTIVE ENVIRONMENT:
Federal law requires that "a continuum of alternative placements be available to meet the needs of children with disabilities for special education and related services." IEP teams determine the educational placement. It is the mission of the district to keep students in the least restrictive environment by providing a continuum of placements designed to meet the individual needs of students with disabilities.
Students with disabilities may be served in regular classrooms with indirect or direct services provided by specialists through the resource room. Each school in the Klamath Falls City School District has a resource room on site. Resource room services are provided to students based upon their unique educational needs and not upon category or handicapping condition. In addition, there are Bridges and Goals classrooms at the elementary, middle and secondary levels, a R.I.S.E. social-communication classroom (Reaching Independence through Structured Education) at Mills Elementary for grades K-5, and a TLC (Therapeutic Learning Classroom) at Ponderosa Middle School in collaboration with Klamath Basin Behavioral Health.
Regular Education Classroom:
Students with disabilities who require a minimal level of support may received specialized services in the general education classroom with accommodations and modifications.
Bridge:
Students who require a moderate level of support and modified curriculum to be successful in the school environment are served in the Bridges classrooms. Most students in the Bridges program will earn a modified diploma.
GOALS (Gainful Occupation and Life Skills):
The GOALS classrooms serve students who have significant developmental socialization needs and require extensive support. Developmentally appropriate, functional 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.
R.I.S.E. (Reaching Independence through Structured Education):
The R.I.S.E classroom at Mills Elementary provides identified students with a high level of classroom structure and positive behavior management, in an environment that teaches functional routines, independence, and academics through TEACCH, STAR and other developmentally- appropriate methods of intervention. To be considered for R.I.S.E., a student must display moderate to significant needs in the areas of social communication, variety of interests, sensory integration, and independence during transitions, meeting specific criteria.
TLC (Therapeutic Learning Classroom):
TLC is a transitional program designed to help children with mental health and behavioral concerns. The classroom is not meant to be a permanent placement and serves only to assist children in gaining skills to consistently perform in the general academic class. Students may stay in the class until they are capable of maintaining appropriate behavior in the regular academic class through the use of effective coping skills and individualized learning techniques. TLC incorporates a balance of academics and classroom behavior management with evidence-based therapeutic practices.
The reauthorized Individuals with Disabilities Education Act (IDEA 2004) requires each school district to report annually on progress of their students eligible for special education. The Klamath Falls City School District Special Education Report displays district-level data and approved Oregon state target special Education Report Card.
2018-19 Report Card (English)
2018-19 Report Card (Spanish)
The Procedural Safeguards Notice, Parent Rights for Special Education, are available from the Klamath Falls City School District or the Oregon Department of Education. The booklets are available in a variety of languages (English/Spanish).