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 revised in October 2008.  The Oregon Administrative Rules for Special Education 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.

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