Responsibilities of the School District
Public school districts, due to IDEA, are responsible for providing the following to students with disabilities:
1. "Individualized Program for Each Student: Special education and related services must be decided by the IEP team based on the individual needs of the student. School districts cannot, as a matter of course, offer reduced school days to all secondary transition students with disabilities. Whether a student requires more or less than a full day of school cannot be determined without individual consideration of each student’s needs and performance level.
2. "Procedural Safeguards: A district must enroll an otherwise eligible person who has not yet attained 21 years of age if the person is receiving special education services and has not yet received a regular high school diploma. During the ages of 18-21, students eligible for special education are protected by procedural safeguards under the Individuals with Disabilities Education Act (IDEA).
3. "FAPE: A Free Appropriate Public Education (FAPE) is an educational right of children with disabilities that is guaranteed by the IDEA. As per ORS 339.115, the State must provide FAPE to all resident students who qualify for special education. FAPE is determined by the IEP team who design each student’s individualized program including the required hours of specially designed instruction and related services.
4. "Transition Services: According to OAR 581-015-2000(38), transition services are defined as a coordinated set of activities for a student with a disability that is designed to be within a results-oriented process and that are focused on improving the academic and functional achievement of the student to facilitate the student's movement from school to post school life. Post school activities include post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. Transition services must be based on the individual student's needs and must take into account the student's preferences and interests.
"Transition services may include instruction, related services, community experiences, the development of employment and other post school adult living objectives, and if appropriate, acquisition of daily living skills and functional vocational evaluations.
Transition services may be special education, if provided as specially designed instruction, or a related service, if required to
assist a child with a disability to benefit from special education."
- Oregon Department of Education
1. "Individualized Program for Each Student: Special education and related services must be decided by the IEP team based on the individual needs of the student. School districts cannot, as a matter of course, offer reduced school days to all secondary transition students with disabilities. Whether a student requires more or less than a full day of school cannot be determined without individual consideration of each student’s needs and performance level.
2. "Procedural Safeguards: A district must enroll an otherwise eligible person who has not yet attained 21 years of age if the person is receiving special education services and has not yet received a regular high school diploma. During the ages of 18-21, students eligible for special education are protected by procedural safeguards under the Individuals with Disabilities Education Act (IDEA).
3. "FAPE: A Free Appropriate Public Education (FAPE) is an educational right of children with disabilities that is guaranteed by the IDEA. As per ORS 339.115, the State must provide FAPE to all resident students who qualify for special education. FAPE is determined by the IEP team who design each student’s individualized program including the required hours of specially designed instruction and related services.
4. "Transition Services: According to OAR 581-015-2000(38), transition services are defined as a coordinated set of activities for a student with a disability that is designed to be within a results-oriented process and that are focused on improving the academic and functional achievement of the student to facilitate the student's movement from school to post school life. Post school activities include post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. Transition services must be based on the individual student's needs and must take into account the student's preferences and interests.
"Transition services may include instruction, related services, community experiences, the development of employment and other post school adult living objectives, and if appropriate, acquisition of daily living skills and functional vocational evaluations.
Transition services may be special education, if provided as specially designed instruction, or a related service, if required to
assist a child with a disability to benefit from special education."
- Oregon Department of Education
"School districts must follow the evaluation/eligibility process, IEP process, and least restrictive environment determination for students with disabilities. The IEP team must meet at least annually to determine what services will be provided to each individual student. The district is required to support student achievement of academic/functional goals; in addition, the district is expected to focus on preparation for completing the post-secondary goals (Post-secondary goals refer to activities that will occur after the student leaves high school). The post-secondary goals are informed by the student’s preferences, interests, needs and strengths. Districts are required to provide instruction to the extent necessary for the student to progress toward their post-secondary goal." - Oregon Department of Education