The OTSD English Learners Program is designed to meet the needs of English Learners at various language levels. Our EL Program is designed to help students perform at grade level in the areas of listening, speaking, reading, and writing. Each English Learner will receive the following services:
Sheltered Instruction- Students are placed into a regular education classroom where the teacher provides sheltered instruction all day long, in order to make the learning understandable. English Language Development (ELD): Students are explicitly taught English Language Development instruction with an ELD trained licensed teacher for a minimum of 120 minutes during a regular school week. The focus of ELD is to work on the grammatical forms and functions of the English language.
The purpose of the Title X Homeless Education program is to facilitate the enrollment, attendance and school success of homeless children and youth. Services provided must not replace the regular academic program and must be designed to expand on or improve services provided as part of the school’s regular academic program.
Do you know a homeless student who needs help with issues such as food, clothing, or shelter? You may ask, “Who is considered homeless”? We know that not every homeless person is living out of their car or on the streets. Homeless classifications include families who are doubled up, such as children living with relatives or grandparents; young people sleeping on the couch of a friend or family member; non-custodial adults raising someone else’s child, etc.
Oregon Trail School District provides support, information, and services for homeless families with school-age children. The district has a homeless advocate who is available to work with families. Below is a list of contacts who are able to provide information and resources to those struggling with issues such as food, clothing, or shelter. In addition, the Oregon Department of Education Homeless Education web site provides information about access to educational services.
Students with disabilities are entitled to a free appropriate public education from the ages of five through graduation or age twenty-one. Parents, friends, teachers and others who suspect that a student may have a handicapping condition and is in need of specially designed instruction, may make a written referral for evaluation. This may be done by contacting the child’s teacher, counselor or school principal. Evaluation requires parent permission, and school staff will work closely with parents during the eligibility and placement process. Click here for more information in English and Spanish.
Students who are found to be eligible for special education under the Individuals with Disabilities Education Act (IDEA) have individual education plans (IEP’s) written by a team that includes parents, classroom teachers and specialists. Middle and high school students are often involved in writing their IEP. Students who attend private schools within the district’s boundaries may be eligible to receive services through a service plan if found eligible.
Students who are handicapped but do not require special education may also qualify for aids and accommodations under Section 504 of the Vocational Rehabilitation Act. These students may require additional assistance or special provisions to access their education. Requests for consideration for Section 504 eligibility may be made to the teacher, the counselor or the school principal.
“What educators and psychologists recognize as giftedness in children is really potential giftedness, which denotes promise rather than fulfillment and probabilities rather than certainties about future accomplishments. How high these probabilities are in any given case depends much on the match between a child’s budding talents and the kinds of nurturance provided.” Dr. Harry Passow, Expert in Gifted Education
District Philosophy: The Oregon Trail School District is committed to the belief that every child has the right to an education that promotes the development of his or her potential. Each child has a unique profile of strengths and abilities. However, a talented or gifted student has exceptional academic or intellectual abilities. In Oregon Trail, academic ability may be shown in either reading or math. Intellectual ability is an unusual capacity in mental reasoning. Of course, children could also be gifted in other areas, such as the arts or leadership. It is helpful to be aware of all children’s gifts in order to provide appropriate instruction, but for the purposes of TAG identification in this district, a student must excel in reading, math or general intellectual ability
Identification: A talented or gifted student has exceptional academic or intellectual abilities. In Oregon Trail, academic ability must be shown in either reading or math. Intellectual ability is an unusual capacity in mental reasoning. Of course, children could also be gifted in other areas, such as the arts or leadership. It is helpful to be aware of all children’s gifts in order to provide appropriate instruction, but for the purposes of official TAG identification in this district, a student must excel in reading, math or general intellectual ability. According to law, no single test score, measure or piece of evidence shall be the sole criterion for identification or prevents students from being identified. Multiple criterion must be met for identification. In Oregon Trail these criteria are called the Referring Factor and the Confirming Factor. The Referring Factor is what initially identifies a student as possibly qualified as TAG. It can be a referral by a teacher,parent, peer or even the student themselves. Often it is a high test score on a norm referenced test such as the Oregon Statewide Assessment (SWA/OAKS) or the Cognitive Abilities Test (CoGAT) or the Iowa Tests of Basic Skills. Once a student has been referred the TAG Coordinator starts a file on the student and pursues evidence of a confirming factor such as student work samples, grades or further test scores. **Please Note: Either the Referring Factor or the Confirming Factor must be a score at or above the 97th percentile on a nationally standardized test. A score at the 95% percentile will indicate the student has the potential to perform at the 97th percentile and will receive services under the identification category of “Potential.” Upon the receipt of both a Referring and Confirming factors the file is sent to a TAG Committee for final identification. Parents are notified of the outcome and have the opportunity to appeal decisions. From this point the TAG Coordinator and the parents will work together, along with the classroom teachers, to form a Personalized Instruction Plan (PIP) to describe how the student’s unique rate and level of learning will be addressed.
Title 1 is a federal program. The No Child Left Behind Act of 2002 is the most recent revision of Title 1a. Title 1a provides extra funding for schools that have higher poverty rates. Its purpose is to help students in higher poverty schools attain the same high academic standards expected of all children. The funds are dispersed to school districts by the Oregon Department of Education (ODE) based on district poverty levels. ODE uses data from the most recent U.S. census to determine poverty levels.
Why do some schools get Title 1a services and others don’t?
There are very specific regulations that must be followed in deciding which schools will qualify as Title 1 Schools. The district must first determine the poverty rate of each school. A school must have at least 35% of its students qualifying for free or reduced lunch to be considered for Title 1a. OTSD has chosen to put its Title 1a monies at elementary schools based on research that consistently shows early intervention to be the most effective for students who struggle academically.
Which Oregon Trail schools qualify for Title 1a service?
Welches Elementary, Firwood Elementary, Sandy Grade, and Naas Elementary are the Title 1a schools in the Oregon Trail School District. Each school has a Schoolwide Title 1a plan that is revised annually by a committee made up of school personnel and parents.