Administrators
Monique Siemerink, Director
Mindy Leroux, Asst. Director
2010-11 State Special Education Report
The annual special education reports for school districts across Oregon are now online.
Bethel Special Education Report Card – English
Bethel Special Education Report Card – Espanol
Bethel School District has embraced the challenge to provide every student with the opportunity to gain the skills and knowledge to become college and career ready. In order to achieve this goal, the district has developed strong academic core and intervention systems that address the needs of all students. School teams use systematic practices and procedures to carefully identify those students who need specially designed instruction, and design programs and placements tailored to meet the unique needs of those students. Teams are thoughtful when selecting the least restrictive environment in which services can be delivered. Many students eligible for special education participate in regular education programs for most of the day. School teams strive towards all students obtaining an Oregon Diploma. Additionally, as students approach graduation, teams help students explore post-secondary goals, and provide services and guidance to help students develop the skills to successfully achieve these goals.
Copies of the Bethel School District Special Education report are available at each school
El Distrito Escolar de Bethel se ha comprometido a enfrentar el desafío de proveer a cada estudiante la oportunidad de obtener las habilidades y el conocimiento para estar preparado para seguir una carrera y entrar a la universidad. Para cumplir con este objetivo, el distrito ha desarrollado excelente programas de estudio e intervenciones que responden a las necesidades de todos los estudiantes. Equipos en las escuelas utilizan prácticas y procedimientos sistemáticos para identificar detalladamente a aquellos estudiantes que necesitan instrucción individualizada, y diseñar programas y niveles apropiados para satisfacer las necesidades particulares de estos estudiantes. Los equipos toman en consideración que el lugar donde los alumnos reciben la intervención sea lo menos restrictivo posible. Muchos de los estudiantes que califican para el programa de educación especial participan en el programa de educación regular la mayor parte del día. Los equipos en las escuelas hacen lo posible para que todos los alumnos obtengan el Diploma de Oregon. Adicionalmente, a medida que los alumnos se acercan a su graduación, los equipos ayudan a los alumnos a explorar sus opciones para después que terminen la preparatoria, y ofrecen servicios y consejería para ayudarlos a que desarrollen las habilidades necesarias para alcanzar sus metas.
High School Transition Information Fair
On May 2, 2012, 4:00-5:30, Bethel School District hosts a transition fair in the Willamette High School Cafeteria.
What is a transition fair? This is a super important event for middle school and high school transition age students, parents, foster providers and teachers. At the event, you will learn what supports and services are available in Lane County for individuals with developmental disabilities.
We hope to see you there!
ODE Parent Survey
The Oregon Department of Education will soon be asking families living in Bethel School District with children receiving special education services to respond to the 2011 Family Involvement Survey. Families are randomly selected to participate in this survey. Families selected are encouraged to take a few minutes to complete and return the survey in the self-addressed, stamped envelope. The Oregon Department of Education hopes to use the results of the survey to plan improvements in Oregon’s special education system.
Attendance is Paramount for Educational Success
There are many factors that influence student success at school and ultimately future success in the community. One of the most important factors tied to student outcomes is attendance.
School achievement is intimately linked to attendance in both the short-term and long-term. Research indicates that students with better attendance histories are more likely to demonstrate greater proficiency in many academic areas than students who are chronically absent from school. Additionally, students who have better attendance are more likely to graduate from high school and pursue post-secondary education. This information has significant implications for all school-age students. Students who miss school not only miss instruction, but they also miss elaboration of material and discussion about academic concepts. As students accumulate more absences cumulatively, the opportunities to learn decrease and the gaps in skill proficiency widens. For students with educational disabilities who require consistent specially designed instruction to make academic and behavior progress, the implications of this research is even more substantive.
Oregon education statutes indicate that “all children between the ages of 7 and 18 years who have not completed the 12th grade are required to attend regularly a public full-time school of the school district in which the child resides” (ORS – 339.010) with a few exceptions. Additionally, Oregon school districts are required to have at least a 92% attendance rate. Failure to meet this rate can lead to the failure of schools making annual yearly progress (AYP), which is directly tied to funding. In the most recent years, Bethel School District attendance numbers have exceeded the 92% requirement.
Absences are sometimes difficult to avoid (significant illness, family emergencies, etc.), but promoting excellent student attendance at school is paramount for shaping successful and virtuous adults.
Adolescent Literacy
Adolescent literacy has gained national attention in the last decade. Here are a couple facts about adolescent literacy- in 2007 the National Assessment for Educational Progress (NAEP) released a startling fact, 69% of U.S. 8th graders perform below the proficient level in reading. In 2009, Oregon 8th graders performed three points above the national average earning a performance score of 265, the national average was 263 (NAEP, 2009).
Starting in the fourth grade, students are “reading to learn”; that is, they are learning academic information by reading. When students perform below the proficient level on the NAEP, that means reading their grade level texts is a struggle. Achieving reading comprehension that is measured to be at (or above) grade level, is very important for students’ academic success. Starting in 2012, students will need to demonstrate reading skills that meet the Essential Skills Requirement in order to achieve the Oregon Diploma.
In Bethel, we have many supports in place to catch our students far before they reach the 8th grade. Starting in kindergarten, we assess and provide reading instruction that meets each student’s needs. This has proven to be an effective model for reading instruction. In high school, we continue to assess and provide reading instruction. It is a good time to be a student in Bethel- your child’s reading skill development is in good hands!
2009 National Assessment for Educational Progress Reading Report Card for Grades 4 and 8
Oregon Diploma’s Reading Essential Skill Requirement