Special Education Programs & Services
Wheatley School Alternative Behavior Program
The Alternative Behavior program provides instruction to students to increase functional academics, motor, physical, behavior, and vocational skills. Services are individualized for each student and based on their IEP.
Referred students are eligible for special education and typically demonstrate challenging behaviors impacting their ability to learn within other educational placements. Students in this program require a highly structured setting with a student to staff ratio of 1:1, or higher in some cases, to ensure their safety or the safety of other students and staff.
The Alternative Program provides instruction for students to develop communication skills, social skills, appropriate behavior and emotional control, leisure skills, and pre-vocational skills. Instruction is provided in a highly structured environment with set routines, which lead to success within the learning environment. Staff focus on positive behavioral supports and develop individual behavior plans for students that align with their IEP to increase in each student’s ability to manage their own behaviors.
Students participate in a classroom environment and as skills are achieved, transition into the community.
Rachel Jury
Principal
(503) 262-4006
rjury@mesd.k12.or.us
Referred students are eligible for special education and typically demonstrate challenging behaviors impacting their ability to learn within other educational placements. Students in this program require a highly structured setting with a student to staff ratio of 1:1, or higher in some cases, to ensure their safety or the safety of other students and staff.
The Alternative Program provides instruction for students to develop communication skills, social skills, appropriate behavior and emotional control, leisure skills, and pre-vocational skills. Instruction is provided in a highly structured environment with set routines, which lead to success within the learning environment. Staff focus on positive behavioral supports and develop individual behavior plans for students that align with their IEP to increase in each student’s ability to manage their own behaviors.
Students participate in a classroom environment and as skills are achieved, transition into the community.
Rachel Jury
Principal
(503) 262-4006
rjury@mesd.k12.or.us
Behavior & Mental Health Consulting Services
The Instructional / Behavioral Consultant provides consultation services to local districts regarding the social, emotional, and instructional needs of students K-12. Services include consultation with teams writing and implementing effective behavior plans, managing difficult student behaviors, and or diffusing aggressive / defiant behaviors in the classroom or community setting. Consultation also includes assistance in creating appropriate IEP goals and objectives, coaching and training staff in data collection methods, applying appropriate intervention techniques and instructional strategies.
Consultation from the Student Services Department is provided at the request of a district. Services may be provided within the regular classroom setting or in alternate educational setting. There is a referral process that includes a needs assessment at no cost with further consultation and services provided as fee for service. A contract agreement is created which includes a clear description of services provided and fees. The team may include an administrator, teacher, speech pathologist, occupational therapist and a behavior consultant.
Joni Tolon
Senior Program Administrator
(503) 793-3129
jtolon@mesd.k12.or.us
Consultation from the Student Services Department is provided at the request of a district. Services may be provided within the regular classroom setting or in alternate educational setting. There is a referral process that includes a needs assessment at no cost with further consultation and services provided as fee for service. A contract agreement is created which includes a clear description of services provided and fees. The team may include an administrator, teacher, speech pathologist, occupational therapist and a behavior consultant.
Joni Tolon
Senior Program Administrator
(503) 793-3129
jtolon@mesd.k12.or.us
Behavioral Health Program
The Creeks Social Emotional Skills & Behavioral Health Program provides instruction to students to increase cognitive and social-emotional skills. Services are individualized for each student and based on their IEP. Services include instruction to increase basic academic skills, communication, socially appropriate behavior, self-control, and independent living skills.
Referred students are eligible for special education and typically demonstrate strengths in academic skills and needs in the areas of behavior and mental health. Students can benefit from an academic curriculum and a social skills program, both of which are modified to meet their cognitive and social-emotional abilities. Students in this program require a structured setting with a high staff to student ratio in order to achieve educational success. The maximum number of students per classroom is six to ensure safety of students and staff.
The Behavioral Health Program provides instruction for students to develop communication skills, socially appropriate behaviors, and personal management skills that are commensurate with their cognitive level of functioning. Staff focus on teaching students appropriate social skills that can be used across classroom and community settings. transition into the community.
The SESP program is designed for students with an individualized Education Plan (IEP) from Kindergarten to 21 years of age to provide structural social skills training, behavioral intervention and academic instruction to students who are not being successful in the general education setting. This program provides mental health and behavioral consultative services within a small classroom setting (lower teacher : student ratio) for students needing additional therapeutic support. Additionally, the Transition classroom ages 18-21, offers job training and supports for students as they begin post-secondary work experiences. Instruction focuses on functional applied academics, community and classroom instruction to prepare students for adult life. The Behavioral Health program serves students 6th - 12th grade with significant behavioral challenges with lower cognitive capabilities. All students benefit from an academic curriculum and a social skills program that is modified to meet their cognitive and social emotional abilities. This classroom has a high staff to student ratio based on data and demonstrated need to ensure success.
Joni Tolon
Senior Program Administrator
(503) 793-3129
jtolon@mesd.k12.or.us
Referred students are eligible for special education and typically demonstrate strengths in academic skills and needs in the areas of behavior and mental health. Students can benefit from an academic curriculum and a social skills program, both of which are modified to meet their cognitive and social-emotional abilities. Students in this program require a structured setting with a high staff to student ratio in order to achieve educational success. The maximum number of students per classroom is six to ensure safety of students and staff.
The Behavioral Health Program provides instruction for students to develop communication skills, socially appropriate behaviors, and personal management skills that are commensurate with their cognitive level of functioning. Staff focus on teaching students appropriate social skills that can be used across classroom and community settings. transition into the community.
The SESP program is designed for students with an individualized Education Plan (IEP) from Kindergarten to 21 years of age to provide structural social skills training, behavioral intervention and academic instruction to students who are not being successful in the general education setting. This program provides mental health and behavioral consultative services within a small classroom setting (lower teacher : student ratio) for students needing additional therapeutic support. Additionally, the Transition classroom ages 18-21, offers job training and supports for students as they begin post-secondary work experiences. Instruction focuses on functional applied academics, community and classroom instruction to prepare students for adult life. The Behavioral Health program serves students 6th - 12th grade with significant behavioral challenges with lower cognitive capabilities. All students benefit from an academic curriculum and a social skills program that is modified to meet their cognitive and social emotional abilities. This classroom has a high staff to student ratio based on data and demonstrated need to ensure success.
Joni Tolon
Senior Program Administrator
(503) 793-3129
jtolon@mesd.k12.or.us
Feeding Team Contract Services
The MESD feeding team provides assessment and training for safe feeding within the school and classroom environment. The feeding team assesses the following considerations while assessing students: positioning, medical history, nursing needs and safe feeding for students who present difficulties with oral feeding to avoid choking or aspiration. The feeding team provides safe eating protocols and consultation to districts on mealtime procedures at their request. The district completes a referral to the MESD to begin the assessment process. The MESD feeding team includes a speech language pathologist and an occupational therapist. The Feeding Contract includes staff cost, mileage to and from sites, time spent assessing, writing protocols and meeting with staff (consultation and training to feed the student safely).
Functional Living Skills K-12 Program
The FLS K-12 Program provides instruction to students in grades K-12. Services are individualized for each student and may include cognition, communication, motor, physical, and some vocational training. Based on student needs the services may also emphasize health care.
Referred students are eligible for special education and demonstrate significant needs in functional academics, communication, motor, and physical abilities. Services focus on increasing the student’s ability to understand and respond to their environment. Students require additional instruction to gain communication and motor skills to interact and access their environment.
The FLS Full Service K-12 Program provides instruction for students to develop communication skills, socially appropriate behaviors, and personal management skills that are commensurate with their cognitive level of functioning. Students receive services, including medical care, to meet their individual physical and health needs while in school. Staff provides intensive physical and sensory management to support students throughout the day and ensure their success.
Students participate in classroom and community settings. For students preparing to enter post-secondary programs community and work experiences are available. Based on their IEP students also have opportunities to develop independent living skills by accessing a variety of environments, including the community.
The Functional Living Skills (FLS) Program provides evidence based instructional practices in the areas of academics, communication, motor, adaptive, social emotional, medical, health care, behavioral and vocational training to students with significant disabilities. All staff has extensive training in the area of Autism. The FLS program provides positive behavior intervention services including Functional Behavioral Assessments (FBAs) and Positive Behavior Support Plans (PBSPs) for students, in accordance with Individuals with Disabilities Education Act (IDEA) and Individualized Education Plans (IEPs). The curriculum used in all classrooms aligns with the Common Core. Services are provided in component school districts in order to provide the least restrictive environment (LRE) as possible. Extended School Year services are available for those students that qualify and approval is provided by local school district. Additional staffing decisions are made through the IEP process including a local education agency (LEA) representative.
Referred students are eligible for special education and demonstrate significant needs in functional academics, communication, motor, and physical abilities. Services focus on increasing the student’s ability to understand and respond to their environment. Students require additional instruction to gain communication and motor skills to interact and access their environment.
The FLS Full Service K-12 Program provides instruction for students to develop communication skills, socially appropriate behaviors, and personal management skills that are commensurate with their cognitive level of functioning. Students receive services, including medical care, to meet their individual physical and health needs while in school. Staff provides intensive physical and sensory management to support students throughout the day and ensure their success.
Students participate in classroom and community settings. For students preparing to enter post-secondary programs community and work experiences are available. Based on their IEP students also have opportunities to develop independent living skills by accessing a variety of environments, including the community.
The Functional Living Skills (FLS) Program provides evidence based instructional practices in the areas of academics, communication, motor, adaptive, social emotional, medical, health care, behavioral and vocational training to students with significant disabilities. All staff has extensive training in the area of Autism. The FLS program provides positive behavior intervention services including Functional Behavioral Assessments (FBAs) and Positive Behavior Support Plans (PBSPs) for students, in accordance with Individuals with Disabilities Education Act (IDEA) and Individualized Education Plans (IEPs). The curriculum used in all classrooms aligns with the Common Core. Services are provided in component school districts in order to provide the least restrictive environment (LRE) as possible. Extended School Year services are available for those students that qualify and approval is provided by local school district. Additional staffing decisions are made through the IEP process including a local education agency (LEA) representative.
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Functional Living Skills Transition Program
The Functional Living Skills Transition Program provides post-secondary instruction for student’s age 18-21 that are exited from high school and Individualized Education Plan (IEP) identifies the need for significant post high school supports (academic, behavioral and or medical). The curriculum is focused upon functional applied academics, community and classroom instruction and for preparing students for adult life. Students have the opportunity to access a variety of work experiences in the local community and develop leisure and independent living skills. The curriculum used in all classrooms aligns with the Common Core. Transition has a high staff to student ratio. Extended School Year services are available for those students that qualify and approval is provided by local school district. Additional staffing decisions are made through the IEP process including a local education agency (LEA) representative.
The FLS Transition Program strives to actively integrate our students into the community through focus on functional academics, communication and social skills, personal management, community living skills, pre-vocational skills, and workplace performance. MESD transition staff work as part of a team to assist students in reaching individual goals toward adulthood. Team members include classroom teachers, educational assistants, employment training technicians, speech and language pathologists, physical / occupational therapists, and instructional / behavioral consultants. MESD staff work closely with other team members outside of the agency including parents / guardians, independent living centers, disability organizations, and
county social service agencies.
The MESD model utilizes Person Centered Planning to develop a “tool box” of methods and resources that enables individuals with disabilities to choose their own pathways to success. Once a student’s interests, preferences, and skill levels are identified, MESD staff, in conjunction with community agencies and parent and/or guardians, work to develop a course of study for the transition years. Students are provided experiences in a variety of vocational pathways, leisure and recreational opportunities, as well as independent daily living skills to promote their needs for successful adult living.
Multnomah ESD provides a continuum of transition services to our component districts: Centennial, Corbett, David Douglas, Gresham-Barlow, Parkrose, Portland, Reynolds and Riverdale.
The FLS Transition Program strives to actively integrate our students into the community through focus on functional academics, communication and social skills, personal management, community living skills, pre-vocational skills, and workplace performance. MESD transition staff work as part of a team to assist students in reaching individual goals toward adulthood. Team members include classroom teachers, educational assistants, employment training technicians, speech and language pathologists, physical / occupational therapists, and instructional / behavioral consultants. MESD staff work closely with other team members outside of the agency including parents / guardians, independent living centers, disability organizations, and
county social service agencies.
The MESD model utilizes Person Centered Planning to develop a “tool box” of methods and resources that enables individuals with disabilities to choose their own pathways to success. Once a student’s interests, preferences, and skill levels are identified, MESD staff, in conjunction with community agencies and parent and/or guardians, work to develop a course of study for the transition years. Students are provided experiences in a variety of vocational pathways, leisure and recreational opportunities, as well as independent daily living skills to promote their needs for successful adult living.
Multnomah ESD provides a continuum of transition services to our component districts: Centennial, Corbett, David Douglas, Gresham-Barlow, Parkrose, Portland, Reynolds and Riverdale.
Related Services
Special Education Related Services include referral, evaluation and services for occupational therapy, physical therapy, speech and language therapy, assistive technology/augmentative communication services, behavioral consultation, instructional support and school psychology services in all Special Education programs. Related Services provides direct and or consultation services according to student IEP needs. Services may be provided in .2 FTE increments. Caseloads are varied dependent upon IEPs and locations.
Individually Purchased Options:
Speech / Language Pathology, Occupational Therapy, Physical Therapy, Psychological Services, Behavior Consultant, and Educational Assistants.
Jonathan Scott
Special Education Supervisor
(971) 229-6474
jscott1@mesd.k12.or.us
Individually Purchased Options:
Speech / Language Pathology, Occupational Therapy, Physical Therapy, Psychological Services, Behavior Consultant, and Educational Assistants.
Jonathan Scott
Special Education Supervisor
(971) 229-6474
jscott1@mesd.k12.or.us
Occupational Therapy Services
Occupational Therapy Services provide direct and consultation services to local districts and Multnomah ESD programs according to needs determined by the student’s IEP team or district request. Services are provided in a variety of models depending on student need. Students may be seen on a one-to-one, small group or full class basis. Some services are given within the classroom setting and others in a pullout environment. Service may be designed to serve those district students located in placements outside of the local district. Consultation and collaboration with the student’s team is also an important part of service delivery.
Jonathan Scott
Special Education Supervisor
(971) 229-6474
jscott1@mesd.k12.or.us
Jonathan Scott
Special Education Supervisor
(971) 229-6474
jscott1@mesd.k12.or.us
Speech & Language Pathologist Services
Special Education Speech and Language Services provide direct and consultation services to local districts and Multnomah ESD programs according to needs determined by the IEP team or district request. Services are provided in a variety of models depending on student need. Students may be seen on a one-to-one, small group or full class basis. Some services are given within the classroom setting and others in a pullout environment. Service may be designed to serve those district students located in placements outside of the local district. Consultation and collaboration with the IEP team is also an important part of service delivery.
Jonathan Scott
Special Education Supervisor
(971) 229-6474
jscott1@mesd.k12.or.us
Jonathan Scott
Special Education Supervisor
(971) 229-6474
jscott1@mesd.k12.or.us
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