The Evaluation Team is made up of evaluators including School Psychologists, School Psychologist Interns, Speech Language Pathologists, Occupational Therapists, Regional Providers, and Special Education Teachers on Special Assignment.  The team conducts all standardized assessments needed for an initial eligibility and triennial eligibility for identification of students with special needs. Parent permission is required before any formal assessments can begin.

The Oregon Administrative Rules (OARs) specify that a student may be assessed and/or identified for special education services in the following disability categories:

• Developmental Delay
• Autism Spectrum Disorder
• Speech and Language Impairment
• DeafBlindness
• Emotional Disturbance
• Deaf or Hard of Hearing
• Intellectual Disability
• Orthopedic Impairment
• Other Health Impairment
• Specific Learning Disability
• Traumatic Brain Injury
• Visual Impairment

Speech and Language instruction is provided to students through specially designed instruction and/or related services from Speech and Language Pathologists and Assistants.

The Medford School District also partners with PresenceLearning, one of the nation's top online speech and language service providers. PresenceLearning provides access to a network of licensed clinical professionals who work face-to-face with students via secure, live, online video sessions using a proprietary platform, a vast library of therapy activities, and detailed progress monitoring and tracking tools.

All of our schools have a Resource Center that provides support services to students in grades K–12 who qualify for special education. 

Essential elements of our resource rooms:

• Services are coordinated and delivered by highly trained specialists and educational support staff
• Offer specially designed instruction and related services in areas as determined by the IEP team
• The curriculum and instruction provided in these programs are research based and are designed to improve student achievement and success in the school setting
• Instruction is delivered through small groups as well as co-teaching or push-in models
• Team members collaborate and consult to support a student's ability to succeed in the general education population with appropriate accommodations and modifications.

Multi-Age Positive Supports (MAPS) are self-contained classrooms designed to assist students who have significant cognitive and social-emotional needs. MAPS classrooms are available for students in grades K–12. Placement is determined through the IEP.

Essential elements of our MAPS classrooms:

• Designed to support the unique needs of students who have learning, cognitive, and communication delays
• Maintain a high staff-to-student ratio 
• Provides meaningful opportunities for inclusion with peers
• Dedicated to providing a safe and positive learning environment
• Designed with instructional practices that are research based and focus on positive reinforcement, visual supports, structured teaching, functional routines, and differentiated instruction

The FOCUS Program in the Medford School District are special education classrooms designed to serve students with significant social/emotional needs and who require more time in small group settings and/or intensive coaching/support to acquire strategies to increase successful participation with general education peers. The FOCUS program is available for students in grades K–12. Placement is determined through the IEP.

Essential elements of our FOCUS program:

• Designed to support the unique needs of students who have significant social/emotional needs
• Maintain a high staff-to-student ratio 
• Provides meaningful opportunities for inclusion with peers
• Dedicated to providing a safe and positive learning environment
• Designed with instructional practices that are research based and focus on positive reinforcement, structured teaching, and differentiated instruction
• Implement Collaborative Problem Solving strategies

Transition Services is the District’s program to support young adults (ages 18-21) in their transition to life after high school. The key focus is to help young adults build independence and quality of life with an emphasis on linking students to appropriate community and adult services. These academic and community experiences are provided to students who have not graduated with a standard diploma. Activities and experiences include Life Skills and Job Coaching. Our Transition Program is located on campus with Central Medford High School. 

Medford School District must locate, identify, and evaluate all children with disabilities who are enrolled in private schools. 

Each year, MSD expends a proportionate share of federal IDEA funds for parentally placed private school children with disabilities. The services provided are determined through consultation with private school representatives.

Each parentally placed private school child with a disability who has been designated through the consultation process to receive special education and/or related services must have a service plan.

If your child is enrolled in a private school, and you are concerned they may have a disability or have additional questions, please contact Lead Teacher on Special Assignment, Krista Kohler at 541-842-1059.

In collaboration with Douglas County ESD, this team responds to your child's referral, and provides an evaluation to identify developmental strengths and needs.  The team determines with the family if the child is eligible for and requires Early Childhood Special Education (ECSE) services (for children turning 3 until Kindergarten).  The team is composed of Early Childhood Evaluation Specialists, Speech-Language Pathologists, School Psychologists, Occupational Therapists and contracted providers through the local ESD.

Contact Information:

Amy Bowden

541-842-1150

Amy.Bowden@medford.k12.or.us

Referrals for evaluation come from Jackson County Early Childhood. Contact Jacksoun County Early Childhood if you suspect that your child may have a disability.

541-494-7800

Parent Rights for Early Intervention & Early Childhood Special Education

Derechos de los padres para la intervención temprana y la Educación especial en la Primera Infancia

Our TOSA Team is made up of special education teachers. They support school based teams through mentoring, coaching, and collaboration. In addition, the TOSA Team works alongside district leadership to continue department improvement and ensure our district is providing the most appropriate programs for students with disabilities.