Special Programs
- Special Education
- Section 504
- English Learner Program
- Talented & Gifted Learners
Special Education
Identification and Eligibility
Special Education services are available for students who meet eligibility criteria under any of the 12 disability categories recognized in Oregon and require specially designed instruction in order to make meaningful educational progress. The Evergreen Virtual Academy is committed to providing needed supports and specialized instruction within the virtual learning environment while collaborating with the students Learning Coach in the home. Individualized goals and supports for each student are outlined in their Individual Education Plan, which is developed by a team including the parents/guardians, school staff, and often, the student.
Screening
EVA provides universal screening and Multi-Tiered Systems of Support (MTSS) to ensure systematic identification of students who may require special education services. Our MTSS model allows for academic and behavioral intervention for all students, with progress monitoring to determine the need for more intensive supports. Most often, students are referred for a special education evaluation through our MTSS process and team. If your child may benefit from classroom interventions or for more information on this process, please visit our MTSS page.Accommodations & Modifications
Alternatively, EVA provides 504 plans for students with identified educational disabilities that require accommodations and/or modifications in the classroom. To understand the difference between an Individualized Education Program (IEP) and 504, or to gain more information please visit our Section 504 program page.
EVA Special Education Services
Special education staff collaborate with general education teachers and learning coaches to provide necessary supports for each student within the virtual learning environment. This may include implementing a variety of accommodations or modifications in the general curriculum and differentiating instruction to meet the needs of diverse learners. Specially Designed Instruction at the student’s skill level also takes place in small groups or individualized sessions. Progress is monitored regularly, and plans are adjusted as needed to ensure that students meet their annual goals.
Common virtual Special Education and related services:
- Specially Designed Instruction
- Reading, Writing, Math, Study Skills, Transition, Self-Management, Life Skills
- Speech and Language Therapy
- Occupational Therapy
- Physical Therapy
- Psychological Services
- Behavior Consultation
- Counseling
- Vision Services
- Autism Consultation
- Hearing Services
Placement Options
EVA maintains a continuum of special education placement options for students designed to meet individual needs within the virtual classroom environment. All students at EVA require adult support of a Learning Coach in the home to ensure success and access to their online learning. Consultation between teachers and Learning Coaches is provided across all placement options. In general, the following options are available:
General Education Classroom
Resource Room
Functional Academics & Life Skills
Program Standards & Assessment
Under the requirements of the Individuals with Disabilities Education Act (IDEA) 2004, the Oregon Department of Education publishes an annual Special Education report card as part of the State Performance Plan. This report provides data from our school, compared with state data or targets. As Oregon schools and districts continue to face many challenges, educators remain committed to providing the highest quality education for Oregon students. We are proud of the achievements of our students with special needs and the teachers and staff who serve them. We continue to work to serve our special needs students and provide appropriate academic challenges. We continue to use our current successes to set targets for the future.Special Education Staff & Faculty
Frequently Asked Questions
Do you provide curriculum for special needs children?
Depending on a child’s Individualized Education Program, we can tailor our curriculum to meet your needs. To discuss your child’s needs with us, please contact our office and we will put you in touch with our special education team.
Learn about EVA’s Special Education, Section 504, and School Interventions programs.
Section 504
We believe every student deserves a safe and accessible learning environment. These rights are also protected by the Federal Government. A civil rights statue called “Section 504” requires school districts to provide a free appropriate public education to students with disabilities.
About Section 504 and Americans with Disabilities Act
Section 504 of the Rehabilitation Act of 1973 is a federal civil rights statute that prohibits discrimination against persons with disabilities. Section 504 applies to recipients of federal funds, including public schools. The Americans with Disabilities Act of 1990 (ADA) extends the protections of Section 504 and also applies to public schools.The Section 504 regulations prohibit discrimination against people with disabilities and requires school districts to provide a free appropriate public education to students with disabilities. A 504 team determines the accommodations and supports each student with qualifying disabilities require to access the same educational opportunities as their peers. Some students with disabilities qualify for special education services and supports under the Individuals with Disabilities Education Act (IDEA). Section 504 is not the same as Special Education under the IDEA.
Identification and Eligibility
Under Section 504, a student with a disability is defined as a person who has a physical or mental impairment that substantially limits a major life activity. In schools, the major life activity is learning. The determination of whether a student has a physical or mental impairment that substantially limits a major life activity (and therefore has a disability) is made by the 504 team, with the review of all current data, documents, and any relevant medical information. If a student is found eligible, the team creates a 504 Plan with specific accommodations required for the student to access their education.Screening
EVA provides universal screening and Multi-Tiered Systems of Support (MTSS) to ensure systematic identification of students who may demonstrate an educational disability. Our MTSS model allows for academic and behavioral intervention for all students, with progress monitoring to determine the need for more intensive supports.How to Access Section 504 Support
Most often, students are referred to the 504 team through our MTSS process. MTSS provides a range of accommodations for students who benefit from classroom interventions.If you believe your student has a condition that prevents them from accessing the learning environment or demonstrating their understanding of school concepts, please contact your homeroom teacher. They may refer you to the 504 team or to the intervention team to help determine what support EVA can provide to your student.
For more information, reach out to Kimberly DeGifis, Assessment Coordinator/State & Federal Program Specialist, including 504 Coordinator at kdegifis@evergreenvirtual.org or 458.710.0318
English Learner Program
Growing up multilingual is a valuable asset for any child. At EVA, we strive to meet students wherever they are in their English Language journey. Parents and learning coaches are an important part of this process, so we offer phone interpretation and document translation services as needed.
English Learner Identification
EVA follows statewide guidelines in determining student eligibility for program placement and services in the English Learner (EL) program, as outlined by the Oregon Department of Education.
Upon enrollment, the EL Coordinator reviews the Language Use Survey (LUS) to determine use of a language other than English. If a language other than English is listed on the LUS, the EL Coordinator investigates the students status as an English Learner. This may include contacting previous schools and referring to the ODE history report.
- For existing EL students transferring to EVA – If previously enrolled in an EL program in another Oregon school and/or district, the EL Coordinator will review English Language Proficiency Assessment (ELPA) scores to determine English proficiency in the four domains: reading, writing, speaking, listening.
- For new EL students – The EL Coordinator may need to administer the ELPA Screener to determine language proficiency levels. Usually this happens when an existing screening is not available because the student is entering kindergarten, enrolling from another state in which ELPA scores are unavailable, or new to Oregon public schools.
Program Placement
Once a student has been identified as an English Learner they are assigned an instructional model based on grade level, English proficiency and individual student needs.
EVA uses a combination of push-in/team teaching and small group English Language Development (ELD) classes to support EL identified students.
- Push-in/team teaching – Students are served within their core content classes with an ELD Teacher present to assist them with coursework, specific language based strategies, and accessing academic content.
- Small group ELD classes — Students receive direct English Language instruction from the ELD teacher during a separate class period. (Note: ELD classes are considered Elective credit courses at the Middle and High School level.)
The EL Coordinator also provides support, communication, collaboration, and guidance to help students succeed academically. Parents/Guardians will be informed of specific program placement and student proficiency levels.
Assessment & Exit Criteria
The goal of the EL program is for students to achieve academic English language proficiency levels that are appropriate to grade level standards in order to support academic achievement in all content areas.
Progress Monitoring
EL students take the English Language Proficiency Assessment each year in the spring. This measure will show student progress towards proficiency in the use of academic English in the areas (domains) of reading, writing, speaking and listening.
ELPA Scoring
- Emerging (level 1-2)
- Progressing (level 3 in most domains)
- Proficient (level 4 and 5 in all domains)
Exiting the EL Program
When a student scores any combination of 4s and 5s in the reading, writing, listening, and speaking domains they will be considered proficient in English, exited from the EL program, and monitored for four years.
After four years, if a student has not re-entered into the EL program, they will be exited completely and no longer monitored. This determination is made using teacher observation, work samples, grades and statewide assessment data.
Re-entry into the EL Program
While a student is being monitored, the EL Coordinator, along with the student’s general education teachers, will continuously review their academic progress. If a student is struggling in their classes due to academic language, it is possible for them to re-enter the EL program.
Talented & Gifted Learners
Every student is unique and has unique abilities, and at EVA we want to help every student realize their potential. We believe challenging students at an appropriate rate and level in order to best develop their talents. Our Talented and Gifted (TAG) program gives students with above average abilities access to the more rigorous curriculum they need to stay engaged and maximize their potential.
What is Talented and Gifted?
The State of Oregon passed the Talented and Gifted (TAG) Education Act during the 1987 legislative session. The Act addressed the unique needs of talented and gifted students. The law requires that the individual needs of the TAG student be addressed. The needs of identified TAG students at EVA are addressed through TAG plans and outlined in the services section below.
Identification
At EVA, we identify TAG students at all grade levels based on their abilities in three areas:
- Reading
- Math
- Intellectual Ability
Students are referred by classroom teachers or can be considered upon parent request and collection of information. Our TAG coordinator will review assessment information, course progress, teacher survey, parent survey, nationally-normed testing, state testing and/or cognitive testing to determine program placement.
If you think your student may benefit from a Talented and Gifted program, please contact your child’s homeroom teacher for more information.
Services
Once identified, instructional services to meet the accelerated rate and level of our students are provided mainly within the classroom.
Specific strategies and services vary, depending upon grade level and content area, but may include:
- Consultations with a TAG coordinator
- Individual and family planning conferences to seek input from learning coaches
- Differentiated instruction
- In-course grouping
- Curriculum modification or acceleration (subject/course-based or grade-level)
- Project-based learning opportunities
- Extensions and opportunities for expansion of learning
- Tiered learning targets
- Alternative assignments and extensive Expanded Options program
EVA also recognizes that parent/guardian input into instructional planning is an important component in best serving students.
Extracurricular Enrichment Opportunities
Enrichment opportunities at EVA give students an opportunity to interact with students of similar abilities and interests. There is a wide variety of extracurricular opportunities available, including:
- DECA – Not-for-profit career and technical student organization
- National Honor Society — National merit-based organization for high school students that promotes scholarship, leadership, service, and character
- NJHS — National merit-based organization for middle school students that promotes scholarship, leadership, service, and character
- Skills USA — Student organization offering training programs in trade, technical and skilled service occupations, including health occupations
- EVA Clubs – Performing arts, book clubs, creative writing, social service clubs, Lego club and chess club