Special Services

Bethel School District Eugene OR

Special Services

Welcome to Special Services

Please don’t hesitate to contact us if you have questions or concerns.
Phone: 541-689-3280 Extension 2030 (Amy) or Extension 2009 (Georgeann). Or click on our pictures to send email.


RtIi in Bethel

By Danea DeGlee

Boy reading and laughingDid you know Bethel is a leader in Oregon in Response to Instruction and Intervention? Our model of reading instruction and intervention is considered among the best in Oregon by many.

Response to Instruction and Intervention (RtIi) is a method for supporting students by improving instruction. Essential components include a culture of growth mindset, continuous improvement, and high expectations for all; team meetings; professional learning; core instruction; interventions; and progress monitoring.

Why is RtIi important? Statewide data show that students in RtIi school districts are more likely to meet proficiency criteria on the statewide assessments. Data also show that students navigating economic disadvantage in RtIi districts are more likely to pass statewide assessments.

RtIi is important for special services because an RtIi method is the most evidenced based method for identifying students with learning disabilities. RtIi districts have lower rates of students with Specific Learning Disabilities. RtIi ensures that before a student is identified as having a learning disability, they have been provided with the best possible learning opportunities. Continue reading

Reduce Student Anxiety with Visuals

By Carolyn Jenkins

As we near Winter Break, you may notice some of our students begin to struggle with the changes that inevitably come at this time of year. Some students begin to get anxious at the thought of being out of school for two weeks. Contrary to what we might assume about students, and what students might even share with us, the thought of being without the structure of school can feel stressful and worrisome for many of our students, with or without disabilities.

For many students, visual supports, such as Social Narratives and visual icons for calendars, can help students navigate the changes and expectations that occur during holidays and school breaks. Visual supports can help students by presenting PERMANENT information to which a student can refer back as often as s/he needs to, as opposed to the transient nature of verbal information which disappears after it has been heard. Students can feel secure in the knowledge that they can refer back to the visual information if they need reminders or reassurance about the changes.

The Indiana Resource Center for Autism through the Indiana University Bloomington has shared some resources that teachers and parents might find helpful to use when preparing their students for holidays and school changes, such as time off. You can find these resources here: https://www.iidc.indiana.edu/pages/visualsupports


School Psychology Awareness Week 2018

Open padlockUnlock Your Potential: Find Your Password

By Grace L’Orange, Ed.S.

Many people are confused once this week rolls around. Awareness? Why not “Appreciation” like other special weeks designated for educators throughout the school year? There’s no doubt many of you know who we are, but may not know exactly what we do or are capable of doing. Our goal every year is to get the word out; to let staff know that we can be a resource to help ALL students achieve their best. A quick rundown of our areas of knowledge and training:

  • Data-Based Decision Making and Accountability
  • Consultation and Collaboration
  • Interventions and Instructional Support To Develop Academic Skills
  • Interventions and Mental Health Services to Develop Social, Emotional, and Life Skills
  • School-Wide Practices to Promote Learning
  • Preventive and Responsive Services
  • Family-School Collaboration Services
  • Diversity in Development and Learning
  • Research and Program Evaluation
  • Legal, Ethical, and Professional Practice

We are able to work with diverse students, staff members, and families to promote Continue reading

Preschool to Kindergarten Transitions

Every year, the Bethel Transition Team works to provide the best possible transition to kindergarten for preschoolers who have been receiving early childhood special education services. The numbers of students who need support in the transition into school aged services have grown over the years.

Throughout the year, we work closely with early childhood and preschool team members to learn more about these kinders-to-be.  Our team members attend program review meetings for preschoolers, observe in preschool classrooms, and get to know transitioning students and their families. We work with hundreds of preschool providers in the Eugene/Springfield area.

In late winter and early spring, we hold a family meeting in order to go over the transition process with parents.  We then plan and conduct assessments for preschoolers, which give us information regarding the strengths and needs of each child.

In the spring, we hold transition meetings with families, preschool and early childhood staff members, and Bethel staff members.  At these meetings, we discuss assessment results, talk about eligibility for special education services in kindergarten, and, if the team agrees the student is eligible, develop an Individualized Education Program (IEP) for each child.  The team also determines special education placement and the location for that placement for students who are eligible for special education..

Families can contact our Preschool Transition Specialist, Sue White, at any time throughout the year with questions about this process.  Sue can be reached at 541-689-0512, ext. 2122, or at sue.white@bethel.k12.or.us

8 Tips for Preventing A Summer Slump

By Brit Landis, UO School Psychology Practicum Student

Have you heard of the terms summer loss or summer slump? Both refer to the fact that over the summer many of our children lose one to three months of what they learned at school. When this happens, students can struggle to learn new skills in the fall.

Fortunately, there many simple things you can do to prevent summer slump!

  1. Create a daily reading routine.

Daily reading helps build reading skills and a whole lot more, including general knowledge and other academic skills. Find books that are motivating and interesting to your children based on their interests.

  • The Eugene Library (https://www.eugene-or.gov/130/Eugene-Public-Library) is a great place to get free books (and access other free online learning resources, and fun events). Librarians can also help you pick out books that are good for your child’s current reading level.
  • This site has free decodable stories that you can use based on the sounds your child knows. http://www.freereading.net/wiki/Decodable_passages.html
  • Try out these summer book lists, for ages 0-12 (http://www.readingrockets.org/books/summer/2018) and get the books from the library!
  1. Ready, set, read it again!
  • Help your children read the same text more than once in the same day, so they can read it more fluently the second, third, fourth, and fifth time. Make it fun by picking text that is short, interesting, and at a comfortable level for your child.
  • Beat your score! Once your child can read most words in the story successfully, challenge them to read it again and more fluently! It can be very motivating for kids to watch their reading improve. This website gives some tips about what this process can look like Continue reading