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SPECIAL EDUCATION Graduation rates among special ed students in Jackson County improve but fall short of 67 percent target Comment By Teresa Thomas Mail Tribune MailTribune.com By Teresa Thomas Mail Tribune Posted Apr. 5, 2015 at 2:00 AM Updated Apr 7, 2015 at 5:25 PM By Teresa Thomas Mail Tribune Posted Apr. 5, 2015 at 2:00 AM Updated Apr 7, 2015 at 5:25 PM » RELATED CONTENT • CHART: Types of disabilities among students in special education classes... » Social News School districts across Jackson County substantially improved their graduation rates among special education students — thanks to a change in state calculations — but most fell far short of the state’s goal of 67 percent, new data shows. Last year, the state began recognizing students earning modified diplomas as graduates rather than completers. As a result, Medford’s four-year graduation rate among special education students jumped from 25.2 percent in 2013 to 43.75 percent in 2014. Other local districts experienced a similar jump. Ashland’s four-year graduation rate rose by 23 percentage points between 2013 and 2014, to 75 percent; Central Point’s by nearly 19 points, to 60 percent; Eagle Point’s by nearly 15 points, to 44.7 percent; and Phoenix-Talent’s by nearly 4 points, to 44.4 percent. Only Rogue River’s rate dropped, by about 8 points, to 50 percent. Despite the increases, all districts countywide, except Ashland, fell short of the state’s 67 percent target, which is calculated for the special education population by a team of stakeholders, including parents, agency representatives and educators. According to district special education report cards released Thursday by the Oregon Department of Education, Medford, Central Point, Eagle Point, Rogue River and Phoenix-Talent school districts also trailed the state average in the percentage of students with individualized education plans who met or exceeded grade-level math and language arts standards on state assessments. Only Ashland's special education students exceeded the state average. “To qualify for an IEP, there has to be an adverse educational impact in which a student is not meeting state or grade level targets,” said Tania Tong, Medford’s supervisor of student services. “That’s the catch-22.” The report card shows that Medford grew its four-year graduation rate, included more special education students in general education classrooms and increased the percentage of special education students meeting or exceeding alternate achievement standards, Tong noted. Students with IEPs are offered a standard diploma, a modified diploma, an extended diploma or an alternative certificate. An IEP team determines which option a student should pursue. Some students may have a documented impairment but only require accommodations — for example, preferential seating — and not an individualized education plan, she said. Those students are not included in the state and district’s special education counts. The number of special education students served statewide and in the Medford School District has risen steadily over the past five years but remained consistent with overall enrollment, according to the report cards. Currently, about 12 percent of Medford students and 13 percent of students statewide require special education services, including an IEP. In Medford, specific learning disabilities — for example, dyslexia — speech and language impairments, impairments because of chronic or acute health problems, and autism account for about 87 percent of students with IEPs. Between the 2013-14 and 2014-15 school years, the number of students with speech and language impairments — also known as communication disorders — and autism grew more than other disability categories, while the number of students with specific learning disabilities, health impairments and intellectual disabilities decreased. While the number of Medford students with IEPs has increased from 1,370 students in 2010-11 to 1,640 students in 2014-15, enrollment has seen a similar upward trend. “Our evaluation processes are the same, but we've had more students enroll, so by the nature of increased student enrollment … you would expect there to be an increase in the number of students with disabilities,” Tong said. To view special education report cards by district, see www.mailtribune.com/specialed2014 . Reach education reporter Teresa Thomas at 541-776-4497 or [email protected]. Follow her at www.twitter.com/teresathomas_mt . By Teresa Thomas Mail Tribune MailTribune.com By Teresa Thomas Mail Tribune Posted Apr. 5, 2015 at 2:00 AM Updated Apr 7, 2015 at 5:25 PM » Comment or view comments Reader Reaction » STAY INFORMED Email NewsLetter Sign Up Today Sign up for our newsletter and have the top headlines from your community delivered right to your inbox. Southern Oregon Directory Featured Businesses Loading... 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