Special Education

Special Education services throughout the district address the needs of identified learners with disabilities who require specialized instruction to support access to the curriculum. A wide range of services is provided to meet the individual needs of students, from academic intervention to related services in areas such as speech therapy, occupational therapy and physical therapy.

Reynolds staff work closely with families in assuring that the services needed are identified and provided to students in accordance with state and district policies. The department works to create a strong and positive relationship between the district staff and the parents of students with special needs.

Strong collaboration with regular education staff is a concerted effort to provide services to students in the most inclusive manner which benefits all students within the class setting. Providing consultation, collaboration and professional development opportunities to both regular education and special education staff across the district is an active approach to further the joint efforts of all teachers to provide students with special education services in the most inclusive setting which is appropriate.

Contact Information:

Director of Special Education and 504 Coordinator

Deb Miller | (503) 661-7200, ext. 3216

Program Administrators for Special Education

Terry Marchyok, Elementary Schools  |   (503) 661-7200, ext. 4705
Emily Martine, Middle Schools |  (503) 661-7200, ext. 3790
James Charles, IDEA Systems Improvement and Community Transition Program  | (503) 661-7200, ext. 3049

Special Education Teachers on Special Assignment (TOSAs)

Terri Howard, Elementary Schools  | (503) 661-7200, ext. 3235
Diane Kilwein, Elementary Schools  | (503) 661-7200, ext. 3058
Pamela Fenton, Elementary and Middle Schools  |  (503) 661-7200, ext. 3240
Heather Tomey, Middle Schools |  (503) 661-7200, ext. 4533
Erin Bumgarner, High School  | (503) 661-7200, ext. 3792
Katie Huntley, Districtwide  | (503) 661-7200, ext. 3539

Office Support Team

Heather Cornett, Special Education Secretary | (503) 661-7200 ext. 3214

Ashley Connor, Special Education Bookkeeper | (503) 661-7200 ext. 4536

Mission and Vision

Vision:

We lead with equity to provide each student a high-quality and inclusive educational experience to graduate with the skills to thrive.

Mission:

As a community, we cultivate inclusive, equitable, and accessible environments that highlight the strengths and celebrate the differences of all learners to prepare them to achieve their full potential in a diverse global society.

Getting Help

1. Talk to Your Child’s Teacher

Parents and family members should first talk with your child’s teacher in order to get help. Most often, the child’s teacher is best equipped to resolve concerns as they arise.

2. Work with the Case Manager

Many students who receive special education services also have a case manager assigned by their school. This person is often the child’s special education teacher. Case managers are responsible for working through the IEP process with the IEP teams for their students. If you need help identifying your child’s case manager, please get in touch with your school’s office and ask for assistance with learning who the case manager is. If your child’s classroom teacher is unable to resolve your concerns, the special education case manager may be able to help.

If you need instructions on how to find your child's IEP in ParentVUE, please refer to the supporting documents below.

3. Problem Solve with School Administration

Schools also typically have a building principal who is responsible for ensuring the effective day‐to‐day operations of the school. In cases where teachers cannot resolve family concerns, the building principal can often help.

4. Seek Support from the District Office

When the school‐based staff has been unable to resolve your concerns, typically there is another level of district oversight through the special education department. The special education department will often be able to help you resolve your concerns when school-based staff has been unable to do so.