Policy and Advocacy Work
FACT Oregon is proud to take a stance on issues that are important to families and youth navigating disability and special education. We support families to share their stories, participate in coalition work to address inequities in systems, and advocate for the opportunities and supports people with disabilities need to thrive at home, in school, and in community. FACT Oregon partners with Disability Rights Oregon, Foundations for a Better Oregon, the Oregon Partners for Education Justice, The Children’s Agenda, the Oregon DD Coalition, and others on this important work.
FACT Oregon Position Statements
FACT Oregon is proud to take a stance on issues that are important to families and youth navigating disability and special education.
Follow the Oregon State Legislature
Explore the Oregon State Legislature’s Citizen’s Engagement page.
Find your legislator, read bills, listen in to committee hearings, and more.
Raise Your Voice
Engage with your elected officials (e.g., legislators, school board).
Write to them:
Prepare and keep it brief: 1 page double-spaced is about 2-3 minutes of oral testimony.
State your name, address, and relationship to your audience (e.g., district parent/student, constituent).
Make one simple, clear request, such as supporting or opposing a policy, bill, or proposal.
Include why and how the issue affects people you care about (e.g., youth with disabilities, families).
If you have a personal story, briefly share it!
Offer a solution.
Tip: Be courteous! Thank them for their time.
Speak to them:
Sign up to speak at a legislative committee hearing, school board meeting, or local committe
Follow the steps above!
Meet with them :
Did you know you can schedule time to talk to your state legislators?
Find your legislator here.
2023 Legislative Session Recap
The end of the 2023 legislative session was quite eventful - after weeks of stalemate. We’d like to share some achievements that improve the quality of life for people with disabilities and their families, as well as the unfinished work that will require further advocacy. To all the families and community partners who worked so tirelessly last session to make Oregon a place where people with disabilities and their families can thrive, thank you for your advocacy.
The legislature took steps to ensure that students with disabilities receive an equitable education.
SB 819 was signed into law in July and limits the use of Abbreviated School Days for students with disabilities. FACT Oregon stands behind the rights of students with disabilities to access a full school day and applauds the families and youth who came forward to share their stories with legislators. The term “Abbreviated School Day" refers to cases in which a student with a disability receives less instructional hours or educational services than most students in the district at the same grade level. Here’s what we want you to know:
Who is covered? The law applies to all students with disabilities on IEPs or 504 plans, as well as all students who are currently under evaluation for special education services or 504 accommodations.
What does the law do? The law reinforces your student’s right to attend school for the same amount of time as most other children of the same grade level in their district. Your written and informed consent as a parent or foster parent is now required before a district can shorten your child’s school day. The law sets aside a clear process for districts to follow to seek this consent or take clear steps if consent is not given before a child’s day can be shortened. In addition, each student's IEP team or 504 team must also meet regularly after they are placed onto abbreviated school day to discuss a plan to return the child to a full school day. ALL students on abbreviated school days must have these meetings, helping to ensure that any such placement is temporary in nature.
If your child is currently on an abbreviated school day…Your district should have already sent you a letter (by 7.27.23) letting you know you have the right to revoke consent. AND, if you wish your child to start the new school year on a full day, you must inform the district in writing at least 14 days before the start of the school year.
We’re here to help. If you have questions about abbreviated school day, email support@factoregon.org or call 503-786-6082 | (541) 695-5416. For more information, see ODE’s SB 819 guidance and resources.
SB 992 removes The Alternative Certificate as an option for completing high school. Students will now receive a certificate of attendance, and districts must disclose what it means to receive a certificate of attendance. Our hope is that more families will be able to support their youth to access one of Oregon’s three diploma options.
SB 758 outlines a timeline for districts to fulfill record requests to parents and foster parents of youth receiving special education services. This ensures families have access to their child’s information in a timely manner. The bill also prohibits some non-disclosure agreements between districts, students, parents, school employees, or volunteers concerning the provision of special education.
Legislators expanded access and supports for people with I/DD.
Senate Bill 91 establishes a program to compensate parents for providing attendant care services to children who have very significant medical or behavioral needs. It also directs the Oregon Department of Health and Human Services to request approval of a waiver from the Centers for Medicare and Medicaid Services that would ensure federal financial participation in program costs.
SB 1016 mandates that the Department of Human Services establish and maintain Regional Family Support Networks, and HB 5026 appropriates money from the general fund to support existing networks, including FACT Oregon. Regional Family Support Networks offer peer-delivered support to families of individuals with intellectual or developmental disabilities (I/DD) and will expand support for those who may qualify for these services. Additionally, funding was set aside to help ensure that all individuals eligible for I/DD services can access them, regardless of immigration status.
Investments strengthen early childhood learning and care facilities, access, and inclusivity.
The Department of Early Learning and Care (DELC) launched July 1. HB 2991 allocates funding to DELC to gather input and make recommendations to help grow and strengthen early childhood workforces.
OHA was allocated funding to expand Family Connects (home nurse visiting program for families with newborns) statewide (POP 424) and strengthen EPSTD services for children (POP 442). These investments support postnatal care and early child development and provide more comprehensive preventative health services for children and youth up to age 21 on Medicaid.
HB 2727 (Expand Facilities and Infrastructure) orders that a workgroup meets to examine strategies for expanding early learning and care facilities by reviewing zoning, building codes, and permitting; identifying challenges and best practices; and making recommendations at the city, county, and state levels.
SB 599 says licensed family childcare homes may operate from residential rental units. The goal is to increase home-based care options across the state.
$100 million will flow to school districts to improve early literacy instruction for preschool through grade 3 and includes funds for birth-5 literacy strategies and community-based interventions.
HB 3005 acknowledges that quality early learning and care facilities should be inclusive of children with disabilities. It promotes the development and expansion of early learning and care resources so parents of children with disabilities have access to childcare facilities that are better equipped to support the specific needs of their children.
Missed Opportunities
The bill FACT Oregon helped develop, the Student Success Plan for Students with Disabilities (SB 575), did not pass, although it had widespread support in both chambers. We will continue to advocate for statewide legislation that improves transparency, reduces disparities, supports family involvement in special education policies and practices, and boosts student outcomes.
The legislature also failed to allocate additional funds to expand Relief Nurseries (which provide critical support for families to help reduce child abuse) or increase access to early childhood programs like Preschool Promise, Oregon Prenatal to Kindergarten (OPK), or parenting education. Allocations for Early Intervention & Early Childhood Special Education (EI/ECSE) were also insufficient to fully fund access for all babies and preschoolers with developmental delays or disabilities. Advocates are currently working with Governor Kotek and legislative leadership to prevent cuts.