Teaching & Learning


  • Board-Approved Core Curriculum

    Safe Oregon Tip Line

    Comprehensive Sexual Health Education Plan

    Student Investment Account (SIA) Plan

    District Continuous Improvement Plan

    Approval Request for Digital Media (Staff)


    High School Math Textbooks (Geometry, Algebra, Algebra II)

    ConnectEd (Elementary Reading)





    Teacher Proposal for Alternative Textbook Use - All teachers are expected to use the board-adopted curriculum for core subjects. To submit a request to use an alternative curriculum, please get approval from your building principal and then submit the form to Tiffanie Lambert for consideration. For a list of administrator approved curricular alternatives in Phoenix-Talent Schools, click here.


    Alternative Education

    Alternative education program options have been established and approved by the Board to meet the individual needs of students. These programs will be made available to students who are unable to succeed in the regular programs because of alternate learning styles or needs which may include the following:

    1. When two or more severe disciplinary problems occur within a three-year period;     
    2.  When attendance is so erratic the student is not benefiting from the educational program;
    3. When a student’s parent or guardian or emancipated student applies for exemption from compulsory attendance on a semiannual basis;
    4. When an expulsion is being considered;
    5. When a student is expelled.

    Examples of alternative education program options could include: on-line coursework, independent study and tutorial instruction. Individual notification of alternative education shall be hand-delivered and/or sent by certified mail. Every effort shall be made to provide parents with individual notification prior to an actual alternative school placement.


    Right to Request Teacher Qualifications

    Our school receives federal funds for programs that are part of the Elementary and Secondary Education Act (ESEA), as amended (2015).Throughout the school year, we will continue to provide you with important information about this law and your child's education. Based on current education law, teachers must have earned State certification and licensure. State certification and licensure is the training required to be a teacher. We are very proud of our teachers and feel they are ready for the coming school year. We are prepared to give your child a high-quality education. 

    You have the right to request information about the professional qualifications of your child’s teacher(s) or paraprofessional(s). A paraprofessional provides academic or other support for students under the direct supervision of a teacher. If you request this information, the district or school will provide you with the following as soon as possible: 
    a.if the teacher has met State certification and licensing requirements for the grade levels and subjects for which the teacher provides instruction; 
    b.if state certification and licensing requirements have been waived (is not being required at this time) for the teacher under emergency or other temporary status;  
    c.if the teacher is teaching in the field of discipline for which they are certified or licensed;  
    d.if the teacher has met State-approved or State-recognized certification, licensing, registration, or other comparable requirements. 
    These requirements apply to the professional discipline in which the teacher is working and may include providing English language instruction to English learners, special education or related services to students with disabilities, or both; and, if your child is receiving Title I or Special Education services from paraprofessionals, their qualifications. 
    Our staff are committed to helping your child develop the social, academic and critical thinking he or she needs to succeed in school and beyond.  That commitment includes making sure that all of our teachers and paraprofessionals are highly skilled. If you would like to request information about your child’s teacher(s) or paraprofessional(s), or if you have any questions about your child’s assignment to a teacher or paraprofessional, please contact the principal at your child’s school.

Special Education

  • Identifying Children with Disabilities 

    Phoenix-Talent Schools seeks assistance locating children with disabilities (birth through age 21) who have not graduated from high school and who are not currently attending or receiving other special services from public schools.  Oregon and federal law mandate educational services for children with disabilities.  Parents, guardians and anyone who knows of a child (ages 5 through 21) with a disability, currently not receiving educational services, are asked to call 541-535-7502 or email tiffanie.lambert@phoenix.k12.or.us.


    Phoenix-Talent Schools is committed to providing a rigorous and meaningful education for all students. The district provides a full continuum of services in order to meet the needs of all students experiencing a disability in order for them to lead fulfilling lives and succeed as citizens in our community.

    The Individual with Disabilities Education Improvement Act (IDEIA) is a federal special education law that requires school districts to provide a free appropriate public education (FAPE) to eligible children with disabilities.  A free appropriate public education means special education and related services, described in an Individual Education Plan (IEP) and provided to children in the least restrictive environment. 
    Phoenix-Talent Schools offer a wide range of services to meet the individual needs of students with disabilities. Highly trained staff team up with parents to evaluate and develop individual plans to support students with disabilities. If you have a concern that your child may have a disability, please contact your child's teacher or school principal. 

Federal Programs

  • Title I, Part A -- Improving Basic Programs: Title Ia provides supplemental resources to the district to ensure all children, particularly low-achieving children in the highest-poverty schools, have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and State academic assessments. District Parent Involvement Plan (click here)

    Teacher Qualifications: Parents of students in Title I schools have a right to know about teacher qualifications. That means parents may request and receive information regarding the professional qualifications of the students’ classroom teachers, including: (a) whether the teacher is state-certified; (b) whether a teacher is teaching under emergency or other provisional status; and (c) the baccalaureate degree major of the teacher and any other graduate degree major or certification.  Please direct inquiries to your school principal.

    Title II, Part A – Teacher and Principal Training and Recruitment Program: The purpose of Title II, Part A is to increase the academic achievement of all students by helping schools and districts improve teacher and principal quality and ensure that all teachers are highly qualified.

    Title III, Part A – Language Instruction for Limited English Proficient and Immigrant Students: The purpose of Title III is to benefit Limited English Proficient (LEP) children and immigrant youth. The Act states that LEP students must not only attain English proficiency but simultaneously meet the same academic standards as their English-speaking peers in all content areas.  Please contact Maria Lee for additional information. 
    Annual Report to the Legislature on English Language Learners​ 2021-22

Photo of teacher, Kerri Brooks, and student

Federal Programs

  • Talented and Gifted (TAG): Phoenix-Talent Schools are dedicated to identifying and providing for the unique academic and social emotional needs of Talented and Gifted students across the district. Please contact the building principal for more information about TAG identification and services. It is our goal to provide appropriate educational programs and services through instructional, curricular, and administrative modifications to create educational opportunities for TAG students that will maximize their individual potential. We believe that TAG students exist in all racial, ethnic, gender, and socioeconomic groups and we are committed to identifying them and providing appropriate services.

    Section 504 of the Rehabilitation Act prohibits discrimination based on disability. All staff and administrators have the responsibility of insuring that all students with disabilities are identified, evaluated and provided with needed accommodations and services, resulting in a free appropriate public education.