PURPOSE OF SPECIAL EDUCATION
Special Education, as defined by the Individuals with Disabilities Education Act, (IDEA), is specially designed instruction, at no cost to the parents, to meet the unique needs of children with disabilities. Special Education is funded through the US Office of Special Education Programs (OSEP) and local appropriations.
The propose of special education is to ensure all children with disabilities, 3 to 21 years old, are located, identified and have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living and to ensure the rights of children with disabilities and their parents are protected. There are 13 disabling categories as specified by the Individuals with Disabilities Education Act: Autism, Deaf-Blind, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairments, Other Health Impaired, Emotional Disturbance, Specific Learning Disability, Speech and Language Impaired, Traumatic Brain Injury, Visual Impairment including Blindness and Developmental Delay (up to age 9).
SPECIAL EDUCATION PROGRAM GOALS
It is the Public School System’s goal to ensure all children with disabilities are identified, located and provided a Free Appropriate Public Education in the least restrictive environment that prepares them for future education, employment and independent living.
IMPROVING RESULTS FOR CHILDREN WITH DISABILITIES PROGRAM OUTCOMES
- To increase the graduation rates of students with disabilities
- To decrease the rate of dropouts for students with disabilities
- To ensure all students with disabilities participate in state wide assessments
- To decrease the discrepancy between the rate of suspension and expulsion between students with disabilities and without disabilities
- To increase the percentage of students served in regular classrooms for at least 80% of the day
- To increase the percentage of parents who report schools facilitated parent involvement as a means of improving services and results for children with disabilities.
- To ensure all children referred to special education are evaluated in a timely manner
- To ensure all children transitioning from the early intervention program have an IEP in effect by their 3rd
- To ensure all children with IEPs aged 16 and above will include appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals.
- To increase the percentage of students no longer in school, who are enrolled in higher education within one year of leaving high school, or are employed or in some post secondary education and training program.
- To ensure the general supervision system, including monitoring, complaints, hearings, identifies and corrects noncompliance as soon as possible but in no case later than one year from identification.
SPECIAL EDUCATION ADMINISTRATION
The Special Education Program fall within the Office of Student Support Services and is administered by:
Suzanne Lizama, Director, Special Education Program
Laura Brown, Assistant Director and Compliance Monitor
Nora Pangelinan, Data Manager
Donna Flores, Recruitment and Personnel Development Coordinator
Natalie Suda, Administrative Assistant
Lorie Baulechong, Administrative Assistant
Leah Montealegre, Secretary
GRANT APPLICATION PROCESS
The Public School System Special Education Program is required to submit an annual grant application to the US Office of Special Education Programs (OSEP) in order to receive special education federal funds. The grant application must be publicly circulated for 60 days with a 30 day public comment period and public hearings must be conducted if there are new or revised to policies or procedures prior to the grant submission.
FEDERAL AND LOCAL APPROPRIATIONS
FFY 2014: Federal Funds: $4,831,832.00
Local Appropriations: $1,300,000.00
SPECIAL EDUCATION PROCEDURE MANUAL
The Special Education Procedure Manual is a resource manual for parents, school administrators and teachers which provides a description of how the Special Education will carry out and implement the requirements of the Individuals with Disabilities Education Act.Special Education Policy and Procedure (Revised March of 2012)
The Special Education Program ensures that all parents of children with disabilities are provided a copy of the Procedural Safeguards (Parents Rights) at least once a year or any time a parent files a complaint or due process hearing.Procedural Safeguards (Parent Rights)
ANNUAL DATA REPORTS
As required by the US Office of Special Education Programs, Part B of the Individuals with Disabilities Education Act, the Public School System Special Education Program takes an unduplicated child count on December 1 of each year of children 3 to 21 years old who have an individualized education program on December 1 of the year. The count is sent to the US Office of Special Education Programs.
MAINTENANCE OF EFFORT
FFY 2014 MOE
Exit Basis by Age
Disciplinary Removal by Disability
2014-15 Dispute Resolution
STATE PERFORMANCE PLAN AND ANNUAL PERFORMANCE REPORT
In 2005, The Public School System Special Education Program was required to submit a State Performance Plan (SPP) and annually in February, PSS submits an Annual Performance Report (APR) on the Public School Systems progress towards meeting the program outcomes and performance targets. Program year refers to program activities from July 1 of the year to June 30 of the year.
STATE PERFORMANCE PLAN
STATE SYSTEMIC IMPROVEMENT PLANS
In school year 2013-2014, the Office of Special Education Programs (OSEP has developed a Results Driven Accountability (RDA) system to better align its activities and use of resources to more effectively support States’ capacity to drive systems change that leads to improved results at the local level. The State Systemic Improvement Plan (SSIP) framework as a major focus of States and OSEP’s efforts in improving results for children with disabilities.
US OFFICE of SPECIAL EDUCATION PROGRAMS (OSEP) DETERMINATION
The US Office of Special Education Programs, upon review of the SPP’s and APR’s provides the Public School System with a Determination as to whether the Public School System meets the requirements of Part B of the Individuals with Disabilities Education Act.