It is our mission to promote collaborative relationships among agencies and families in order to maximize our children’s potential and build respect for cultural values and family choices.
Since 1987, the Public School System, in collaboration with the Department of Public Health, has provided Early Intervention Services to eligible infants and toddlers and their families. The Public School System, as the lead agency, is responsible for the general supervision, monitoring and implementation of Early Intervention Services within the CNMI.
Family Centered Services are designed to support families in fulfilling their role as parents and to meet the developmental needs of children birth to three years old with disabilities or developmental delays in a culturally diverse community.
It is the Public School System’s goal to ensure:
- All infants and toddlers with disabilities or developmental delays are identified, evaluated, and provided early intervention services by qualified individuals.
- All eligible infants and toddlers and their families receive early intervention services in natural environments appropriate for the child.
- The outcomes for infants and toddlers and their families are enhanced by family-centered supports and services.
- That all children and families are provided supports and services needed to ensure a smooth transition when they exit Early Intervention Program.
Early Intervention Staff and Providers
Robin Lizama Palacios, MA SpEd
|Family Partnership Advocate
Maria Balajadia, B.S
Nace Soalablai Jr
Janelle A. Cepeda
Jonisa DLG Sanchez, MEd. SpEd
Peter Ryan Mendiola, MA
Pam Carhill, MPT
Aljay Ryan Figueroa, PT
Karri Fisher, OT
|Speech Language Pathologist
Keokia Mendiola, MA CCC-SLP
A child qualifies for Early Intervention Services if he/she displays at least a 25% delay in one or more of the developmental areas OR is born with an Established Condition.
Developmental Age Chart
Interagency Coordinating Council (ICC)
US Office of Special Education Programs (OSEP) Determination
2018 Determination Letter
2017 Determination Letter
2018 Results Driven Accountability Matrix
2017 Results Driven Accountability Matrix
2018 CNMI Part C Data Rubric (FFY2016)
2017 CNMI Part C Data Rubric (FFY2015)
Part C Grant Application
Part C Application 2019
Public Awareness Participation Notice 2019
Part C Application 2018
Public Awareness Participation Notice 2018
Early Intervention Directory
State Systemic Improvement Plans
SSIP Phase III Year 2
SSIP Phase III
SSIP Phase II
SSIP Phase I
Theory of Action
State Performance Plans and Annual Performance Reports
2016 Part C State Performance Plan Report
ICC Certification for 2016 State Performance Report
2015 Part C State Performance Plan Report
ICC Certifcation for 2015 State Performance Report
View Archived SPPs and APRs
ANNUAL 618 DATA REPORTS
As required by the US Office of Special Education Programs, Part C of the Individuals with Disabilities Education Act, the Public School System Early Intervention Program takes an unduplicated child count on December 1 of each year of infants and toddlers who have an individualized family service plan on December 1 of each year. The count is sent to the US Office of Special Education Programs.
2017 – 2018 Part C Exits
2017 – 2018 Part C Dispute Resolutions
2017 – 2018 Part C Child Count & Settings
Baby Fact Sheet
Early Learning Guidelines
Family Guide to Outcome Measurement Process
Early Intervention Procedural Manual
Policies and Procedures Revised June 2012
Click here to be redirected to our archives page.
For more information about Early Intervention services contact:
Robin Palacios, Early Intervention Program Director
EARLY INTERVENTION PROGRAM
PO Box 501370 CK
Saipan MP, 96950
Tel: (670) 664-4841; (670) 483-3903
Fax: (670) 664-4846
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
Nora Pangelinan, Data Manager and Compliance Program Manager
Donna Flores, Personnel and Compliance Program Manager
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.
2019 Part B Grant Application
2018 Part B Grant Application
2018 Part B Grant Award Letter
2018 Grants to States Summary
FEDERAL AND LOCAL APPROPRIATIONS
FFY 2018: Federal Funds: $4,839, 486.00
Local Appropriations: $1,452,010.00
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
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)
Pre-Employment Transition Services
ANNUAL 618 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.
CHILD COUNT and EDUCATIONAL ENVIRONMENTS
2017-2018 age 3 to 5 Child Count
2017-2018 age 6 to 21 Child Count
MAINTENANCE OF EFFORT
FFY 2016 Northern Marianas MOE and CEIS
2017-2018 Exit Report
2017-2018 Discipline Reports
2017-2018 Dispute Resolution Report
2017-2018 Personnel Report
2017- 2018 Reading and Math State Assessment
2016-2017 PSS Accountability Report
2016-2017 CNMI PSS Academic Achievement Report
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
ANNUAL PERFORMANCE REPORTS
FFY 2016 Part B State Annual Performance Report
FFY 2015 Part B State Annual Performance Report
FFY 2014 Part B State Annual Performance Report
FFY 2013 Part B State Annual Performance Report
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.
State Systemic Improvement Plan Phase III Year 2
State Systemic Improvement Plan Phase III
State Systemic Improvement Plan Phase II
State Systemic Improvement Plan Phase I
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.
2018 CNMI State Determination Letter
2018 CNMI Compliance Matrix
2017 CNMI State Determination Letter
2017 CNMI Compliance Matrix
ASSESSMENT AND PARTICIPATION ACCOMMODATION
CNMI Accommodations Manual
For more information about Special Education services contact:
Suzanne Lizama, Special Education Department Director
SPECIAL EDUCATION PROGRAM (Bldg. #1224)
PO Box 501370 CK
Saipan MP, 96950
Tel: (670) 237-3029/3012
Fax: (670) 664-3774