Student & Support Services


The Office of Student & Support Services supervises CNMI PSS programs that provide pathways and build capital for families, teachers, staff and students in order to create and support academic, social-emotional, college/military/career and life enhancing opportunities.

Below you will find program reports for our Early Intervention, Special Education, Americorps, and JROTC programs.

Mission

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.

Background

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.

Goals

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

Position Name
Director Robin Lizama Palacios, MA SpEd
Administrative Officer Esther Tilipao
Data Clerk Janelle A. Cepeda
Teachers Jonisa DLG Sanchez,  MEd. SpEd
Peter Ryan Mendiola, MA
Sylvia Leon Guerrero, BA
Physical Therapist Pam Carhill, MPT
Service Coordinators Dolores Itibus

 

Eligibility Criteria

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
Established Condition

Interagency Coordinating Council (ICC)

ICC By-Laws
ICC Membership

US Office of Special Education Programs (OSEP) Determination

2017 Determination Letter
2017 CNMI Data Rubric
2017 Results Driven Accountability Matrix

Part C Grant Application

2017 IDEA Part C Allocation Table
Part C Application 2017
Public Participation Notice 2017
2017 IDEA Part C Grant Award Letter

Central Directory

Early Intervention Directory

State Systemic Improvement Plans

SSIP Phase III
SSIP Phase II
SSIP Phase 1
Theory of Action

State Performance Plans and Annual Performance Reports

2015 Part C State Performance Plan Report
ICC Certifcation for 2015 State Performance Report
View Archived SPPs and APRs

Family Resources

Early Learning Guidelines
Family Guide to Outcome Measurement Process
2017-2018 Calendar

Other Documents

Policies and Procedures

 

For more information about Early Intervention Services call us at 664-4840 or stop by C*DAC for FREE Developmental Screenings.

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
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.

2017 Part B Grant Application
2017 Part B Grant Award Letter
2017 Grants to States Summary

FEDERAL AND LOCAL APPROPRIATIONS

FFY 2017: Federal Funds: $4,839, 486.00
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)

PARENTS RESOURCES

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.

2015-2017

CHILD COUNT

2016-2017 age 3 to 5 Child Count
2016-2017 age 6 to 21 Child Count

EDUCATIONAL ENVIRONMENTS

2016-2017 age 3 to 5 Environments
2016-2017 age 6 to 21 Environments

MAINTENANCE OF EFFORT

FFY 2015 Northern Marianas MOE and CEIS

EXITING

2015-2016 Exits Report

DISCIPLINARY REMOVALS

2015-2016 Discipline Reports

DISPUTE RESOLUTION

2015-2016 Dispute Resolution Report

PERSONNEL

2015-2016 Personnel Report

ASSESSMENTS

2015 Math Assessment Part B
2015 Reading Assessment Part B
2014 PSS Accountability 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

Complete SPP

ANNUAL PERFORMANCE REPORTS

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
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.

2017 CNMI State Determination Letter
2017 CNMI Compliance Matrix

ASSESSMENT AND PARTICIPATION ACCOMMODATION

CNMI Accommodations Manual

For more info contact:

Yvonne R. Pangelinan, Associate Commissioner for Student & Support Services

OFFICE FOR STUDENT & SUPPORT SERVICES (Currently at JROTC #1257)
PO Box 501370 CK
Saipan MP, 96950

Tel: (670) 237-3013, (670) 783-8682, (670) 322-6760
Email: yvonne.pangelinan@cnmipss.org