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
||Nace Soalablai Jr
||Janelle A. Cepeda
||Jonisa DLG Sanchez, MEd. SpEd
Peter Ryan Mendiola, MA
Sylvia Leon Guerrero, BA
Pam Carhill, MPT
Lauren Elizabeth Ferre, DPT
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
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
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
Early Learning Guidelines
Family Guide to Outcome Measurement Process
Policies and Procedures
For more information about Early Intervention Services call us at 664-4841 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)
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.
2016-2017 age 3 to 5 Child Count
2016-2017 age 6 to 21 Child Count
2016-2017 age 3 to 5 Environments
2016-2017 age 6 to 21 Environments
MAINTENANCE OF EFFORT
FFY 2015 Northern Marianas MOE and CEIS
2015-2016 Exits Report
2015-2016 Discipline Reports
2015-2016 Dispute Resolution Report
2015-2016 Personnel Report
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
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