Describes the special education program and services that are
provided within a school district and those special education
programs and services which are accessed by the school district
from outside the school district’s geographical boundaries
Reflects on going programs and services and incorporates
anticipated changes in programming as a result of improvement
planning and other factors
Highly qualified staff
Full continuum of special education programs
Inclusion of all district students for a part of their day
Seven Autism Initiative classrooms
School based mental health programs
Use of research based educational programs
Use of technology to allow special education students to access
their learning interventions to track student progress
Building level data teams who review student progress and
make appropriate
Transition coordinator at the HS level
Job coaching available to students at the High School
Specialized nursing services
Social skills groups run at all level
Supplemental behavioral support for each building
Total Enrollment
Total Special Education Enrollment
Percent Special Education
LEA STATE
3,940 1,765,367
523
268,466
13.3% 15.2%
Percent of Special Education Enrollment by Disability
LEA
STATE












Autism
Deaf-Blindness
Emotional Disturbance
Hearing Impairment Including Deafness
Intellectual Disability (Mental Retardation)
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment Including Blindness
10.1%
-----10.3%
-----7.3%
----------11.9%
35.6%
19.9%
-----------
7.9%
0.0%
8.6%
1.0%
7.1%
1.1%
0.3%
10.1%
46.9%
16.2%
0.3%
0.4%
SPECIAL EDUCATION DATA REPORT
SCHOOL YEAR COMPARISON 2002 TO 2011
Percent of Special Education Enrollment by Disability
LEA 2002

Autism
4.2%

Deaf-Blindness
0.0%

Emotional Disturbance
10.1%

Hearing Impairment Including Deafness 1.1%

Intellectual Disability (Mental Retardation) 7.2%

Multiple Disabilities
1.3%

Orthopedic Impairment
0.7%

Other Health Impairment
7.4%

Specific Learning Disability
39.8%

Speech or Language Impairment
27.4%

Traumatic Brain Injury
0.2%

Visual Impairment Including Blindness
0.7%
LEA 2011
10.1%
-----10.3%
-----7.3%
----------11.9%
35.6%
19.9%
-----------
Children with disabilities have access to the general
curriculum, and participate in State and local assessments
Children with disabilities are educated, to the maximum
extent appropriate, with their non-disabled peers and are
provided with supplementary aids and services
School entities provide access to a full continuum of
placement options
SE Inside Regular
Class 80% or More
SE Inside Regular
Class Less than 40%
SE In Other
Settings
LEA
62.3%
8.9%
4.5%
State
61.0%
9.6%
4.3%
SPP
65.0%
8.0%
3.3%
Autism Initiative Framework
Increased Instructional Time
Research Based Programs delivered with fidelity
Student Needs
Behavioral Issues
Policies must be up to date
Positive School-wide Behavior Supports
School Based Mental Health Services
Functional Behavioral Assessments
Individualized Behavior Support Plans
Staff Training
Identification Method for Learning Disabled Students
Foster Student Oversight
Incarcerated Student Oversight
Intensive Interagency Supports
The focus of our professional development will be on the Verbal
Behavior Project whose main goal is to establish public school
classrooms that provide teaching procedures using Applied
Behavior Analysis and the Analysis of Verbal Behavior to
improve communication, social and other relevant skills for
students with autism.
The district is upgrading to Read 180 the Next Generation which
includes more rigor, more writing, more nonfiction, and more
independent practice with text than the previous version. Read
180 is a comprehensive system of curriculum, instruction,
assessment, and professional development proven to raise
reading achievement for struggling readers in grades 4–12+. This
program is designed for any student reading two or more years
below grade-level; READ 180 uses adaptive technology to
individualized instruction for students and provides powerful
data for differentiation to teachers.
Functional Behavioral Assessment
Positive Behavior Support
Community of Caring
Non-violent Crisis Intervention
Teacher Assistants
Personal Care Assistants
Focus on post high school opportunities and community
resources for exceptional students
 college programs
 supports coordination agencies
waiver funding
Office of Vocational Rehabilitation
 person centered planning process
Student Achievement
Effective Progress Monitoring Tools
Research Based Intervention Programs
Access to the regular education curriculum
Standards based IEPs
Supplementary Supports
Special Education Staff
Regular Education Staff
Parent and staff trainings