The Pupil Personnel Services Department oversees a number of programs and services that support students, parents, and the community. As professional educators, whether our role is in general education, special education, or administration, we believe it is our collective responsibility to support all students to meet this objective. We understand the essential role parents and guardians have in student educational progress and are committed to fostering effective parent/school collaboration toward the best interests of students.
ENGLISH AS A SECOND LANGUAGE (ESL)
Supports are available for students in grades K-12 who have a language other than English as their primary or home language and who are not yet English language proficient. The program provides assessment, interventions, and monitoring services. It is designed in accordance with mandated state policies and procedures.
HOME INSTRUCTION SUPPORT
Home instruction is a special education service provided for students who cannot attend school due to significant physical or mental health reasons. Services are determined on an individual basis. Home instruction is generally provided in the child's home. Home instruction is designed to assist students so that they do not fall behind in classes. It is a temporary service and is not designed to replace classroom instruction.School Health Services
SCHOOL HEALTH SERVICES
School nurses facilitate positive student responses to normal development, promote health and safety, intervene with actual and potential health problems, provide case management services, and actively collaborate with others to build student and family capacity for adaptation, self-management, self-advocacy, and learning.
SCHOOL PSYCHOLOGICAL SERVICES
School psychological services support families, school, and the community in meeting the academic and mental health needs of students.
The school psychologists:
STUDENTS WITH DISABILITIES
Consult with parents, teachers, and other professionals to promote student well being and achievement.
Develop special prevention and intervention programs for students.
Advocate sound educational practices for all students.
Provide formal assessments of a child's abilities, learning styles, emotional development, and social skills
The American’s with Disabilities Act (A.D.A.) and Section 504 of the Rehabilitation Act (Section 504) prohibit discrimination against persons with a disability in any program receiving Federal financial assistance. This protection applies not just to students, but to all individuals who have access to the District’s programs and facilities.
The laws define a person with a disability as anyone who:
A. Has a mental or physical impairment
that substantially limits one or more major life activities;
B. Has a record of such an impairment; or
C. Is regarded as having such an impairment.
PROCEDURES FOR IDENTIFICATION PROCESS
The District has specific
responsibilities under these two laws, which include identifying, reviewing
and, if the child is determined to be eligible, affording access to appropriate
Additionally, in accordance with State and Federal mandates, the District seeks out, assesses and appropriately services students with disabilities. Staff members use a comprehensive child study process to systematically screen, assess and, if appropriate, place students in special education and related services. Students are entitled to a free appropriate public education in the "least restrictive environment.".
A student can access special education and related services through the proper evaluation procedures. Parent involvement in this procedure is important and required by Federal (IDEIA), A.D.A. Section 504) and State law. If a parent would suspect their child would have a disability and inform a district staff member, the staff member will contact the relevant staff (Special Education Supervisor, Director of Pupil Personnel, building principal, and the building guidance counselor) when an evaluation request is received. The district will, within 30 days or receipt of a request for an evaluation from either a parent of a child or a public agency, either obtain parental consent for an initial evaluation or provide to the parent prior written notice stating that the school district does not suspect a disability and will not be conducting an evaluation. Also, a parent may contact the Director of Pupil Personnel or the Special Education Supervisor at (937) 325-7615 to inquire about making a request for a special education evaluation procedures concerning the identification process (IAT/RTI) programs, and services provided for identified children.