Bill Clark---Director of Special Services

Bailey Becker---MIS Clerk/Administrative Assistant

Katie Burnett---School Psychologist

Mary Bannwarth---School Social Worker

Caryn Gustin---Speech-Language Pathologist

Rita Swenson---Special Education Nurse

Jeannie Browning---Assistive Technology


Abby Dunford - Early Childhood Special Education Teacher

Margo Rudeen - K-3rd Grade Teacher

Annie Browning - 4-6 Grade Teacher

Rick Horton - 7-12 Interrelated Teacher

Jole Palmer - 7-12 Interrelated Teacher

Paige Meek - K-12 Low Incident Interrelated Teacher

Janice Briggs - Gifted Facilitator


Congratulations Eric Keel for taking the Silver Medal in the Special Olympics Bocce Ball Event. 


Enjoy A Good Book!

Check out these suggestions from Bookshare! Please contact Mrs. Browning if you would like more information or to have a book downloaded for you.


Available Area Services and Resources

Autism Speaks - Video Glossary


New Early Childhood Newsletter

The State Interagency Coordinating Council has initiated a new newsletter for early childhood personnel and families in Kansas. The newsletter will provide information, research, and resources concerning our youngest Kansans and their families. Be sure to check out their website regularly to see what’s new! 

You will find their newsletter here:





Gift Ideas for the Special Needs Child

Here's a Pinterest Board that has lots of gift ideas.

Amazon has quite a few pages of ideas for Special Needs children. also has some great ideas.

Thinkfun has several games that are fun and challenging at different levels.

Any kind of Technology including: Apple Ipad, Google Nexus  and the Kindle Fire HDX

In addition, Albert Pujols has teamed up with Toys R Us to provide tips for gift giving for differently-abled kids. Click this link to access Toys R Us. 

As well as anything that sparks their creativity and imagaination.


Pottawatomie-Wabaunsee County Infant & Toddler Services

Director's Message
          Mr. Bill Clark

Have you ever considered the use of an Amazon Echo, Tap or Dot for Accessibility Support?  Well, it might be something you will want to consider in the future.  Its use as an answer machine for students' questions is helpful when answering worksheets, study guides, reviewing, etc. The use of different skills in the app makes time limits for studying, to do lists, calendar events super easy.  In addition, the ability to follow along as the device reads a book through the Audible app is amazing. To read more about how and what one of these devices can do, check out this article:

As always, please let me if I can be of any assistance,, 785-449-2282.


Criteria for Peer Model Eligibility

  1. Children are between the ages of 3-5 (must be age 3 by June 1, 2017).

2.  Parents will be notified of peer model determination by June 1, 2017.

  1. Child must have attended the Spring 2017 Early Childhood Screening in order to be eligible to be a peer model.  Children must have age-appropriate articulation, language skills, adaptive skills, motor skills, social/behavioral skills, and cognitive skills.  These age-appropriate skills must be demonstrated throughout the school year. 
  1. Regular attendance is required.
  1. Child must be toilet trained.
  1. Child will attend two half day sessions per week.  Parents will be responsible for transportation of their child.  Session placement (day of week and time) will be determined by Special Education team in order to meet the Early Childhood classroom needs.  You will be notified of your child’s attendance days and times by the week prior to start date.
  1. Children must reside in the district.
  1. You must enroll your child during the regular district enrollment dates.  At that time, you will need to bring your child’s health assessment, social security number, a copy of their birth certificate, and immunization record.  You will also need to pay the enrollment fee of $20.  Your child may not attend until these requirements are met.
  1. Parents will be responsible for school supplies, milk money, snacks, and transportation.

Welcome to Special Services

The Mission Valley Special Services Department offers a wide range of programs and services provided for children ages 3 to 21 with special educational needs. The goal at Mission Valley is to support each child and address their individual needs. We work collaboratively with our  special education teachers, general education teachers, administration, support staff, and parents as we build teams that plan for student success in the resource room as well as the regular classroom.


How Does Special Education work in Kansas?
Special education and related services are support services for students with exceptionalities.  In order for a student to be eligible for special education and related services, the student must first be determined to have an exceptionality and need specialized instruction.  Once eligibility is determined, and IEP is developed and special education and related services can begin. 

Child Find

Child Find is an ongoing process that school staffs use in public and private  to locate and identify students who may need special education services.  In Kansas, Child Find for young children age birth through age 5 is called-----screening.  Schools should provide screenings within 30 days of the request for screening.  Screenings may consist of observations, interviews, and assessments that would identify a disability or developmental delay in the areas of communication,     thinking/reasoning development, social-emotional development, self-help/adaptive behavior, and/or physical  development.  For children in kindergarten through 12th gradechild find usually begins with general education interventions.  In most cases, when a child is determined to need support in addition to what the classroom teacher has provided, a team meeting is held and an intervention plan is developed.  This team will use an individual problem-solving process known as general education interventions.  The team is sometimes called a student support team, student improvement team, care team, or something similar.  The purpose of the team is to determine:  *which skills need further intervention  *what interventions will be provided  *how and by whom the intervention will be carried out  *what data will be collected to determine if the intervention is working, and  *how often the team will meet to review the progress of the child.  As part of their school improvement efforts, some schools in Kansas have implemented the Multi-Tier System of Supports (MTSS). In those schools, a framework of academic and/or behavioral interventions is developed and interventions are provided for any student who shows a need based on instructional data.  Documentation from the interventions can be used to develop effective instructional strategies to meet specific needs of students in the general education environment.  If the general education interventions are significant, beyond what could be provided by the general education and requires specially designed instruction, the team would refer the student for an initial evaluation.  

Initial Eligibility and Evaluation -  Initial eligibility means the process of collecting information about a student for the following purposes:  *to decide if the student has an exceptionality, based on eligibility criteria set by KSDE  *to decide if special education services are needed for the student to benefit from an educational program  *to identify the student’s individual educational strengths and needs to provide a basis for  appropriate  interventions  The evaluation must assess the student’s needs in all areas related to the suspected area of concern.  The evaluation results will be used to decide the student’s eligibility for special education and related services and to make decisions about an appropriate educational program for the student.  Parents will be provided prior written notice and be asked to provide written consent to allow the school to conduct the initial evaluation.  Parents are specifically named as members of the team that determines if a student is eligible for services.  Eligibility has two components:  1)  the student must have an exceptionality; and  2)  the student must have a need for special education and related services.  The team must be sure that the concerns are not the result of a lack of instruction in reading or math, or because the student has limited English ability.  Parents are to be given a copy of an evaluation report that documents the team’s  decision regarding eligibility and the reasons for that decision.  If it is determined that the student is not eligible for  special education services, the student improvement team meets again to consider other services that might be  appropriate (like migrant, bilingual, special reading or math enrichment programs) or a student may be eligible for  services under Section 504.

 For more information, please contact me at or 

Jeannie Browning,
Mar 30, 2016, 1:14 PM