Bill Clark---Director of Special Services
Bailey Becker---MIS Clerk/Administrative Assistant
Katie Burnett--- Licensed School Psychologist
Mary Masilionis---School Social Worker
Caryn Gustin---Speech-Language Pathologist
Rita Swenson---Special Education Registered Nurse
Jeannie Browning---Assistive Technology
Sara Carrier - Early Childhood Special Education Teacher
Margo Rudeen - K-6 Interrelated Teacher
Annie Browning - K-6 Interrelated Teacher
Autumn Bohn - 7-12 Interrelated Teacher
Kasi Kraus - 7-12 Interrelated Teacher
Paige Meek - K-12 Low Incident Interrelated Teacher
Sarah Reynolds - Gifted Facilitator
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.
ESI Emergency Safety Interventions
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 grade, child 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.
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You can find the Healthy Smiles consent form allowing them to conduct a screening on your child's teeth. They are not scheduling sealants at this time. Please find the consent form here .