· All students are entitled to a quality education.

· All students are entitled to learn in a positive and safe environment.

· Parents are an essential member of their child’s educational process.

· Learning is a shared responsibility among students, families, and staff.

To continue to improve the education, social-emotional growth, and post-secondary success of students with special needs.

Significantly, increased inclusion (least restrictive environment-LRE) opportunities. Last year 65% of students in self-contained, isolated classroom, This year only 40%. Students with increased general education opportunities when from 15% to 34%.

Revised procedures and processes to address areas of concern (LRE, discipline, timeliness of initial evaluations).

Employed special education case managers to oversee the special education processes and IEP meeting of all schools.

Instituted Response to Intervention (RTI) in all school to address students academic and behavioral needs without referring to special education as the only means of intervention.

Increased professional development opportunities for special education staff, service personnel ( social workers, speech therapists, school psychologists), case managers and RTI facilitators to ensure best practice implementation.

Increased Child Find opportunities, especially for students ages 3-5 years, to ensure early interventions.

Instituted early intervention literacy development for K, 1st, 2nd grade students.