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STUDENT SUPPORT SERVICES: Special Education Services
Overview: Special education services (SPED) are provided to students who have a legally defined learning disability and/or handicapping condition. Under the federal Individuals with Disabilities Education Act (IDEA), schools are required to provide personnel and services as determined in Individual Educational Plans (IEP)

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	SCHOOL BOARD	SUPERINTENDENT	PRINCIPAL
	What policies do we have in this area? What are the numbers and percentages of students in SPED, and what are the trends? Are we optimizing the benefits of external funding for SPED? Are procedures in place for designating a student as qualified for SPED? Do the schools assess the performance of students in SPED, and what are the trends in performance? Are we meeting the federal and state requirements for SPED? Have we optimized parental participation in SPED? What are the professional development needs of our SPED staff?	What is the philosophy/practice (inclusions; resource rooms)? How are disabilities manifested by percentage? What programs and resources exist? How does the board/community view special education? Are special education resources/expenditures proportional to school populations?	What is the school’s comprehensive system of support services? Who is responsible for the delivery of those programs? How are they integrated within the school? Across the district/SU? Across agencies and other collaboratives? Working with the central office, what are the trends that are seen in each area, and what long-range planning must take place? At transition points in the district, how are teams determined and plans communicated? What are the requirements of NCLB, etc? Who is the LEA representative?
	Review policies around SPED. Receive report from superintendent regarding data on student numbers and performance. Review budget resources allocated to SPED professional development.	Review data on special education NSRE Audits by DOE Survey parents and teachers on effectiveness of services and programs. Conduct budget analysis (revenue/expenditures). Review staffing patterns. Explore collaborative models for specific populations. Review state and federal requirements (program/staffing and curriculum). Review board policies and procedures.	Gather and review all documents that outline the comprehensive student support system. Promote links between classroom teachers and SSS staff. Review criteria for hiring and supervision of support staff. Review past service plans and budgets to determine alignment. Ensure that data is available, gathered, and analyzed as part of the action plan. Determine professional development needs and work with central office to develop a program, prioritize needs, and ensure delivery of that program.