Orthopedically handicapped children in Louisiana will become productive members of society.

The mission of the Louisiana Special Education Center is to provide special education programs and related services maximizing each student's potential toward successful integration into the mainstream of society.

A residential, community-based facility is a viable and essential placement alternative in the delivery of service options. The philosophy of the Louisiana Special Education Center is to serve a vital place and purpose in the special education delivery model continuum by implementing educational practices and treatment procedures commensurate with the most promising quality indicators germane to the students being served in a residential milieu.

1. The Louisiana Special Education Center will assure that all students at the facility will receive quality special education services through programmatic, functional activities.
2. The Louisiana Special Education Center will assure that all residential students receive quality intermediate care through programmatic, functional activities.

The mission of the Administrative/Support Services Program is to provide support services for the Instructional and Residential Programs.

The Administrative/Support Services Program will provide the direction needed to operate and maintain all functions necessary for the efficient operation of the Center.

To maintain through 2003, Administrative/Support Services Program costs as a percentage of total appropriation not to exceed 27%, excluding capital outlay projects, acquisitions, and major repairs.

The Director of Finance will monitor annual appropriations and Administrative/Support Services Program costs and report to the Superintendent variances from expected results

Input:

Administrative/Support Services Program costs.

Output:

Administrative/Support Services expenditures as a percentage of the total appropriation.

Outcome:

Administrative/Support Services expenditures as a percentage of the total appropriation.

Efficiency:

Administrative/Support Services expenditures per student.

The mission of the Instructional Services Program is to provide educational services through a total program designed to "mainstream" or return the individual to his or her home parish as a contributor to society.

The Instructional Services Program will provide training and maximize the independent capabilities of each student so that they can be placed in the mainstream of a normalized life.

By 2003, 95% of the school's students will achieve at least 70% of their annual Individual Educational Plan (IEP) objectives.

STRATEGY 1.1:

Teachers will closely monitor student's IEP's and utilize lesson plans designed to enable students to accomplish their IEP objectives.

STRATEGY 1.2:

The Principal will consult with teachers each six weeks to monitor student's achievement of IEP objectives.

STRATEGY 1.3:

The IEP committee will utilize prior year achievement data in determining new IEP objectives.

Input:

Number of students having an IEP.

Output:

Number of students who made satisfactory progress toward their annual IEP goals.

Outcome:

Number of students who achieved 70% of their annual IEP goals.

Efficiency:

Percentage of students who achieved 70% of their annual IEP goals.

By 2003, 70% of students exiting from the Instructional Program (other than withdrawals) will enter the workforce, post-secondary/vocational programs, sheltered workshops, group homes or complete requirements for a state diploma or certificate of achievement.

STRATEGY 2.1:

Teachers, counselors, and supervising teachers will develop and implement Individual Transition Plans (I.T.P.'s) and Individual Education Plans (I.E.P.'s) to meet the student's needs so that they can become self-sufficient adults in the community.

STRATEGY 2.2:

The IEP committee will utilize prior year achievement data in determining new IEP goals (including high school diploma, G.E.D., or certificate of achievement).

Input:

Current and prior year number of students in the Instructional Program.

Output:

Number and identification of students eligible to enter the workforce, post- secondary/vocational programs, sheltered workshops, group homes or complete requirements for a state diploma or certificate of achievement.

Outcome:

Number of students who entered the workforce, post-secondary/vocational programs, sheltered workshops, group homes or completed requirements for a state diploma or certificate of achievement.

Efficiency:

Percentage of eligible students who entered the workforce, post-secondary/ vocational programs, sheltered workshops, group homes or completed requirements for a state diploma or certificate of achievement.

The mission of the Residential Services Program is to provide total residential care including training and specialized treatment services to orthopedically handicapped individuals to maximize self-help skills for independent living.

The Residential Services Program will provide training through independent living and habilitative objectives individualized to develop and/or maintain daily living skills, and to enable the client to develop the highest level of self-care, transitional, and vocational skills at which he or she is capable of functioning.

By 2003, not less than 70% of the Center's residential students will show improvement in at least one of the six life domains (educational, health, housing/residential, social, vocational, behavorial) as measured by success on training objectives outlined in the Individual Program Plan (IPP).

STRATEGY 1.1:

At the annual Interdisciplinary Team staffing for each client, the Qualified Handicapped Professional (QHP) will present for the Team's approval the IPP designed to foster growth in independent living and self-care skills for the client.

STRATEGY 1.2:

At least every 90 days the QHP will conduct a formal review of the progress demonstrated by the client toward achieving success on his or her resident training objectives. If indicated, the QHP may request an I.D. Team meeting to modify programming in training to more appropriately meet the client's needs.

STRATEGY 1.3:

At least annually, the I.D. Team will conduct a formal assessment of the client's progress in resident training, and a written evaluation, the Total Care Plan, will be presented to the Team, the client, and family for review.

Input:

Number of clients addressing IPP resident training objectives as documented by the Total Care Plan.

Output:

Number of clients making progress on IPP resident training objectives as documented by 90-day reviews.

Outcome:

Number of clients achieving success on IPP resident training objectives as documented by annual formal assessment.

Efficiency:

Percentage of clients achieving success on IPP resident training objectives as documented by annual formal assessment.

R.S. 17:1-42 of 1952

Establishment of the Louisiana Special Education Center to provide educational programs for orthopedically handicapped children of Louisiana and governed by the Board of Elementary and Secondary Education.

Title 39:87.1-.4 effective July 15, 1997

Set-up performance budgeting and accountability for each Louisiana state agency with a separate budgetary unit, thus requiring goals and objectives for the Administrative/ Support Services, Instructional Services, and Residential Services programs of Louisiana Special Education Center.

Seventy-five (75) orthopedically handicapped residential students and three (3) to five (5) day students (Rapides Parish non residential students) receive direct administrative services such as maintenance of client fiduciary funds and indirect administrative and support services such as maintenance of facility buildings and grounds, payroll and record keeping for the Center's employees, and support services for the Instructional Services and Residential Services Program.

Seventy-five (75) orthopedically handicapped residential students and three (3) to five (5) day students (Rapides Parish non residential students) receive educational and theraputic services to maximize the independent capabilities of each student.

Seventy-five (75) orthopedically handicapped residential students receive total residential care including training and specialized treatment services on a twenty- four (24) hour basis three hundred sixty five (365) days a year.

Achievement of Objective 1 (by 2003, 95% of the school's students will achieve at least 70% of their annual Individual Educational Plan (IEP) objectives) and Objective 2 (by 2003, 70% of students exiting from the Instructional Program (other than withdrawals)will enter the workforce, post-secondary/vocational programs, sheltered workshops, group homes, or complete requirements for a state diploma or certificate of achievement) might be adversly affected by increasing severe health and medical problems associated with the school's student population.

Achievement of Objective 1 (by 2003, not less than 70% of the Center's residential students will show improvement in at lease one of the six life domains (educational, health, housing/residential, social, vocational, behavorial) as measured by success on training objectives outlined in the Individual Program Plan (IPP)) might be adversly affected by increasing severe health and medical problems associated with the school's student population.