Student Services & Special Programs

• IDEA Public Notice 
• Parent Guide to Special Education 
• Parents Bill of Rights (English) 
• Parents Bill of Rights (Spanish)
• Procedural Safeguards Notice (English) 
• Procedural Safeguards Notice (Spanish) 
• Public Notice Section 504 
• Public Notice Surrogate Parent 

The Lebanon School District offers an intensive program of instruction in English by personnel trained in recognizing language and cultural differences for students identified as Limited English Proficient (LEP). Special language support is offered for attaining English language proficiency while taking into account the students’ learning experiences. The Lebanon School District’s ESL program consists of research-based models and strategies known to increase language abilities and academic achievement in the areas of reading, writing, listening, speaking and comprehending the English language. The ESL curriculum implements language instruction that develops the English language proficiency that ESL students need to meet the same academic content and achievement standards set for all students.

Homebound Instruction is for students unable to attend school due to various physical, behavioral, or emotional difficulties.  A Homebound Application must be approved by the Homebound Coordinator prior to this service being provided.  To be considered, the homebound application must be completed & signed by a MD, DO, psychiatrist, or psychologist. 

If approved, Homebound Instruction will be provided according to the current school year calendar.  Instruction will not be provided during Christmas vacation, spring break, school holidays, or during the summer.  The time allowed by the Missouri State Department of Education for their reimbursement is five hours weekly.  Therefore, assignments left by the homebound teacher must be completed between visits. However, IEP Teams have some flexibility in determining weekly hours.

The length of time approved for Homebound Instruction varies depending primarily on the student's condition.  In the event Homebound Instruction needs to be extended beyond the original approved application time, written notification from the attending physician, psychiatrist, or other state required professional must be submitted to the school district prior to the possible extension of homebound services.  It then must be approved again.

Section 504 of the Rehabilitation Act of 1973 was the first significant federal legislation to prohibit discrimination against individuals with disabilities.  It applies to programs and entities that receive federal financial assistance.

No otherwise qualified individual with a disability in the United States shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.

There are three ways that a person may qualify as an individual with disabilities under the regulations. A person is considered disabled under Section 504 if s/he:

1. Has a physical or mental impairment which substantially limits one or more major life activities.  Examples include walking, learning, hearing, caring for one's self, performing manual tasks, speaking and breathing. The term does not cover children disadvantaged by cultural environmental or economic factors. And, the term does not include individuals currently engaging in the illegal use of drugs. 
2. Has a record or history of such an impairment (e.g., a student with learning disabilities who has been decertified as eligible to receive special education under the IDEA; a student who had cancer; a student in recovery). The term includes children who have been misclassified (e.g., a non-English speaking student who was mistakenly classified as having an intellectual disability).
3. Is regarded as having such an impairment. A person can be found eligible under this section if s/he:

a.  has a physical or mental impairment that does not substantially limit a major life activity but is treated by the district as having such a limitation (e.g., a student who has scarring, a student who walks with a limp);

b.   has a physical or mental impairment that substantially limits a major life activity only as result of the attitudes of others towards such impairment (e.g., a student who is obese); or

c.   has no physical or mental impairment but is treated by the district as having such an impairment (e.g., a student who tests positive with the HIV virus but has no physical effects from it).

It is the policy of the Lebanon School District to provide students with disabilities between the ages of three to 21 years, a free and appropriate public education (FAPE).  The term "students with disabilities" includes all students defined as "handicapped" and "severely handicapped" in accordance with 162.675(2)(3) RSMo and the Individuals with Disabilities Education Act (IDEA). 

Special education classes and services are offered for preschool & school-aged students with the following educational disabilities:

• Blind
• Deaf
• Deaf/Blind
• Educationally Autistic
• Emotionally Disturbed
• Hearing Impaired
• Learning Disabilities
• Intellectually Disabled
• Multiple Disabilities
• Physical/Other Health Impaired
• Traumatic Brain Injury
• Visually Impaired
• Young Child with Developmental Delay

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Educational Surrogate Information

The Lebanon School District partners with the Missouri Department of Elementary and Secondary Education (DESE) to recruit and support educational surrogate volunteers.

 

What Is an Educational Surrogate?

An educational surrogate is a trained volunteer who acts in place of a parent to ensure that students with disabilities receive the services and support they need when a parent or guardian is not available.

 

Who Needs an Educational Surrogate?

Educational surrogates may be appointed for:

• Children who are wards of the state or in foster care.

• Students whose parents cannot be located.

• Students whose parents are unavailable or unable to participate in the special education process.

 

What Does an Educational Surrogate Do?

Educational surrogates play an important role by:

• Attending Individualized Education Program (IEP) meetings.

• Reviewing educational records.

• Advocating for the student’s best interests in school decisions.

• Ensuring services and supports meet the student’s needs.

 

Who Can Serve?

Volunteers must:

• Be at least 18 years old.

• Not be employed by the school district where the student attends.

• Complete DESE’s educational surrogate training.

 

Why It Matters

Educational surrogates make a lasting impact by protecting students’ educational rights and helping them succeed in school.

 

Get Involved

The Lebanon School District actively assists DESE in recruiting educational surrogate volunteers and submitting their names and contact information to the department or guiding recruits to the educational surrogate training and online application. For more information about the educational surrogate program, watch the video below and click on the link for the DESE website.

Gifted students exist within each ethnic, geographic, and socioeconomic group. In order to achieve at levels that are proportionate with their advanced abilities, instruction must extend beyond the scope of regular academic curricula. These students require appropriate interventions and differentiated instruction. The Lebanon R-3 Talented and Gifted (TAG) program is designed to inspire a passion for learning through positive relationships, personalized experiences, and a focus on the future for all students. This is reflected by curricular offerings designed to promote challenge and stimulate learning for the gifted student.

 The TAG program curriculum incorporates skill areas into units and/or courses of study which address the appropriate Missouri Learning Standards. Curriculum is differentiated to accommodate, and account for, a students’ areas of strength. The areas of the TAG curriculum focus are: (1) Cognitive Skills (2) Learning Skills (3) Research and Reference Skills (4) Communication Skills and (5) Affective Skills.