Special Services

Welcome to the Department of Special Services

Holly Area Schools Schools provides a full range of educational programs for academically and physically challenged students in compliance with state and federal laws.  These services are provided to qualified individuals residing within our school district.  Programs through Special Services vary for each child and are customized to the student's individual needs.

Our Mission:

Holly Area Schools Department of Special Education is a bridge that connects all learners to each other, the community, and to the success of their futures. Through offering exceptional holistic programs and services centered on the whole child, HAS will focus on the academic, physical, social, emotional, behavioral, and communication needs of our students. We are committed to developing and expanding our continuum of options for students to participate in general education.

Our Vision:

Holly Area Schools will create a community of students who have the skills, knowledge, and experiences to contribute to the values of their schools, families, communities, and country.  HAS will provide, through a holistic educational approach, experiences to cultivate self-reliance and independence. Our students will build the skills and confidence needed to be successful contributing members to our society.

The programs and services listed below are provided through this office. 

Ancillary Services
Adult Transition
Child Find
Early Childhood Special Education
Early On® Oakland
Homebound Services
Section 504

District Process for Determination of a Specific Learning Disability:

The district uses a Pattern of Strengths and Weaknesses Process for the determination of a Specific Learning Disability for all buildings and all grades in the district and includes the following:

1)  The student does not achieve adequately for the student's age or to meet State approved grade level standards in one or more of the areas identified at 34 CFR §300.309(a)(1)(i) when provided with learning experiences and instruction appropriate for the student's age or State-approved grade level standards; and
2)  The student exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State approved grade level standards, or intellectual development, that is determined by the MET to be relevant to the identification of a SLD, using appropriate assessments, consistent with the IDEA Evaluation Procedures and Additional Requirements for Evaluations and Reevaluations.