Special Education

MISSION

Our mission as School District 197 special educators is to improve the lives of children and youth with exceptional and unique needs.

BELIEFS

• We believe all the students belong to our community and all staff have a role in preparing them to be functioning members of our community.
• We believe all students can learn and deserve to have their educational needs met.
• We believe that all students will become lifelong learners and functional members of the community.
• We believe students will be active participants and responsible for understanding their disabilities in order to advocate for themselves.
• We believe in the protection of the rights of our students and their families.
• We believe curriculum content needs to provide a full spectrum of options for all students in the least restrictive environment. Curriculum will be individualized, functional, and appropriate. It will address all academic, functional, social, emotional, sensory, health, communication, motor and transition areas.
• We believe programs that serve students with disabilities need to be a team venture between students, parents, educators and community. Services will revolve around the student’s strengths and needs and be delivered in a culturally sensitive manner. Service will create a smooth transition throughout the student's educational career and into their adult lives.
• We believe that students will be provided services in models that focus on individual strengths and needs and not solely on the basis of disability categories.
• We believe staff development is a continuous process available for all stakeholders (school staff, school board, administrators, paraprofessionals. Teachers, bus drivers, parents, community, day care and agency staff). Staff development will be designed to enhance the ability of all staff to address the wide range of student strengths and needs. Staff development must include:
  • Ongoing collegial support
  • Discussion of professional practice
  • A formal mentorship program
  • Access to training opportunities
• We believe parents are primary educators and an integral part of the team.
• We believe there should be support for parents as they deal with children with unique needs.
• We believe in data driven outcomes as a way of monitoring and documenting student change and service quality.
• We believe in the process of special education evaluation, eligibility determination, and the development of a written individual education plan.

GOALS

• Promote independence in order to become lifelong learners and functional members of the community. 
• Provide a continuous process of staff development available for all stakeholders.
• Provide a full spectrum of research-based curriculum and service options utilizing a team process. 
• Use data-driven outcomes to document continuous student progress.
• Develop an ongoing systematic process for review of student files according to Minnesota Special Education Due Process Standards.

Link to Community Resources

• Glossary
• Assistive Technology 
• Community Resources

CLICK HERE
to Link to the
ECSE Webpage

Branch Out Transition Program

Branch Out

Branch Out is individualized, student-driven programming focusing on the areas of transition for students with disabilities. Entrance into the Branch Out program is an IEP team decision. The students attending this transition program are ages 18-21 with an active IEP and have not received their high school diploma.

Students and their IEP teams identify competencies for further growth in the three areas of transition:

• Employment and job training

• Independent Living

• Post-Secondary Education

There are many highlights of the Branch Out Transition Program! They have the opportunity to take courses on-site, pre-college courses at Dakota County Technical College, participate in community outings that include local libraries/LA Fitness/grocery shopping, and gain on-the-job training in a variety of locations. Additionally, they have a lot of fun!

Link to Assistive Technology

Link to Special Education Glossary

IEP HEALTH-RELATED SERVICES
If your child is evaluated to see if they are eligible for special education, and will receive health-related services as part of the education plan, School District 197 will share your child’s name and date of birth with the Minnesota Department of Human Services (DHS) to find out if your child is on Medical Assistance or MinnesotaCare. If you do not want the district to share your child’s name and date of birth with DHS you need to let us know in writing at least one week before we begin to do the evaluation.  Send your request to:

District 197 - Special Programs
1897 Delaware Avenue
Mendota Heights, MN 55118

THIRD PARTY BILLING
Federal and state laws require that all school districts identify and obtain public and private funding sources to help the school district support education health-related services.  The services may include assessment/evaluations, speech/language/hearing services, occupational therapy, physical therapy, nursing services, mental health services, personal care services, assistive technology devices, interpreter services and special transportation.  The funding sources include Medical Assistance (MA), MinnesotaCare (MC), and private health insurance.  In order for the district to receive these additional federal dollars, we need your consent to share the information necessary to submit claims for payment to the Minnesota Department of Human Services. 

District 197 - Special Programs 
Attn:  Molly Engle
1897 Delaware Avenue
Mendota Heights, MN 55118

We appreciate your support and cooperation. If you have questions, please contact Molly.Engle@Isd197.org

 

The Total Special Education Systems (TSES) Manual
The Total Special Education Systems (TSES) Manual is designed to assist districts in achieving compliance with special education mandates and funding requirements.

The TSES Manual includes (1) descriptions of policies that local school districts are required to develop; (2) supplemental items that demonstrate compliance; and (3) relevant laws and regulations.

PLEASE NOTE: Since federal regulations and state laws and rules continue to undergo changes, the TSES Manual includes references to laws that may, at times, conflict. Whenever that occurs, if federal law is more restrictive than state law, it supersedes state law, but if state laws are more prescriptive, then they supersede federal law.

If you have questions regarding the TSES Manual, please contact the Director of Special Education at sara.lein@isd197.org.

Total Special Education System (TSES) Manual

School District 197 Restrictive Procedure Plan
Minnesota law requires schools to prioritize positive behavioral supports and strategies to help students succeed. Restrictive procedures, such as physical holding, may only be used in rare emergency situations when immediate action is needed to protect a child or another person from physical injury. These procedures are never used as a form of punishment or discipline.

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School District 197 Approved Procedures

Physical Holding

Physical holding is a staff intervention used only in emergencies to keep a student safe when there is risk of physical harm. This involves limiting a child’s movement with body contact as the only source of restraint.

Key points about physical holding:

• Staff are specifically trained in safe, approved methods through Crisis Prevention Institute (CPI).

• Holds are only used when less restrictive strategies are not effective or appropriate.

• Each incident is documented and reviewed.

• Parents are notified the same day whenever possible. If same-day contact is not possible, notice will be provided within two days (by phone, TalkingPoints, email, or in person).

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Positive Behavior Supports

School District 197 is committed to proactive, positive approaches to student behavior. Staff use culturally responsive and trauma-informed strategies to teach and support positive behavior, including:

• Positive Behavioral Interventions and Supports (PBIS)

• CharacterStrong 

• Second Step

• BARR Model (Building Assets, Reducing Risks)

These supports help students build skills, strengthen relationships, and create safe, supportive learning environments.

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Mental Health Resources

Families seeking mental health services may contact their primary care provider or insurance. Additional support is available through school counselors, nurses, and psychologists. School District 197 also partners with:

• Associated Clinic of Psychology (ACP)

• Ellie Mental Health

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Staff Training

All special education staff receive training in positive behavior interventions, de-escalation strategies, and student support. Staff who may use restrictive procedures are additionally trained in:

• CPI safety techniques.

• Alternatives to restrictive procedures.

• Monitoring student well-being during an intervention.

• Documentation and reporting requirements.

The District maintains records of staff training and certification to ensure consistent, safe practice.

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Monitoring and Oversight

School District 197 regularly reviews the use of restrictive procedures to ensure compliance with state law and to reduce their use continually. Oversight includes:

• Post-incident debriefings with staff.

• Quarterly committee reviews to monitor patterns, training needs, and overall reduction strategies.

• Review of compliance with Minnesota Statutes 125A.0941 and 125A.0942.

The oversight committee includes the following members, who are updated annually:

• Rachel Johnston, Special Education Supervisor
• Kelli Kiedrowski, Special Programs Support Specialist, CPI Trainer
• Thomas Benson, Pilot Knob Elementary Principal
• Rachel London-Nyhus, Heritage E-Stem Middle School Assistant Principal
• Nicholas Asay, Pilot Knob School Psychologist, CPI Trainer

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School District 197: West St. Paul Mendota Heights Eagan Schools
Restrictive Procedures Plan
Updated 2025-2026

In compliance with Minnesota statutory provisions pertaining to physical holding and seclusion, the following Restrictive Procedures Plan will be implemented by ISD 197. The district plan is a publicly accessible procedures plan for students, including:

1. A list of the restrictive procedures ISD 297 intends to use;
2. A description of how the district will monitor and review the use of restrictive procedures,
3. A written description and documentation of staff training pertaining to behavior intervention and the use of restrictive procedures.

Questions regarding this plan can be directed to Sara Lein, Director of Special Services (651) 403-7019.

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Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 1(a)
ISD 197 Plan:
Schools that intend to use restrictive procedures are required to maintain and make publicly accessible in an electronic format on a school or district website or make a paper copy available upon request describing a restrictive procedures plan for students with disabilities.

Definition found at Minnesota Statutes, section 125A.0941(f)
ISD 197 Plan:
Restrictive procedures means the use of physical holding or seclusion in an emergency. Restrictive procedures must not be used to punish or otherwise discipline a student.

Definition found at Minnesota Statutes, section 125A.0941(b)
ISD 197 Plan:
An emergency means a situation where immediate intervention is needed to protect a student or other individual from physical injury. Emergency does not mean circumstances such as a student who does not respond to a task or request and instead places his or her head on a desk or hides under a desk or table; a student who does not respond to a staff person’s request unless failing to respond would result in physical injury to the student or other individual; or an emergency incident has already occurred and no threat of physical injury currently exists.

 

Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 2(f)
ISD 197 Plan:
Restrictive procedures may be used only in response to behavior that constitutes an emergency, even if written into a child’s IEP or BIP.

 

Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 1(a)(1)
ISD 197 Plan: 
Physical Holding: Definition found at Minnesota Statutes, section 125A.0941(c)

1. Physical holding
   1. Physical holding means physical intervention intended to hold a child immobile or limit a child’s movement, where body contact is the only source of physical restraint, and where immobilization is used to effectively gain control of a child in order to protect a child or other individual from physical injury.
   2. The term physical holding does not mean physical contact that:
      1. Helps a child respond or complete a task;
      2. Assists a child without restricting the child’s movement;
      3. Is needed to administer an authorized health-related service or procedure; or
      4. Is needed to physically escort a child when the child does not resist or the child’s resistance is minimal.
   3. ISD 197 intends to use the following types of physical holds
      1. CPI Children’s Control Position 
      2. CPI Team Control Position
      3. CPI Holding in a Seating Position (Low, Medium, High)
      4. CPI Holding in a Standing Position (Low, Medium, High)

Seclusion: Definition found at Minnesota Statutes, section 125A.0941(g)
NOTE: While seclusion, defined as confining a child alone in a room from which egress is barred, it is an allowable procedure under Minnesota Statutes, ISD 197 will NOT use seclusion.

2. Seclusion
   1. Seclusion means confining a child alone in a room from which egress is barred.
   2. Egress may be barred by an adult locking or closing the door in the room or preventing the child from leaving the room.
   3. Removing a child from an activity to a location where the child cannot participate in or observe the activity is not seclusion.
   4. ISD 197 does not intend to use seclusion as a restrictive procedure and does not have any rooms assigned for this purpose.

 

Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 1(a)(2)
ISD 197 will implement a range of positive behavior strategies and can provide links to mental health services.

Definition found at Minnesota Statutes, section 125A.0941(d)
Positive behavioral interventions and supports mean interventions and strategies to improve the school environment and teach children the skills to behave appropriately.
ISD 197 Plan:
ISD 197 is committed to using positive behavioral interventions and supports to improve the school environment and to teach children the skills to behave appropriately. Minnesota Statutes, section 125A.0942, Subd, 6 encourages school districts to establish effective school-wide systems of positive behavior interventions and supports.

Listed below are some of the highlights of techniques or strategies used in our schools:

• Conscious Discipline
• Positive Behavior Interventions & Supports (PBIS)
• BARR
• CASEL Social Emotional Learning 
• Bullying Prevention strategies such as Steps to Respect
• Partnership with 360 Communities and Sagent Behavioral Health Therapists

 

Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 1(a)(2)
ISD 197 Plan:
Following are links to some mental health resources that serve the ISD 197 community:

1. Dakota County Children’s Mental Health Resources 
2. National Alliance on Mental Illness (NAMI)
3. CLUES (Comunidades Latinias Unidas En Servicio)  
4. Minnesota Association for Children’s Mental Health (MACMH)
5. Canvas Health
6. Family Adolescent & Children’s Therapy Services (FACTS)
7. Sagent Behavioral Health
8. Associated Clinics of Psychology

 

Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 1(a)(3); See also, Minnesota Statutes, section 122A.09, Subdivision 4(k) and Minnesota Rule 8710.0300
ISD 197 Plan:
ISD 197 will provide training on de-escalation techniques. ISD 197 maintains licensed staff members who are fully certified as CPI trainers in Nonviolent Crisis Prevention Intervention to teach de-escalation techniques. They provide training as part of new staff onboarding as well as during the school year to ensure that staff likely to use physical restraint has and maintains training. The following professionals are ISD 197 CPI trainers:

1. Kelli Kiedrowski, Behavior Specialist (training certificate number 1270497)
2. Kelli Walters, Special Education Supervisor (training certificate number: 1872240)
3. Nick Asay, School Psychologist (training certificate number: 2873283)

 

Requirements found at Minnesota Statutes, section 125A.0942, Subdivision 1(a)(4); and section 125A.0942, Subdivision 3(a)(5)
ISD 197 Plan:
ISD 197 will monitor and review the use of restrictive procedures in the following manner:
Documentation:

1. Each time physical holding or seclusion is used, the staff person who implements or oversees the physical holding or seclusion documents, as soon as possible after the incident concludes, the following information:
   1. A description of the incident that led to the physical holding or seclusion;
   2. Why a less restrictive measure failed or was determined by staff to be inappropriate or impractical;
   3. The time the physical holding or seclusion began and the time the child was released; and
   4. A brief record of the child’s behavioral and physical status.
2. The form used to document the use of physical holding is found on SpedForms and is titled Restrictive Procedures Form Physical Holding. IEP managers must assure timely completion and submission of this form.

 

Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 1(a)(4)(i)

Post-use debriefings, consistent with documentation requirements:

1. Each time physical holding is used the staff person who implemented or oversaw the physical hold shall conduct a post-use debriefing as soon as possible and no more than two (2) days after the incident concludes. A copy of this documentation will be submitted to the building principal. Additionally a copy will be submitted to the Special Education Supervisor for the purpose of compiling required restrictive procedure summary for annual submission to Minnesota Department of Education and for quarterly review of restrictive procedure data with the District’s restrictive procedure oversight committee.
2. Persons participating in the post-use debriefing will include:
   1. The student’s IEP case manager,
   2. Staff person(s) involved with the physical hold, and
   3. At least one of the following: school administrator, school psychologist, school social worker, or special education department chair with knowledge of the student.
   4. Additional persons may be included as needed.

 

Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 3(a)2
Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 3(a)(1)3
Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 3(a)(2)4
Requirement found at Minn. Stat. § 125A.0942, Subdivision 3(a)(3)5
ISD 197 Plan:
The post-briefing will review the following requirements to ensure the physical holding was used appropriately and record the findings:

• Whether the physical holding was used in an emergency.
• Whether the physical holding was the least intrusive intervention that effectively responds to the emergency.
• Whether the physical holding was used to discipline a noncompliant child.
• Whether the physical holding ended when the threat of harm ended and the staff determined that the child could safely return to the classroom or activity.
• Whether the staff directly observed the child while physical holding was being used.
• Whether the documentation was completed correctly.
• Whether the parents were properly notified.
• Whether an IEP team meeting needs to be scheduled.
• Whether the appropriate staff used physical holding.
• Whether the staff that used physical holding was appropriately trained.

If the post-use debriefing revealed that the use of the physical hold was not used appropriately, the team participating in the staff debrief will consult with their building administrator and/or special education director to generate a corrective action plan as outlined on the Post-Use Debriefing Form. The corrective action plan may consist of the following:

1. Re-training in CPI
2. Behavior management strategies training (Provided by in-district specialists or out of district specialists.)
3.  Coaching
4. Other actions as determined by the school team and/or administration

 

Requirement found at Minn. Stat. § 125A.0942, Subdivision 1(b)12|
ISD 197 Plan:
Oversight committee 12 Minn. Stat. § 125A.0942, Subd, 2(b) requires schools to annually publicly identify oversight committee members who must at least include: (1) a mental health professional, school psychologist, or school social worker; (2) an expert in positive behavior strategies; (3) a special education administrator; and (4) a general education administrator

ISD 197 identifies the following oversight committee members:

• Rachel Johnston, Special Education Supervisor
• Kelli Kiedrowski, Behavior Specialist
• Nick Asay, School Psychologist
• Rachel London-Nyhus, Associate Principal, Heritage Middle School
• Tom Benson, Principal, Pilot Knob Elementary

 

Requirement found at Minn. Stat. § 125A.0942, Subdivision 1(a)(4)(ii)13 requires that an oversight convene to undertake a quarterly review of the use of restrictive procedures.
ISD 197 Plan:
ISD 197’s oversight committee meets quarterly during the school year. The oversight committee will review of the use of restrictive procedures by reviewing post-use debriefings and look for patterns or problems indicated by:

• time of day;
• day of the week
• duration of the use of the restrictive procedure;
• the individuals involved;
• the number of times a restrictive procedure was used school-wide and for individual students;
• the number and types of injuries, if any, resulting from the use of restrictive procedures;
• whether restrictive procedures were used in non emergency situations;
• the need for additional staff training, and;
• proposed actions to minimize the use of restrictive procedures.

The Oversight committee will ensure that training is provided as needed and that IEP meetings are conducted in a timely manner.

 

Requirement found at Minn. Stat. § 125A.0942, Subdivision 1(a)(5) and Subdivision 5
ISD 197 Plan:
ISD 197 staff who use restrictive procedures, including paraprofessionals, receive training on de-escalation techniques including the use of positive behavior interventions. Courses are provided via staff development training by ISD 197 specialists. CPI training and other training provided throughout the year meet the requirements of the items listed below.

1. Positive behavioral interventions
2. Communicative intent of behaviors
3. Relationship building
4. Alternatives to restrictive procedures, including techniques to identify events and environmental factors that may escalate behavior
5. De-Escalation methods
6. Standards for using restrictive procedures
7. Obtaining emergency medical assistance
8. The physiological and psychological impact of physical holding and seclusion
9. Monitoring and responding to a child’s physical signs of distress when physical holding is being used
10. Recognizing the symptoms of and interventions that may cause positional asphyxia when physical holding is used; and,
11. District policies and procedures for timely reporting and documenting each incident involving use of a restrictive procedure 

 

Prohibitions found at Minn.Stat. § 125A.0942, Subdivision 4(1-9)
ISD 197 will never use the following prohibited procedures on a child:

1. Engaging in conduct prohibited under section 121A.58 (corporal punishment);
2. Requiring a child to assume and maintain a specified physical position, activity, or posture that induces physical pain;
3. Totally or partially restricting a child’s senses as punishment;
4. Presenting an intense sound, light, or other sensory stimuli using smell, taste, substance, or spray as punishment;
5. Denying or restricting a child’s access to equipment and devices such as walkers, wheelchairs, hearing aids, and communication boards that facilitate the child’s functioning, except when temporarily removing the equipment or device is needed to prevent injury to the child or others or serious damage to the equipment or device, in which case the equipment or device shall be returned to the child as soon as possible;
6. Interacting with a child in a manner that constitutes sexual abuse, neglect, or physical abuse under section 626.556 (reporting of maltreatment of minors);
7. Withholding regularly scheduled meals or water;
8. Denying access to bathroom facilities; and
9. Physical holding that restricts or impairs a child’s ability to breathe, restricts or impairs a child’s ability to communicate distress, places pressure or weight on a child’s head, throat, neck, chest, lungs, sternum, diaphragm, back, or abdomen, or results in straddling a child’s torso.