Sara Lein
Director of Special Education K-12+ Special Education Programming
651-403-7019
| sara.lein@isd197.org
Laurie Hume
Assistant Director of Early Learning Programs Early Childhood Special Education, Birth to 6
651-403-8352 | laurie.hume@isd197.org
Rachel Johnston
Special Education Supervisor 504, Non-Public, Branch Out Transition Program, and Out of District Placement
651-403-7017 | rachel.johnston@isd197.org
Jennifer Miller
Special Education Supervisor Academic/Instruction Consultant, Due Process Monitoring, Testing Accommodations
651-403-7047
| jennifer.miller@isd197.org
Special education is specially designed instruction based on the needs of an individual student. As required by law, School District 197 provides a free, appropriate public education to about 900 students with disabilities from birth through age 21 who attend both public and private schools. A team develops, implements and reviews each student’s individual program.
The following range of services are provided depending on a student’s individual needs:
Students with disabilities functioning in the regular education program with the assistance of special education supportive services such as: consultation with the classroom teacher, monitoring progress, modification of the curriculum, or direct teaching within the regular classroom.
Students with disabilities functioning in the regular education program but needing services outside the regular classroom.
Students with disabilities whose primary placement is in a special education program with some mainstreaming in regular education.
Students who, due to the intensity of their needs, are placed in specialized programs in locations other than their home school.
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.
These services are provided to students whose primary disability limits their ability to learn at the same rate as their non disabled peers. The services are designed to help them grow academically. School District 197 has Academic Support in all buildings for students requiring special education services less than 60% of their school day.
BEHAVIORAL SUPPORT
These special education services are provided primarily to students whose disability severely limits their ability to learn or relate to others in school. The program is designed to help them grow academically, behaviorally and socially. District 197 has Behavior Support in all buildings for students requiring special education services less than 60% of their school day.
SPEECH-LANGUAGE SERVICES
These services are available to students who have a speech and/or language disability or other related disabilities that limit their ability to communicate with others. Speech-language pathology services are provided for students who have communication needs in the area of articulation (saying speech sounds), language, stuttering, and voice quality. School District 197 has Speech-Language Services in all buildings.
DEVELOPMENTAL ADAPTED PHYSICAL EDUCATION (DAPE)
DAPE activities are designed for students with disabilities (ages 3-21) who qualify for these services. Activities include:
Physical Fitness
Gross Motor development- building physical and movement abilities
Fundamental gross motor skills-rolling, crawling, walking, running, jumping, striking, throwing, catching, striking, twisting, tumbling, etc.
Aquatics
Dance
Individual and group games
Appropriate sport activities
OCCUPATIONAL THERAPY
Occupational Therapy is a related special education service provided to students, their families, and staff in the areas of neuromuscular development, fine motor/self-help skill development, sensory processing, and assistive technology. Educational occupational therapy in used in conjunction and coordination with other primary education services. Outcomes of occupational therapy in the schools must have a direct impact on a student’s ability to benefit from the special education program. Outcomes must be “related” to goals and objectives developed in the IEP by the primary service providers.
PHYSICAL THERAPY
Physical Therapy is a related special education service provided to students, their families, and staff in the areas of neuromuscular development, gross motor skill development, functional mobility, positioning, and environmental adaptations. Educational physical therapy is used in conjunction and coordination with other primary education services. Outcomes of physical therapy in the schools must have a direct impact on a student’s ability to benefit from the special education program as indicated on the IEP.
PSYCHOLOGICAL SERVICES
Psychological services are available to all students and in all buildings. The extent of those services is dependent on the primary needs of the building and the amount of psychological time allocated to that building. Most services are provided to students who have been identified with special needs or are considered to be “high risk” for such services.
CENTER-BASED PROGRAMS
All specialized programs are multi-categorical. They serve students identified with a variety of disabilities. The classroom programming reflects the needs of learners with instruction tailored to facilitate individual growth. All learners participate with general education peers, curriculum, and environments based on their individual needs. The district determines program placement based on the strengths and needs of each student.
Shine Program learners are developing their communication, social, cognitive, functional, and academic skills. Students in the Shine Program may learn best with individual instruction for parts of the school day. These students access general education curriculum, peers and environments based on their individual needs.
Inspire Program learners are often developing their communication, functional, academic, social, and emotional skills in a small community of learners. They may learn best in a small group for many parts of the school day. These students access general education curriculum, peers and environments based on their individual needs.
Thrive Program learners are developing their behavioral, social, emotional, and academic skills with the support of a small learning community. These students access general education curriculum, peers and environments based on their individual needs.
Rise Program learners access instruction in a small group setting for many parts of the school day. Many Rise learners receive academic instruction in the general education classroom with support. They may receive academic instruction through replacement curriculum or general education curriculum. They are able to demonstrate some independence within the small group. They may need support to navigate the social, academic and logistical demands of the school day. These students access general education curriculum, peers and environments based on their individual needs.
The REAL Program at TRHS provides a structured, individualized environment with small class sizes, tailored academic instruction, and specialized support. The program focuses on functional academics, social skills, and access to inclusive opportunities. Students receive modifications to their curriculum, with a strong emphasis on preparing them for postsecondary education, work, and independent living. Collaboration with therapists and related service providers ensures comprehensive support for each student’s growth and success.
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!
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.
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.
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 (written, electronic, or per IEP guidelines).
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.
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
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.
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
