Special Education
DISTRICT STAFF
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 Coordinator
504, Non-Public, Branch Out Transition Program, and Out of District Placement
651-403-7017 | rachel.johnston@isd197.org
Jennifer Miller
Special Education Coordinator
Academic/Instruction Consultant, Due Process Monitoring, Testing Accommodations
651-403-8064
| jennifer.miller@isd197.org
Molly Engle
Administrative Specialist
651-403-7011 | molly.engle@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.
Special Education Resources
- Assistive Technology
- Community Resources
- Early Childhood Special Education (ECSE)
- Family Resources
- K-12 Programs
- Mission, Beliefs, and Goals
- Special Education Glossary
- Third-Party Billing
- Total Special Education Systems
Assistive Technology
Community Resources
Early Childhood Special Education (ECSE)
Family Resources
K-12 Programs
Grades K-4
ACADEMIC SUPPORT (KINDERGARTEN THROUGH GRADE 4)
These services are provided primarily 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 five of its elementary buildings for students requiring special education services less than 60% of their school day.
Examples of services provided:
- Clinical instruction in reading, math, writing language, or organization
- Curriculum support and modification for grades K-12
- Intensive academic support and monitoring for secondary students
BEHAVIORAL SUPPORT (KINDERGARTEN THROUGH GRADE 4)
These special education services are provided primarily to students whose emotional and/or behavioral disorders (E/BD) severely limit their ability to learn or relate to others in school. The program is designed to help them grow academically and socially. District 197 has Behavior Support in all five of its elementary buildings for students requiring special education services less than 60% of their school day.
Examples of services provided:
- Consultation with regular classroom teachers on ways to help the students adjust successfully
- Behavior management programs for individuals and groups of students
- Cooperative efforts with family and community mental health agencies
- Referral to mental health agencies
SPEECH-LANGUAGE SERVICES (KINDERGARTEN THROUGH GRADE 4)
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 problems with articulation (saying speech sounds), language understanding and use, stuttering, and voice quality. School District 197 has Speech-Language Services in all five of its elementary buildings.
Examples of services provided:
- Evaluation
- Consultation with classroom teachers, parents, medical community
- Individual or group therapy
TYPES OF RELATED SPECIAL EDUCATION SERVICES (KINDERGARTEN THROUGH GRADE 4)
Related Services are provided to students from birth through age 21 throughout all schools. Evaluation, direct service, indirect service (monitoring), and consultation are provided to assist students in accessing the educational curriculum. This assistance is aimed at developing functional school skills, providing specialized or modified training in the use of adaptive materials and assistive technology, and teaching compensatory techniques when needed.
Related services can not be provided as a stand alone service. Related service staff may assist administrators, general education staff, and parents by providing information, demonstration, and/or instruction in the areas of environmental design modification (safety) and transdisciplinary implementation of various therapy-designed methods/approaches. They may also be a liaison between the medical and educational community.
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
School District 197 has established Center Based Programs for students with disabilities who spend 60% or more of their time in the special education setting for their special education instruction. The emphasis of center based programs is to provide individualized instruction in the areas of behavior, reading, math, and written language. Instructional formats may include one-to one, small group, some inclusion in the general education setting, and paraprofessional support. Related Services (Speech/Language and Occupational Therapy) are provided and collaborate in the classroom.
Currently, School District 197 has the following center based programs available in their K-4 buildings (descriptions below):
- Autism Resource Room (Moreland Elementary)
- Developmental Cognitive Disabilities Resource Room (Mendota Elementary and Moreland Elementary)
- Emotional Behavior Disabilities Resource Room (Pilot Knob Elementary)
AUTISM RESOURCE ROOM (MORELAND ELEMENTARY)
The elementary Autism Resource Room program is designed to meet the needs of students with ASD who have demonstrated difficulty in less restrictive settings or students coming out of the early childhood ASD program who have not yet mastered the skills necessary for a more typical placement. Not all elementary students with ASD in the District are placed in this specialized program. Many students with ASD are successful in their home school environment with special education supports and services. Students in the elementary ASD classroom at Moreland typically demonstrate significant deficits in the areas of social skills, interpersonal communication, academic achievement, sensory-motor regulation and self-help skills. All students in the elementary Autism Resource Room at Moreland programs participate in activities with non disabled peers to the extent that the interactions are of benefit. Curriculum and instruction in the elementary Autism Resource Room at Moreland focuses on individualized academics as well as the development of social, communication, self-help and sensory motor skills.
DEVELOPMENTAL COGNITIVE DISABILITIES RESOURCE ROOM (MENDOTA AND MORELAND)
The elementary Developmental Cognitive Disabilities Resource Room program is designed to meet the needs of students with mild to moderate and severe developmental cognitive delays as well as medically fragile students and students with multiple impairments (e.g., physically impaired and developmentally delayed). Curriculum and instruction in these classrooms are focused on functional academic skills (skills for daily living) as well as social skills; interpersonal communication; self-care skills; recreation and leisure skills. All students in the elementary Developmental Cognitive Disabilities Resource Room programs participate in activities with non disabled peers to the extent that it is appropriate.
EMOTIONAL BEHAVIOR DISABILITIES RESOURCE ROOM (PILOT KNOB)
Children and youth identified with emotional/behavioral disorders have had experiences that result in a sense of disengagement with their school, home, and community. Their perspective becomes one of discouragement. The goal of the Emotional Behavior Disabilities Resource Room is to create environments that reclaim children and youth to assist them in the development of a perspective of courage, which results in successful participation in their environments.
District 197’s Emotional Behavior Disabilities Resource Room is designed for K-4 students with emotional or behavior disorders and/or neurologically-based disorders that result in serious behavior problems. Most of the students in the Emotional Behavior Disabilities Resource Room also have academic challenges that inhibit their success in the general education setting. Students are considered for placement in the Emotional Behavior Disabilities Resource Room when they have had significant difficulty in less restrictive environments. All of the students in the program participate in activities with non-disabled peers to extent that the contact is of benefit. Curriculum and instruction focuses on individualized academics as well as the development of social, communication, recreation and self-help skills. The goal is to teach students the skills they will need to successfully return to the general education classroom. The program is not designed to meet the needs of severely aggressive. Other placement options are available for students who demonstrate a consistent pattern of severely aggressive behavior.
Grades 5-8
ACADEMIC SUPPORT (GRADES 5 through 8)
These services are provided primarily 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 both of its middle school buildings for students requiring special education services less than 60% of their school day.
Examples of services provided:
- Clinical instruction in reading, math, writing language, or organization
- Curriculum support and modification for grades K-12
- Intensive academic support and monitoring for secondary students
BEHAVIORAL SUPPORT (GRADES 5 through 8)
These special education services are provided primarily to students whose emotional and/or behavioral disorders (E/BD) severely limit their ability to learn or relate to others in school. The program is designed to help them grow academically and socially. District 197 has Behavior Support in both of its middle school buildings for students requiring special education services less than 60% of their school day.
Examples of services provided:
- Consultation with regular classroom teachers on ways to help the students adjust successfully
- Behavior management programs for individuals and groups of students
- Cooperative efforts with family and community mental health agencies
- Referral to mental health agencies
SPEECH-LANGUAGE SERVICES (GRADES 5 through 8)
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 problems with articulation (saying speech sounds), language understanding and use, stuttering, and voice quality. School District 197 has Speech-Language Services in both of its middle school buildings.
Examples of services provided:
- Evaluation
- Consultation with classroom teachers, parents, medical community
- Individual or group therapy
TYPES OF RELATED SPECIAL EDUCATION SERVICES (GRADES 5 through 8)
Related Services are provided to students from birth through age 21 throughout all schools. Evaluation, direct service, indirect service (monitoring), and consultation are provided to assist students in accessing the educational curriculum. This assistance is aimed at developing functional school skills, providing specialized or modified training in the use of adaptive materials and assistive technology, and teaching compensatory techniques when needed.
Related services can not be provided as a stand alone service. Related service staff may assist administrators, general education staff, and parents by providing information, demonstration, and/or instruction in the areas of environmental design modification (safety) and transdisciplinary implementation of various therapy-designed methods/approaches. They may also be a liaison between the medical and educational community.
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 and turning are examples.
- 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
School District 197 has established Center Based Programs for students with disabilities who spend 60% or more of their time in the special education setting for their special education instruction. The emphasis of center based programs is to provide individualized instruction in the areas of behavior, reading, math, and written language. Instructional formats may include one-to one, small group, some inclusion in the general education setting, and paraprofessional support. Related Services (Speech/Language and Occupational Therapy) are provided and collaborate in the classroom.
Currently, School District 197 has the following center based programs available in their 5-8 buildings (descriptions below):
- Autism Resource Room (Friendly Hills Middle School)
- Developmental Cognitive Disabilities Resource Room (Friendly Hills Middle School and Heritage Middle School)
- Emotional Behavior Disabilities Resource Room (Friendly Hills Middle School)
AUTISM RESOURCE ROOM (FRIENDLY HILLS MIDDLE SCHOOL)
The middle school Autism Resource Room program is designed to meet the needs of students with ASD who have demonstrated difficulty in less restrictive settings or students coming out of the elementary ASD program who have not yet mastered the skills necessary for a more typical placement. Not all middle school students with ASD in the District are placed in this specialized program. Many students with ASD are successful in their home school environment with special education supports and services. Students in the middle school ASD classroom at Friendly Hills typically demonstrate significant deficits in the areas of social skills, interpersonal communication, academic achievement, sensory-motor regulation and self-help skills. All students in the middle school Autism Resource Room at Friendly Hills program participate in activities with non disabled peers to the extent that the interactions are of benefit. Curriculum and instruction in the elementary Autism Resource Room at Friendly Hills focuses on individualized academics as well as the development of social, communication, self-help and sensory motor skills.
DEVELOPMENTAL COGNITIVE DISABILITIES RESOURCE ROOM (FRIENDLY HILLS MIDDLE SCHOOL AND HERITAGE ESTEM MAGNET SCHOOL)
The middle school Developmental Cognitive Disabilities Resource Room program is designed to meet the needs of students with mild to moderate and severe developmental cognitive delays as well as medically fragile students and students with multiple impairments (e.g., physically impaired and developmentally delayed). Curriculum and instruction in these classrooms are focused on functional academic skills (skills for daily living) as well as social skills; interpersonal communication; self-care skills; recreation and leisure skills. All students in the middle school Developmental Cognitive Disabilities Resource Room programs participate in activities with non disabled peers to the extent that it is appropriate.
EMOTIONAL BEHAVIOR DISABILITIES RESOURCE ROOM (FRIENDLY HILLS)
Children and youth identified with emotional/behavioral disorders have had experiences that result in a sense of disengagement with their school, home, and community. Their perspective becomes one of discouragement. The goal of the Emotional Behavior Disabilities Resource Room is to create environments that reclaim children and youth to assist them in the development of a perspective of courage, which results in successful participation in their environments.
School District 197’s Emotional Behavior Disabilities Resource Room is designed for 5-8 students with emotional or behavior disorders and/or neurologically-based disorders that result in serious behavior problems. Most of the students in the Emotional Behavior Disabilities Resource Room also have academic challenges that inhibit their success in the general education setting. Students are considered for placement in the Emotional Behavior Disabilities Resource Room when they have had significant difficulty in less restrictive environments. All of the students in the program participate in activities with non-disabled peers to extent that the contact is of benefit. Curriculum and instruction focuses on individualized academics as well as the development of social, communication, recreation and self-help skills. The goal is to teach students the skills they will need to successfully return to the general education classroom. The program is not designed to meet the needs of severely aggressive. Other placement options are available for students who demonstrate a consistent pattern of severely aggressive behavior.
Grades 9-12
ACADEMIC SUPPORT (GRADES 9 through 12)
These services are provided primarily 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 at Two Rivers High School for students requiring special education services less than 60% of their school day.
Examples of services provided:
- Clinical instruction in reading, math, writing language, or organization
- Curriculum support and modification for grades K-12
- Intensive academic support and monitoring for secondary students
BEHAVIORAL SUPPORT (GRADES 9 through 12)
These special education services are provided primarily to students whose emotional and/or behavioral disorders (E/BD) severely limit their ability to learn or relate to others in school. The program is designed to help them grow academically and socially. District 197 has Behavior Support in Two Rivers High School for students requiring special education services less than 60% of their school day.
Examples of services provided:
- Consultation with regular classroom teachers on ways to help the students adjust successfully
- Behavior management programs for individuals and groups of students
- Cooperative efforts with family and community mental health agencies
- Referral to mental health agencies
SPEECH-LANGUAGE SERVICES (GRADES 9 through 12)
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 problems with articulation (saying speech sounds), language understanding and use, stuttering, and voice quality. School District 197 has Speech-Language Services at Two Rivers High School.
WORK-BASED LEARNING COORDINATOR & PROGRAM
The work-based learning program is designed to help students in special education to develop workplace skills, obtain knowledge of the work world, allow interaction with people of all ages and backgrounds and explore career paths. Entrance into the program is based on IEP team recommendations, and is available to students in grades 10 and up. Work sites may be paid or non-paid depending on the readiness of the student. Job coaches may accompany students to the work sites.
Examples of services provided:
- Evaluation
- Consultation with classroom teachers, parents, medical community
- Individual or group therapy
TYPES OF RELATED SPECIAL EDUCATION SERVICES (GRADES 9 through 12)
Related Services are provided to students from birth through age 21 throughout all schools. Evaluation, direct service, indirect service (monitoring), and consultation are provided to assist students in accessing the educational curriculum. This assistance is aimed at developing functional school skills, providing specialized or modified training in the use of adaptive materials and assistive technology, and teaching compensatory techniques when needed.
Related services can not be provided as a stand alone service. Related service staff may assist administrators, general education staff, and parents by providing information, demonstration, and/or instruction in the areas of environmental design modification (safety) and transdisciplinary implementation of various therapy-designed methods/approaches. They may also be a liaison between the medical and educational community.
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 and turning are examples.
- 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
School District 197 has established Center Based Programs for students with disabilities who spend 60% or more of their time in the special education setting for their special education instruction. The emphasis of center based programs is to provide individualized instruction in the areas of behavior, reading, math, and written language. Instructional formats may include one-to one, small group, some inclusion in the general education setting, and paraprofessional support. Related Services (Speech/Language and Occupational Therapy) are provided and collaborate in the classroom.
Currently, School District 197 has the following center based programs available at Two Rivers High School:
- Autism Resource Room
- Developmental Cognitive Disabilities Resource Room
- Emotional Behavior Disabilities Resource Room
AUTISM RESOURCE ROOM
The high school Autism Resource Room program is designed to meet the needs of students with ASD who have demonstrated difficulty in less restrictive settings or students coming out of the middle school ASD program who have not yet mastered the skills necessary for a more typical placement. Not all high school students with ASD in the District are placed in this specialized program. Many students with ASD are successful in their home school environment with special education supports and services. Students in the high school ASD classroom at Two Rivers typically demonstrate significant deficits in the areas of social skills, interpersonal communication, academic achievement, sensory-motor regulation and self-help skills. All students in the high school Autism Resource Room at Two Rivers program participate in activities with non disabled peers to the extent that the interactions are of benefit. Curriculum and instruction in the high school Autism Resource Room at Two Rivers focuses on individualized academics as well as the development of social, communication, self-help and sensory motor skills.
DEVELOPMENTAL COGNITIVE DISABILITIES RESOURCE ROOM
The high school Developmental Cognitive Disabilities Resource Room program is designed to meet the needs of students with mild to moderate and severe developmental cognitive delays as well as medically fragile students and students with multiple impairments (e.g., physically impaired and developmentally delayed). Curriculum and instruction in these classrooms are focused on functional academic skills (skills for daily living) as well as social skills; interpersonal communication; self-care skills; recreation and leisure skills. All students in the high school Developmental Cognitive Disabilities Resource Room program participate in activities with non disabled peers to the extent that it is appropriate.
EMOTIONAL BEHAVIOR DISABILITIES RESOURCE ROOM
Children and youth identified with emotional/behavioral disorders have had experiences that result in a sense of disengagement with their school, home, and community. Their perspective becomes one of discouragement. The goal of the Emotional Behavior Disabilities Resource Room is to create environments that reclaim children and youth to assist them in the development of a perspective of courage, which results in successful participation in their environments.
School District 197’s Emotional Behavior Disabilities Resource Room is designed for 9-12 students with emotional or behavior disorders and/or neurologically-based disorders that result in serious behavior problems. Most of the students in the Emotional Behavior Disabilities Resource Room also have academic challenges that inhibit their success in the general education setting. Students are considered for placement in the Emotional Behavior Disabilities Resource Room when they have had significant difficulty in less restrictive environments. All of the students in the program participate in activities with non-disabled peers to extent that the contact is of benefit. Curriculum and instruction focuses on individualized academics as well as the development of social, communication, recreation and self-help skills. The goal is to teach students the skills they will need to successfully return to the general education classroom. The program is not designed to meet the needs of severely aggressive. Other placement options are available for students who demonstrate a consistent pattern of severely aggressive behavior.
Mission, Beliefs, and Goals
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.
Special Education Glossary
Third-Party Billing
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. The consent form is available by clicking on the Third Party Billing link below. Send the completed form to:
District 197 - Special Programs
Attn: Karen Conway
1897 Delaware Avenue
Mendota Heights, MN 55118
We appreciate your support and cooperation. If you have questions, please contact Karen Conway at 651-403-8369 or karen.conway@isd197.org.
Total Special Education Systems
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
Independent School District 197 Restrictive Procedures Plan
Schools that intend to use restrictive procedures are required to maintain and make publicly accessible a restrictive procedures plan for children. Restrictive procedures mean the use of physical holding or seclusion in an emergency.
An emergency means a situation where immediate intervention is needed to protect a child or other individual from physical injury or to prevent serious property damage. Restrictive procedures may be used only in response to behavior that constitutes an emergency, even if written into a child’s Individual Education Plan or Behavior Intervention Plan.
Restrictive Procedures Plan
Restraint and Seclusion Oversight Committee
Independent School District 197 Restraint and Seclusion Oversight Committee meets quarterly on the following dates for the 2019-2020 school year:
12/2/2019
3/2/2020
4/22/2020
6/5/2020