Special Education

Early Childhood Special Education (ECSE)

Special education services are available for children ages birth to kindergarten entrance who meet state criteria for one of a variety of disabilities. Eligibility is determined through an evaluation process, conducted by school staff, at no cost to parents. If a child is found eligible for special education services, an Individualized Family Service Plan (IFSP) for children ages birth to three or an Individualized Education Plan (IEP) for children ages three and older is written to address the child’s special education needs.

Parents are part of the IFSP/IEP team. For children birth-3, services almost always take place in the child’s natural environment – the home or daycare setting. For children ages 3 to kindergarten entrance, the service location may vary depending on the child’s needs (i.e. 1:1 speech-language therapy, services in a community preschool, Head Start, or daycare center where the child with special needs participates with typically-developing peers, and/or a small group setting with other children with special needs). Services are individualized for all children.

Depending on the child’s identified disability and needs, one or more of the following services may be provided:

• ECSE services
• Speech-language therapy
• Occupational therapy
• Physical therapy
• Deaf/Hard of hearing services
• Blind/Visually impaired services

When children transition from home-based services (on an IFSP) to school-based services (on an IEP), a transition meeting is held so that parents know what to expect regarding service options as their child approaches age 3. Likewise, for children who are receiving special education services as preschoolers and who will be entering kindergarten in the fall, transition meetings are held with families and with staff at the elementary school where the child will be attending kindergarten.

The goal in both of these situations is to make the transition process as smooth as possible for families and for the child.

Regardless of the age of the child, parents are a very important part of the child’s evaluation and service team!

Resource Programs

The Resource programs are designed to meet the academic and behavioral needs of students who spend the majority of their classroom time receiving instruction in general education classrooms. Students in Resource programs receive special education services during less than 60% of their school day.

Resource programs are located at:

• Hilltop Elementary K-5
• Salem Hills Elementary K-5
• Pine Bend Elementary K-5
• IGH Middle School 6-8
• Simley High School 9-12

CARE/CID Programs

The CARE (Children's Alternative to Rehab Through Education)/CID (Communications & Interaction Delays) programs are designed to meet the needs of students with moderate to severe cognitive delays, students who are medically fragile, and students with multiple impairments. Curriculum and instruction in our CARE/CID programs focus on functional academic skills as well as social skills, interpersonal communication, self-care, and recreation and leisure skills. All students in the CARE/CID programs participate in activities with non-disabled peers to the extent that is appropriate.

The CARE/CID programs are located at:

• Pine Bend Elementary K-5
• Inver Grove Middle School 6-8
• Simley High School 9-12

PLUS/Transitions Programs

The PLUS (elementary) and Transitions (secondary) programs are designed to meet the needs of students with mild to moderate cognitive delays as well as students who demonstrate significant deficits in the areas of social skills, interpersonal communication, sensory motor regulation, and self-help skills. All students in the PLUS and Transitions programs participate in activities with non-disabled peers to the extent that is appropriate. The PLUS and Transitions programs focus on individualized academics as well as the development of social, communication, self-help, and sensory motor skills.

PLUS/Transitions Programs are located at:

• Hilltop Elementary PLUS K-5
• IGH Middle School Transitions 6-8
• Simley High School Transitions 9-12

THRIVE Programs

THRIVE (Transforming Habits Reaching Individual Victories Everyday) is designed to meet the needs of students who demonstrate significant emotional and/or behavioral concerns. All students in THRIVE participate in activities with non-disabled peers to the extent that is appropriate. THRIVE programs focus on individualized academics as well as the development of social communication skills and emotional and behavioral regulation. THRIVE programs are located at:

• Salem Hills Elementary K-5
• IGH Middle School 6-8
• Simley High School 9-12

Speech-Language Services

Speech-language services are available to students who have an educationally based speech and/or language disability or other related disability that limits their ability to communicate with others. Direct and/or consultative services are provided in the areas of articulation, language, fluency, and voice. Speech-language services are available at all elementary and secondary buildings.

Extended School Year Services (ESY)

Extended School Year Services (ESY) are services provided to eligible students with disabilities beyond the regular school year. These services must be determined on an individual basis by the Individualized Education Plain (IEP) team. ISD 199 offers a continuum of ESY services from center-based programming to support in non-special education programs. The need for ESY services must be addressed annually for each student with a disability.

What is the purpose of ESY?
The purpose of ESY is to prevent severe and substantial regression in one or more acquired skills that cannot be recouped within a reasonable period of time, not to exceed 8 weeks.

Who determines whether a student with a disability needs ESY?
The IEP team will decide if the student has exhibited regression OR may be reasonably expected to exhibit severe and substantial regression in one or more acquired critical skills. The IEP team determines which services are to be provided to the student during ESY. The IEP team will review the documentation of regression to determine on which goals or objectives the student has experienced severe and substantial regression. The frequency and duration of ESY services are based on the requirements of the selected goals or objectives.

How does the IEP team decide whether a student with disabilities needs ESY?
The IEP team determines if the loss of an acquired skill could lead to the following occurrences:

• Placement would be more restrictive.
• Significant loss of acquired skills necessary for the student to make appropriate progress in the general curriculum.
• Significant loss of self-sufficiency in self-help skills as evidenced by an increased number of direct service staff and/or the amount of time required to provide special education or related services.
• Loss of access to community-based independent living skills instruction or to an independent living environment provided by non-educational sources as a result of regression in skills.
• Loss of access to an on-the-job training opportunity or productive employment as a result of regression in skills.

If a child with a disability receives ESY one summer, will they receive ESY the following summer?
No, a student's involvement in ESY services one year does not automatically guarantee services for the following year. The decision about the need for ESY services is determined annually by the IEP team.

What information can I provide to assist the IEP team in the decision-making process?
You can assist by providing information about your child's ability to maintain skills during extended breaks from school. Some examples of information that you can provide include:

• How well did your child maintain skills last summer?
• What impact do weekends and holidays have on your child's ability to maintain skills?
• How long does it usually take your child to regain the skills they lost after an extended break from school?

The Individuals with Disabilities Education Act (IDEA) requires educators to consider assistive technology for all children with Individual Education Plans (IEPs), (§34 C.F.R300.346.2.(v)), and to provide assistive technology for students who require it for Free Appropriate Public Education (FAPE) (§34 C.F.R.300.6 (b)).

Definitions:

Assistive Technology Device:  An assistive technology device is any item or piece of equipment used to increase, maintain, or improve the functional capabilities of a person with a disability. A device may be acquired off the shelf, modified, or customized. 

Assistive Technology Service:  An assistive technology service is any service that helps a person learn about, acquire, and use an assistive technology device.  

Assistive technology services include:

• The evaluation of the needs of an individual with a disability, including a functional evaluation of the individual in the individual's customary environment;
• Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by individuals with disabilities;
• Selecting, designing, fitting, customizing, adapting, applying maintaining, repairing, or replacing assistive technology devices;
• Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
• Training or technical assistance for an individual with disabilities, or where appropriate, the family of an individual with disabilities; and
• Training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of individuals with disabilities.

Assistive Technology Resources

GPII Unified Listing - A resource to access communication, computers and digital devices. Search "Assistive Technology Tools and Devices."

Third Party Reimbursement for IEP Health-related Services

Federal and state law require all public Minnesota schools to request payment for Individualized Education Program (IEP) health-related services from public and private health insurers. Minnesota Health Care Programs (MHCP) pays the federal share of covered health-related services described on a child’s IEP or Individualized Family Service Plan (IFSP).

Schools are reimbursed when a child has a disability and an IEP or IFSP, requires health-related services in order to benefit from special education, and is eligible for Minnesota Health Care Programs (MHCP), which includes Medical Assistance (MA), MinnesotaCare and other public, government health programs. Reimbursable IEP health-related services include assessments and services for:

• Physical therapy
• Occupational therapy
• Speech-language-hearing
• Children’s Therapeutic Services and Systems (mental health)
• Nursing
• Personal care assistance services
• Assistive technology devices (medical equipment)
• Special transportation (Department of Human Services (DHS) definition)
• Oral and sign language interpreter services during above service

Services eligible for payment must meet all of the following criteria:

• Medically necessary
• Provided to an eligible MA or MinnesotaCare enrollee under the age of 21
• Included in the child's/student's IEP, IFSP, IIIP
• Health-related services necessary for the child/student to benefit from their education
• Provided by qualified service providers within the service provider's scope of practice and/or licensure/certification
• Authorized by the child's/student's IEP/IFSP/IIIP team; and
• Provided by the school during the school day