Special Education
Caring for students, birth to 22 years of age, with unique needs
We offer a range of services for students with disabilities that are free of charge for families. Special education services include programs for infants and toddlers, children in grades K-12, and a transition program for young adults ages 18-22. We also work closely with students who have a Section 504 plan.
- Early Childhood Special Education
- Grades K-12 Special Education
- Life Skills Transition Program - ages 18-22
- Identification and Evaluation Process
- Parent Rights
- Special Education Advisory Council
Early Childhood Special Education
Early intervention (Birth to age 3)
Early Intervention provides support and instruction for young children who have been identified with a developmental delay, disability or are at risk for developing delays. Children and their families can receive services in their home or child care setting. These services are free.
Early Childhood Special Education (ages 3 to 5)
Early Childhood Special Education provides support and instruction for young children with delays in their development or with a disability. Children and their families can receive services in their home, childcare setting, and schools throughout the district. These services are free.
Services may include:
- Inclusive Classroom: Taught by general education teacher with Special Education support
- Co-taught: A general education and special education teacher working collaboratively in the classroom full time
- Center-based classroom: Smaller class-size and more intensive support from Early Childhood Special Education Staff
- Phonology class: Class for students ages 3-5 with articulation needs
Learn more about Early Childhood Special Education at SLP
Questions? Please contact the Early Childhood Office at 763-600-5900.
Grades K-12 Special Education
Locations and services
Special Education programming for school-aged students is provided through the school teams which consist of the principal, regular teaching staff, and specialists trained in a variety of areas. The majority of students receive services is a regular classroom with support coming from special education staff members and other specialists as necessary.
Students with severe disabling conditions may be educated through Northeast Metro Intermediate School District 916 programs or other agency programming by neighboring districts through a contract with Spring Lake Park Schools.
| Location | Services | Contact |
|---|---|---|
| Centerview Elementary |
|
763-600-5500 |
| Northpoint Elementary |
|
763-600-5700 |
| Park Terrace Elementary |
|
763-600-5600 |
| Woodcrest Spanish Immersion |
|
763-600-5800 |
| Westwood Intermediate and Middle School |
|
763-600-5300 |
| Spring Lake Park High School |
|
763-600-5100 |
| Lighthouse School - Gifted and Talented |
|
763-600-5200 |
| District Services Center - Transition Program |
|
763-600-5000 |
Life Skills Transition Program - ages 18-22
The Thrive program serves young adults with significant disabilities to equip them with essential skills for daily living and community involvement. By connecting participants and their families with community resources, the program empowers participants, enhances their advocacy capabilities, and facilitates the navigation of post-secondary plans.
The program is located at the District Services Center (1415 81st Avenue NE, Spring Lake Park) and they partner with the community, offering experiences in all areas of transition. These experiences are based on individual student needs, skill level and Individual Education Plan (IEP) goals.
Questions? Contact teachers - Nichole Fetrow, 763-600-5091, nfetro@district16.org or Melissa Lindstrom, 763-600-5090, mlinds@district16.org.
- What is Transitions?
- What are the Strategies and Instructional Practices?
- What are the five areas of transition?
What is Transitions?
What is Transitions?
A community based program for young adults 18 to 21 years of age which provides...
- group and individual community activities;
- opportunity to gain employment skills;
- opportunity to learn functional skills needed for everyday living;
- leisure, individual, and group activities;
- development of independent living skill;
- individualized learning activities based on student need; and
- work-based Learning training opportunities in the community
Transitions Vision Statement: Young adults with disabilities will develop the necessary skills to prepare themselves for a successful future.
Transitions Mission Statement: To connect young adults with disabilities and their families to community resources, empowering them and strengthening their advocacy skills in order to navigate their life plans.
What are the Strategies and Instructional Practices?
Academic Skill Development
The skills worked on at Life Skills Transitions include problem solving, reading comprehension, fluency, accuracy, writing fluency and accuracy, listening comprehension, mathematical calculations and reasoning and vocabulary. Examples include:
- Reading a menu
- Making a grocery list
- Reading recipes and labels
- Panther Food Pantry: packing food orders, shopping for food pantry items and labeling destinations
- Making purchases with cash or debit card
- Coffee Shop: taking orders and performing money transactions
- Vocabulary: grocery words, reading signs, fast food/ restaurant words, and work related words
- Problem-solving skills on worksites
- Writing: filling out job applications, resumes, personal information and typing skills
Behavioral Skill Development
The skills work on at Life Skills Transition include: self-assessment, self-awareness skills, self-management, self-control, self-esteem and self-reliance. Examples include:
- Filling out time sheets
- Self-assessment of IEP goals
- Weekly or bi-weekly meeting for students to review IEP goals and progress
- Management of appropriate behaviors while on the job training
- Displaying a positive attitude while trying new skills
- Responding to behavior correction
- Participating in recreation leisure time
Functional Skill Development
The skills worked on at Life Skills Transition include organizational skills, developmental skills, self-care skills, social skills, coping skills, self-advocacy skills and communication skills. Examples include:
- Following a daily work schedule
- Keeping materials and job tasks organized
- Organizing Panther Food Pantry and Coffee Shop supplies
- Building personal hygiene skills
- Cooking or prepping their own lunches and cleaning up after lunch time
- Building social skills during recreation leisure time and while on the worksite or at community outings
- Learning coping strategies
- Asking for help
- Communicating needs and wants
What are the five areas of transition?
Identification and Evaluation Process
Special Education is a process that begins with identifying and evaluating a need for service. If services are recommended, a plan is developed and the student is placed. After services are provided, progress reports and annual meetings provide an opportunity to reflect on process and make adjustments. All of these steps are completed as a team.
Our processes follow federal and state laws, specifically the Individuals With Disabilities Education Act of 2004 passed by Congress. This requires that school districts provide: a free and appropriate education designed to meet each student's unique needs, an education in the least restrictive environment, a nondiscriminatory assessment and an Individualized Education Plan.
Identifying and evaluating a need for service
A parent, caregiver, teacher or student can request a special education evaluation. A parent/guardian must provide permission for an evaluation. A team includes the student and parent in addition to educators that usually include a school psychologist, a general education teacher, a special education teacher, an administrator, and sometimes others.
The team reviews referrals, interventions, screenings and assessments to determine whether the student is eligible for and needs special education. They develop a recommendation together.
Placement and planning
When special education services are needed, the team works together to develop an initial Individualized Education Plan (IEP). This plan is written for each student, and takes into account:
- the unique needs of the student
- goals and objectives for the student
- types of specialized services and personnel that may be needed
- student learning style along with motivational and environmental factors
- amount of time the student will spend in general education activities
- place where services will occur
Placement is guided by the student's plan and needs and that the services be provided in the "least restrictive environment."
Tracking and evaluation
Progress reports and annual IEP meetings provide a time for the entire team to gather to review progress. During these meetings updates are made the IEP and the placement is discussed.
Parent Rights
Procedural safeguards are in place to protect children with disabilities and their families under the Individuals with Disabilities Education Act (IDEA).
Access an overview of parental rights for:
- Children age 3 through age 22 - Procedural Safeguards: Part B document
- Children from birth to age 3 - Procedural Safeguards: Part C document
Find translations of these parental rights documents on the Minnesota Department of Education's website.
Families of students with an active Individualized Education Plan (IEP) or Individualized Family Service Plan (IFSP), will receive a copy of these safeguards mailed to their home each fall. Questions or concerns can be directed to a student's case manager or the District Student Services Department at 763-600-5081.
Special Education Advisory Council
The Special Education Advisory Council brings together parents, guardians, and staff to regularly discuss important topics and their effects on student services. Parent participation, whether at every meeting or occasionally, is highly valued by our school leadership. We are committed to enhancing our special education programming by working closely with the families we serve, believing that our collaboration leads to the best outcomes for all.
Members of the council:
- Represent the interests of Spring Lake Park students with disabilities from birth through age 22.
- Serve as an advocate for high-quality special education programming.
- Promote positive communication and collaboration among family, school, and community agencies.
-
Provide feedback to special education leadership on parent involvement, current issues and program development.
Special Education Advisory Councils are required by the state of Minnesota. Find information about the legislative requirements (125A.24 PARENT ADVISORY COUNCILS).
Who is SEAC for?
SEAC is for guardians or caregivers of students receiving special education services through Spring Lake Park Schools, from early intervention to age 22, across all federal settings and services. Membership should represent various age groups, grade levels, disabilities, and reflect the gender and ethnic diversity of the District's special education programs.
What is a typical SEAC meeting like?
Our goal is to create a positive and inclusive environment where every member feels truly valued. We'll kick off each meeting with introductions and a warm-up activity designed to strengthen our supportive community. During our sessions, we’ll share exciting updates on special education news, community opportunities, and progress on initiatives.
Our agenda features a blend of relevant topics for children with special needs and their families, along with insights into the strategies used in our special education programming. Occasionally, facilitators will present new initiatives for your valuable feedback. Time permitting, there will be opportunities for questions and discussions.
Special Education Advisory Council meetings are held for 90 minutes and occur in the evenings, four times per school year.
2024-2025 Dates and Topics
- Thursday, October 10, 2024, 5:30-7 p.m., District Services Center
- Learning Session 1: Tips to Support Increasing Desired Behaviors
- Learning Session 2: Vocational Rehabilitation (Secondary)
- Thursday, December 12, 2024, 5:30-7 p.m., District Services Center
- Thursday, February 27, 2025, 5:30-7 p.m., District Services Center
- Thursday, April 24, 2025, 5:30-7 p.m., District Services Center
Need more information about SEAC?
Please contact Jackie Lawson, coordinator of IEP services and practices.
| Contact Us |
|---|
|
Kaline Sandven Marinello Cyndi Steinke |
Section 504
We provide a free and appropriate public education to all students, including students with a Section 504 plan. Section 504 is a part of the Rehabilitation Act of 1973. This is a civil rights law that prohibits discrimination on the basis of disability in programs and activities, public and private, that receive federal financial assistance. This law ensures students with disabilities have an equal opportunity to be successful.
Section 504 Accommodation Plans
For students who are eligible, a 504 accommodation plan will be developed in partnership between the student, parent(s)/guardian(s), and school team. The plan includes documentation of:
- the nature of the student’s disability
- how the disability impacts the student’s major life activities
- the impact of the disability on the student’s education
- accommodations and supports necessary for the student to access a free appropriate public education
Identification and Evaluation Process
A parent or caregiver, can request a 504 evaluation by contacting the school's main office and requesting the student services lead. Once the request has been made, a team will be assembled to conduct an evaluation. The team is multi-disciplinary and includes people knowledgeable about the student, the meaning of evaluation data, and the placement options.
Evaluation and placement
The team draws from a variety of sources in the evaluation process and all sources are documented. Sources and factors considered may include a physician's medical diagnosis, aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior.
A medical diagnosis of an illness does not automatically mean a student can receive services under Section 504. The illness must cause a substantial limitation on the student's ability to learn or another major life activity. For example, a student who has a physical or mental impairment would not be considered a student in need of services under Section 504 if the impairment does not in any way limit the student's ability to learn or other major life activity, or only results in some minor limitation in that regard. (FAQ 25)
Once the evaluation is complete, a plan is developed to guide appropriate placement.
Tracking and evaluation
Once the plan is in place and being implemented, there is a periodic re-evaluation. Re-evaluation are completed at three-year intervals or more frequently if conditions warrant, or if the child's parent or teacher requests a re-evaluation. Re-evaluation does not occur more than once per year unless otherwise agreed to by the team. A re-evaluation always occurs before a significant change in placement.
Parent Rights
Section 504 of the Rehabilitation Act of 1973 describes the rights granted by federal law to students with disabilities. Jackie Lawson is our district's coordinator for 504 and is responsible for making sure our district complies with Section 504. She may be reached by phone at 763-600-5000, by email, or at 1415 81st Street N.E. Spring Lake Park, MN 55432
You have the right to:
- Have you child take part in, and receive benefits from, public education programs without discrimination because of his/her disability.
- Have the school district advise you of your rights under federal law.
- Receive notice with respect to identification, evaluation, and accommodations for your child. Your child is entitled to receive an evaluation prior to an initial placement and any subsequent changes in placement. You must provide consent for the initial evaluation or the school district may not proceed with the evaluation.
- Have your child receive a free appropriate public education. This includes the right to be educated with learners without disabilities to the maximum extent appropriate. It also includes the right to receive regular and/or special education and related aids and services that are designed to meet his/her individual educational needs as adequately as the needs of students without disabilities are met.
- Have your child receive services and be educated in facilities which are comparable to those provided to a student without disabilities.
- Have evaluation, educational, and placement decisions made based on a variety of information sources, and by persons who know the student and who are knowledgeable about the evaluation data and placement options.
- Have transportation provided to and from an alternative placement at no greater cost to you than would be incurred if the student were placed in a program operated by the district.
- Have your child be given an equal opportunity to participate in nonacademic and extracurricular activities offered by the district.
- Examine all relevant records relating to decisions regarding your child’s identification, evaluation, and placement.
- Obtain copies of educational records at a reasonable cost unless the fee would effectively deny you access to the records.
- Request amendment of your child’s educational records if there is reasonable cause to believe that they are inaccurate, misleading, or otherwise in violation of the privacy rights of your child.
- Request mediation or an impartial due process hearing related to decisions or actions regarding your child’s identification, evaluation, or educational program and to be represented by counsel in the hearing process. The school district may also request a hearing on matters of identification, evaluation, or educational program for your child. You or the school districts have the right to appeal an adverse decision to a hearing review officer within 20 school days of the receipt of the written decision by the hearing officer. The school district will appoint a hearing officer and a hearing review officer at its expense. It will also provide for the recording of testimony and evidence in the hearing and if applicable, in the review process.
- File a local grievance with the District Section 504 Coordinator. Neither the local grievance procedure nor the hearing procedure prevents a student or parent from filing a complaint with the Office for Civil Rights (OCR) or in federal court. There may be specific timelines for filing a complaint that may affect your rights. This notice is not intended to be legal advice or substitute for legal advice. More information can be obtained on the OCR’s or the Minnesota Department of Education’s website as well or by contacting the District’s 504 Coordinator.
- File a complaint with the Office for Civil Rights (OCR) addressed ATTN: OCR Regional Manager, Office of Civil Rights, U.S. Department of Health and Human Services, 233 N. Michigan Ave., Suite 240, Chicago, IL 60601. Voice Phone: (312-886-2359) Fax: (312-886-1807) TDD: (312-353-5693)
- Receive information in your native language and primary mode of communication.
A full compilation can be found at 34 C.F.R.§104.21.
Adaptive Sports
Adapted sports are a fun way to learn new things like: sportsmanship, game rules and sport specific skills. It’s a great way to burn off energy, improve muscle strength and coordination. Come and meet new friends and be a part of the team. Students are eligible to play when they are in 7th grade and can play through high school.
If you have any questions, please contact any of the following coaches:
- Douglas Potthoff, SLP Adapted Sports Coordinator, dpotth@district16.org
- Tara Brownlee (Centennial Athletics and Activities Office) - 763-792-5018 or tbrownlee@isd12.org
- Deb Kline (Head Coach), dkline@isd12.org
- What sports are available?
- Do student's need a physical to play adaptive sports?
- How do I register my student?
What sports are available?
Spring Lake Park High School runs a cooperative adapted sports program with Centennial High School. The co-op includes soccer (fall) , floor hockey (winter) and softball (spring). Spring Lake Park High School also offers adapted bowling.
Adapted athletics are a varsity sport. sSeasons are each about eight weeks long, depending on post season play. Games are played against other teams in our conference. Our schedule is three days (never more than three) a week after school.
Practice days are 2:45-4:10 p.m. and transportation after practice is provided to those athletes who live within the Centennial district boundaries. Transportation is also provided on game days when we play at a different school. A schedule with practice times and game days is provided at the beginning of each season.
Do student's need a physical to play adaptive sports?
Yes. Students must have a sports physical on file before they can participate in any sport. Forms are available online or with your health care provider and are good for three years.
How do I register my student?
Register your student for adaptive sports through the Register webpage on the Athletics and Activities website.
