Disability Services
Delivering a range of programs and services for students, birth to 22 years of age, who have been identified as disabled and in need of specialized programming
We offer special education programs for students in grades K-12, early childhood and a transition program for ages 18-22. We also work closely with students who have a 504 plan.
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Kaline Sandven Marinello Cyndi Steinke |
Special Education
Special Education at Spring Lake Park Schools encompassess school-aged K-12 services, early childhood and services for those aged 18-22 as they transition into the community.
- Grades K-12 Special Education
- Early Childhood Special Education
- Life Skills Transition Program - ages 18-22
Grades K-12 Special Education
The eligibility process includes referral, intervention, screening, and assessments which determine the type and amount of service needed. Recommendations are made and plans developed by a team of the student's parents and educators.
An Individualized Education Plan (IEP) is written for each student, taking into account the unique needs of the student, type of service and personnel required, student learning style, and goals to be met, as well as motivational and environmental factors.
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 are programmed into regular classrooms with support coming from special education staff members and other specialists as necessary.
Students with severe disabling conditions may be educated by Northeast Metro Intermediate School District 916 programs or other agency programming by neighboring districts through a contract with Spring Lake Park Schools.
Federal and state laws, specifically the Individuals With Disabilities Education Act of 2004 passed by Congress, 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
- an Individualized Education Plan
Services and locations of K-12 Special Education Services
| Centerview Elementary | All disabilities served in Federal Setting I and II EBD served in Federal Setting III |
763-600-5500 |
| Northpoint Elementary | All disabilities served in Federal Setting I and II ADS served in Federal Setting III |
763-600-5700 |
| Park Terrace Elementary | All disabilities served in Federal Setting I and II DCD served in Federal Setting III |
763-600-5600 |
| Woodcrest Spanish Immersion | All disabilities served in Federal Setting I and II | 763-600-5800 |
| Westwood Intermediate and Middle School | All disabilities served in Federal Setting I and II ASD, DCD and EBD served in Federal Setting III |
763-600-5300 |
| Spring Lake Park High School | All disabilities served in Federal Setting I and II ASD, DCD and EBD served in Federal Setting III |
763-600-5100 |
| Lighthouse School - Gifted and talented | All disabilities served in Federal Setting I and II | 763-600-5200 |
| District Services Center - Transition Program | Life Skills Transition Program for 18-22 year olds Federal Setting IV |
763-600-5000 |
Early Childhood Special Education
Birth-3
Early Intervention (EI) is a Spring Lake Park Public Schools program for families with children ages birth to three years old. Early Intervention (0-3) 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.
Preschool ages 3-5
Early Childhood Special Education (ECSE) is a Spring Lake Park Public School program for children ages three to five years old. ECSE 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. Below are the different models within Spring Lake Park Schools:
- Inclusive Classroom: taught by general education teacher with Special Education support
- Co-taught: this model has both a regular 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.
Life Skills Transition Program - ages 18-22
Spring Lake Park Schools offers a Life Skills Transitions Program for students who are 18-22 years of age.
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 IEP goals.
Questions? Contact Life Skills Transition 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?
Procedural Safeguards
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
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.
Section 504
Spring Lake Park Schools is committed to providing a free and appropriate public education to all students, including students who are handicapped, consistent with the definitions set forth in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Section 504 requires that students who demonstrate “a substantial limitation in a major life function," have a written accommodation plan that will assist with their participation in the general educational environment.
Examples of physical or mental impairments that may be covered under Section 504 include: epilepsy, allergies, vision impairments, broken limbs, cancer, diabetes, asthma, ADD/ ADHD.
Examples of major life activities that can be affected by the student’s disability include: learning, thinking, concentrating, reading, speaking, walking, breathing, sleeping and caring for oneself. Major bodily functions can also be affected, including: brain function, immune system function and/or digestive functions.
Spring Lake Park Schools has one district-wide 504 coordinator and individual coordinators who are responsible for all 504 activities in each building. Contact the following staff to find out more about 504 identification requirements, plan development, parental rights and services.
CLICK HERE TO VISIT THE MINNESOTA DEPARTMENT OF EDUCATION SECTION 504 PLAN WEBSITE
Section 504 Plans
Section 504 Notice of Procedural Safeguards and Grievance Policy & Procedures
In compliance with the procedural requirements of Section 504 of the Rehabilitation Act of 1973 (“Section 504”), the following Procedural Safeguards Notice is used in Spring Lake Park Schools, Independent School District No. 16 (“School District”). This Notice is provided to ensure that you are aware of the regulations regarding the identification, evaluation, or placement under Section 504 that may pertain to your child. Should you have questions, please contact the Director of Student Services.
Section 504 is enforced by the U.S. Department of Education, Office for Civil Rights (OCR). If you need information about Section 504, OCR’s contact information is as follows:
U.S. Department of Education
Office for Civil Rights, Chicago Office (Region V)
500 W. Madison Street Suite 1475
Chicago, Illinois 60661
(312) 730-1560
Fax: (312) 730-1576
TDD: (312) 730-1609
Email: OCR.Chicago@ed.gov
The following is a description of some of the rights granted by this federal law pertaining to students with disabilities who are subject to identification, evaluation, or placement under Section 504. (See 34 C.F.R. § 104 for a full compilation of regulations.)
- Your child is entitled to take part in and receive benefits from public education programs or activities without discrimination because of his or her disability.
- Your child is entitled to receive a free appropriate public education regardless of the nature or severity of his or her disability.
- Your child is entitled to receive regular or special education and related aids and services that are designed to meet his or her individual educational needs as adequately as the needs of students without disabilities.
- Your child is entitled to receive free educational services except for those fees that are imposed on students without disabilities or their parents.
- Your child is entitled to be educated with students without disabilities to the maximum extent appropriate to the needs of your child.
- Your child is entitled to be educated in facilities and receive services and activities comparable to those provided to students without disabilities.
- Your child is entitled to an evaluation prior to initial placement and any subsequent significant change in placement.
- Your child is entitled to be evaluated and tested with procedures in accordance with regulations pertaining to evaluation procedures.
- Your child is entitled to have evaluation data and placement decisions based upon information from a variety of sources, including aptitude and achievement tests, teacher recommendations, physical condition, social or cultural background, and adaptive behavior.
- Your child is entitled to have an interpretation of data and placement decisions based on evaluation procedures that ensure information is obtained from a variety of documented and carefully considered sources.
- Your child is entitled to have placement decisions made by persons knowledgeable about your child, the meaning of evaluation data, and placement options.
- Your child is entitled to periodic evaluations.
- Your child is entitled to an equal opportunity to participate in nonacademic and extracurricular activities offered by the School District.
- You are entitled to notice prior to any action by the School District pertaining to the identification, evaluation, or placement of your child.
- You are entitled to examine relevant records relating to decisions regarding your child’s identification, evaluation, educational program, and placement.
- Parent(s)/guardian(s) or an eligible student may request an impartial hearing to resolve current disputes pertaining to the identification, evaluation, or educational placement of a student entitled to the protections of Section 504. The School District also has the right to initiate a hearing regarding these same matters. You and the student may take part in the hearing and have an attorney represent you. The following details the procedure:
Impartial Hearing Request
1) The request for a hearing by parent(s)/guardian(s) or an eligible student must be submitted to the Section 504 Coordinator within thirty (30) school days after the alleged violation occurred, except that, if the School District had not previously provided the parent(s)/guardian(s) or eligible student with notice of the right to request a hearing under this part, the claimant may submit a request for a hearing within thirty (30) school days after the School District provides such notice. For the purposes of the Impartial Hearing Process, a “school day” is a day designated by the School District as a day of instruction for students.
2) The request for a hearing must: (1) be in writing; (2) state the name, address, and telephone number of the student and the student’s parent(s)/guardian(s); (3) describe the nature of the dispute, including facts relating to the dispute; and (4) state, to the extent known, the relief sought. A hearing request form may be obtained from the Section 504 Coordinator.
Hearing Officer Selection
1) Following receipt of the request for a hearing, the School District will select an impartial hearing officer to preside over the dispute.
2) The School District will notify the parent(s)/guardian(s) or eligible student of the appointment of the hearing officer within five (5) school days following the hearing officer’s appointment.
Hearing Procedures
1) The hearing will be recorded at the School District’s expense.
2) A transcript of the hearing may be obtained by either party at the party’s expense.
3) Upon request and prior to the hearing, the parent(s) guardian(s) or eligible student will have the opportunity to examine the student’s records in accordance with applicable state and federal law.
4) The hearing officer shall hold a prehearing conference at which the complaining party or representative of such party will state and clarify the issue(s) to be addressed at the hearing. The prehearing conference may be used to resolve preliminary matters, jurisdictional issues, and answer the parties’ questions regarding the hearing process.
5) If, after the prehearing conference, the hearing officer finds that the parent, as a matter of law, alleges and raises no factual claims or legal issues that come within the hearing officer’s jurisdiction, then the hearing officer may dismiss the hearing and issue an order to that effect explaining the basis for such finding.
6) The hearing officer will conduct the hearing within forty-five (45) calendar days of the request for the hearing.
7) Any timelines specified herein may be extended (a) by mutual agreement of the School District and the parent(s)/guardian(s) or eligible student or (b) by order of the hearing officer upon a showing of good cause.
8) The student and parent(s) and the School District may be assisted or represented, at their own expense, by individuals of their own choice, including an attorney.
9) The hearing officer shall give the parent, student, or their representative and the School District a full and fair opportunity to present evidence relevant to the issues raised in the hearing request. The party that requested the hearing may not raise issues at the hearing that were not raised in the written request for a hearing unless the other party agrees otherwise.
10) The party filing the request for hearing bears the burden of proof.
11) The parties may submit, at the hearing officer’s discretion, post-hearing briefs or written arguments summarizing and characterizing the information presented at the hearing and providing legal authority in support of their positions. Timelines for the submission of post-hearing briefs or written arguments shall be set by the hearing officer at the hearing’s conclusion.
12) The hearing officer shall render a decision in writing within thirty (30) calendar days from the last hearing date. The decision of the hearing office must be based solely upon the evidence presented at the hearing.
13) The hearing officer must confine orders and ruling to those matters which involve the identification, evaluation, or educational placement of the student under Section 504. A hearing officer may not award attorneys’ fees as part of relief granted to a parent or eligible student.
Impartial Appeal Procedures
Any party aggrieved by the hearing officer’s decision may seek review of the hearing decision in a court of competent jurisdiction, generally the closest federal district court.
The procedures herein do not deny the right of a grievant to file a complaint in federal court or with the U.S. Department of Education. Changes in the law, including timelines for filing a complaint, may affect your rights.
The person in the School District who is responsible for assuring that the School District complies with Section 504 is the Section 504 Coordinator:
Anthony Mayer
Director of Student Services
1415 81st Avenue NE
Spring Lake Park, MN 55432
Phone: (763) 600-5080
This document is not a substitute for legal advice. It contains portions of Section 504 regulations. For a complete compilation of the law, see 34 C.F.R. § 104.
SPRING LAKE PARK SCHOOLS SECTION 504
GRIEVANCE POLICY & PROCEDURES
In compliance with the requirements of Section 504 of the Rehabilitation Act of 1973 (“Section 504”), the following Grievance Policy and Procedures shall be utilized in Spring Lake Park Schools, Independent School District No. 16 (“School District”).
I. Grievance Policy
The School District prohibits discrimination, harassment, and retaliation on the basis of age, color, disability, gender, national origin, marital status, race, religion, or sex. Any parent or eligible student who believes that the School District has discriminated on the basis of a disability or otherwise taken action that is prohibited by Section 504 may file a grievance with the School District. A grievance is a complaint alleging that the School District has a policy, procedure, or practice, or has made a decision with respect to a student, which is prohibited by Section 504.
II. Grievance Procedures
A. Informal Grievance Procedure
Many problems can be resolved by an informal meeting between the parties involved. An individual with a complaint is encouraged to first discuss the concern with the appropriate teacher, counselor, building administrator, Section 504 Team, or the School District’s Section 504 Coordinator with the objective of resolving the concern promptly and informally.
B. Formal Grievance Procedure
Step 1
1. A written statement of the grievance signed and dated by the Complainant shall be submitted to the School District’s Section 504 Coordinator within thirty (30) school days following the alleged violation. For purposes of the Grievance Procedures, a “school day” is a day designated by the School District as a day of instruction for students. The Complainant may submit the grievance using a Grievance Filing Form. This form can be obtained from the School District’s Section 504 Coordinator. The School District’s Section 504 Coordinator is Tony Mayer, Spring Lake Park Schools, 1415 81st Avenue NE, Spring Lake Park, MN 55432, (763) 600-5080.
2. The written statement must include the Complainant’s name, address, telephone number, the student’s name, the name of the student’s school, a full description of the nature of the grievance, and the remedy requested.
3. The Section 504 Coordinator shall:
a. Investigate the matter(s) alleged in the grievance. As part of the investigation, the Section 504 Coordinator may, to the extent the Section 504 Coordinator deems appropriate, discuss the allegations with the parent(s)/guardian(s) or adult student and/or other School District employees;
b. Prepare a written decision in response to the grievance, including any appropriate corrective and remedial actions; and
c. Notify the Complainant of the decision within fifteen (15) school days of receiving the grievance and provide the Complainant with a copy of the written decision.
Step 2
1. If the Complainant is not satisfied with the disposition of the grievance after Step 1, the Complainant may request that the School Board review the grievance.
2. A request for review by the School Board must be submitted by the Complainant in writing to the School District’s Superintendent within five (5) school days after receipt of the Section 504 Coordinator’s written decision. The School District’s Superintendent is Jeff Ronneberg, Spring Lake Park Schools, 1415 81st Avenue NE, Spring Lake Park, MN 55432, (763) 600-5000. The Superintendent shall notify the School Board that a request for review has been submitted.
3. The School Board will meet to review the grievance within a reasonable time following the request for review, but in any event no later than fifteen (15) school days or the Board’s next regularly scheduled meeting after receipt of the appeal, whichever occurs later. The School Board will review the grievance in a meeting closed to the public pursuant to Minnesota Statutes Section 13D.05, subdivision 2(a)(3). The School Board may affirm, modify, or reverse the Section 504 Coordinator’s decision. The School Board Chair will provide the Complainant with the Board’s decision within fifteen (15) calendar days of the Board’s review. The Board’s decision shall constitute the final decision issued for a formal grievance.
C. Time Periods
The time periods set forth in the above grievance procedures may be extended by mutual agreement. Failure at any step in this process by the School District to communicate the decision on the grievance within the specified time limits shall permit the Complainant to proceed to the next step. Failure at any step of this procedure by the Complainant to appeal a grievance to the next step shall be deemed acceptance of the decision rendered at that step.