Total Special Education System - Schoolwires

Albert Lea TSES Manual/ Revised July 2016(2) materials and procedures used to evaluate a child with limited English proficiency are selected andadministered to ensure that they measure the extent to which the child has a disability and needs specialeducation and related services, rather than measure the child’s English language skills;(3) any standardized tests that are given to the child have been validated for the specific purpose for whichthey are used, are administered by trained and knowledgeable personnel, and are administered inaccordance with any instructions provided by the producer of such tests;(4) the child is evaluated in all areas of suspected disability, including, if appropriate, health, vision, hearing,social and emotional status, general intelligence, academic performance, communicative status, andmotor abilities;(5) evaluation tools and strategies that provide relevant information that directly assists persons indetermining the educational needs of the pupil are provided;(6) if an evaluation is not conducted under standard conditions, a description of the extent to which it variedfrom standard conditions must be included in the evaluation report;(7) tests and other evaluation materials include those tailored to evaluate specific areas of educational needand not merely those that are designed to provide a single general intelligence quotient;(8) tests are selected and administered so as best to ensure that if a test is administered to a child withimpaired sensory, manual, or speaking skills, the test results accurately reflect the chil d’s aptitude orachievement level or whatever other factors the test purports to measure, rather than reflecting thechild’s impaired sensory, manual, or speaking skills, unless those skills are the factors that the testpurports to measure; and(9) in evaluating each pupil with a disability, the evaluation is sufficiently comprehensive to identify all of thepupil’s special education and related service needs, whether or not commonly linked to the disabilitycategory in which the pupil has been classified.A. Upon completion of administration of tests and other evaluation materials, the determination of whether thechild is a pupil with a disability as defined in Minnesota Statutes, section 125A.02, shall be made by a team ofqualified professionals and the parent of the pupil in accordance with item E, and a copy of the evaluationreport and the documentation of determination of eligibility will be given to the parent.B. In making a determination of eligibility under item D, a child shall not be determined to be a pupil with adisability if the determinant factor for such determination is lack of instruction in reading or math or limitedEnglish proficiency, and the child does not otherwise meet eligibility criteria under parts 3525.1325 to3525.1351.A. As part of an initial evaluation, if appropriate, and as part of any reevaluation under this part, or areinstatement under part 3525.3100, the IEP team and other qualified professionals, as appropriate, shall:(1) review existing evaluation data on the pupil, including evaluations and information provided by theparents of the pupil, current classroom-based assessments and observations, and teacher and relatedservices providers observation; and(2) on the basis of the review, and input from the pupil's parents, identify what additional data, if any, areneeded to determine whether the pupil has a particular category of disability, as described in MinnesotaStatutes, section 125A.02, or, in case of a reevaluation of a pupil, whether the pupil continues to havesuch a disability, the present levels of performance and educational needs of the pupil, whether the pupilneeds special education and related services, or in the case of a reevaluation of a pupi l, whether the pupilPage 4.

Albert Lea TSES Manual/ Revised July 2016continues to need special education and related services, and whether any additions or modifications tothe special education and related services are needed to enable the pupil to meet the measurable annualgoals set out in the individualized education program of the pupil and to participate, as appropriate, in thegeneral curriculum.B. The district shall administer such tests and other evaluation materials as may be needed to produce the dataidentified by the IEP team under item A, subitem (2).C. Each district shall obtain informed parental consent, in accordance with subpart 1, prior to conducting anyreevaluation of a pupil, except that such informed parental consent need not be obtained if the district candemonstrate that it had taken reasonable measures to obtain such consent and the pupil's parent has failed torespond.D. If the IEP team and other qualified professionals, as appropriate, determine that no additional data areneeded to determine whether the pupil continues to be a pupil with a disability, the district shall notify thepupil's parents of that determination and the reasons for it, and the right of such parents to request anevaluation to determine whether the pupil continues to be a pupil with a disability, and shall not be requiredto conduct such an evaluation unless requested to by the pupil's parents.E. A district shall evaluate a pupil in accordance with this part before determining that the pupil is no longer apupil with a disability.When restrictive procedures are used twice in 30 days or when a pattern emerges and restrictive procedures arenot included in a child's individualized education program or behavior intervention plan, the district must hold ameeting of the individualized education program team, conduct or review a functional behavioral analysis, reviewdata, consider developing additional or revised positive behavioral interventions and supports, consider actions toreduce the use of restrictive procedures, and modify the individualized education program or behaviorintervention plan as appropriate. At the meeting, the team must review any known medical or psychologicallimitations that contraindicate the use of a restrictive procedure, consider whether to prohibit that restrictiveprocedure, and document any prohibition in the individualized education program or behavior intervention plan.Procedures for determining eligibility and placement.A. In interpreting the evaluation data for the purpose of determining if a child is a pupil with a disability underparts 3525.1325 to 3525.1351 and the educational needs of the child, the school district shall:(1) draw upon information from a variety of sources, including aptitude and achievement tests, parent input,teacher recommendations, physical condition, social or cultural background, and adaptive behavior; and(2) ensure that the information obtained from all of the sources is documented and carefully considered.B. If a determination is made that a child is a pupil with a disability who needs special education and relate dservices, an IEP must be developed for the pupil according to part 3525.2810.An evaluation report must be completed and delivered to the pupil's parents within the specified evaluationtimeline. At a minimum, the evaluation report must include:A. a summary of all evaluation results;B. documentation of whether the pupil has a particular category of disability or, in the case of a reevaluation,whether the pupil continues to have such a disability;Page 5.

Albert Lea TSES Manual/ Revised July 2016C. the pupil's present levels of performance and educational ne eds that derive from the disability;D. whether the child needs special education and related services or, in the case of a reevaluation, whether thepupil continues to need special education and related services; andE. whether any additions or modifications to the special education and related services are needed to enable thepupil to meet the measurable annual goals set out in the pupil's IEP and to participate, as appropriate, in thegeneral curriculum.F. Albert Lea Area Schools plan for receiving referrals from parents, physicians, private and public programs, andhealth and human services agencies is attached as Appendix A.II. Method of Providing the Special Education Services for the Identified PupilsAlbert Lea Schools provides a full range of educational service alternatives. All students with disabilities areprovided the special instruction and services which are appropriate to their needs. The following is representativeof Albert Lea Area School’s method of providing the special education services for the identified pupils, sitesavailable at which service may occur, and instruction and related services available.Appropriate program alternatives to meet the special education needs, goals, and objectives of a pupil aredetermined on an individual basis. Choice of specific program alternatives are based on the pupil’s current levelsof performance, pupil special education needs, goals, and objectives, and must be written in the IEP . Programalternatives are comprised of the type of services provided, the setting in which services occur, and the amount oftime and frequency in which special education services occur. A pupil may receive special education services inmore than one alternative based on the IEP or IFSP.Services for students with disabilities are available in school buildings within District #241. Resource rooms areavailable for students with identified special education needs. If a student needs more intense special educationservices, Level 3 programs are available for students in these locations: Page 6Level 3 Emotional Behavioral Disabilities (Options programs) services available at:oLakeview Elementary (grades K-5)oSouthwest Middle School (grade 6-7)oAlbert Lea High School (grades 8-12)Level 3 Autism Spectrum Disorder services available at:oLakeview Elementary (grades K-5)—Success RoomoSouthwest Middle School (grades 6-7)oAlbert Lea High School (grades 8-12)Level 3 Developmental Cognitive Disabilities (Functional Skills) available at:oHalverson Elementary (grades K-5)oSouthwest Middle School (grades 6-7).

Albert Lea TSES Manual/ Revised July 2016oAlbert Lea High School (grades 8-12)A. Method of providing the special education services for the identified pupils:(1) One on One services(2) Small Group(3) Direct Services(4) In Direct Services(5) Co Teaching in general education settingB. Alternative sites available at which services may occur:Examples: residential, day programs, mental health, chemical dependency, eating disorders), hospitals,correctional facilities (juvenile and adult detention centers, jails), shelter care facilities, alternative learningcenters and programs. Also include early childhood sites, i.e., home, district early childhood special educationclassroom, and community-based programs.(1) Brookside Education Center, Head Start Program, 211 W. Richway Drive, Albert Lea, MN(2) Brookside Education Center, Building Blocks Program, 211 W. Richway Drive, Albert Lea, MN(3) Brookside Education Center, Discovery Place Preschool, 211 W. Richway Drive, Albert Lea, MN(4) Brookside Education Center, ECSE Self Contained Classrooms, 211 W. Richway Drive, Albert Lea, MN(5) United Preschool, 702 Highway 69 South, Albert Lea, MN(6) 18-21 Transitions Program, Brookside Education Center, 211 W Richway Drive, Albert Lea, MN(7) Home Based Services for children ages Birth-2 (provided at child’s home)(8) Hayward Group Home, 80880 County Road 46, Albert Lea, MN(9) Alternative Learning Center, Riverland Community College, 2200 Riverland Drive, Albert Lea, MN(10) Austin Albert Lea Area Special Education Cooperative, Austin MNC. Available instruction and related services:(1) Occupational Therapy(2) Physical Therapy(3) School Social Work Services(4) Developmental Adaptive Physical Education(5) Speech/ Language Therapy(6) Audiologist(7) Autism Spectrum Disorder ConsultationPage 7.

Albert Lea TSES Manual/ Revised July 2016(8) Deaf/ Hard of Hearing Consultation(9) Vision Impaired Consultation10. Physical and Other Health Disabilities ConsultationIII. Administration and Management Plan.Albert Lea Area Schools utilizes the following administration and management plan to assure effective andefficient results of child study procedures and method of providing special education services for the identifiedpupils:A. The following illustrates the organization of administration and management to assure effective and efficientresults of child study procedures and methods of providing special education services for the identified pupils:Tami Alphs, Director of Special ServicesPhone: 507-379-4824 Email: tami.alphs@alschools.ortAddress: 211 W Richway Drive, Albert Lea, MN 56007Responsibilities include: Capital Outlay, Continuous Improvement, Contracted Services, Due Process and DueProcess Hearings, Special Education Advisory Council, Non-Certified and Certified Staffing, Program Development,Special Education Financer, Strategic Planning, Non-Public Consultant, Out of District Placements, 504,Homebound, Nursing servicesKristin Otremba/Assistant Director of Special ServicesPhone: 507-379-4825 Email: Kristin.otremba.alschools.orgAddress: 211 W Richway Drive, Albert Lea, MN 56007Responsibilities include: Oversee 3rd Party Billing, Compliant Conciliation, Continuous Improvement, ContractedServices, DESY Programming, Early Childhood Programs, Staff Evaluations, Programming meetings, SpecialEducation Advisory Council, Non-Certified and Certified Staffing, Program Development, Special EducationFinancer, Strategic Planning, Non-Public Consultant, Out of District PlacementsTammy Willis/Secondary Coordinator of Special EducationPhone: 507-379-4830Email: tammy.willis@alschools.orgAddress: 211 W Richway Drive, Albert Lea, MN 56007Responsibilities include: Problem solving with departments and teachers daily, supports para scheduling,facilitates intake meetings, facilitates manifestation meetings and discipline concerns, supports instructionalimplementation and fidelity, supports programming and scheduling of students, supports Due Process learningwith staff and DP clerk.Sheila Riebe/Elementary Coordinator of Special EducationPhone: 507-379-4873Email: Sheila.riebe@alschools.orgAddress: 211 W. Richway Drive, Albert Lea, MN 56007Responsibilities include: Problem solving with departments and teachers daily, supports para scheduling,facilitates intake meetings, facilitates manifestation meetings and discipline concerns, supports instructionalimplementation and fidelity, supports programming and scheduling of students, supports Due Process learningwith staff and DP clerk.Page 8.

Albert Lea TSES Manual/ Revised July 2016Sue VanRyswyk/Special Services SecretaryPhone: 507-379-4822 Email: Sue.VanRyswyk@alschools.orgAddress: 211 W Richway Drive, Albert Lea, MN 56007Responsibilities include: Monitoring changes to federal special education finances, updating EDRS, tuition,monitor MARSS information, UFAR coding and budgeting updates, Payroll, Purchase orders and expense vouchers,Grant applications for special education services.B. Due Process assurances available to parents: Albert Lea School District has appropriate and proper dueprocess procedures in place to assure effective and efficient results of child study procedures and method ofproviding special education services for the identified pupils, including alternative dispute resolution and dueprocess hearings. A description of these processes are as follows:(1) Prior written notice to a) inform the parent that except for the initial placement of a child in specialeducation, the school district will proceed with its proposal for the child’s placement or for providingspecial education services unless the child’s parent notifies the district of an objection within 14 days ofwhen the district sends the prior written notice to the parent; and b) state that a parent who objects to aproposal or refusal in the prior written notice may request a conciliation conference or another alternativedispute resolution procedure.(2) Albert Lea School District will not proceed with the initial evaluation of a child, the initial placement of achild in a special education program, or the initial provision of special education services for a childwithout the prior written consent of the child’s parent. A district may not override the written refusal of aparent to consent to an initial evaluation or reevaluation.(3) A parent, after consulting with health care, education, or other professional providers, may agree ordisagree to provide the parent’s child with sympathomimetic medications unless medical, dental, mentaland other health services are necessary, in the professional's judgment, that the risk to the minor's life orhealth is of such a nature that treatment should be given without delay and the requirement of consentwould result in delay or denial of treatment.(4) Parties are encouraged to resolve disputes over the identification, evaluation, educational placement,manifestation determination, interim alternative educational placement, or the provision of a freeappropriate public education to a child with a disability through conciliation, mediation, facilitated teammeetings, or other alternative process. All dispute resolution options are voluntary on the part of theparent and must not be used to deny or delay the right to a due process hearing. All dispute re solutionprocesses are provided at no cost to the parent.(5) Conciliation Conference: a parent has the opportunity to meet with appropriate district staff in at leastone conciliation conference if the parent objects to any proposal of which the parent receiv es priorwritten notice. Albert Lea Area Schools holds a conciliation conference within ten calendar days from thedate the district receives a parent’s objection to a proposal or refusal in the prior written notice. Alldiscussions held during a conciliation conference are confidential and are not admissible in a due processhearing. Within five school days after the final conciliation conference, the district must prepare andprovide to the parent a conciliation conference memorandum that describes the di strict’s final proposedoffer of service. This memorandum is admissible in evidence in any subsequent proceeding.(6) In addition to offering at least one conciliation conference, Albert Lea Area Schools informs parents ofother dispute resolution processes, including at least medication and facilitated team meetings. The factthat an alternative dispute resolution process was used is admissible in evidence at any subsequentproceeding. State-provided mediators and team meeting facilitators shall not be subpoenaed to testify atPage 9.

Albert Lea TSES Manual/ Revised July 2016a due process hearing or civil action under special education law nor are any records of mediators or stateprovided team meeting facilitators accessible to the parties.(7) Descriptions of the mediation process, facilitated team meetings, state complaint, and impartial dueprocess hearings may be found in Albert Lea Area School’s Procedure Safeguard Notice, attached asAppendix B.IV. Operating Procedures of Interagency CommitteesA. Community Transition Interagency Committee:(1) Albert Lea Area School’s Community Transition Interagency Committee is established in cooperation withAlbert Lea Area Schools and Region 10 Low Incidence Program, in cooperation with Freeborn County, foryouth with disabilities, beginning at grade 9 or age equivalent, and their families.(2) Albert Lea Area School’s Community Transition Interagency Committee consists of the followingindividuals in cooperation with Region 10 Regionalized CTIC: Director of Education, Work ExperienceCoordinator, General Education Teacher, Community Education Coordinator, Rehabilitation Services,County Social Services.(3) The chair of the Community Transition Interagency Committee is Erin Gustafson(4) The Community Transition Interagency Committee meets four times per year.B. Interagency Early Intervention Committee(1) Albert Lea Area School’s Interagency Early Intervention Committee is established in cooperation incooperation with Region 10 Interagency Early Intervention Committee in cooperation with the health andhuman service agencies located in Freeborn County, for children with disabilities under age five and theirfamilies.(2) The Interagency Early Intervention Committee consists of the following individuals:IEIC Coordinator—Tammy Queensland – Region 10Health—Teresa Buck—Olmsted CountyNatalie Loock - FreebornJune Piepho – Steele CountyEducation--Shari Mensink – Owatonna Schools; Steele CountySarah Larson – Rochester Schools; Olmsted CountyStephanie Bonjour – SMEC; Mower CountyNikki Heinen – Austin Schools; Mower CountyJill Johnson—Albert Lea Schools; Freeborn CountyHolly Schoenbauer – Faribault Schools; Rice CountyPaula Birch – Filmore Schools; Filmore CountyCounty Human Services-Rene Arendt--‐ Goodhue CountyCrystal Peterson—Mower CountyEarly Childhood Family Education Programs-Judy Covert-- FairbaultPage 10.

Albert Lea TSES Manual/ Revised July 2016Sarah Blackburn-- RochesterHead Start—Terri McLaughlin - SEMCACParents of young children with Disabilities under age 12-Holly SchoenbauerStephanie BonjourChild Care Resource and Referral—School Readiness programs-Diana Eipers – Triton Schools; Dodge CountyOther:MDE designeeKara Tempel--‐ Minnesota Department of Education

Total Special Education System (TSES) This document serves as the Total Special Education System Plan for Albert Lea Area Schools in accordance with Minnesota Rule 3525.1100. This plan also includes an assurance for compliance with the federal requirements pertaining to districts' special education responsibilities found in United States Code .