Please read below the following
information concerning Special Education services at the Minneapolis Public
Schools, as presented on the district website, including an important document
given at the end of this chapter;
Minneapolis
Public Schools offers a wide-range of Special Education programs and services.
To
receive special education services, a student must first be evaluated and meet
state criteria. Once qualified, an Individual Education Plan (IEP) is developed
for the student. Programs and services are provided to students and their
families beginning at birth through age 21 or completion of a secondary
education program. Special education is also available for students who live in
Minneapolis that attend nonpublic schools.
Mission Statement
The special education department is relentlessly focused on
students receiving individualized services and equitable instruction in their
least restrictive environment. We are committed to educational evaluations and
services that are not predicted by a student’s race.
Section 504 of the
Rehabilitation Act of 1973 is an anti-discrimination statute that is designed
to provide equal access to education programs, services, and activities for
students with a medical or mental health impairment. It requires that the needs
of students with disabilities be met to the same degree as the needs of
students without disabilities.
Minneapolis Public Schools
Total Special Education System
(TSES)
This
document serves as the Total Special Education System Plan (TSES) for the
Minneapolis Public Schools (MPS) in accordance with Minnesota Rule pt.
3525.1100. This TSES is in addition to the assurance for compliance with the
federal requirements pertaining to districts’ special education
responsibilities found in United States Code, title 20, chapter 33, sections
1400 et seq., and Code of Federal Regulations, title 34, part 300. That
document is a companion to the Application for Special Education Funds –
Statement of Assurances (ED-01350-29).
The
Executive Director of the MPS Special Education Department is responsible for
program development, coordination, evaluation; in-service training, and general
special education supervision and administration. The current Executive
Director, Rochelle Cox, may be reached at 612/668-5438.
I. Child Study Procedures
The
district’s identification system is developed according to the requirement of
nondiscrimination as MPS does not discriminate in education on the basis of
race, color, creed, religion, national origin, sex, age, marital status, status
with regard to public assistance, sexual orientation, or disability.
A. Identification
MPS
has developed systems designed to identify students with disabilities beginning
at birth, students with disabilities attending public and nonpublic schools,
and students with disabilities who are of school age and are not attending any
school.
MPS’s
plan for receiving referrals from parents, physicians, private and public
programs, and health and human services agencies is attached as MPS TSES
Appendix A.
1) Infant and toddler intervention
services birth through two years of age –
Infant
and toddler intervention services birth through two years of age under United
States Code, title 20, chapter 33, section 1431 et seq., and Code of Federal
Regulations, title 34, part 303, are available in MPS to children from birth
through two years of age who meet the outlined criteria.
The
team determines that a child from birth through the age of two years is
eligible for infant and toddler intervention services if:
A.
the child meets the criteria of one of the disability categories in United
States Code, title 20, chapter 33, sections 1400, et. seq., as defined in
Minnesota Rules; or
B.
the child meets one of the criteria for developmental delay in subitem (1) or
the criteria in subitem (2);
Page
2 . July 2018
(1) the
child has a diagnosed physical or mental condition or disorder that has a high
probability of resulting in developmental delay regardless of whether the child
has a demonstrated need or delay; or
(2) the
child is experiencing a developmental delay that is demonstrated by a score of
1.5 standard deviations or more below the mean, as measured by the appropriate
diagnostic measures and procedures, in one or more of the following areas:
(a)
cognitive development;
(b)
physical development, including vision and hearing;
(c)
communication development;
(d) social
or emotional development; and
(e)
adaptive development.
2) Early childhood services age three through
six years of age –
The team
shall determine that a child from the age of three years through the age of six
years is eligible for special education when:
A. the
child meets the criteria of one of the categorical disabilities in United
States Code, title 20, chapter 33, sections 1400 et seq., as defined in
Minnesota Rules; or
B. the child meets one of the criteria for
developmental delay in subitem (1) and the criteria in subitem (2).
(1) The
child:
(a) has a
diagnosed physical or mental condition or disorder that has a high probability
of resulting in developmental delay; or
(b) has a
delay in each of two or more of the areas of cognitive development; physical
development, including vision and hearing; communication development; social or
emotional development; and adaptive development, that is verified by an
evaluation using one or more technically adequate, norm-referenced instruments.
The instruments must be individually administered by appropriately trained
professionals and the scores must be at least 1.5 standard deviations below the
mean in each area.
(2) The
child’s need for special education is supported by:
(a) at
least one documented, systematic observation in the child’s routine setting by
an appropriate professional or, if observation in the daily routine setting is
not possible, the alternative setting must be justified;
(b) a
developmental history; and
(c) at
least one other evaluation procedure in each area of identified delay that is
conducted on a different day than the medical or norm-referenced evaluation;
which may include criterion-referenced instruments, language samples, or
curriculum-based measures.
Page 3 .
July 2018
3) Minneapolis Problem-Solving Model (PSM) -
The
Minneapolis Problem-Solving Model (PSM) is a tiered, response-to-intervention
model through which at-risk students are provided interventions, assessed, and,
if identified as eligible for and in need of special education services, given
a non-categorical designation: Student Needing Alternate Programming (SNAP).
(Under more traditional models, these students would be eligible for special
education services under the labels of Specific Learning Disability or
Developmental Cognitive Disability (Mild-Moderate).) The PSM was developed
almost 20 years ago in order to: a) improve pre-referral interventions and
assessments for students who may have disabilities; b) reduce the emphasis on IQ
scores and potential bias in evaluation; and c) minimize the stigma of special
education labels.
The first
steps in the PSM are universal screening of students for academic and
behavioral needs, followed by Tier 2 interventions for children who fall below
set benchmarks. After interventions are provided and data collected for
approximately 6 to 8 weeks, children who do not show improvement receive more
intensive Tier 3 interventions. If there is still no improvement, a special
education assessment is planned and, once written parental consent is in place,
begun.
The
elements of special education assessment in this model are aligned to the
criteria:
Academic
achievement is assessed through performance on norm-referenced and
criterion-referenced assessments, response to intervention or progress
monitoring data, and review of student work;
Intellectual ability is considered, based on review of the student’s response
to pre-referral and ongoing instructional interventions, classroom
observations, and direct interaction with the student using norm-referenced
instrument(s) and/or individual non-standardized procedures that address
problem-solving skills, learning rate, and ability to generalize new learning
with grade-level materials;
Adaptive
skills are assessed, using formal or informal instruments.
Students
are eligible for special education under the designation SNAP if they meet the
following criteria:
Inadequate rate of progress in response to general education interventions,
Severe underachievement
in combination with broad average ability OR significantly below average
ability and adaptive skills,
A
deficit in one of the basic psychological processes underlying learning, and
Rule out
of cultural, linguistic, educational, and similar factors.
B. Evaluation
1) Infant and toddler intervention services
birth through two years of age –
The
evaluation used to determine whether a child is eligible for infant and toddler
intervention services must be conducted within the timelines established in
Code of Federal Regulations, title 34, part 303. It must be based on informed
clinical opinion; and must be multidisciplinary in nature, involving two or
more Page 4 . July 2018
disciplines
or professions; and must be conducted by personnel trained to utilize
appropriate methods and procedures. The evaluation must include:
a) A
review of the child’s current records related to health status and medical
history;
b) an
evaluation of the child’s levels of cognitive, physical, communication, social
or emotional, and adaptive developmental functioning;
c) an
assessment of the unique needs of the child in terms of each of the
developmental areas in item b; and
d) at
least one documented, systematic observation in the child’s daily routine
setting by an appropriate professional or, if observation in the child’s daily
setting is not possible, the alternative setting must be justified.
For
infants and toddlers birth through two years of age, any screening, the initial
evaluation and initial assessments of the child and family, and the initial
IFSP meeting must be completed within 45 calendar days from the date MPS
receives the referral of the child. The 45-day timeline does not apply if: (1)
the child or parent is unavailable to complete the screening, the initial
evaluation, the initial assessments of the child and family, or the initial
IFSP meeting due to exceptional family circumstances documented in the child’s
early intervention records; or (2) the parent has not provided consent for the
screening, the initial evaluation, or the initial assessment of the child
despite documented, repeated attempts by MPS to obtain parental permission. In
the latter cases, the screening, initial evaluation, initial assessments of
child and family and the initial IFSP meeting should be completed as soon as
possible after the documented exceptional family circumstances no longer exist
or parental consent to the screening, initial evaluation, and initial
assessment of the child is obtained and MPS should develop an interim IFSP, to
the extent appropriate, while the evaluation process proceeds.
2) Special education services age three
through 21 years of age –
MPS
conducts a comprehensive individual initial evaluation before the initial
provision of special education and related services to a student.1 The initial
evaluation consists of procedures to determine: (1) whether a child has a
disability that adversely affects the child’s educational performance as
defined in Minnesota Statutes section 125A.02, and (2) because of that
disability needs special education and related services. The evaluation also
determines the educational needs of the student. To conduct an initial
evaluation to determine if the child qualifies for special education and
related services, MPS will obtain written informed consent from the child’s
parent or guardian before the evaluation is conducted. Parental consent for
evaluation will not be construed as consent for placement for receipt of
special education and related services. The District will not override the
written refusal of a parent to consent to an initial evaluation or
re-evaluation.
1
There are limited exceptions to this process where with parental consent a
student may receive services through an interim IEP prior to the completion of
an initial evaluation. These exceptions are described in Appendix A to 34
C.F.R. Part 300, Q & A Nos. 14 & 17 (1999).
MPS will
conduct evaluations and reevaluations according to the following procedures: Page
5 . July 2018
A. Notice
will be given to the parents of the student, according to Code of Federal
Regulations, title 34, sections 300.500 to 300.505, which describes any
evaluation procedures the district proposes to conduct.
B. In
conducting the evaluation MPS will:
(1) use a
variety of evaluation tools and strategies to gather relevant functional and
developmental information, including information provided by the parent, that
are designed to assist in determining whether the child is a student with a
disability and the content of the student’s individualized education program,
including information related to enabling the student to be involved in and
progress in the general curriculum, or for preschool students, to participate
in appropriate activities;
(2) not
use any single procedure as the sole criterion for determining whether a child
is a student with a disability or determining an appropriate education program
for the student; and
(3) use
technically sound instruments that are designed to assess the relative
contribution of cognitive and behavioral factors, in addition to physical or
developmental factors.
C. MPS
ensures that:
(1) tests
and other evaluation materials used to evaluate a child under this part are
selected and administered so as not be discriminatory on a racial or cultural
basis, and are provided and administered in the student’s native language or
other mode of communication, unless it is clearly not feasible to do so;
(2)
materials and procedures used to evaluate a child with limited English
proficiency are selected and administered to ensure that they measure the
extent to which the child has a disability and needs special education 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 which they are used, are administered by trained and
knowledgeable personnel, and are administered in accordance 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, and motor abilities;
(5)
evaluation tools and strategies that provide relevant information that directly
assists persons in determining 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 varied from standard conditions is included in the
evaluation report;
(7) tests
and other evaluation materials include those tailored to evaluate specific
areas of educational need and 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 with impaired sensory, manual, or speaking skills, the
test results accurately reflect the child’s aptitude or achievement level or
whatever other factors the test purports to measure, rather than reflecting the
child’s impaired sensory, manual, or speaking skills, unless those skills are
the factors that the test purports to measure; and
Page 6 .
July 2018
(9) in
evaluating each student with a disability, the evaluation is sufficiently
comprehensive to identify all of the student’s special education and related
service needs, whether or not commonly linked to the disability category in
which the student has been classified.
D. Upon
completion of the administration of tests and other evaluation procedures, MPS
will determine whether the child is a student with a disability as defined in
Minnesota Statutes, section 125A.02, using a team of qualified professionals
and the parent of the student, and a copy of the evaluation report and the
documentation of determination of eligibility will be provided to the parent.
E. In
making a determination of eligibility under item D, a child shall not be
determined to be a student with a disability if the determinant factor for such
determination is lack of instruction in reading or math or limited English
proficiency, and the child does not otherwise meet eligibility criteria under
Minnesota Rule parts 3525.1325 to 3525.1351.
F. As part
of an initial evaluation, if appropriate, and as part of any reevaluation, or a
reinstatement of services under part 3525.3100, the IEP team and other
qualified professionals, as appropriate, will:
(1) review
existing evaluation data on the student, including evaluations and information
provided by the parents of the student, current classroom-based assessments and
observations, and teacher and related services providers observation; and
(2) on the
basis of the review, and input from the student's parents, identify what
additional data, if any, are needed to determine whether the student has a
particular category of disability, as described in Minnesota Statutes, section
125A.02, or, in case of a reevaluation of a student, whether the student
continues to have such a disability, the present levels of performance and
educational needs of the student, whether the student needs special education
and related services, or in the case of a reevaluation of a student, whether
the student continues to need special education and related services, and whether
any additions or modifications to the special education and related services
are needed to enable the student to meet the measurable annual goals set out in
the individualized education program of the student and to participate, as
appropriate, in the general curriculum.
G. The
district shall administer such tests and other evaluation materials as may be
needed to produce the data identified by the IEP team under item F, subitem
(2).
H. The
district will obtain informed parental consent, prior to conducting any
reevaluation of a student, except that such informed parental consent need not
be obtained if the district can demonstrate that it had taken reasonable
measures to obtain such consent and the student's parent failed to respond.
I. If the IEP
team and other qualified professionals, as appropriate, determine that no
additional data are needed to determine whether the student continues to be a
student with a disability, the district will notify the student's parents of
that determination and the reasons for it, and the right of the parents to
request an evaluation to determine whether the student continues to be a
student with a disability, and the district will not be required to conduct an
evaluation unless requested to by the student's parents.
J. MPS
will evaluate a student before determining that the student no longer continues
to need special education and related services and totally exiting the student
from special education.
K.
Procedures for determining eligibility and placement.
In
interpreting the evaluation data for the purpose of determining if a child is a
student with a disability under Minnesota Rules and the educational needs of
the child, the school district will: Page
7 . July
2018
(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.
L. An
evaluation report must be completed and delivered to the student's parents
within the specified evaluation timeline. At a minimum, the evaluation report
must include:
(1) a
summary of all evaluation results;
(2) the
student's present levels of performance and educational needs that derive from
the disability;
(3)
whether the child needs special education and related services or, in the case
of a reevaluation, whether the student continues to need special education and
related services and documentation of the basis for this determination; and
(4)
whether any additions or modifications to the special education and related
services are needed to enable the student to meet the measurable annual goals
set out in the student's IEP and to participate, as appropriate, in the general
curriculum.
II. Method of Providing Special Education
Services to Students Eligible for Special Education and Related Services
If based
on an initial evaluation it is determined that a child is a student with a
disability who needs special education and related services, or a reevaluation
shows that the student continues to need special education and related
services, an individual education plan will be developed for the student to
address those identified needs.
MPS
provides a full continuum of educational service alternatives. All students
with disabilities eligible for special education services are provided the
special instruction and services that are appropriate to meet their identified
educational needs. Set out below are descriptions of MPS’s: (A) methods of
providing special education services for identified students, (B) available
sites at which services may be provided, and (C) special education and related
services available.
A student’s
current level of performance, special education and related service needs, and
special education goals and objectives are identified in a student’s individual
education plan. Appropriate special education and related services to meet
these special education needs, goals, and objectives are determined on an
individual basis. Program alternatives are comprised of the type of services
provided, the setting in which services occur, and the amount of time and
frequency in which the services are delivered. A student may receive special
education and related services in more than one program based on the student’s
Individual Education Program (IEP) (ages 3 to 21), or Individual Family Service
Plan (IFSP)(ages birth through age 2).
A. Methods
of providing special education and related services in MPS for identified
special education students:
(1) Early
childhood services delivered in the home, in a center-based program, or at a
MPS or community early childhood site
Page 8 .
July 2018
(2)
Instruction by general education teachers in a general education classroom with
modifications, accommodations, supplemental services, and indirect services by
special education staff
(3) Pull
out direct instruction services in a small group special education resource
classroom
(4)
One-on-one instruction
(5)
Co-teaching instruction by general education and special education teachers
(6)
Services in small structured special education classrooms with high
staff-to-student ratios
(7)
Homebound and home-based instructional services
(8)
Instruction and other services in a highly structured environment in a separate
special education site
(9)
Transition services provided at a MPS high school or in a separate special
education site, including community-based vocational training programs and
work-based learning programs
(10)
Instruction and other services at MPS locations for students needing special
education services who attend non-public schools located in the City of
Minneapolis, including home school students
B.
Alternative sites available in MPS at which special education and related
services may occur:
(1) Each
MPS mainstream school site has setting I and II special education services
available
(2)
Citywide Setting III special education programs are available in many MPS
schools (Autism, DCD, CLASS/Lifeskills, SPEN/SPAN, PHD) with DHH classrooms
located at Sullivan Community School, 3100 E. 28th Street, Minneapolis, MN
55406
(3)
Special Education Setting IV services for students in grades K-8 are available
at River Bend Educational Center, 1510 Glenwood Avenue, Minneapolis, MN 55405
(4)
Special Education Setting IV services for students in grades 9-12 are available
at Harrison Educational Center, 501 Irving Avenue N., Minneapolis, MN 55405
(5)
On-site educational services, including special education services, provided by
MPS are available in the City of Minneapolis at the following care and
treatment facilities:
St.
Joseph’s Home for Children (Catholic Charities of St. Paul and Minneapolis)
/MPS Metro SJ (Day Treatment program)
932 E.
34th Street, Minneapolis, MN 55407
Children’s
Residential Treatment Center (Volunteers of America (VOA))/MPS Metro C
(Residential Mental Health Treatment program)
143 E.
19th Street, Minneapolis, MN 55403
Hennepin
County Juvenile Detention Center/Stadium View Campus A
510 Park
Ave., Minneapolis, MN 55415
Hennepin
County Adult Detention Center/Stadium View Campus B
350 S. 5th
Street, Room 36, Minneapolis, MN 55415
MN Adult
and Teen Challenge/Challenge Academy
(Residential
Chemical Dependency Program)
Page 9 .
July 2018
3231
1st Ave. S., Minneapolis, MN 55408 (Teen Boys/Men)
1507 Lowry
Ave. NE, Minneapolis, MN 55418 (Teen Girls/Women)
(6)
On-site educational services, including special education services, provided by
MPS are available in the City of Minneapolis at the following hospitals:
University
of Minnesota Masonic Children’s Hospital/MPS Metro HA
2450
Riverside Ave., Minneapolis, MN 55454
Fairview
Riverside Hospital/MPS Metro HA
2312 S.
6tth St., Minneapolis, MN 55454
Tutoring
services on an as-needed basis are provided by MPS teachers at Shriner’s
Hospital, Abbott Northwestern Hospital, Minneapolis Children’s Hospital, and
Hennepin County Medical Center
(7) Early
Childhood Special Education Services:
Home services
Early
Childhood Special Education Center, 3328 Elliot Ave. S., Minneapolis, MN 55407
Community-based
programs
(8)
Transition Plus (Services for students 18-21)
3320
Elliot Ave. S., Minneapolis, MN 55407
(9) MPS
Contract Alternative Programs have on-site special education services
American
Indian OIC (Takoda Prep)
Loring
Nicollet Alternative School
Menlo Park
Academy High School
MERC
Alternative High School
NaWayEe
Center School
PYC Arts
& Technology High School
Ronald
McDonald House
VOA High
School
(10)
Longfellow Alternative High School, 3017 E. 31st St., Minneapolis, MN 55406 and
Wellstone International High School, 3328 Elliot Ave. S., Minneapolis, MN 55407
have on-site special education services
(11)
Online Learning has available special education services
(12)
Minneapolis Academy and Career Center has available special education services
C.
Available special education and related services:
(1)
Physical Therapy
(2)
Occupational Therapy
(3) Speech
services
(4)
Deaf/Hard of Hearing (DHH) & Audiology services
Page 10 .
July 2018
(5)
Blind/Vision Impaired (BVI) services
(6) School
social work services
(7) School
psychology services
(8)
Assistive technology
(9)
Developmental Adaptive Physical Education (DAPE) services
(10)
Special Transportation Note: If a student who lives outside MPS's boundary open
enrolls into MPS and requires special transportation to attend a MPS school due
to his/her disability, that special transportation service will be included on
the student's IEP and provided by the district.
D.
Restrictive Procedures
MPS has a
District Restrictive Procedures Plan, which can be found on the MPS Special
Education website at http://speced.mpls.k12.mn.us/.
III. Administration and Management Plan.
MPS utilizes
the following administration and management plan to assure effective and
efficient results of child study procedures and method of providing special
education services for the identified pupils:
The
following table illustrates the organization of administration and management
to assure effective and efficient results of child study procedures and method
of providing special education services for the identified pupils:
Staff Name and Title
|
Contact Information
|
Brief Description of Staff
Responsibilities relating to child study procedures and method of providing
special education services
|
Additional Information
|
||||||
MPS Special Education Dept., Davis Center, 1250 W. Broadway Ave.
Mpls. MN 55411
Phone: 612/668-5444
Fax: 612/668-5446
www.speced.mpls.k12.mn.us
Office Manager:
Cheryl Blood 612/668-5438
|
|||||||||
Rochelle Cox
Executive Director
|
Davis Center
612/668-5438
|
Executive Director of Special Education, Health Services, 504,
and Tuition Billing
|
Also directly supervises School Psychology Manager, School
Mental Health, Stadium View, River Bend, Transition Plus, MPS Metro Programs,
Harrison, ECSE
|
||||||
Martha Amundsen
|
Davis Center
|
Program Director for
|
Also supervises ESY,
|
||||||
Program Director
|
612/668-5404
|
Schools assigned to Associate Superintendent Carla Steinbach,
Harrison and Transition Plus
|
DHH, B/VI, Spec. Ed./ELL, New Comer Eval., Work-Based Learning,
Speech-Language Manager, Itinerant Teachers
|
||||||
Virginia Nyhus
Program Director
|
Davis Center
612/668-5462
|
Program Director for Schools assigned to Associate
Superintendent Ron Wagner
|
Also directly supervises Professional Development and
Intervention Support, Technology, Non-Public Spec. Ed., SEA Support,
Homebound/Home-based Services
|
||||||
Sara Stack
Program Director
|
Davis Center
612/668-0914
|
Program Director for Schools assigned to Associate
Superintendent Brian Zambreno, River Bend, and ECSE
|
Also directly supervises ACT & Assistive Technology, DAPE,
OT/PT, Communications, Social Work Services Manager, 504, PI Services, and
Inclusive Practices
|
||||||
Kim Buechel Mesun
Assistant District General Counsel and Special Education Manager
|
Davis Center
612/668-0482
|
Manager of Special Education Monitoring & Compliance,
CoFAST, and Tuition Billing
|
Also works on General Counsel’s Office assignments
|
||||||
Catherine Dalnes
Social Work Services Manager
|
Davis Center
612/668-5436
|
Manager of District School Social Workers
|
Also is lead contact for Mental Health Resources available in
the district
|
||||||
Matthew Lau
Manager Psychological Services & MPS Crisis Recovery Lead
|
Davis Center
612/668-5443
|
Manager of District School Psychologists
|
Also heads the MPS Crisis Recovery Team
|
||||||
Program Director
|
612/668-5404
|
Schools assigned to Associate Superintendent Carla Steinbach,
Harrison and Transition Plus
|
DHH, B/VI, Spec. Ed./ELL, New Comer Eval., Work-Based Learning,
Speech-Language Manager, Itinerant Teachers
|
||
Virginia Nyhus
Program Director
|
Davis Center
612/668-5462
|
Program Director for Schools assigned to Associate
Superintendent Ron Wagner
|
Also directly supervises Professional Development and
Intervention Support, Technology, Non-Public Spec. Ed., SEA Support,
Homebound/Home-based Services
|
||
Sara Stack
Program Director
|
Davis Center
612/668-0914
|
Program Director for Schools assigned to Associate
Superintendent Brian Zambreno, River Bend, and ECSE
|
Also directly supervises ACT & Assistive Technology, DAPE,
OT/PT, Communications, Social Work Services Manager, 504, PI Services, and
Inclusive Practices
|
||
Kim Buechel Mesun
Assistant District General Counsel and Special Education Manager
|
Davis Center
612/668-0482
|
Manager of Special Education Monitoring & Compliance,
CoFAST, and Tuition Billing
|
Also works on General Counsel’s Office assignments
|
||
Catherine Dalnes
Social Work Services Manager
|
Davis Center
612/668-5436
|
Manager of District School Social Workers
|
Also is lead contact for Mental Health Resources available in
the district
|
||
Matthew Lau
Manager Psychological Services & MPS Crisis Recovery Lead
|
Davis Center
612/668-5443
|
Manager of District School Psychologists
|
Also heads the MPS Crisis Recovery Team
|
||
Jill Rentmeester Disher
Speech/Language Services Manager
|
Davis Center
612/668-5433
|
Manager of District Speech Language Clinicians
|
|||
Karen Bryce
Occupational/Physical Therapy Services Manager
|
Davis Center
612/668-5414
|
Manager of District Occupational and Physical Therapists
|
|||
Mark Sander
School Mental Health Services
|
Davis Center
612/668-5489
|
Coordinates Co-located mental health services
|
|||
Amber Spaniol
|
Davis Center
|
Director of School
|
Also is the District 504
|
||
Health Services Director
|
612/668-
|
Health Care staff
|
Manager
|
||
Kristen Geiger
ECSE Administrator
|
Wilder Center
612/668-5104
|
Supervises MPS Early Childhood Special Education Programs
|
|||
Jason Backes
Transition Plus Administrator
|
Wilder Center
612/668-4101
|
Supervises MPS Transition Plus Programs
|
|||
Nathan Hampton
Harrison Principal
|
Harrison
612/668-2686
|
Site Administrator for Harrison Education Center
|
|||
Clint Whisler
W. Harry Davis/River Bend Principal
|
W. Harry Davis
612/668-2884
|
Site administrator for River Bend Education Center and other
programs located at W. Harry Davis
|
|||
Gary Speese
MPS Metro Programs Principal
|
Wilder Center
612/668-4781
|
Site administrator for MPS Metro SJ, MPS Metro C, Hospital
Agencies and Challenge Academy
|
|||
Rhonda Larkin
Stadium View Principal
|
Stadium View/Juvenile Detention Center
612/348-7740
|
Site administrator for Stadium View Campus A and Campus B
|
|||
Jennifer Schneider
District Program Facilitator
|
Davis Center
612/668-0819
|
Lead for MPS Extended School Year (ESY) Program
|
|||
Additional Information:
B. Due Process assurances available to parents: MPS has
appropriate and proper due process procedures in place to assure effective and
efficient results of child study procedures and method of providing special
education services for the identified pupils, including alternative dispute
resolution and due process 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 special education, the school district will
proceed with its proposal for the child’s placement or for providing special
education services unless the child’s parent notifies the district of an
objection within 14 days of when the district sends the prior written notice to
the parent; and b) state that a parent who objects to a proposal or refusal in
the prior written notice may request a conciliation conference or another
alternative dispute resolution procedure.
(2) MPS will not proceed with the initial evaluation of a child,
the initial placement of a child in a special education program, or the initial
provision of special education services for a child without the prior written
consent of the child’s parent or guardian. A district may not override the
written refusal of a parent to consent to an initial evaluation or
reevaluation.
(3) A parent, after consulting with health care, education, or
other professional providers, may agree or disagree to provide the parent’s
child with sympathomimetic medications unless medical, dental, mental and other
health services are necessary, in the professional's judgment, that the risk to
the minor's life or health is of such a nature that treatment should be given
without delay and the requirement of consent would result in delay or denial of
treatment.
Page 13 . July 2018
(4) Parties
are encouraged to resolve disputes over the identification, evaluation,
educational placement, manifestation determination, interim alternative
educational placement, or the provision of a free appropriate public education
to a child with a disability through conciliation, mediation, facilitated team
meetings, or other alternative process. All dispute resolution options are
voluntary on the part of the parent and must not be used to deny or delay the
right to a due process hearing. All dispute resolution processes are provided
at no cost to the parent.
(5)
Conciliation Conference: a parent has the opportunity to meet with appropriate
district staff in at least one conciliation conference if the parent objects to
any proposal of which the parent receives prior written notice. MPS will offer
to the parent to have a conciliation conference within ten calendar days from the
date the district receives a parent’s objection to a proposal or refusal in the
prior written notice. All discussions held during a conciliation conference are
confidential and are not admissible in a due process hearing. Within five
school days after the final conciliation conference, the district will prepare
and provide to the parent a conciliation conference memorandum that describes
the district’s final proposed offer of service. This memorandum is admissible
in evidence in any subsequent proceeding.
(6) In
addition to offering at least one conciliation conference, MPS informs parents
of other dispute resolution processes, including mediation and facilitated team
meetings. The fact that an alternative dispute resolution process was used is
admissible in evidence at any subsequent proceeding. State-provided mediators
and team meeting facilitators shall not be subpoenaed to testify at a due
process hearing or civil action under special education law, nor are any
records of mediators or state-provided team meeting facilitators accessible to
the parties.
(7)
Descriptions of the mediation process, facilitated team meetings, state
complaint, and impartial due process hearings may be found in MPS’s Procedure
Safeguard Notice, found at http://speced.mpls.k12.mn.us/parental_rights.
IV.
Operating Procedures of Interagency Committees
A. Community Transition
Interagency Committee:
MPS’s
Community Transition Interagency Committee (MCTIC) is individually established
in cooperation with Hennepin County for youth with disabilities beginning at
grade 9 or age equivalent, and their families. Its primary purpose is to
facilitate the development of programs and services in Minneapolis that assist
youth, ages 14-21 in their transition to adulthood. A secondary purpose is the
development and implementation of systems and events which distribute timely
transition resource information to youth and their families.
For
2016-17 MCTIC is co-chaired by:
MaryAnn
Sulik
Teacher,
MPS Transition Plus
Maryann.sulik@mpls.k12.mn.us
Amber
Gunderson
Vocational
Rehab
The
MCTIC meets monthly on the second Wednesday from 2:00-3:30 at Minneapolis
Federation of Teachers, 67 8th Ave.
NE, Minneapolis, MN 55413.
MCTIC’s
bylaws and subcommittee project procedures are attached as Appendices B and C.
Page
14 . July 2018
B. Interagency Early
Intervention Committee
Help
Me Grow represents early
childhood services for infants, toddlers and preschoolers with developmental
delays or disabilities are provided to eligible children and their families.
The regional interagency early intervention committee (IEIC) is responsible for
planning and implementing a coordinated and comprehensive system for child find
and public awareness. The regional IEIC for the seven county metro area is
Region 11.
The
Region 11 IEIC meets quarterly. The website for Region 11 can be found at:
http://www.ecsu.k12.mn.us/programsServices%5CspecialEducation/Region11IEIC_RegionalCommitteeUpdates.html.
Members
of the Region 11 IEIC for 2017-18 are:
Parent: Mai Chang (Chair)
Hennepin
County Parent: Andrea
Robinson
Ramsey
County Parent :
Jessica Mattson
Anoka
County IEIC : Dana
Nagel, Private Provider
Carver
County IEIC: McKenna
Quam, ECSE Coordinator
Dakota
County IEIC: Janell
Schilman, Social Services - Help MeGrow Interagency Coordinator
Minneapolis
IEIC: Stephanie
Graves, Maternal and Child Health MCH Coordinator
North
Suburban Ramsey/St. Paul IEIC:
Jayne Cox-Lindsey, St. Paul/North Suburban Help Me Grow Service
Coordinator/Supervisor
NW
Hennepin County IEIC:
Susann De Tienne, Osseo School District Service Coordinator
Robbinsdale
IEIC: Jane Auger,
Hennepin County Health Dept.
Scott
County IEIC: Sharon
DeZeeuw, Social Services Social Work Case Manager DD
South
Hennepin County IEIC:
Michelle Kvikstad, Bloomington ECSE
St.
Paul IEIC: Brenda
Natalla, ECSE
Washington
County IEIC: Pam
Morrison ECSE
West
Suburban IEIC: Kristi
Flesher, Orono Special Education
Health: Laura Larson, Ramsey County Public
Health
Human
Services: Leigh Ann
Ahmad, Ramsey County Disabilities Services
County
Board: Mary Jo
McGuire, Ramsey Co. Board of Commissioners
School
Board: Marilyn
Forsberg, Spring Lake Park School Board
ECFE:
Sherry Haaf, St. Paul
Schools ECFE
Joanne
Drahnak, Stillwater ECFE
Head
Start: Monica
Torgerson, Anoka Co. Head Start
Child
Care: Katy Chase,
Anoka Co. Community Action Program
School
Readiness: Nancy
Wallace, St. Francis Early Childhood
Current
Service Provider: Vacant
Children’s
Mental Health: Dave
Runion, Family Innovations
Physician:
Sylvia Sekhon, M.D.,
Health Partners & U of MN Pediatric Residency Program
Advocacy
Groups: Judy Swett,
PACER, Kab Nras & Lee/Fowsia Elmi, The Arc Greater Twin Cities
Homeless
Shelters or Services: Mayme
Petrich, Homeless Services – Perspectives
Staff:
Marty Smith IEIC
Project Coordinator, Kathy McKay, Child Find Coordinator, Sarah Ryan-Wood
The
regional IEIC’s operating procedures are attached as Appendix D. Page 15 . July 2018
V. Interagency
Agreements into which the District has Entered.
MPS
has entered in the
following interagency agreements or joint powers board agreements for eligible
children, ages 3 to 21, to establish agency responsibility that assures that
coordinated interagency services are coordinated, provided, and paid for, and
that payment is facilitated from public and private sources:
1.
Operating Agreement for Joint Classrooms Between Parents In Community Action,
Inc. (PICA) and MPS
Terms
of Agreement: To
provide appropriate educational services for children with disabilities and
their families, specifically children and families participating in PICA’s Head
Start program and who are eligible for Early Childhood Special Education
services provided through MPS.
Agreement
Period: Signed
9/2012, Agreement to be evaluated and revised on an annual basis as needed but
unless changes are made or action is taken to rescind via a 30-day notice, the
Agreement remains in force from the date signed.
2.
Facility Use Agreement Between MPS and Catholic Charities
Terms
of the Agreement: To
describe the facility arrangement with St. Joseph’s Home for Children Day
Treatment Program to utilize MPS-owned space to provide day treatment and
educational services for students in the day treatment program.
Agreement
Period: 7/1/17-6/30/20.
VI.
Special Education Advisory Council.
In
order to increase the involvement of parents of children with disabilities in
district policy making and decision making, MPS has a special education
advisory council (SEAC). MPS’s Special Education Advisory Council is
individually established.
A.
MPS’s Special Education Advisory Council consists of the following individuals:
(1)
Rochelle Cox MPS Special Education Executive Director
(2)
Christy Caez – Chair Parent of a student with special needs
(3)
Sarah Washington Parent of a student with special needs
B.
MPS’s Special Education Advisory Council meets the first Thursday of each month
(except when it is a school holiday, and then meets the 2nd Thursday) during the school year at
the Davis Center, Room S1-435.
C.
More information about MPS’s SEAC can be found at
http://speced.mpls.k12.mn.us/advisory_council_2.
VII.
Assurances
Code
of Federal Regulations, section 300.201: Consistency with State policies. MPS,
in providing for the education of children with disabilities within its
jurisdiction, has in effect policies, procedures, and programs that are
consistent with the State policies and procedures established under sections
300.101 through 300.163, and sections 300.165 through 300.174. (Authority: 20
U.S.C. § 1413(a)(1)).
Yes:
Assurance given. Page 16 . July 2018
MPS TSES -
Appendix A
Minneapolis
Public Schools Birth-2 years Early Intervention Central Intake Protocol
Minneapolis
Public Schools Early Intervention Central Intake services are provided for
children birth through two years of age who may be experiencing delays in their
development for several reasons, including special health conditions. These
services are designed to meet the unique developmental needs of each child and
their family.
Who
Is Eligible?
Young
children with developmental delays or with diagnosed physical or mental
condition or disorder with a high probability of resulting in a delay,
regardless of whether the child is currently demonstrating a need or delay.
Intake
Process:
Minneapolis
Public Schools Early Intervention receives referrals by email, fax and
phone. Referrals may be submitted through the Minnesota Help Me Grow Program or
directly to the Minneapolis Public School Early Intervention Program. Referrals
are received from medical clinics, hospitals, social workers, community
organizations and families.
MPS
Early Intervention Central Intake Referral Process:
When
a referral is received:
1.
A student identification number (SIN) is searched for in our student data
system. If the child is not in our system they are added into discovery and a
SIN is created.
2.
An intake form is completed with demographic information and the reason for the
referral. The completed form is saved in our month referral file.
3.
The student information is added to the referral Birth to 2 years referral log.
4.
An initial contact is made to the family by call, email or letter to inform
them that a referral has been received and to gather further information as
needed.
5.
A mailing is sent to the family which includes educational rights information,
a health and developmental history form and a cover letter explaining ECSE
services and evaluation process.
6.
A paper student file is made and taken to the ECSE Birth-2 year evaluation team
office.
The
file folder is titled the Minneapolis Public School Special education Due
Process File. The file paperwork includes the following forms:
Home Visit Safety Guidelines
MDE Procedural Safeguards(in 4 languages)
Parent Interview Form
Child Observation Form
Language Survey(English and Spanish)
Page
17 . July 2018
Documentation
of Oral Interpretation Form(for ELL)
Health and Developmental History Form
Health and Medical Data Release Form
Educational Data Release Form
HC Follow Along Program Enrollment Form (English and Spanish)
Evaluation Report Form
Birth-5 ECSE Placement Grid
ECFE Referral Form
Family Survey(English, Spanish, Somali)
3rd Party Payment
Form Consent form to submit reimbursement for IEP/IIIP Health Related Services
Family Outcomes Survey(English, Spanish, Somali)
Conference Summary Notes
CH
1/10/13
Page
18 . July 2018
MPS TSES -
Appendix B
Article
1
Authority,
Purpose and Objectives
Effective
September 14, 2011
Section
1: Authority:
The
Minneapolis Community Transition Interagency Committee, henceforth referred to
in this document as the MCTIC, is established to fulfill the requirements of Minnesota
Statutes
Chapter
125A.22,
Community Transition Interagency Committee.
Section
2: Purpose
The
primary purpose of the MCTIC is to facilitate the development of programs and
services in Minneapolis that assist youth, age 14-21 in their transition to
adulthood.
A
secondary purpose is the development and implementation of systems and events
which distribute timely transition resource information to youth and their
families.
Section
3: Objectives
As
specified in Minnesota Statutes, Chapter 125A.22, the CTIC must:
(1)
Identify current services, programs and funding sources provided within the
community for secondary and postsecondary aged youth with disabilities and
their families;
(2)
Facilitate the development of multiagency teams to address present and future
transition needs of individual students on their individual education plans;
(3)
Develop a community plan to include mission, goals and objectives, and an
implementation plan to assure that transition needs of individuals with
disabilities are met;
(4)
Recommend changes or improvements in the community system of transition
services;
(5)
Exchange agency information as appropriate data, effectiveness studies, special
projects, exemplary programs and creative funding of programs; and
(6)
Following procedures determined by the commissioner, prepare a yearly summary
assessing the progress of transition services in the community including
follow-up of individuals with disabilities who were provided transition services
to determine post-school outcomes. The summary must be disseminated to all
adult services agencies involved in the planning and to the commissioner by
September 1 of each year.
Page
19 . July 2018
Article II
Membership
Section
I: Structure
The
structure of the membership is based on the goal of providing a leadership team
to direct the
activities of the MCTIC and to include broad participation of interested
community entities towards the achievement of the Minnesota statutes.
MCTIC
Governing Membership will consist of representatives from special education,
vocational and regular education, community education, postsecondary education
and training institutions, mental health, adults with disabilities who have
received transition services, parents of youth with disabilities, local
business, rehabilitation services, county social services, health agencies and
additional public or private adult service providers as appropriate.
The
governing committee must elect a chair and vice chair. The secretary function
shall be rotated at meetings thus facilitating maximum engagement of all
members throughout the year. The membership will meet regularly and establish a
meeting schedule for the year prior to or during the month of September.
The
Membership Roster will be maintained through MCTIC meeting minutes.
Community
entities who want to support MCTIC activities will be welcomed to serve on
MCTIC subcommittees. Representatives for these groups may include some or all
of the following
a.
Support Service Coordinator
b.
Business and industry representatives
c.
County social services case managers
d.
Rehabilitation Services counselor
e.
Agency and program providers/vendors
f.
Transportation representatives
g.
Parents and students
h.
Advocacy representatives
i.
General education teachers
j.
Government representatives
Section
2: Term
Members
will notify the chair or vice chair if they are unable to continue serving on
MCTIC. Retiring members will suggest a replacement who will be contacted by the
chair or vice chair.
Page
20 . July 2018
Section 3:
Communication
The
Governing MCTIC members and all subcommittee members agree to communicate with
the constituents they represent and will in turn provide feedback.
Communication
efforts may include written or oral reports, newsletters, surveys, and e-mail.
Article
III
Organizational
Procedures
Section
1: Meetings
The
MCTIC will meet regularly according to a meeting schedule established prior to
or during September of each school year. Subcommittees will meet as needed. All
meetings are open to individuals who have an interest in the MCTIC.
Section
2: Notification
Members
will be notified of all meetings. Members are expected to attend and
participate in all meetings. Members who cannot attend a meeting are encouraged
to send a representative.
Section
3: Voting
Each
MCTIC member will have one vote submitted items. A simple majority shall
constitute a quorum. A quorum shall be two thirds (2/3) of the roster present
at the first meeting each year. Decisions are determined by consensus whenever
possible or by a vote of simply majority.
Article
IV
MCTIC
Administration
Section
1: Officers
The
MCTIC will have a chair and vice-chair. The officers will be elected by the
members and serve for two years.
Section
2: Officer Duties
The
chair will develop and distribute meeting agendas and minutes, convene and
alternate facilitation of MCTIC meetings with the vice-chair and serve as
spokesperson for the MCTIC.
The
vice-chair will perform the above listed duties in the absence of chair and
maintain the membership roster. Both the chair and vice-chair will assist all
committees and task groups in the performance of their yearly plans.
Article
V
By
Law Revisions
These
by laws may be altered by a 2/3 vote of the MCTIC quorum providing that written
notice of the proposed action is provided to all members at least five days in
advance of the meeting.
Page
21 . July 2018
MPS TSES -
Appendix C
Minneapolis
Community Transition Interagency Committee
Community
Event/ Project Participation Request Procedures
This
document provides the rationale for and a process through which selection of
yearly MCTIC projects can occur.
The
Minneapolis Community Transition Interagency Committee (MCTIC) recognizes the
importance of implementing community projects that enhance opportunities for
the development of Minnesota youth with disabilities to successfully transition
to adulthood.
Toward
that end,
The
MCTIC will review subcommittee project proposals that:
1)
Fall within the scope of MCTIC’s six (6) tasks as defined by the Minnesota
Statues Chapter 125A.22, Community Transition Interagency Committee,
2)
Align with the yearly MCTIC Action Plan
3)
Foster interagency, family and youth collaboration and cooperation, including
shared goals and resources,
4)
Complete the Request Procedures detailed below,
5)
Provide MCTIC with project evaluation in a demonstrating efficient use of
fiscal and human resources,
Project
Request Procedures
1)
MCTIC subcommittee submits the completed MCTIC Project Form to one of
the MCTIC co- chairs (see the attached);
2)
The request is presented at the next MCTIC meeting and discussed under New
Business;
3)
MCTIC may accept, reject** or table a decision on the request for a subsequent
meeting in order to obtain more information or for lack of a quorum;
4)
The subcommittee will know the decision at the meeting
**Voting
procedures as stated in the MCTIC By-Laws
08.29.12
Page
22 . July 2018
MPS TSES -
Appendix D
This
initiative is made possible through an interagency agreement from the Minnesota
Department of
Education
to the Metropolitan Educational Service Cooperative Unit (Metro ECSU) using
federal
funding
under CFDA number 84.181 Special Education Grants for Infants and Families with
Disabilities.
1/12/13
OPERATING
PROCEDURES
Region
11 Help Me Grow Interagency Early Intervention Committee (IEIC)
Glossary
of terms:
ICC
– Governor’s Interagency Coordinating Council
IEIC
– Interagency Early Intervention Committee
Regional
IEIC – Region 11 Help Me Grow IEIC
Purpose
of the Committee
The purpose of the
Region 11 Help Me Grow IEIC is to develop and assure the implementation of
interagency
policies and procedures, in a way that is consistent with other regions
throughout the state,
so that eligible
children ages birth to five and their families are identified and have access
to appropriate
services and
supports.
Requirements
of the Committee
Statutory
Requirements:
Purpose of Interagency
Early Intervention Committee: M.S. 125A.30
(a) A school
district, group of districts, or special education cooperative, in cooperation
with the
health and human
service agencies located in the county or counties in which the district or
cooperative is
located, must establish an Interagency Early Intervention Committee for
children
with disabilities
under age five and their families under this section, and for children with
disabilities ages
three to 22 consistent with the requirements under sections 125A.023 and
125A.027.
Committees must include representatives of local health, education, and county
human service
agencies, county boards, school boards, early childhood family education
programs, Head
Start, parents of young children with disabilities under age 12, child care
resource and
referral agencies, school readiness programs, current service providers, and
may
also include
representatives from other private or public agencies and school nurses. The
Committee must
elect a chair from among its members and must meet at least quarterly.
(b) The Committee
must develop and implement interagency policies and procedures concerning
the following
ongoing duties:
(1) develop public
awareness systems designed to inform potential recipient families, especially
parents with
premature infants, or infants with other physical risk factors associated with
learning or
development complications, of available programs and services;
(2) to reduce
families' need for future services, and especially parents with premature
infants, or
infants with other
physical risk factors associated with learning or development complications,
implement
interagency child find systems designed to actively seek out, identify, and
refer
infants and young
children with, or at risk of, disabilities, including a child under the age of
three
who: (i) is
involved in a substantiated case of abuse or neglect or (ii) is identified as
affected by
illegal substance
abuse, or withdrawal symptoms resulting from prenatal drug exposure; Page 23 . July 2018
(3)
establish and evaluate the identification, referral, child and family
assessment systems,
procedural
safeguard process, and community learning systems to recommend, where
necessary,
alterations and improvements;
(4) assure the
development of individualized family service plans for all eligible infants and
toddlers with
disabilities from birth through age two, and their families, and individual
education
plans and
individual service plans when necessary to appropriately serve children with
disabilities, age
three and older, and their families and recommend assignment of financi al
responsibilities to
the appropriate agencies;
(5) implement a
process for assuring that services involve cooperating agencies at all steps
leading to
individualized programs;
(6) facilitate the
development of a transitional plan if a service provider is not recommended to
continue to provide
services;
(7) identify the
current services and funding being provided within the community for children
with disabilities
under age five and their families;
(8) develop a plan
for the allocation and expenditure of additional state and federal early
intervention funds
under United States Code, title 20, section 1471 et seq. (Part C, Public Law
108-446) and United
States Code, title 20, section 631, et seq. (Chapter I, Public Law 89-313);
and
(9) develop a
policy that is consistent with section 13.05, subdivision 9, and federal law to
enable
a member of an
interagency early intervention committee to allow another member access to
data classified as
not public.
(c) The local
Committee shall also:
(1) participate in
needs assessments and program planning activities conducted by local social
service, health and
education agencies for young children with disabilities and their families; and
(2) review and
comment on the early intervention section of the total special education system
(TSES) for the
district, the county social service plan, the section or sections of the
community
health services
plan that address needs of and service activities targeted to children with
special
health care needs,
the section on children with special needs in the county child care fund plan,
sections in Head
Start plans on coordinated planning and services for children with special
needs, any relevant
portions of early childhood education plans, such as early childhood family
education or school
readiness, or other applicable coordinated school and community plans for
early childhood
programs and services, and the section of the maternal and child health special
project grants that
address needs of and service activities targeted to children with chronic
illness and
disabilities.
Relationships/
Alignment / Priorities
This section serves
to clarify the required roles of the state, regional and local entities within
the
statewide early
intervention system. Roles and responsibilities have either changed from how
things
have been done in
the past or they have been clarified to comply with state statute. Clarifying
the roles
will help to ensure
that communication occurs within and between the three entities. Page 24 . July 2018
Lead
Agency and State Partners: Minnesota
Department of Education is the lead agency for
Part C Early
Intervention services, with Minnesota Department of Health and Department of
Human Services
participating as state partners, in delivering a comprehensive and coordinated
interagency system.
State agency staff may attend and participate in the Region 11 HELP ME
GROW IEIC as ex
officio members. Minnesota Department of Education will determine a way to
establish this
across the state (i.e., state staff could be a liaison with each region for
attendance
at meetings, etc.).
Governor’s Interagency Coordinating
Council (ICC): The Region 11 Help
Me Grow IEIC Chair(s) and a designee will attend the ICC meetings and report
the business of the Regional IEIC to the ICC in the role of a guest when
requested.
Special Education Administrative Units
(SEAU): The Region 11 Help Me Grow IEIC will
collaborate with
SEAUs to examine and distinguish local vs. regional priorities. Funding
priorities
will be established
to help guide funding decisions at the SEAU.
Other local agencies: Linkages to local entities (community-based service providers) should
be
maintained. SEAUs
and local agencies will collaborate to maintain established relationships.
] Centers of Excellence for Young
Children with Disabilities Project (COE): The Region
11 Help Me Grow IEIC will collaborate with the COE to ensure that ongoing
training needs are met. The COE will participate in assessing district/local
agency needs for training. Districts are strongly
encouraged to align
training with the COE to avoid duplication of training efforts.
Operational
Considerations
Fiscal
host: Metro ECSU
The agency
designated as the fiscal host must be an eligible recipient of federal special
education funds and
agrees to expend these federal funds consistent with the approved
budget and in
accordance with the “Statement of Assurances” as signed by the district
special education
director and superintendent.
Local
Primary Agency (LPA): Metro ECSU
The LPA will
perform duties consistent with Minnesota Statutes, section 125A.31 including:
providing oversight
of funds received through the annual fund request, providing oversight
for data collection
efforts and the submission of hearing procedures.
Maintain
documents:
Local Primary
Agency will maintain IEIC documents. Examples of documents include
Operating
Procedures, Work Plan, meeting minutes, fiscal host, membership rosters,
meeting sign-in
sheets, and other documents as identified.
Website
posting:
Minutes, agendas,
etc., need to be on a website. Meeting minutes, decisions and regional
Committee work
could be placed on the website to make information available to other
stakeholders and
interested parties. It can be linked to HELP ME GROW. There could be an
interactive map and
a link from HELP ME GROW to the Regional IEIC’s.
Data
privacy:
Member agencies
will ensure the protection of the confidentiality of any personally
identifiable
data, information,
and records collected or maintained in accordance with the protections
under the Family
Educational Rights and Privacy Act (FERPA) and the Health Insurance
Portability and
Accountability Act of 1996 (HIPAA).
Process
to change Operating Procedures:
Changes proposed at one meeting would be voted on at the meeting or
within two weeks
Page 25 .
July 2018
electronically
providing electronic quorum has been met. (See description of a quorum on
page 6).
If electronic
voting is needed, proper documentation explaining the proposed change will
be sent with the
request for electronic vote.
Within 30 days of
the date the proposed change is received, it shall be submitted in writing
to the IEIC Chair,
who will then distribute the request to the Regional IEIC membership (as
defined below).
The membership
shall have received the proposed amendment or amendments at least 14
days prior to the
meeting.
The overall
system will be evaluated using the same measures at 1 year and at the 3 year
mark to evaluate
effectiveness and impact of the new structure. The Interagency
Coordinating
Council will create that process.
Demographics
Geographic
area served: All school districts that fall within the
7 county metro area (Anoka,
Hennepin, Ramsey,
Scott, Carver, Washington and Dakota).
Membership
Mandated
Sector Membership requirement: (according to statute)
Local Health –
county
Education
County human
services
County board
School board
Early Childhood
Family Education programs
Head Start
Parents of young
children with disabilities under age 12 ( one from each metro county
– total of 7)
Child Care
Resource and Referral
School Readiness
programs
Current service
providers
May also include
representatives from:
o Private agencies
o Public agencies
o School nurses
Additional
Members Identified:
One
representative from each of the former local IEICs. This will be re-determined
in
conjunction with
membership changes, with some individuals possibly fulfilling two
roles (mandated
membership role and optional membership role).
Other
members to be identified by the Region 11 Help Me Grow IEIC:
Children’s mental health
Advocacy
Pediatrician
Recruitment
and Selection of Members: The current membership
list will be reviewed at each
Membership
Subcommittee meeting. Any vacancies or necessary changes will be Page 26 . July 2018
communicated
to the Region 11 IEIC chair(s) or IEIC staff. Vacancies will be filled by
having the
members of the Membership
Subcommittee and IEIC staff contact local partners for nomination
recommendations.
The Membership Subcommittee will forward nominees to the Region 11 IEIC
for approval.
Chair,
Past Chair and Chair-Elect:
Terms of office
shall be for one year to match the fiscal year (July 1 – June 30). The Chair
will automatically serve as the Past Chair the year following their term as
Chair. The
Chair-Elect will automatically serve as chair the year following their term as
chairelect.
The Chair/Past
Chair/Chair-Elect will be responsible to facilitate the Region 11 Help Me
Grow IEIC meetings.
Assurance
of area representation: Membership in the
Region 11 Help Me Grow IEIC will be
representative of
each geographic area (including former local IEICs), cross sector in nature and
will include the
legislatively-required representation. Each representative will be responsible
to
serve as a liaison
for the geographic area and the sector they represent and will maintain regular
communication
between the Region 11 IEIC and their respective constituent groups.
Removal/replacement:
If a member of the Region 11 Help Me Grow
IEIC is not able to continue on
the Regional IEIC,
the vacancy must be filled by another member from the same representative
category.
In the event a
Regional IEIC member shall miss two consecutive IEIC meetings in a twelve-month
period without
notifying the IEIC Chair(s) or IEIC staff, the Chair(s) of the Regional IEIC
shall have
the right to remove
the absent member and the vacancy thereby created shall be filled as noted
above.
Conflict
of interest: Any individual working for an agency that
may benefit from a decision that is
made would need to
disclose that potential conflict of interest. No member of the Committee
may cast a vote on
any matter that would provide direct financial or other perceived benefit to
that member or
otherwise give the appearance of a conflict of interest.
Terms
of membership: Membership terms
shall be for three years. Terms shall be assigned
randomly initially
and shall be staggered so that approximately one-third of the committee
membership would be
elected in any given year. There is no limit to the number of terms any
given member may
serve. A member may indicate an interest in serving another three year term
and, if selected by
their representative group as the nominee, the procedure documented above
would be followed.
Member
orientation: New Region 11 IEIC members will
participate in an orientation session that
will be scheduled
prior to attending an IEIC meeting whenever possible.
Attendance:
When members are unable to attend a
scheduled Region11 Help Me Grow IEIC
meeting, they must
notify the Chair(s) or IEIC staff in writing prior to the meeting. The absent
member may assign a
designee and must notify the chair(s) or the IEIC staff in writing (email is
sufficient). The
designee shall have the authority to exercise the full privileges of the absent
member. Designees
must be representative of the same sector as the absent member.
Meetings
Meeting
cycle:
o Region 11 IEIC will meet at least four times per year (minimum
frequency):
Page 27 .
July 2018
1st Q: Summer
2nd Q: Fall
3rd Q: Winter
4th Q: Spring
o Hold an annual meeting with the ICC, if requested.
o Meeting notification:
Notices, agendas,
and supporting documents will be sent out electronically (unless
requested
otherwise) 2 weeks prior to meetings.
Decision-making
process/voting:
A member who is unable to attend a meeting may vote on any noticed
action item by
submitting his or
her vote in writing to the Chair(s) in advance of the meeting in which the
action will be
taken. Such vote may be sent by mail, email or facsimile transmission.
The Region 11
Help Me Grow IEIC may not vote without a quorum. Two-thirds (2/3) of the
voting membership
needs to be present at a meeting for quorum requirements to be met.
Electronic
Voting: The IEIC staff at the Metro ECSU will work with the Region 11 Help Me
Grow IEIC to
facilitate electronic voting on IEIC matters, as needed. Results of electronic
voting will be
shared with the Region 11 IEIC as documented in future IEIC meeting minutes.
Decisions by the
Region 11 Help Me Grow IEIC shall, to the extent possible, will be made by
consensus of
members (and designees), unless an exception is noted.
If there is no
consensus, decisions shall be made by a majority vote (51% or more) of the
members (and
designees).
When a decision
cannot be reached, an outside facilitator could be brought in to assist, if
needed.
Distribution
of meeting minutes to other stakeholders, interested parties:
There will be communication mechanisms (e.g., website postings) in
place to ensure that
decisions and
regional committee work are available to all interested parties.
Standing
agenda format:
The Region 11 IEIC will determine if a standing agenda format is
needed.
Reimbursement
policies:
The Region 11 IEIC will determine if any members or positions shall
receive reimbursement
for participation
and duties on the IEIC.
If a Regional
IEIC member is serving within his/her assigned job duties, expenses will not be
reimbursed by the
Regional IEIC committee.
Parent members
(7) or their designee, if the member is unable to attend, will receive a $50
stipend plus mileage
when they attend a meeting.
Standing
Subcommittees: (optional)
Subcommittees
will have a chair and membership may include members from outside of the
Region 11 IEIC.
At least one
Region 11 IEIC representative will be at subcommittee meetings.
The committee
structure shall be determined by the Regional IEIC.
The Chair(s) of
the Sub Committees will be appointed by the Region 11 IEIC Chair(s).
The Region 11
IEIC Chair(s) shall appoint IEIC members, community representatives, agency
liaisons to each
committee, considering individual interests and expertise.
Other workgroups
and task forces may be designated in order to conduct the business of the
Page 28 .
July 2018
Regional
IEIC.
Suggested
Committees could include:
Communication
Membership –
determine terms of membership
Parent Involvement
Public
Awareness/Child Find/Outreach
Cultural &
Linguistic Diversity
Budget
Subcommittee Bylaws
Core values for the
IEIC budget:
Fiscal
transparency
Fiscal responsibility
Communication
Accountability
and Equity
Child-centered
and family- centered
A. Membership,
Voting, Meeting Schedule
1. Budget
Subcommittee members must be Region 11 Help Me Grow IEIC members and the
membership must be
representative of the constituencies and include a representative from
the fiscal host.
2. Voting will take
place on recommendations that will be brought to the Region 11 Help Me
Grow IEIC.
3. A quorum must be
present in order to vote on an issue. A quorum is 2/3 of the members.
4. The Budget
Subcommittee chair will bring recommendations, reports and updates to the
Region 11 Help Me
Grow IEIC as needed.
5. Budget
Subcommittee meetings are open meetings and the public may attend.
6. Budget
Subcommittee will meet, at a minimum, quarterly to review the budget prior to
Region 11 IEIC
meetings or more often, as appropriate.
B. Fiscal Host
Responsibilities
1. The fiscal host
will provide a minimum of quarterly updates on the budget and a summary at
the end of the State
Fiscal Year which occurs annually in June 30.
2. The fiscal host
representative will attend Budget Subcommittee meetings as a non-voting
member.
3. The fiscal host
will be responsible for following requirements from the Minnesota
Department of Education
in all subcontracts.
C. IEIC Budget
1. The Budget
Subcommittee will create an annual budget once the state allocations for Part C
funds are
available, based on the IEIC work plan. The annual budget will be submitted to
the
Region 11 Help Me
Grow IEIC for approval prior to submitting the annual work plan and
budget to the
Minnesota Department of Education (MDE).
2. Budget
reallocations or line item changes over 10% need to be approved by the Budget
Subcommittee.
D. Subcontracts or
other distribution of funds
1. The Budget
Subcommittee will develop specific criteria for subcontracts according to the
IEIC work plan.
2. If there are
local entities wishing to present proposals for funding consideration, a
written
Page 29 .
July 2018
proposal
must be submitted at least 2 weeks prior to the Budget Subcommittee meeting.
The Subcommittee
may defer making a decision on the funding proposal or request further
information. If the
Subcommittee approves a request, it will be brought to the Region 11
Help Me Grow IEIC
as a recommendation for their approval.
3. Final approval
of subcontracts must be given by the Region 11 Help Me Grow IEIC based on
a recommendation
from the Budget Subcommittee.
4. In order to
expedite subcontracting, voting can take place electronically.
5. Availability of
subcontracts will be posted on the Metro ECSU Region 11 Help Me Grow IEIC
website.
6. Disputes
regarding subcontracts will be brought to the Budget Subcommittee for review
and
to make recommendations
to the Region 11 Help Me Grow IEIC for resolution or possibly
assigned to the
appropriate Subcommittee. The IEIC budget should include a line item for
mediation
assistance, if needed, to resolve disputes.
Child
Find and Public Awareness Subcommittee Bylaws:
1. Membership in
the Child Find and Public Awareness subcommittee is established on an annual
basis in order to
ensure a stable membership body for continuity.
2. Attendance at
the subcommittee meetings is required and members who are not able to attend
must notify the
subcommittee chair in advance.
3. Individuals
interested in joining may contact the subcommittee chair.
4. The Child Find
and Public Awareness subcommittees may include individuals who are not voting
members of the
IEIC.
5. New members must
be approved by a majority vote of the subcommittee.
6. Guests will be
invited to participate in discussions on special topics, as needed.
Year IEIC established: 2011
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