TSES Manual

A. Identification

District 564 has developed systems designed to identify pupils with disabilities beginning at birth, pupils with disabilities attending public and nonpublic schools, and pupils with disabilities who are of school age and are not attending any school.

Infant and toddler intervention services under United States Code, title 20, chapter 33, section 1431 et seq., and Code of Federal Regulations, title 34, part 303, are available in District 564 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 the child meets one of the criteria for developmental delay in subitem (1) or the criteria in subitem (2);

(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:

cognitive development;

(a) physical development, including vision and hearing;

(b) communication development;

(c) social or emotional development; and

(d) adaptive development.

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). District 564 has elected the option of implementing these criteria for developmental delay.

A. The child:

(a) has a diagnosed physical or mental condition or disorder that has a high probability or 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.

B. 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.

District 564's plan for identifying a child with a specific learning disability is consistent with Minnesota Rule 3525.1341. The district implements its interventions consistent with that plan and utilizes a severe discrepancy model (A, B, and C) in identifying a child with a specific learning disability.

B. Evaluation

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 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

The team shall conduct an evaluation for special education purposes within a reasonable time not to exceed 30 school days from the date the district receives parental permission to conduct the evaluation or the expiration of the 14-calendar day parental response time in cases other than initial evaluation, unless a conciliation conference or hearing is requested.

District 564 conducts full and individual initial evaluation before the initial provision of special education and related services to a pupil. The initial evaluation shall consist of procedures to determine whether a child is a pupil with a disability that adversely affects the child's educational performance as defined in Minnesota Statutes, section 125A.02, who by reason thereof needs special education and related services, and to determine the educational needs of the pupil. The district proposing to conduct an initial evaluation to determine if the child qualifies as a pupil with a disability shall obtain an informed consent from the parent of the child before the evaluation is conducted. Parental consent for evaluation shall 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.

Evaluations and reevaluations shall be conducted according to the following procedures:

A. District 564 shall provide notice to the parents of the pupil, according to Code of Federal Regulations, title 34, sections 300.500 to 300.505, that describes any evaluation procedures the district proposes to conduct.

B. In conducting the evaluation, District 564 shall:

(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 pupil with a disability and the content of the pupil's individualized education program, including information related to enabling the pupil to be involved in and profess in the general curriculum, or for preschool pupils, to participate in appropriate activities;
(2) not use any single procedure as the sole criterion for determining whether a child is a pupil with a
disability or determining an appropriate education program for the pupil; 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. District 564 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 pupil 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 must be 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
(9) in evaluating each pupil with a disability, the evaluation is sufficiently comprehensive to identify all of the pupil's special education and related service needs, whether or not commonly linked to the disability category in which the pupil has been classified.

D. Upon completion of administration of tests and other evaluation materials, the determination of whether the child is a pupil with a disability as defined in Minnesota Statutes, section 125A.02, shall be made by a team of qualified professionals and the parent of the pupil in accordance with item E, and a copy of the evaluation report and the documentation of determination of eligibility will be given to the parent.
E. In making a determination of eligibility under item D, a child shall not be determined to be a pupil 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 parts 3525.1325 to 3525.1351.

Additional requirements for evaluations and reevaluations
A. As part of an initial evaluation, if appropriate, and as part of any reevaluation under this part, or a reinstatement under part 3525.3100, the lEP team and other qualified professionals, as appropriate, shall:

(1) review existing evaluation data on the pupil, including evaluations and information provided by the parents of the pupil, 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 pupils parents, identify what additional data, if any, are needed to determine whether the pupil has a particular category of disability, as described in Minnesota Statutes, section 125A.02, or, in case of a reevaluation of a pupil, whether the pupil continues to have such a disability, the present levels of performance and educational needs of the pupil, whether the pupil needs special education and related services, or in the case of a reevaluation of a pupil, whether the pupil 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 pupil to meet the measurable annual goals set out in the individualized education program of the pupil and to participate, as appropriate, in the general curriculum.

B. The district shall administer such tests and other evaluation materials as may be needed to produce the data identified by the lEP team under item A, subitem (2).
C. The district shall obtain informed parental consent, in accordance with subpart 1, prior to conducting any reevaluation of a pupil, 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 pupil's parent has failed to respond.
D. If the IEP team and other qualified professionals, as appropriate, determine that no additional data are needed to determine whether the pupil continues to be a pupil with a disability, the district shall notify the pupils parents of that determination and the reasons for it, and the right of such parents to request an evaluation to determine whether the pupil continues to be a pupil with a disability, and shall not be
required to conduct such an evaluation unless requested to by the pupil s parents.
E. The district shall evaluate a pupil in accordance with this part before determining that the pupil is no longer a pupil with a disability.

When restrictive procedures are used twice in 30 days or when a pattern emerges and restrictive procedures are not included in a child's individualized education program or behavior intervention plan, the district must hold a meeting of the individualized education program team, conduct or review a functional behavioral analysis, review data, consider developing additional or revised positive behavioral
interventions and supports, consider actions to reduce the use of restrictive procedures, and modify the individualized education program or behavior intervention plan as appropriate. At the meeting, the team must review any known medical or psychological limitations that contraindicate the use of a restrictive
procedure, consider whether to prohibit that restrictive procedure, 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 under parts 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 related services, an IEP must be developed for the pupil according to part 3525.2810.

Evaluation report
An evaluation report must be completed and delivered to the pupil's parents within the specified evaluation timeline. 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;
C. the pupils present levels of performance and educational needs that derive from the disability;
D. whether the child needs special education and related services or, in the case of a reevaluation,
whether the pupil continues to need special education and related services; and
E. whether any additions or modifications to the special education and related services are needed to enable the pupil to meet the measurable annual goals set out in the pupil's IEP and to participate, as appropriate, in the general curriculum.

District 564's plan for receiving referrals from parents, physicians, private and public programs, and health and human services agencies is attached as Appendix A.

(1) One on one services
(2) Small group instruction
(3) Push in model with special education teacher in the classroom.
(4) Direct instruction
(5) In-direct instruction
(6) One to one service via an online virtual classroom
(7) Direct services via an online virtual classroom, phone call, text message, email, or Google message, where back and forth communication occurs 

(8) Indirect services
(9) small group instruction in an online virtual classroom

(1) Area Learning Center - 230 LaBree Ave South, Thief River Falls
(2) Early Childhood Family Education - Challenger Elementary School, 601 County Rd. 61, Thief River Falls
(3) Early Childhood Special Education Classes - Challenger Elementary School, 601 County Rd. 61, Thief River Falls
(4) Pathfinder Children's Center - 923 Atlantic Ave. N, Thief River Falls
(5) St. Bernard's Catholic School - 117 Knight Ave. N, Thief River Falls
(6) St. John s Lutheran School - 15671 158 St. NE, Thief River Falls
(7) Discovery Place Child Care Center - 305 Nora St. E, Thief River Falls
(8) Home visits
(9) NW Online Learning Academy - virtual

(1) Early Identification and Assessment of Disabilities in Children
(2) Interpreting Services
(3) Occupational Therapy
(4) Orientation and Mobility Services are Contracted per Identified Need in lEP
(5) Physical Therapy
(6) Developmental Adaptive Physical Education
(7) School Health Services and School Nurse Services
(8) Speech-Language Pathology Services
(9) Blind/Visually Impaired Service
(10) State Services for the Blind
(11) Transportation

(1) District 564's Community Transition Interagency Committee is currently an established informal committee that meets throughout the school year. In addition, once a student reaches age 14, the special education case managers are in contact with local agencies to provide transition services for students.
(2) District 564's Community contacts consist of the following agencies and their representatives:

a) District 564 Special Education Teachers and Special Education Director
b) District 564 Regular Education Vocational Teachers
c) Falls DAC
d) Occupational Developmental Center
e) Vocational Rehabilitation Services
f) County Social Services
g) County Nursing Services
h) Inter-County Community Council

(3) The co-chairs of the Community Transition Interagency Committee are Denise Yonke and Nate Hruby
(4) The Community Transition Interagency Committee meets 3 times during the school year (fall, winter, and spring).
(5) The Community Transition Interagency Committee s operating procedures includes the following:
a) identification of current services, programs, and funding sources provided within the community for secondary and postsecondary aged youth with disabilities and their families;
b) facilitation of the development of multi agency teams to address present and future transition needs of individual students on their individualized education programs;
c) development of a community plan to include mission, goals, and objectives, and an implementation plan to assure that transition needs of individuals with disabilities are met;
d) recommendations of changes or improvements in the community system of transition services;
e) exchange of agency information such as appropriate data, effectiveness students, special projects, exemplary programs, and creative funding of programs; and
f) preparation of 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.

A. District 564's Interagency Early Intervention Committee is established in cooperation with other districts/special education cooperatives in cooperation with the health and human service agencies located in the county or counties in which the district or cooperative is located, for children with disabilities under age five and their families. The District is a part of the Region 1 Help Me Grow Interagency Early Intervention Committee (IEIC). Operating Procedures are attached in Appendix C.

B. The Early Intervention Committee (IEIC) will develop and implement interagency procedures concerning the following ongoing duties:

(1) development of public awareness systems designed to inform potential recipient families of available programs and services;
(2) implementation of interagency child find systems designed to actively seek out, identify, and refer infants and young children with, or at risk of disabilities and their families;
(3) establishment and evaluation of the identification, referral, child and family assessment systems, procedural safeguard process, and community learning systems to recommend, where necessary, alterations and improvements;
(4) assurances of the development of individualized family service plans for all eligible infants and toddlers with disabilities from birth through age two, and their families, and individualized education programs and individual service plans when necessary to appropriately serve children with disabilities, age three and older, and their families and recommend assignment of financial responsibilities to the appropriate agencies;
(5) implementation of a process for assuring that services involve cooperating agencies at all steps leading to individualized programs;
(6) facilitation of the development of a transitional plan if a service provider is not recommended to continue to provide services;
(7) identification of the current services and funding being provided within the community for children with disabilities under age five and their families;
(8) development of a plan for the allocation and expenditure of additional state and federal early intervention funds under Minnesota law; and
(9) development of a policy that is consistent with Minnesota 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 Early Intervention Committee participates in needs assessment and program-planning activities conducted by local social service, health and education agencies for young children with disabilities and their families.
D. The Early Intervention Committee reviews and comments on the early intervention service of this Total Special Education System Plan for District 564, the county social service plan, the section(s) of the community health services plan that addresses 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.

Referral process for students between birth to pre-kindergarten:
Referral is the formal, ongoing process for reviewing information related to children who show signs of needing special education services. The referral process includes reviewing screening information and deciding whether or not to conduct an evaluation. A referral may be made by anyone who has a concern.

The individual taking the referral:
A. Will gather as much information as possible from the referral source.
B. Arranges for a home visit to be conducted. This home visit may be conducted by an ECSE teacher, a speech clinician, an occupational therapist, a physical therapist, or a combination of personnel depending upon the known priorities of the child and family.

Reminder: Once the District receives a referral and has determined the need for an evaluation, the team will complete the evaluation activities and hold an Individual Family Service Plan (IFSP) meeting within 45 calendar days. The 45-day timeline begins when a phone call of referral is made to the public agency.
Evaluations for children over age three must be completed within 30 school days.

Activities for Initial Home Visit:
A. Complete the appropriate due process forms needed for a referral. Give a copy of each form to the parent along with the Notice of Procedural Safeguards.
B. Conduct a developmental screening unless the child was referred from a screening activity such as Early Childhood Screening or a Head Start screening.
C. Carefully observe the child in order to complete the observation.
D. Summarize the results of the screening and discuss next steps with parents)/guardian(s):

E. Identify an interagency service facilitator/coordinator.

Service Coordination
Once the District receives a referral, a service coordinator is appointed to carry out coordination activities on an interagency basis. Service coordination must promote a family capacity and competency to identify, obtain, coordinate, monitor, and evaluate resources and services to meet the family s needs.

Service coordination activities include:

1. coordinating the performance of evaluations and assessments;
2. facilitating and participating in the development, review, and evaluation of individualized family service plans;
3. assisting families in identifying available service providers;
4. coordinating and monitoring the delivery of available services;
5. informing families of the availability of advocacy services;
6. coordinating with medical, health, and other service providers;
7. facilitating the development of a transition plan at least 90 days before the time the child is no longer eligible for early intervention services, if appropriate;
8. managing the early intervention record and submitting additional information to the local primary agency at the time of periodic review and annual evaluations; and
9. notifying a local primary agency when disputes between agencies impact service delivery required by an IFSP

The District uses the following referral process for students between the ages of 5 and 22:

1. A concern is identified by a parent or teacher;

School districts are under an obligation to respond to either a verbal or written request for evaluation. The U.S. Office of Special Education and Rehabilitative Services (OSERS) clarifies this point:

2. Information is gathered on the student using referral forms appropriate for each grade level, and
3. At least two pre-referral interventions are conducted and results are documented.

*There are situations when a student's special education evaluation team may waive the pre-referral intervention requirements. This may include a student who enters the district with a documented history of blindness, deafness, cognitive delay, paraplegia, autism, traumatic brain injury, or a student whose disability is well documented or has had an IEP in the last 12 months.

4. If concerns persist and performance is discrepant from classmates/norms, the teacher submits pre-referral information and interventions to the Student Assistance Team (SAT) to initiate special education referral.
5. The SAT reviews pre-referral information and interventions and may contact parent, teacher(s) or others for additional information.
6. A multidisciplinary team will discuss the referral. If the team determines the referral is appropriate, an evaluation plan will be written. The team will also complete a Parent Consent/Objection Form and Prior Written Notice. Documents will be sent to parents for review and written approval.
7. If it is determined that an evaluation is not appropriate, the multidisciplinary team will discuss options for action. A Parent Consent/Objection Form and Prior Written Notice will be provided to parents.

The team should consist of the following personnel whenever feasible:
A. licensed special education staff;
B. a person knowledgeable in evaluation for the specific disability;
C. parent*; and
D. the referring person (when appropriate)