Staff

This area is currently under construction.  If you have not already done so, please consider joining the OSS Assistive Technology Schoology GROUP using access code Z8245-F39FM. There you will find information on SPPS Assistive Technology Tools and Resources.

 Behavior/Discipline Compliance Resources:

• Student Behavior Handbook: Rights and Responsibilities

• Q&A: Functional Behavioral Assessments and Behavioral Intervention Plans

• Recently Updated: Discipline Guide for Special Education Students-Revised July 2017

• Q & A Discipline- Revised May 2015

• FAQ Student Dismissals and Positive Behavior Interventions

• Suspension and Dismissal Monitoring for Students with IEPs

•  Manifestation Determination

EBD Evaluation Tools:

• New: EBD Evaluation Mini-Guide

EdPlan Resources:

• EdPlan  Behavior Intervention Plan Training Video

• EdPlan Behavior Intervention Plan User Guide

Documentation for all Speech/Hearing, Nursing, Mental Health(includes social work and psychology), Physical Therapy, Occupational Therapy, Interpreter

For all health related services that are listed on an IEP document each individual service, including Date of Service, Service Type, Duration of Service, Group Size, Progress, Service Description including Areas Covered/Assessed and Additional Information.

Transportation

Transportation is a covered service if the child requires a special adaptation to the bus, which may include:

• Wheelchair lift
• Specially adapted device
• Safety vest
• Special car seat
• One to one - Paraprofessional/Personal Care Assistant or Nurse

If students are receiving any special transportation as listed above, documentation is required in the transportation section of the IEP.

In order to bill for special transportation, documentation is required in EdPlan that verifies that the child actually rode the bus to/from school and home.

• CARES Presentation Opening Week 2010
• Basic Lesson Plan for All CARES Skills
• Cooperation Activities
• Assertion Activities
• Respect Activities
• Empathy Activities
• Self-Control Activities
• Cooperation Booklist
• Assertion Booklist
• Respect Booklist
• Empathy Booklist
• Self-Control Booklist
• Specialized EBD Program Manual

Saint Paul Public Schools’ Special Education Department Mission Statement

Saint Paul Public Schools’ Special Education Department commits to the elimination in the disparity of outcomes for all students with disabilities. We will continue to do this by using data to enhance instructional practices that increase student engagement and achievement.  Our specific focus is African American male scholars, American Indian scholars, and scholars dually qualified for Special Education and English Learner services where the greatest outcome inequities exist. 

 

Non-Discriminatory Evaluations

In order to assure equitable district practices, Evaluation Coaches are supporting child study teams to achieve racial equity within the evaluation processes for  all students. When requested, Evaluation Coaches will be available to consult with child study teams to build the team’s capacity to consider a student's race, language, cultural, and educational background by ensuring multiple perspectives were gathered and a thorough review of student history was conducted.

 

Academic Evaluations for New Teachers

Evaluation Coaches will work with new teachers who have not yet been trained to administer and interpret results of Woodcock-Johnson IV,  locally-normed Curriculum-Based Measures (CBM), analysis of FAST and Brigance measures. 

 

Previously Trained Teachers

When requested, Evaluation Coaches are available for teachers with previous training to consult on administration of academic measures to collaboratively interpret the results, and discuss potential eligibility and educational needs.

 

Woodcock Johnson IV (WJIV)/Brigance Training Options

• Teachers will attend a district-wide training of how to administer, score and interpret the measures.
• When the WJIV and Brigance are added to an evaluation plan for the first time, the teacher will contact Evaluation Coach once permission is received to set up a time to work with the student.
• Evaluation Coach will be present to support when teacher first administers the measures and assist with scoring.
• Evaluation Coach will work with the teacher to analyze and interpret results and write evaluation report. 
• Consultation will continue with future cases as needed. 

Non-Discriminatory Evaluation

• Share with child study teams or with teachers individually PowerPoint explaining SPPS’s approach to 
• evaluation for students who are culturally and linguistically diverse.
• When locally-normed Curriculum-Based Measures and Brigance are added to an evaluation plan for the first time, the teacher will contact Evaluation Coach once permission is received  to work with the student within the evaluation process.
• Evaluation Coach will be present to support when teacher first administers the measures and assist with scoring.
• Evaluation Coach will work with the teacher to analyze and interpret results and write evaluation report. 
• Consultation will continue with future cases as needed.

 

The Office of Multilingual Learning Homepage

Translations of Due Process Forms (MDE Website)

Looking for an interpreter for a language other than Hmong, Spanish, Somali or Karen? Here is a link to the human resources low incidence interpreter list:

SPPS Low Incidence Interpreter List 

Questions about contacting a low incidence interpreter?  

HELPFUL GUIDES/LINKS:

• Alternate Parent-Guardian Behavior Rating Scale
• CBM Oral Reading Fluency
• *UPDATED 2019/2020 School Year* Checklist of Procedures for Initial Evaluations and Reevaluations
• Initial Parent Interview (updated March 2016)
• Interpreter Code of Ethics
• PWN Written Translation
• Re-Evaluation Parent Interview
• Review of Records Guide (word document to download)
• *NEW 2019/2020* SAT/Child Study Considerations for Culturally and/or Linguistically Diverse (CLD) Learners
• SpEd Interpretation Preference
• *UPDATED SEPTEMBER 2021/2022 School Year* Sp. Ed. Interpreter and CLD Assessment Resource Contacts
• Assessment of Self-Help/Adaptive Skills
• SPPS Initial Evaluation Components
• Suggested Script for ESR Meetings
• Transition Questions - Non-Discriminatory Evaluation

Evaluation & Eligibility

Evaluation: Multilingual Learners

• ELL Information Related to Evaluation
• Assessment Considerations Checklist
• Role of Evaluation Coaches

Evaluation Resources:

• Non-ELL Evaluation Guides
• Disability Criteria 
• SPPS Evaluation Mini-Guides
•  MDE Q & A Evaluations, Dismissals & Reinstatement of Services

Hence Charts

Initial Evaluations:

• Process for Initial Evaluation
• New Responding to a Parent Request
• SPPS Initial Evaluation Components 1 22 16

 Online Referral:

• Online Special Education Referral System
• Link to Referral for Special Education Evaluation

 Override Information:

• Team Override on Eligibility Decisions

Parental Consent

• Parental Consent Requirements for Evaluations Reevaluations and Special Education Services

Students Needing Alternative Programming

• SNAP Guidelines

Specific Learning Disability

• Regressed Standard Score Table (LD Discrepancy Chart)

Woodcock-Johnson Tests of Achievement, Fourth Edition

• WJ IV Tests of Achievement Clusters
• Academic Assessment Components (Non-ELL)

Saint Paul Public Schools provides literacy instruction to ensure that all students meet state standards and receive a high quality education. Developing literacy skills for students with IEPs is the joint responsibility of general education and special education.

OSS’ goal is to meet the needs of individual learners through differentiated instruction using SPPS adopted curriculum and resources. To the greatest extent possible, special education aligns with the general education curriculum and  supplements (not replace) general education instruction. A core belief is the importance of universal access through tiered instruction where every student is provided access to the general education curriculum with appropriate instructional scaffolding. Placement decisions and instructional emphases are based on data. Progress monitoring through periodic testing to benchmark the achievement level as well as regular formative assessment is key for focusing the instruction and accelerating students when they are ready for a higher reading level.
 

Literacy instruction at the elementary and secondary levels is based on the tiered instructional framework. Tiered instruction is an additive model. Tier 1 is the core instruction for all students in the district. It provides students with access to high standards. Almost all of the students with disabilities (SWD) receive Tier 1 instruction that is differentiated to meet their needs. Almost all SWDs receive Tier 2 instruction which focuses on pre-teaching and re-teaching content in order to increase access and retention of the core curriculum. Some of the SWDs receive Tier 3 instruction that focuses on the skill gaps. Often an alternative curriculum is taught with greater intensity to address these learning needs. 
 

All elementary schools use a workshop model for literacy instruction.  The workshop model can be broken down into three distinct components.  First, the mini lesson, is a whole class focused lesson.  Next, the literacy work time, where students participate in small group reading instruction, independent, partner or literacy activities.  The literacy work time is the biggest block of time and allows for instruction around IEP goals and objectives. The final portion is called the share. This is an opportunity for students to reflect upon what they learned during each day’s workshop.

At the secondary level, almost all SWDs are in general education English Language Arts (ELA) or co-taught ELA classes. SWDs who have significant gaps in their reading skills enroll in an intensive reading course. (These courses embed additional writing instruction, too.) Students are routinely moved into the appropriate reading level so when they reach the targeted lexile level, they can be exited from the reading strategy course and supported in their ELA courses. At the middle school level, the reading strategy courses include Read 180, Systems 44 and PCI curricula. At the high school level, the reading strategy courses use the Fusion, Edge and PCI curricula.

Elementary Literacy Resources

Saint Paul Public Schools strives to provide access to the general education curriculum for all students. The SPPS Elementary Aligned Literacy Continuum and Decision Making Process Tool can be utilized to determine literacy instruction that is differentiated to meet the needs of all students. It is important to connect supplemental interventions with core instruction, in order to alleviate fragmented experiences for students who struggle. Consider complementary strategies.  The strategies seen, heard, or used in one setting are replicated in another.  The Literacy Instruction Grid may be used to coordinate the planning of instruction across multiple staff members.

Multiple sources are needed to align instruction with the general education curriculum.  These sources include the academic standards, pacing guides, and MAP targets.  Links to these sources are located in the sidebar to the right.  The Literacy Data Profile Sheet is available to collect multiple data points in one location for instructional decision making for an individual student.  Individual student data may be found on Viewpoint or DataZone.

The Words Their Way Progress table is an additional tool to help track progress and make instructional decisions to enhance student learning.

 

Mondo Benchmark Table 

SPPS Elementary Aligned Literacy Continuum & Decision-Making Flowchart 

Words Their Way Progress Table 

Student Literacy Data Profile 

Elementary Literacy Instruction Planning Grid 

Common Core Literacy Standards 

Text Level Correlation Chart 

Elementary Pacing Guides for Multi-Age, Specialized Classes

A minority of elementary special education students receive their literacy instruction in multi-age, self-contained classes. (These students are enrolled in specialized Autism, Developmental Cognitive Disability, and Emotional Behavioral Disability classrooms.)

Literacy instruction for these classes focuses on the strategies and skills identified in the multi-age, monthly pacing guides. Using the components of the Reader's Workshop model, teachers develop lesson plans focused on these priority learning targets and adapt instruction to meet their students' needs.

 

Primary Grades Monthly Pacing Guides

For grades Kindergarten through 2nd

Primary Pacing Guide September 

Primary Pacing Guide October

Primary Pacing Guide November 

Primary Pacing Guide December 

Primary Pacing Guide January 

Primary Pacing Guide February 

Primary Pacing Guide March 

Primary Pacing Guide April 

Primary Pacing Guide June 

Intermediate Grades Monthly Pacing Guides

For grades 3rd through 5th

Intermediate Pacing Guide September 

Intermediate Pacing Guide October 

Intermediate Pacing Guide November 

Intermediate Pacing Guide December 

Intermediate Pacing Guide January 

Intermediate Pacing Guide February 

Intermediate Pacing Guide March

Intermediate Pacing Guide April 

Intermediate Pacing Guide May 

Secondary Literacy

Middle School Reading Intervention Options (Tier 3):

• Download the Middle School Literacy Decision Making Framework for course and curriculum criteria recommendations
• For more information, contact Christine.Palmquist@spps.org   

System 44:
System 44 is an intensive, phonics-based reading Intervention program that works to eliminate gaps that may exist in students’ foundational reading skills.  Students’ skill levels for this program are at a pre-primer to a 2nd grade level.  The program has several components, including small group skill work with materials scaffolded to meet their needs.  It also includes a software component which is specifically targets the individualized needs for each student.  It allows for acceleration through skills students already have mastered, and offers extensive practice opportunities with skills they need to improve.  In addition, there are resource materials that provide independent practice of those skills as well as hands on activities to help students remember skills for a longer time.  This class is provided by a special education teacher who has received extensive training as well as continued coaching throughout the school year.
 

• Assuring fidelity to the Fusion teaching model is crucial for student improvement. Those teaching the Fusion curriculum participate in a professional development session each August and receive ongoing coaching throughout the school year.

Read 180:
Read 180 is a reading intervention program for students who have foundational reading skills, but struggle with comprehending what they read.  Students would typically have reading levels between the 2nd and 6th grade level.The program has two main components:  scaffolded small group instruction around important skills for comprehension (summarization, sequencing, cause-effect, problem-solution, main idea and supporting details, elements of literature, etc) and individualized software work.  This software work is specifically targeted to meet the skills and abilities of individual students.  Independent practice of these skills is supported through either a co-taught or other general education English Language Arts (ELA) class.  This class is provided by a special education teacher who has received extensive training as well as continued coaching throughout the school year.

• Assuring fidelity to blended online and direct teaching model is crucial for student improvement. Those teaching Read 180 classes participate in a professional development session each August and receive ongoing coaching throughout the school year.

PCI Reading Programs (Levels 1, 2 and 3):
The PCI Reading Program is a scientifically research-based curriculum designed to help non-readers become successful readers. Created specifically for students with developmental disabilities, autism, and significant learning disabilities, the three-level program incorporates high-frequency words and real-world words within a comprehensive program of instruction, practice, and assessment. Non-readers of all ages become readers through a system of repetition, hands-on practice, error-less discrimination, controlled reading, and high-interest activities. PCI is used with students who are not making gains to Systems 44 curriculum. This curriculum should be paired with a Tier 3 phonemic awareness/ phonics curriculum, such as Winsor Sonday.

High School Reading Intervention Options (Tier 3):

• Download the High School Literacy Decision Making Framework for course and curriculum criteria recommendations
• For more information, contact Christine.Palmquist@spps.org   

Fusion Reading Intervention:
Fusion is an intensive reading intervention curricular framework from the University of Kansas.  It has several components, including word study, thinking reading, and strategy instruction.

• Word Study:  Students learn common prefixes, suffixes, and roots, and how they work together to create meaning.  Students also learn related words and antonyms/synonyms so they have something to help them remember words and their meanings.
• Thinking Reading:  Students learn how to track their understanding of what they are reading, and learn to be aware of the “movie that plays in their head” while they are reading.  They also understand what to do if they can’t track what is happening.
• Direct Strategy Instruction:  Direct instruction is provided around specific comprehension strategies.  These strategies include Establish the Course, Prediction, Possible Selves, Bridging, Strategy Integration, Summarization, and PASS (a standardized test taking strategy).

Fusion is designed to be a two year program for students who meet the criteria.  Students’ reading levels should fall between the 2nd and 6th grade levels to be a good fit for this class.  However, as with everything, decisions should be made to best meet the needs of the students.  A third year of Fusion may be needed for a select few students who need additional practice to master writing, summarization, and test taking skills.  Instruction of this program is done by special education teacher who has received extensive and ongoing training and continued coaching support throughout the school year.

• Assuring fidelity to the Fusion teaching model is crucial for student improvement. Those teaching the Fusion curriculum participate in a professional development session each August and receive ongoing coaching throughout the school year.

Introduction:

Federal law (34C.F.R. 300.154) ensures that medical assistance pays for IEP health related services. Minnesota law (MS 125A.21) requires school districts to seek reimbursement from insurers and similar third parties for Individualized Education Program (IEP) health related services. IEP health related services may include assessments/evaluations and services for speech/language/hearing, occupational therapy, physical therapy, nursing, personal care assistance, assistive technology devices, interpreter services, special transportation, and mental health. This Minnesota law helps school districts access more funding for students with disabilities. To comply with the law, Saint Paul Public Schools is required to send you this notice/form.

Consent:

• The District must obtain consent to seek reimbursement for IEP health related services from parents, or legal guardian. The Minnesota Department of Education (MDE) has indicated that consent may be obtained through the school district consent form, or the Minnesota Health Care Program (MHCP) enrollment/re-enrollment form for medical assistance or MinnesotaCare (MA/MC)
   
• We will not bill your private insurance. If you have a combination of MA/MC and private insurance we will receive a statewide denial from MDE, or your insurance company, before billing MA/MC.

Notification:

• Saint Paul Public Schools will access Medical Assistance (MA) or MinnesotaCare (MC) for reimbursement for IEP health related services that a child receives. There will be NO cost to the family and this will NOT affect the MA/MC coverage, including TEFRA, waivered programs, service limits or thresholds. The District may not require a family to sign up for MA/MC.
   
• Parents, or legal guardians, may ask for a copy of the records disclosed to the Minnesota Department of Human Services (DHS) and the United States Department of Health and Human Services (DHHS).
   
• A consent may be revoked, in writing, at any time without affecting a child’s services. Revocation is not retroactive.

Additional information:

We appreciate your support and cooperation. If you have questions, you may call the Third Party Reimbursement Office 651-767-8191.

Special Education Referral Form: https://mis.spps.org/referrals/   (requires SPPS Active Directory sign in)

 

The Referral for a Special Education Evaluation is an online form for gathering information on a

student’s learning strengths and challenges, medical concerns, interventions that were completed and the data collected about student growth, and current academic level. Once completed, the information is referred to the principal for review and signature prior to being referred to the Child Study Team for their consideration.

 

The information entered into the Referral for a Special Education Evaluation is student data that is covered under the district’s confidentiality policies. Only licensed staff directly related to a student's referral have rights to view a record. Parents have the right to access the information entered into the referral.

 

MN Statute §125A.56 Alternate Instruction Required before Assessment Referral   Before a pupil is referred for a special education evaluation, the district must conduct and document at least two instructional strategies, alternatives, or interventions using a system of scientific, research-based instruction and intervention in academics or behavior, based on the pupil's needs, while the pupil is in the regular classroom. The pupil's teacher must document the results. A special education evaluation team may waive this requirement when it determines the pupil's need for the evaluation is urgent. This section may not be used to deny a pupil's right to a special education evaluation.

 

In most cases, learning challenges do not mean that a student has a disability. It means that the instructional method does not match how the student best learns. The first step is to determine if a student’s learning challenges can be addressed using evidenced-based interventions. Only when a student has made little or no progress with interventions should a special education evaluation be considered. A Referral for a Special Education Evaluation should not be started before the interventions have been completed and found not to be effective.

 

When parents request a special education evaluation for their child, the principal should meet with the parents to understand their concerns and discuss the possibility of a referral to the Student Assistance Team (SAT). The SAT will design interventions based on the student’s needs. The parents may choose to skip the interventions and go directly to a Referral for a Special Education Evaluation and

 

Referrals for Special Education Evaluation- Long Form

A referral form must be completed for every K-12 student who is referred for an initial special education evaluation. In addition, the long form is used when a student is being reevaluated and a new area of eligibility is being considered:

 

(1) Student is being referred for an initial special education evaluation and has not previously been evaluated or was evaluated previously and did not qualify.

(2) Student has an out-of-state special education evaluation that does not meet Minnesota state criteria.

(3) Student previously had an IEP and exited from services more than one year ago.

(4) Student is undergoing a reevaluation, and a new area of eligibility is being considered (ex. DD turning 7 years old, ASD, SLD)

 

Referrals for Special Education Evaluation - Short Form

The short form is used when a special education interpreter is needed to complete a reevaluation parent interview. This is for a reevaluation that does NOT involved consideration of a new area of eligibility.

(5) Student is being reevaluated AND an interpreter is needed for a parent interview

In 2009, Minnesota Statutes regarding restrictive procedures were passed, and must be fully implemented effective August 1, 2011.  In 2013, 2014, and 2016, legislative amendments were made to the statutes governing the use of restrictive procedures.  These provisions pertain to physical holding and seclusion, and apply to children with disabilities in public schools.  The following documents are designed to assist staff in the emergency use and documentation of restrictive procedures in Saint Paul Public Schools. Use of restrictive procedures must be documented in the SPPS Restrictive Procedures online system.

MDE Restrictive Procedures Information

SPPS Restrictive Procedures Plan 16-17

Special Education Q & A for Restrictive Procedures

Restrictive Procedures may only be used by the following staff:

• Licensed special education teacher
• School social worker
• School psychologist
• Behavior analyst (certified by the National Behavior Analyst Cert. Board)
• Person with MA degree in behavior analysis
• Other licensed educational professionals, paraprofessionals, or mental health professionals who have completed a state approved training program

 

To meet requirements of the new statute, staff who use restrictive procedures shall complete training in the following skills and knowledge areas:

• Positive behavioral intervention
• Communicative intent of behaviors
• Relationship-building
• Alternatives to restrictive procedures, including techniques to identify events and environmental factors that may escalate behavior
• De-escalation methods
• Standards for using restrictive procedures
• Obtaining emergency medical assistance
• The physiological and psychological impact of physical holding an seclusion
• Monitoring and responding to a child’s physical signs of distress when physical holding is being used
• Recognizing the symptoms of and interventions that may cause positional asphyxia when physical holding is used.

 

Training requirements for use of restrictive procedures shall be met through the successful completion of the training sessions listed below. Trainings will be held throughout the school year.

• Nonviolent Crisis Intervention and Restrictive Procedures Skills Training - This includes an eight-hour introductory training, plus refreshers every other year
• Restrictive Procedures Standards and Documentation Training
• Restrictive Procedures Skills Training

Secondary Speech and Language

• Expressive Language
• Junior High SLP Language Targets 
• Junior High SLP Targets 
• Receptive Language 
• Secondary Speech and Language Checklist 
• Self Advocacy 
• Test Vocabulary 

GENERAL STATE TESTING INFORMATION

• SPPS Test Coordination Website
• SPPS Testing Calendar
• PearsonAccess Next
• MDE Statewide Testing
• MDE Statewide Assessment: Students with Disabilities
• MCA Accommodations Summary and Descriptions
• MN Manual of Accommodations

ALTERNATE ASSESSMENTS (MTAS & MCA-M)
The Minnesota Test of Academic Skills (MTAS), an alternate assessment based on alternate achievement standards, is for students with the most significant cognitive disabilities.

• MTAS Eligibility Guidelines
• MTAS Data Collection Form
• Learner Characteristics Inventory (LCI) - for MTAS
• MDE Non-Disclosure Agreement
• MTAS Task Administration Manual

ACCOMMODATIONS
All accommodations must be documented in the student's finalized IEP.

• Procedures Manual for the Minnesota Assessments (2023-24) 

GRADUATION ASSESSMENTS

• Graduation Assessment Requirement Changes

• Since July 1, 2000, Minnesota school districts are required to bill for Individualized Education Program (IEP) health related services that are listed on an IEP.

  Covered IEP health related services through Medical Assistance include speech-language pathology and audiology services, occupational therapy, physical therapy, nursing services, mental health services (social work services, and school psychologist services), Children’s Therapeutic Services and Supports (CTSS), personal care assistant (PCA)/paraprofessional services, interpreter services (including spoken language, and sign language), assistive technology devices and special transportation.

  Services eligible for payment must meet all of the following criteria:

  • Medically necessary
  • Provided to an eligible MA or MinnesotaCare enrollee under the age of 21
  • Included in the child/student's IEP or IFSP
  • Health related services necessary for the child/student to benefit from his/her education
  • Provided by qualified service providers within the service provider's scope of practice and/or licensure/certification
  • Documented electronically on a service log in EdPlan
  • Authorized by the child/student's IEP/IFSP/IIIP team; and
  • Provided by the school during the school day

  IEP Health Related Services eligible for Medical Assistance payment must meet the criteria from the Minnesota Department of Human Services (DHS) IEP Technical Assistance Guide

  For assistance please contact the Third Party Reimbursement Office.

  • Rob Arnold: 651-767-8189 or robert.arnold@spps.org
  • Dina Funk: 651-767-8191 or dina.funk@spps.org
  • Kari Thein: 651-295-3593 or kari.thein@spps.org

  Fax: 651-228-3649 (be sure to include the area code)

  Address:

  360 Colborne Street
  4th Floor, room 420
  St. Paul, MN 55102

  Department of Human Services: Information for Families

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