Behavior Intervention SpecialistThe Behavior Intervention Specialist is a licensed special educator who has advanced training, expertise and experience in the area of Emotional and Behavioral Disorders. Their role is to:
- Participate as a member of the Individualized Education Plan team on all students who have emotional or behavior issues due to their disability.
- Provide consultation and training to parents, teachers and administrators of students with emotional or behavioral issues.
- Disseminate resources, current best practices and research to parents and educators.
Blind and Visually Impaired Teacher
Services for students who are blind or visually impaired are designed to support students in their least restrictive environment. The services are customized to provide disability specific support within each student’s school program. Students are eligible for services from birth through 21 years and have a medically diagnosed visual impairment.
Services are designed to support student learning within the home, school or community. These services may include adaptations to the educational environment and learning materials in order to increase access for students who are blind or visually impaired. Services may also include direct instruction in skills related to blindness or visual impairment, such as: braille literacy, assistive technology, orientation and mobility, transition planning, independent living skills and self-determination.Staff:Licensed Teachers for Students who are Blind/Visually Impaired
Certified Orientation and Mobility Specialist
Certified BraillistFor further information on improving visual access, see the following link:
Deaf and Hard of Hearing TeacherThe Teacher of the Deaf/Hard of Hearing is educated, trained and licensed to serve the variety of needs of students with hearing loss. Their role is to:
- Participate as a member of the Individualized Education Plan team on all students who have a qualifying hearing loss.
- Provide consultation and training to teachers, other school staff and administrators regarding the unique needs of the D/HH student.
- Have knowledge of resources and current best practices.
- Work closely with the classroom teacher and educational audiologist.
- Provide direct individualized services which may include: helping the D/HH student understand his/her hearing loss, communication repair strategies, compensatory/self-advocacy skills and academic support.
Development Adapted Physical Education (DAPE) Teacher
What is Development Adapted Physical Education (DAPE)?
DAPE is specialized instruction to allow for safe and successful gross motor participation in the physical education or special education setting for those students who meet initial Minnesota eligibility criteria. Anoka Hennepin follows the philosophy and standards of the National Association for Sport and Physical Education when determining if the development or achievement and independence in school, home and community settings are inadequate to allow success in regular Physical Education. We assess looking at the whole child and any needs identified in the following domains: psychomotor, cognitive, affective, and physical fitness. (NASPE, 2013)
According to our Minnesota DAPE Best Practice Operational Guide, (Sept, 2012) Developmental Adapted Physical Education is specifically designed physical education instruction and services for students with disabilities who have a significant delay or disorder in physical development. Developmental adapted physical education instruction for pupils age 3-21 may include development of physical and motor fitness, fundamental motor skills and patterns, aquatics, dance, individual and group games, and sports. Aquatic instruction is not part of Anoka-Hennepin curriculum at any grade level. Students with conditions such as obesity, temporary injuries, and short-term illness or disabilities are termed special needs students. Special needs students are not eligible for Developmental Adapted Physical Education.
The DAPE teacher is a direct service provider, not a related service provider, because physical education for children with disabilities is a federally mandated component of special education services. This means that physical education needs to be provided to the student with a disability as part of the special education services that a child receives. This is contrasted with physical therapy and occupational therapy, which are related services. (MN DAPE Best Practice Operational Guide September, 2012)
Referral and assessment procedures
For initial DAPE assessment, after physical education interventions are first attempted, the physical ed. teacher refers a student for assessment by completing the Physical Ed. Checklist. The DAPE Teacher then attends child study to discuss these concerns with the team and review the checklist to determine if assessment is necessary. Comprehensive assessment requires 30 days once parent permission is received.
According to Minnesota a student is eligible for Developmental Adapted Physical Education if the team determines the student meets the criteria in items A and B below.
- The pupil has one of the identified disabilities listed; autism spectrum disorders, deaf-blind, emotional or behavioral disorders, deaf or hard of hearing, specific learning disability, developmental cognitive disability, severely multiply impaired, other health disability, physically impaired, visually impaired, or traumatic brain injury.
- The pupil is determined by the team to need specially designed physical education instruction because:
- The pupil's performance on an appropriately selected, technically adequate, norm-referenced psychomotor or physical fitness instrument is 1.5 standard deviations or more below the mean. The instrument must be individually administered by appropriately licensed teachers.
- The pupil's development or achievement and independence in school, home, and community settings is inadequate to allow the pupil to succeed in the regular physical education program as supported by written documentation from two or more sources of data: motor and skill checklists, informal tests, criterion-referenced measures, deficits in achievement related to the defined curriculum, medical history or reports, parent and staff interviews, systematic observations; and social, emotional, and behavioral assessments.
*For complete information regarding eligibility requirements, refer to Minnesota Rule 3525.1352
With specialized DAPE instruction and necessary modifications, the majority of Anoka-Hennepin students can have their needs met within the least restrictive physical education setting. A small percentage of students require DAPE instruction within the special ed. setting rather than physical education class. They require this setting due to intolerance of the gym environment or safety concerns to self or others. This decision will be made on an individual basis according to the needs of the student.
- Instruction in a Least Restricted Environment (LRE) refers to adapting or modifying the physical education curriculum and/or instruction to address the individualized abilities of each child. Adaptations are made to ensure that each student will experience safe and successful participation. Placement is outlined in the IEP and may include one or more of the following options:
- The regular physical ed. setting with peers and indirect DAPE consultation with physical ed. teacher
- The regular physical ed. setting with specialized DAPE instruction and/or para educator support
- DAPE instruction within the special ed. small group setting
Contact Peter Kutches at 763-506-8550 or email@example.com with any questions about 7th-12th grade cognitive impaired or physically impaired teams for the following sports; soccer, floor hockey, bowling, and softball.
Additional community activities
- Miracle League MN/Metro North:http://miracleleaguemn.com/
- Special Olympics: http://www.specialolympics.org/sports.aspx
- Ham Lake Lanes: http://www.hamlakelanes.com
- Professional Karate Studios: http://www.professionalkaratestudios.com
- Swim America: http://www.swimatfred.com/
Educational AudiologistThe Audiology Department at Anoka-Hennepin is a related services program that is closely linked to the Deaf/Hard of Hearing (DHH) programs. An audiologist is a clinical professional who diagnoses hearing loss and hearing related disorders, and provides clinical consultation. In the educational setting, an audiologist’s job is to fit assistive listening devices for hearing loss and to help students and staff learn how to use and maintain the devices properly. Students who receive services from a DHH teacher also receive indirect audiology services through the IEP or IFSP.
The Audiology Department utilizes an indirect, consultative service delivery model. This may include significant face-to-face student contact, specifically if it pertains to fitting of amplification devices. Students age birth to 21 and that qualify under state criteria for DHH are eligible for Audiology Services.
The consultative service includes in servicing staff and family members regarding the implications of hearing loss and facilitating them in the use of personal hearing aids or school owned FM amplification systems. The Educational Audiologist will consult with the hearing healthcare professionals in the clinical community and serve as a liaison between these professionals and families to ensure that all of the hearing needs of our students are being met.
Research has shown that students with an optimal level of wellness are more receptive to the learning process. Therefore, Anoka-Hennepin health service staff strive to promote the health of students and promote a healthy school environment.
The primary goal of health services is to eliminate/minimize health related barriers to learning. To accomplish this, health service staff, as part of the school team, strives to:
- Promote student and staff wellness.
- Provide skilled nursing.
- Protect students' well being.
- Enhance healthy behaviors.
- Encourage self-care.
- Assess and communicate student health concerns through referral to parents/guardians.
The model of health services in Anoka Hennepin Schools uses a combination of school nurses (RNs) and health para educators, some of which are licensed practical nurses.
Health paras perform health office/clerical functions, care for ill and injured students, and carry out delegated nursing activities performed under the RN's supervision.
The school nurse is responsible for coordinating and managing the health needs of individual students during the school day as well as promoting health and safety for all students at a given site. They also provide training, delegation and supervision of the health para.
The health service coordinator supervises the health service department. She is responsible for school nursing program planning, quality assurance, staffing, and responding to crises.
Does your child have health insurance? If not, help may be available: http://mn.gov/dhs/partners-and-providers/health-care/Staff:BridgesTara Bubar, School Nurse, RN763-506-68504Tracy Burman, Health para, LPN763-506-7504Early Childhood Special EducationShari Rigstad, School Nurse, RN763-433-4804Mary Koscielniak, Health Para LPN Sorteberg736-433-4814Nadine Waxler, Health Para Riverview763-506-6104
PathwaysJessica Patterson, School Nurse, RN763-506-5504River Trail Learning CenterStephanie Ludens, School Nurse, RN763-506-1914, Health para LPN763-506-1904
Occupational TherapistOccupational Therapy (OT) for Ages 0-3Children ages birth to three are provided services in the home, daycare, and community settings. OT focuses on students’ fine motor, functional, self help skills, and sensory processing abilities. Occupational Therapists in birth to 3 work not only with the child, but also with their family and caregivers. The OT provides resources and assist with coaching the family and caregivers with their child's daily routines in their home and community.Occupational Therapy (OT) for Ages 3-21Children/students ages three to 21 are usually provided services in a pre-school, school or work environment. School Based OT focuses on students’ fine motor, functional, and self help skills, and sensory processing abilities. Occupational Therapists also assist in adaptations or the modifying of educational tasks, environments or routines during their school day.
To receive OT in schools, students must first qualify for special education and then secondly demonstrate needs that impact their ability to function in their educational environment as determined by the educational team.
Scope of practice
Occupational therapy (OT) as an educational support service can be quite different from OT in a medical setting. School-based therapists focus on assisting students to acquire the functional abilities necessary to access educational materials and adapt to their educational environment. The focus is to build skills, adapt tasks, expectations, and environments in order to facilitate the student’s success within their educational setting.At times, a student may require clinic or home health based interventions to satisfy their medical needs. School based OT services may not meet a student’s total therapy needs.
ResourcesIn addition to the time that Occupational Therapists spend working with your student, your student's teacher and families, a set of resources is also available to you using the menu bar on the left. The resources are organized first by age group and within those age groups, there are sections specific to the different areas that Occupational Therapists support.
Fine Motor Information
- Toys and Activities to Enrich Fine Motor - A list of toys and activities that help children practice their fine motor skills.
- Activities to Foster Growth In Spelling - Creative ideas to help make practicing spelling fun.
- Brain Gym Activities For the Classroom - Make sure you check out the link "Brain Gym Activity Diagrams"
- Sensory Processing Disorder Foundation - This resource describes sensory processing disorders.
- Sensory Processing Disorder Resource Center - Check out this great website which includes home activities.
- Sensory Processing Made Simple - This site is more specific for students with autism and sensory processing deficits.
- Yoga For Kids - Looking for your child to learn yoga for relaxation? Check out the diagrams
- Oral Motor Grocery List - Suggestions for foods that help students with focus and organizing.
- Snooze News - Suggestions to help your child get the sleep that they need.
- How Much Sleep Does a Person Need - A handout that outlines how much sleep children and adults need to succeed.
- Infant Sleep Information - Describes the cues that your child will give for sleep as well as some activities that prepare infants for sleep.
- Gussied Up - Suggestions to help your child learn how to dress and care for their appearance.
- Managing Mealtime - Suggestions to help make mealtimes more enjoyable and effective.
- www.pinterest.com/kennykids/ - A great Pinterest site with lots of ideas and resources for students with fine motor, sensory and self-help needs.
Physical and Other Health Disabilities TeacherThe Physical/Health Disabilities (P/HD) teacher is licensed to serve students age birth to 21, and is involved with educational interventions or evaluation for students who have a physical or medical diagnosis or have experienced traumatic brain injury. By law, a teacher licensed in P/HD must participate on student evaluations when considering the category of Physical Impairment (PI). Participation on evaluations of students who have experienced traumatic brain injury or have significant health diagnoses is recommended for initial evaluations, but not required by law.As a member of an evaluation or IEP team, a P/HD teacher addresses educational needs that support student's full access and participation in activities similar to their classmates. The P/HD teacher is available for consultation to support students in acquiring independent work strategies for the educational setting and transition areas.Supports for students with special needs may include:
- Environmental Changes
- Assistive Technology
- Modified grading system
- Support for transitions
- Organizational tool
- Behavior Intervention plan
Information on these and other strategies can be found on the Minnesota Low Incidence Projects WebsitePlease take a look at our Anoka Hennepin Physical/Health Disabilities (P/HD) Flyer
- Modified assignments/tests
- Alternate response methods
- Instructional review/re-teaching
- Memory aids
The role of the physical therapist in the educational setting is to help students access the educational environment and participate in educationally related activities as part of an Individualized Education Plan (IEP). Physical therapy is a related service provided as part of an IEP as determined by the student’s team.
School PsychologistSchool Psychologists evaluate eligibility and continuing need for special education services as a part of a multidisciplinary team. School Psychologists evaluate and complete assessments that address various needs in cognitive functioning, emotional/ behavioral functioning, Autism Spectrum Disorder, and adaptive and functional skills. School Psychologists provide mental health services that address needs that help students succeed academically, emotionally, and socially.
Role of a School Psychologist:
- Administer psychological and educational tests, and other assessment procedures as part of comprehensive special education evaluations;
- Interpret assessment results;
- Obtain, integrate, and interpret information about student behavior and conditions related to learning;
- Provide individual or small group counseling to help students overcome emotional, behavioral, or emerging mental health problems;
- Support Special Education Staff through working with the student on identified social and emotional goals and objectives on the ESR/ IEP;
- Consult and collaborate with staff and families to support student’s emotional, behavioral, and mental health needs in the classroom setting;
- Participate as a member of the Intervention Team (I-Team) to provide support in developing appropriate interventions to support emotional, behavioral, and mental health needs in the classroom setting.
Student Population Served:
School Psychologists provide service to students who have qualified for special education services and have an Individualized Education Plan (IEP). School Psychologists may also see general education students who are experiencing a crisis or in a crisis situation for a limited amount of time.
Speech and Language PathologistThe educationally based speech-language pathologist (SLP) identifies and provides both direct and consultative speech and language services to children, birth through age 21, who have difficulties in the areas of articulation, language, fluency, and voice. The development of communication skills is important for all students and can impact school success. SLP services can target communication disabilities, which adversely affect an individual’s educational performance. The speech-language pathologist (SLP) plays an important role in education and may serve on both special education and general education teams.
Many students in school have significant communication problems that include difficulties with speech and/or language skill development. According to Minnesota State special education criteria, a child may meet eligibility as a student with a Speech or Language Impairment in four areas: articulation disorder, voice disorder, fluency disorder (e.g. stuttering) and language disorder. Students with other primary disabilities (e.g. developmental delays, learning disabilities, physical impairments, mental impairments, autism) may also exhibit communication problems that co-occur with their primary disability and require the specialized, direct or consultative, services of the SLP.
SLPs serve students with identified speech and/or language impairments and needs at all Anoka Hennepin schools and sites. Services may include screening, pre-referral consultation, referral for evaluation, and indirect or direct service delivery. Intervention is based upon each student’s individual needs and the IEP team helps determine the goals. In keeping with federal and state mandates, SLPs design intervention activities that support state and district standards and grade-level expectations, and often use curriculum-based intervention with materials adapted from general education classroom curriculum, as appropriate.
Parents are encouraged to contact their child’s building SLP if they have any questions or concerns regarding their child’s speech, language or academic progress. Additional resources and links are available using the menu bar on the left.
- Childhood Apraxia of Speech
- Speech Sound Disorders: Articulation and Phonological Processes
- Orofacial Myofunctional Disorders
- Voice Disorders
- Language Based Learning Disability
- Selective Mutism
- American Speech-Language-Hearing Association
- Minnesota Speech-Language-Hearing Association
- PACER Center
- The Stuttering Foundation
- Childhood Apraxia of Speech Association of North America
- Learning Disabilities Association of America