K-12 Special education

Under the Individuals with Disabilities Education Act (IDEA), special education means:

"Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability. Children who receive special education and related services are entitled to a free and appropriate public education (FAPE). This includes opportunities to participate in the school's general curriculum and to make progress towards meeting annual goals. Children who receive special education must also have opportunities to take part in other typical school activities that are appropriate to their individual needs."
In Minnesota, schools are required to serve eligible children from birth until the age of 22, or graduation from high school, whichever comes first. Services are provided by licensed personnel and include special teaching, materials, and techniques

Director of Special Education

Melissa Hayes

Director Special Education

Work: (763) 506-1359

In the Anoka Hennepin School District- How are Special Education Services Provided?

Direct services are provided directly to the student from a professional. Indirect services are provided from the professional to the teacher, parents, or others that work directly with the student. Indirect services may include consulting, progress reviews with the IEP team, observations and discussing strategies to help the student function better.

While the goal is to have students taught in their neighborhood school, it is not always appropriate based on the student's individual needs. Students may be placed in a program that can address their specific needs. Academic, functional, and behavioral needs in these programs can vary, and can operate in conjunction with general education, with increased mainstreaming as the goal. Some students demonstrate needs that are more significant than what can be offered at a traditional school/site. These students may receive their services at River Trail Learning Center, which is a special education site.

Special Education Evaluation Overview:

The initial evaluation of a child is required by IDEA before any special education and related services can be provided to that child. The purposes of conducting this evaluation are straightforward:
To see if the child is a “child with a disability,” as defined by IDEA.
To gather the information that will help determine the child’s educational needs.
To guide decision-making about appropriate educational programming for the child.
An initial special education evaluation can be initiated in a variety of ways, which include: referral from MTSS/I-Team or a request by the parent/guardian.

Reevaluation:

A student receiving special education services must have a reevaluation at least once every three years. 34 C.F.R. § 300.303(b)(2). A reevaluation may be done more frequently than every three years if school staff determine a reevaluation is needed due to educational or related services needs of the student, or if the parent requests a reevaluation.

Reevaluations may not occur more than once per year unless both the parent and school agree otherwise. 34 C.F.R. § 300.303(b)(1). Essentially, A reevaluation of a student must be conducted at least every three years, or more frequently if requested by parent or if circumstances warrant.

Individualized Education Plan (IEP) Overview:

An Individualized Education Program (IEP) is a written document that describes the educational plan for a student with a disability. An IEP is based on a student’s individualized education needs derived from their Special Education Evaluation. The IEP will reference the student’s identified categorical disability area, their learner based needs, the goals their team will target over the next school this year, what services the school will provide, and where that learning will take place.

Notice of comprehensive coordinated early intervening services

The Anoka-Hennepin School District is now in mandatory Comprehensive Coordinated Early Intervening Services (CEIS) status as required by the Minnesota Department of Education. This means the School District must use a portion of federal special education funding to provide early intervention for students who have not been identified for special education service but demonstrate a need for extra academic or behavioral support.

Focus areas:

Anoka-Hennepin will continue to monitor progress to ensure the needs of students are met.

Reduce Disproportionality: The School District will use CEIS funds to address and reduce disproportionality in special education identification, placement, and discipline.
Data-Driven Support: The school district will implement evidence-based interventions to help students before they fall behind.
Proactive Approach: The goal is to give every student high-quality instruction and support early on, so they have a better chance of success.

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