School District #425
Caseload Policy for Special Education Services


Approved: April 2011

District #599 Referral Process


Child Study Procedures for the Identification and Evaluation
of Students with Disabilities

Legal Reference

School districts shall develop systems designed to identify pupils with disabilities beginning at birth, pupils with disabilities attending public and nonpublic school, and pupils with disabilities who are of school age and are not attending any school. The district's identification system shall be developed according to the requirement of nondiscrimination and included in the district's total special education system plan.
MN R. 3525.0750
The fourteen districts that make up the Area Special Education Cooperative (hereafter referred to as the districts) have adopted a cooperative procedure for the identification and evaluation of students with disabilities.
Interagency Early Intervention Committee (IEIC) Birth to 5 years
The districts within the Area Special Education Cooperative, in cooperation with the health and human service agencies located in each county in which the ASEC district's are located, have established an interagency early intervention committee, called Help Me Grow, for referral children with disabilities under age five and their families.
The Help Me Grow team in each county includes representatives of public health, school, Head Start, mental health and county human service agencies as well as other public agencies, as determined appropriate by the IEIC.
The interagency early intervention committee in each County has developed and implemented interagency policies and procedures to coordinate referral and services at the district level for children with disabilities. Each IEIC has identified a central point of intake for referrals of children birth to age 5. These referrals may come from a variety of sources such as doctors, parents, daycare providers, and preschool teachers.
Birth to Age Three: If the child is under the age of three, the referral is given to the ASEC Early Evaluation team within two day of the referral being made. The Early Intervention teacher on this team is assigned as the facilitator for the referral and supports the family during the evaluation process. The evaluation by the Early Evaluation team is completed within 45 calendar days from the referral date.
Age Three to Five: If the child is over age three, the referral is given to the Early Childhood Special Education (ECSE) teacher assigned to the district of the child’s residence. The ECSE teacher is responsible for obtaining consent for evaluation, assisting in developing an evaluation plan and participating along with others in the evaluation.
Student Support Team (SST) Kindergarten through 12th Grade
All children with disabilities residing in the State, including children with disabilities who are homeless child or are wards of the State, and children with disabilities attending private schools, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located and evaluated.

34 C.F.R. 300.111(a)

General education teachers can effectively meet some of the needs of students with learning and behavior problems within the general education classroom.  Situations arise, however, when a teacher needs a support system to help with students who present unique learning and adjustment problems. Student support teams (SST) may assist general educators in solving these problems by determining appropriate pre-referral interventions.   Pre-referral interventions help determine if the student's learning problem is specific to the student or a result of the method of instruction or other variables.  An SST team meeting is particularly important in creating a partnership between the school and family; it is an opportunity to collect information about the student.
Each district and/or each building within the district has its own SST. The main function of the team is to provide an orderly and systematic procedure to identify and monitor students at risk of academic or behavioral difficulties by:

The SST team is generally composed of regular education teachers, counselor or school social worker, building principal and others as appropriate such as licensed special education personnel, speech clinician and school psychologist. Some districts have combined the functions of the team to include Early Intervention Services (EIS) and Section 504 referrals as well as referrals for special education. Those teams may have a somewhat different mix of special and regular education personnel. There are, however certain permanent members of the SST and this membership is determined based upon the needs of the building and at the discretion of the principal.


Process for Referral K-12 including Private or Home Schools

See attached ASEC Referral Process Flow Chart for clarification of referral steps.


April 2011


Education for Children and Youth Who are Homeless

Purpose: Fertile-Beltrami recognizes that children and youth in families that are highly mobile or homeless have significant barriers to educational achievement and completion of high school. Each time a student moves from one school to another may delay a student’s educational progress by 4 to 6 months. Therefore, children and youth who are homeless, including youth on their own, will immediately be enrolled in their school-of-origin or the school of the attendance area in which they reside. Education and supportive services will be provided so that students regularly attend school and are successful students.


  1. Child or youth who is homeless: One who lacks a fixed, regular and adequate nighttime residence; and includes children and youth who: 1) are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; 2) are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; 3) are living in emergency or transitional shelters; abandoned in hospitals; or awaiting foster care placement; 4) have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings; 5) are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and 6) are migratory children who qualify as homeless because the children are living in circumstances described in 1) through 5).

McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431, Chapter 19 Title VII Subtitle B; Education for Homeless Children and Youth) Amended with the reauthorization of NCLB as Title X, Part C.)

  1. Unaccompanied youth: a student who is not in the physical custody of a parent or guardian.
  2. School-of-origin: the school that the student attended when permanently housed or the school where the child or youth was last enrolled prior to becoming homeless.
  3. Enroll and enrollment: attending school and participating fully in school activities.
  4. Immediate: without delay.
  5. Parent: parent or guardian of a student.
  6. Homeless Education Liaison: school employee designated as responsible for the school district carrying out the duties assigned by the McKinney-Vento Act. Certain tasks may be delegated to school point persons, a member of a school student support services team.

Minnesota law requires that all children have access to a free appropriate public education. Under federal law (McKinney-Vento Homeless Education Assistance Improvements Act of 2001), children and youth who are homeless must have access to appropriate public education, including preschool and needed support services to meet state and local academic achievement standards all other students and to fully participate in school activities. The homeless students must be included in state- and district-wide assessments and accountability systems.

The school district will follow the requirements of the McKinney-Vento Homeless Assistance Act and relevant state law and will:

  1. provide for children and youth who are homeless, a free, appropriate public education; provide comparable education and services receive by students in Title I, Part A schools; supports needed to remove barriers to the students’ regular attendance such as transportation services and school nutrition programs (free meals); before- and after-school programs offered to other children and youth; meaningful opportunities for achieving success in school and other services for which the student is eligible (ex., special education and related services, programs for English language learners; vocational and technical education programs; and gifted programs;)
  2. increase the awareness of school personnel to recognize homeless students, post information that the school will teach homeless students and work with community agencies to identify homeless students and preschoolers based on the McKinney­Vento Act definition above.
  3. provide access of homeless preschool-aged children and their families to educational services for which they are eligible such as Head Start and preschool programs administered by the school district.
  4. provide immediately enrollment of children and youth who are homeless, allowing exemptions as needed for enrollment and retention such as guardianship, transportation, immunization, residency, birth certificates, school records and other documentation.
  5. ensure that children and youth who are homeless are not stigmatized, segregated, or separated in another educational program, on the basis of their status as homeless.
  6. ensure the rights of homeless students to remain in their school-of-origin and their right to dispute school selection, if other than school-of-origin or the parent’s choice of school and communicate these rights and the dispute process to the homeless parents or guardians or unaccompanied youth.


Inclusive Educational Plan
The Fertile-Beltrami District acknowledges that all students must learn to live and work in a multicultural, gender fair environment. Furthermore, it recognizes the need for an educational program designed to help students acquire a realistic basis for understanding the culture and life styles of people of different racial and ethnic, and socioeconomic backgrounds. Our goal is to provide an atmosphere for learning that is void of sexist, racist, and ethnic prejudices, discrimination and separatism. No student shall be denied enrollment in a class on the basis of gender, race, religion, color, national origin, marital status, age, sexual orientation, or disability.
This district has adopted this written plan to assure that curriculum developed for use with students establishes and maintains an inclusive educational program. An inclusive educational program is one that assures that curriculum content and instructional materials utilized reflect the cultural and racial diversity present in the United States and the variety of career roles and life styles open to all regardless of gender, race, religion, color, national origin, marital status, age, sexual orientation, or disability.
Students and staff will gain an understanding and appreciation for:

The manner in which the multicultural and gender fair concepts above are to be incorporated into the curriculum goals, learner outcomes, and evaluation processes is as follows:

The District Curriculum Advisory Committee is involved in and responsible for the implementation of this plan. In addition, the Advisory Committee will recommend appropriate training in education that is multi-cultural and gender fair. Such training should be both pre-service and in-service and should focus on education that is multicultural to academic achievement as well as social development. The District Curriculum Advisory Committee is representative of the diverse population that makes up our community. The committee seeks input from a variety of resources including the Parent Community Network, American Indian Parent Committee, staff, board members and community representatives.
Curriculum content and material will include specifics that demonstrate comprehension of:

- be ready to understand others;
- respect the dignity of each individual;
- develop feelings of empathy for others;
- build on personal strengths rather than vulnerabilities of others; - explore the similarities among all people.

- responding to individual achievements rather than using stereotypes; - consulting members of different cultures;
- being inclusive and not drawing boundaries between “us” and “them”;
- accepting diversity as a positive and desirable characteristic for the nation.

- being flexible and prepared to modify personal preferences in support of the group; - getting the accurate information that discourages stereotyping or prejudice;
- acting in a fair and just manner by supporting the inclusion of disabled students.

- being patient but assertive;
- employing self-advocacy as a tool to insist upon nondiscriminatory treatment; - using positive “self talk” to help rebound from adversity.

- looking for the good in others;
- showing respect for individuals and cultures;
- not expecting people to be perfect;
- responding to individuals or groups with dignity, without stereotyping; - helping all individuals feel positive about themselves;
- developing positive, accurate images of other cultural and racial groups;
- developing positive, accurate images of women and people with disabilities;
- understanding, respecting, and embracing differences among peoples.

- encouraging action on one’s multicultural values to combat prejudice and bias; - employing a productive problem-solving strategy;
- negotiating difference of opinion while being prepared to accommodate and adapt; - resolving conflicts peacefully;
- being responsible for one’s own actions.

- understanding the history of exclusion for people with disabilities;
- studying the independent living movement began in the 1970’s;
- understanding of the Rehabilitation Act of 1973 prohibiting discrimination;
- raising awareness of the issue of physical barriers and the effect on disabled citizens;
- raising awareness of the right to free public education in a least restrictive environment; - raising awareness of assistive technological devices;
- understanding the impact of the ADA act passed in 1990

- raising awareness of invisible barriers or “glass ceilings”;
- developing positive attitudes toward others who are different from themselves; - experience interactions with people who are successful despite challenges;
Teachers will set a positive tone for interactions by encouraging tolerance and facilitating its development by:
- promoting positive attitudes about human diversity;
- foster classroom communities sensitive to the full range of diversity within groups;
- providing group learning experiences that accommodate varied learning styles and abilities; - manifest unconditional positive regard/acceptance of the student as a person;
- helping students convert positive commitments into actions;
- modeling comfortable and effective interactions with individuals from other cultures;
- helping students learn to think critically and reflectively regarding cultural or other groups.
Students will explore their own experiences with social boundaries, as well as dividing lines that exist in society at large, and recognize that these boundaries can have detrimental effects on people. Students will:
- learn how to stand up to biased language and bullying;
- understand that school administration and teachers cannot stop bullying alone;
- learn that they must accept personal responsibility to speak up and act to curb bullying; - learn the importance of standing up and knowing what they say is important;
- be aware of the school’s discrimination, civil rights, harassment, bullying and hazing policies;
- read (or be read to) and recognize literature as an expression of the human experience;
- listen to or read and respond to literature from a variety of cultures;
-  listen to or read and respond to literature with traditional and non-traditional roles for heroes;
- experience through literature the commonalities and differences of cultures
The District Curriculum Advisory Committee will be responsible for gathering input from a representative sampling of the diverse populations which make up our community to systematically monitor and evaluate the plan. Based upon this on-going evaluation, appropriate training and staff development will be provided. The goal of staff development efforts will be to provide a minimum of 1 hour of training per year on diversity education which may include:
-   learning to accurately evaluate curriculum materials with sensitivity to diversity issues
- appropriate strategies for implementing diversity education by curriculum integration - awareness exercises in appropriate literature and curriculum materials
- sensitization to many stereotypes that abound in our society
- reflection of one’s own values and beliefs

Teachers will be asked for concrete examples of how the plan is being incorporated into their curriculum planning. This plan will be used as a resource for educators when they develop curriculum. This plan will be shared with constituents via the school district website and the plan will be reviewed and reaffirmed/updated annually by the school board. This plan reflects many goals and objectives already in place. We do believe that learning about diversity is a life-long process which our school will be evaluating on a continual basis.

April 1, 2011

District #599 Restrictive Procedures Policy

The Fertile-Beltrami District promotes the use of positive approaches for behavioral interventions for all students.  School environments that are positive, predictable, relevant, and effective are safer, healthier and more caring, have enhanced learning and teaching outcomes and provide a continuum of support for all students.
Fertile-Beltrami uses restrictive procedures only in emergency situations. “Emergency” means a situation where immediate intervention is needed to protect the child or other individuals from physical injury or to prevent serious property damage. When restrictive procedures are employed in an emergency situation with any student, the district will adhere to the standards and requirements of Minnesota Statutes 125A.094
Restrictive Procedures Used in Fertile-Beltrami

Physical holding: Physical holding means physical intervention intended to hold a child immobile or limit a child’s movement and where body contact is the only source of physical restraint. The term physical holding does not mean physical contact that:

Personnel Development Activities
Personnel development activities will be provided which align with Minnesota Statute 125A.0942 Standards for Restrictive Procedures to identified district staff and contracted personnel who have routine contact with students and who may use restrictive procedures.
Those Authorized to Use Restrictive Procedures
Staff who design and use behavioral interventions will complete training in the use of positive approaches as well as restrictive procedures. Training records will identify the specific individuals trained and the organization or professional that conducted the training. The following employee job classifications are authorized and certified to use restrictive procedures and a list of specific individuals authorized will be maintained in the district offices:

Notification and Documentation Requirements
The district will make reasonable efforts to notify parents on the same day a restrictive procedure is used. If this is not possible, there should be written or electronic notification within 2 days.
Prohibited Procedures

Legal Authority
Minn. Stat. 125A.094                                                                              Minn R 3525.2810, subp. 2(B)(1)
Minn. Stat. 125A.0941                                                                            Minnesota State Fire Code, Minn. R 7511.1008, subp. 3
Minn. Stat. 125A.0942                                                                            Minnesota State Building Code, Minn. R 1305.1008, subp. 8
Minn. Stat. 121A.067, subd. 2
Minn. R 3525.0210, subp. 2
Minn. R 3525.0850
Minn. R 3525.2710, subp. 4(F)


April 2011

[Special Education Third Party Payment Policy]


This policy is to set forth the position of the school which is required to obtain payment or a denial from private insurance companies if a child has private insurance. "Blanket denials" are not acceptable. Fertile-Beltrami cannot accept any one denial for one child from a private health plan as a denial for all children with that particular private health plan.


Nothing relieves an insurer or similar third party from an otherwise valid obligation to pay, or changes the validity of an obligation to pay, for services rendered to a child with a disability, and the child's family. Eligible expenditures must not be made from Federal funds or funds used to match other Federal funds. Any Federal disallowances are the responsibility of the school. Fertile-Beltrami may pay or reimburse co-payments, coinsurance, deductibles, and other enrollee cost-sharing amounts, on behalf of the student or family, in connection with health and related services provided under an individual education plan.


A. 1. Beginning July 1, 2000, districts shall seek reimbursement from insurers and similar third parties for the cost of services provided by the district whenever the services provided by the district are otherwise covered by the child's health coverage. Fertile-Beltrami shall request, but may not require, the child's family to provide information about the child's health coverage when a child with a disability begins to receive services from the district of a type that may be reimbursable, and shall request, but may not require, updated information after that is needed.
2. For children enrolled in medical assistance or Minnesota Care who have no other health coverage, Fertile-Beltrami shall provide an initial written notice to the enrolled child's parent or legal representative of its intent to seek reimbursement from medical assistance or Minnesota Care for the individual education plan health-related services provided by the district.
3. Fertile-Beltrami shall give the parent or legal representative annual written notice of:

  1. The district's intent to seek reimbursement from medical assistance or Minnesota Care for individual education plan health-related services by the district;
  2. The right of the parent or legal representative to request a copy of all records concerning individual education plan health-related services disclosed by the district to any third party; and
  3. The right of the parent or legal representative to withdraw consent for disclosure of a child's records at any time without consequence.

The written notice shall be provided as part of the written notice required by Code of Federal Regulations, title 34, section 300.504.
4. In order to access the private health care coverage of a child who is covered by private health care coverage in whole or in part, a district must:

  1. Obtain annual written informed consent from the parent or legal representative
  2. Inform the parent or legal representative that a refusal to permit the district or State Medicaid agency to access their private health care coverage does not relieve the district of its responsibility to provide all services necessary to provide free and appropriate public education at no cost to the parent or legal representative.

  1. If the commissioner of human services obtains Federal approval to exempt covered individual education plan health-related services from the requirement that private health care coverage refuse payment before medical assistance may be billed, paragraphs B, C, and D shall also apply to students with a combination of private health care coverage and health care coverage through medical assistance or Minnesota Care.
  2. In the event that Congress or and Federal agency or the Minnesota legislature or any State agency establishes lifetime limits, limits for any health care services, cost-sharing provisions, or otherwise provides that individual education plan health-related services impact benefits for persons enrolled in medical assistance or Minnesota Care, the amendments to this subdivision adopted in 2002 are repealed on the effective date of any Federal or State law or regulation that imposes the limits. In that event, districts must obtain informed consent consistent with this subdivision as it existed prior to the 2002 amendments and subdivision 5, before seeking reimbursement for children enrolled in medical assistance under Chapter 256B or Minnesota Care under Chapter 256L who have no other health care coverage.

B. Of the reimbursements received, districts may:

  1. Retain an amount sufficient to compensate the district for its administrative costs of obtaining reimbursements;
  2. Regularly obtain form education and health-related entities training and other appropriate technical assistance designed to improve the district's ability to determine which services are reimbursable and to seek timely reimbursement in a cost-effective manner; or
  3. Reallocate reimbursements for the benefit of students with special needs in the district.

C. To the extent required by Federal law, a school district may not require parents of children with disabilities, if they would incur a financial cost, to use private or public health coverage to pay for the services that must be provided under an individual education plan.
D. When obtaining informed consent to bill health plans for covered services, the school district must notify the legal representative 1) that the cost of the person's private health insurance premium may increase due to providing the covered service in a school setting, 2) that the school district may pay certain enrollee health plan costs, including but not limited to, co-payments, coinsurance, deductibles, individual service plan, or individual family service plan, and 3) that the school's billing for each type of covered service may affect service limits and prior authorization thresholds. The informed consent may be revoked in writing at any time the by the person authorizing the billing of the health plan.
E. To the extent required by Federal law, no school district may deny, withhold, or delay any service that must be provided under an individual education plan because a family has refused to provide informed consent to bill a health plan for services or a health plan company has refused to pay any, all, or a portion of the cost of services billed.
F. The school district may disclose information contained in a student's individual education plan consistent with paragraph Al., including records of the student's diagnosis and treatment, to a health plan company only with the signed and dated consent of the student's parent, or other legally authorized individual. The school district shall disclose on that information necessary for the health plan company to decide matters of coverage and payment. A health plan company may use the information only for making decisions regarding coverage and payment, and for any other use permitted by law.
G. Nothing in this section relieves an insurer or similar third party from an otherwise valid obligation to pay, or changes the validity of an obligation to pay, for services rendered to a child with a disability and the child's family.
H. A county human services agency and county board must continue to provide services set forth in their county social service agency plan. The county human services agency or county board must serve children with disabilities under age five and their families, or as

specified in the Individual Family Service Plan for children with disabilities, birth through age two, or the individual service plan of each child. Special instruction and related services for which a child with a disability is eligible under this section are the responsibility of the local school board to coordinate, provide, and pay for all appropriate services required in Minn.Stat.1256A.29 and to facilitate payment for services from public and private sources.

April 12, 2011

Fertile/Beltrami District Special Education Workload Analysis Procedure

Workload Analysis for Special Education Teachers
The Fertile/Beltrami district will use two separate models when analyzing a special education teacher’s caseload/workload.  Please also note that individual IEP needs may play a factor in veering from this analysis.  If this is the case, the administrative staff will make the final decision and document the alterations to this analysis.

The two models:
Caseload Model:
This model will be used when determining the caseload of a special education teacher, when they serve students who receive special education support 50% or more of their educational day (Federal settings 3 and 4) per Minn. R. 3525.2340, subp.4(A)(1).

  1. The maximum number of school-age pupils that may be assigned to a teacher:

Workload Model:
This model will be used when analyzing the workload of a special education teacher when they serve students who receive special education support 49% or less of their educational day (Federal settings 1 and 2).

Areas to determine the workload will consist of:

Direct and Indirect Minutes on Student IEPs
Direct Service as defined by Minnesota Rule 3525.0200, subp.2b
…special education services provided by a teacher or a related service professional when the services are related to instruction, including cooperative teaching.

Indirect Service as defined by Minnesota Rule 3525.0200,subp.8c
…on-going progress reviews; cooperative planning; consultation; demonstration teaching; modification and adaptation of the environment, curriculum, materials, or equipment; and direct contact with the student to monitor and observe.  Indirect services may be provided by a teacher or related service professional to another general education teacher, special education teacher, related service professional, paraprofessional, support staff, parents, and public and non-public agencies to the extent that the services are written in a student’s IEP…

To calculate this area, add up the direct and indirect minutes provided by the special education teacher as described on each student’s IEP and turn into hours per year. 


For example:


Total direct and indirect minutes per week from IEP

Hours per week (min/60)

Hours per year (hours per wk x wks per year)

John S

150 min.

2.5 hours

80 hours

Susie K

200 min.

3.3 hours

105.6 hours

Kelly K

150 min.

2.5 hours

80 hours

Sam L

150 min.

2.5 hours

80 hours

Peter J

200 min.

3.3 hours

105.6 hours

Sue W

175 min.

2.9 hours

93.3 hours

John M

150 min.

2.5 hours

80 hours

Jennifer H

200 min.

3.3 hours

105.6 hours

Ashley T

150 min.

2.5 hours

80 hours

Colin T

150 min.

2.5 hours

80 hours

Seth R

200 min.

3.3 hours

105.6 hours

Adam N

175 min.

2.9 hours

93.3 hours



1089 hours


Evaluations and Re-Evaluations
A special education evaluation and re-evaluation typically averages approximately eight hours per student.  The eight hours consist of evaluations planning/meeting, testing, observations, gathering of student records, managing the outside agencies testing, report writing, and evaluation results meeting.

To calculate this area, multiply the total number of evaluations and re-evaluations by eight hours.  For example:  5 evaluations and re-evaluations x 8 hours = 40 hours

Preparation Time
Preparation time (prep) is the allotted time agreed upon during hiring.  This time may consist of, but not limited to, curriculum modification, grading, data collection, preparing materials for teachers or paraprofessionals, developing methods of instruction, and researching assistive technology, adaptations, and interventions.

Prep Time is outlined in the Fertile-Beltrami Master Agreement.

Other Due Process Requirements
This time may consist of, but not limited to, meetings for IEPs and periodic reviews, development and writing of the IEP, and the overall “paperwork” requirements.  This time typically averages to about two hours per student.

To calculate this area, multiply the number of students on the teacher’s caseload by two hours.  For example:  12 students x 2 hours = 24 hours.

Determining a Workload
First, you must determine the total hours in a school year by looking at the teacher contracted days (180 days) and multiply that by the contracted hours per day (7.5 hours).

For example:  180 hours x 7.5 hours per day = 1350 hours contracted per year.


Then, add up “Areas to Determine Workload” as described above.  For example:

Direct/Indirect Total

Evaluation/Re-evaluation Total

Preparation Time

Other Due Process Totals

Workload Total

1089 hours

40 hours

180 hours

24 hours

1333 hours

Finally, divide the workload total by the total contracted hours per year.  A percentage at or above 96% would be considered an appropriate workload.

If the IEP team determines that a student is in need of a one-to-one paraprofessional, the direct and indirect minutes that the paraprofessional provides would not be included in this formula.  If the student receives related services (OT, speech, PT, etc.), the direct and indirect minutes that the paraprofessional provides would not be included in this formula. 

Fertile-Beltrami may have a combination of Federal settings from level I to IV. In such a case, the administration team may use a combination of both models to determine the appropriate case/workload for a special education teacher.  Such exceptions will be documented.

Program Paraprofessional
If the IEP team determines that a special education program paraprofessional is needed to support a student in the general education setting, you would subtract 400 hours for a full-time paraprofessional and 200 hours for a part-time paraprofessional from the final total.  For example: If the total is 2000 hours and a full-time paraprofessional is hired, then you subtract 400 from 2000, then your new total is 1600 hours for the special education teacher.  Keep in mind the 96% workload is needed for the special education teacher to have an appropriate workload.