Student Services

Examples of Services Provided

• Clinical instruction in reading, math, writing language, or organization
• Curriculum support and modification for grades K-12
• Intensive academic support and monitoring for secondary students

These special education services are provided primarily to students whose emotional and/or behavioral disorders (E/BD) severely limit their ability to learn or relate to others in the school. The program is designed to help them grow academically and socially.

Examples of Services Provided

• Consultation with regular classroom teachers on ways to help the students adjust successfully
• Behavior management programs for individuals and groups of students
• Individual or group counseling
• Cooperative efforts with family and community mental health agencies
• Referral to mental health agencies

Early Childhood Special Education (ECSE) serves the needs of young children, ages birth to 5 years old who meet one or more criteria established by the Minnesota Department of Education. Children develop very rapidly during their early years and District 622 wants to ensure success by supporting learning and development through a variety of programs and services.

What kind of services are available? 

ECSE services are provided at no charge to families. The nature and frequency of services vary based on the individual educational needs of each child and his/her family. ECSE services may include:

• Assessment 
• Individual and small group instruction in an ECSE classroom, preschool or daycare setting
• Home-based services
• Consultation with parents, preschool teachers, and/or childcare providers
• Collaboration with physicians and other community agencies
• Birth to 3 Early Intervention Services
• Preschool Special Education 
• Help Me Grow

Some babies and young children need extra help to learn and grow. If you have concerns about your child’s vision, hearing, moving, talking, play, learning, behaving, or your child has a medical diagnosis that affects development contact Help Me Grow.

Nearly 1400 EL students are enrolled in District 622. Our students come from a variety of countries and speak over 70 languages. District 622 proudly supports English Learners through access to grade-level standards and proficiency. Academic language development is supported within the language acquisition process. English is taught through content in elementary and secondary schools.  

Our mission is to provide a learning environment that maximizes the potential of all District 622 learners.

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The primary goals of health services are to minimize or eliminate health-related barriers to learning and assist students to be self-sufficient in managing their health care within age-appropriate expectations. To accomplish this, health services staff, as part of the school team, strive to:

• Promote student wellness
• Provide skilled nursing services
• Encourage healthy behaviors and self-care
• Assess and communicate student health concerns through referral to parents/guardians

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Prior to starting a homebound assignment, the SE80/81 form must be completed and sent to the Special Services Office.

A school administrator completes the top and bottom portion of the SE81 and forwards it to the physician to complete the middle portion. A separate letter or note from a physician may replace the SE81. Please note that a student must be out of school (or anticipated to be out of school) for 15 consecutive days to be considered Homebound. If the student has an IEP, the Special Ed. Case Manager must document in the IEP that homebound services are being required for the student.

Application for Homebound/Home-Based Instruction

The Individuals with Disabilities Education Act was revised as related to Students with disabilities in the Non-Public Schools. Public Schools are responsible for conducting “Child Find” in the Non-Public schools based upon referrals. Services to the students in non-public schools first require interventions prior to a referral to special education evaluation.

Targeted Services (Targeted Opportunities for Personal Success) is an offering of optional courses that are targeted to students in need of additional support.  TOPS courses are possible for qualifying students through funds available by the Minnesota Department of Education. 

What is “TOPS”?

“TOPS” (Targeted Opportunities for Personal Success) was the acronym given to North St.Paul-Maplewood-Oakdale Targeted Services programming.

Targeted Services is part of the state ALC (Alternative Learning Center) funding designed for early intervention & prevention programming for students K-8 who are at risk of potentially needing ALC services during their 9-12 years or at risk of dropping out of school. (Minn. Stat. 124D.68)

Psychological services are available to all students and in all buildings. The extent of those services is dependent on the primary needs of the building and the amount of psychological time allocated to that building. Most services are provided to students who have been identified with special needs or are considered to be “high risk” for such services.

Role of the School Psychologist

School psychologists help children and youth succeed academically, socially, and emotionally. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments for all students that strengthen connections between home and school.

School psychologists work to find the best solution for each student and situation; they use different strategies to address student needs and to improve school and district-wide support systems.

School psychologists work with students individually and in groups. They also develop programs to train teachers and parents about effective teaching and learning strategies, techniques to manage behavior at home and in the classroom, working with students with disabilities or with special talents, addressing abuse of drugs and other substances, and preventing and managing crises.

Section 504 is a federal law designed to protect qualified students with disabilities. It requires that school districts provide a free appropriate public education (FAPE) to qualified students who have a physical or mental impairment that substantially limits one or more major life activities. Eligibility for 504 services is determined through an evaluation process at the student's school of attendance. If determined eligible, school staff work with parents and the student (when appropriate) to create a 504 Accommodation Plan designed to meet the student's individual needs. 

Parents who have concerns or questions regarding 504 services should refer to their 504 building representative.

Section 504 - US Department of Education Information

• American Society for Deaf Children
• Autism Society of Minnesota
• Children and Adults with Attention-Deficit/Hyperactivity Disorder
• Cystic Fibrosis Foundation
• Downs Syndrome Association of Minnesota
• Epilepsy Foundation of Minnesota
• Minnesota Association for Children's Mental Health
• Minnesota Organization - Fetal Alcohol Syndrome
• Minnesota Speech-Language-Hearing Association
• United Cerebral Palsy of Minnesota

Meetings are held at: District 622 Education Center Board Room, 2520 E. 12th Avenue, North St. Paul, MN 55109

The presentations are from 6:30-8 p.m. Sessions are open to anyone! No pre-registration is necessary for the workshop. Childcare is available for free on a limited basis, but you must pre-register with Diane at 651-748-6765. For more information, call Diane Peterson, School Social Worker, at 651-748-6765 or Marilyn Galloway at 952-913-7288.

Virtual Certified K-12 Title IX Investigator Training

Title IX Informal Resolution Facilitator Training Certificates & Inspection Link

ISD 622 considers the mental health of our students, families, and staff an important component of successful learning. There is staff in every building who students can turn to when they need support.

Elementary Virtual Calming Room Secondary Virtual Calming Room

Notice of Procedural Safeguards - Parental Rights for Special Education (Notice B) 8/25/14

Provides an overview of parental rights for parents of children with disabilities ages 3 through 21 under Part B of the Individuals with Disabilities Education Act (IDEA). This document includes relevant citations to applicable state and federal laws.

• English
• Arabic
• Bosnian
• Chinese Simplified
• Chinese Traditional
• French
• Hindi
• Hmong
• Khmer
• Korean
• Laotian
• Russian
• Somali
• Spanish
• Vietnamese

Notice of Procedural Safeguards - Infant and Toddler Intervention (Notice C) 5/9/12

Provides an overview of parental rights for parents of children with disabilities from birth through age 2.

English, Arabic, Bosnian, Hmong, Khmer, Russian, Somali, Spanish, Vietnamese

If you need help in understanding any of your procedural rights or anything about your child’s education, please contact your district’s special education director or the person listed below. This notice must be provided in your native language or other mode of communication you may be using. If your mode of communication is not a written language, the district must take steps to translate this notice orally or by other means. The district must ensure that you understand the content of this notice and maintain written evidence that this notice was provided to you in an understandable mode of communication and that you understood the content of this notice. 34 C.F.R. § 300.503(c).

• The ARC Greater Twin Cities - An organization dedicated to protecting the human rights of people with intellectual and developmental disabilities, actively supporting them and their families.
• Children's Home Society and Family Services - Child-Centered services focus on adoption, support and connections for adopted children and their families and international child welfare.
• Minnesota Department of Education - This link will bring you directly to their Special Education Programs page.
• National Council on Disability - An independent federal agency committed to disability policy leadership.
• PACER - Provides individual assistance, workshops, publications, and other resources to help families make decisions about education and other services for their child or young adult with disabilities.

District 622 provides special education and related services to students with disabilities. These services are designed to meet each student's unique special education needs and the goals set by the student's Individual Education Program (IEP) team. Services are provided in the least restrictive environment appropriate for the student.

The Special Education Process

The special education process includes identifying, evaluating, and appropriately placing students who are eligible for services. Once services are provided, progress reports and annual IEP planning meetings offer opportunities to review a student's progress, update the IEP, and further talk about placement.

Identifying a Need for Services

Teachers, parents, or the student himself/herself may request that a special education evaluation be considered. The request can be made by contacting the school's principal or guidance counselor. Parents and/or the student participate with school staff in what is called the referral review process.

The Evaluation

Parent permission is needed for the initial evaluation, which examines areas related to the student's suspected disability. Evaluation results are reviewed by a team of school personnel, the parents, and/or the student. Educators on the team usually include a school psychologist, a general education teacher, a special education teacher, an administrator, and sometimes others. The entire team determines whether the student is eligible for and needs special education.

Planning for Services and Placement

When special education services are needed, the school team, including parents and/or the student, develops an Individual Education Program (IEP) plan.

The IEP includes:

• Program goals and objectives for the student.
• Types of specialized services that may be needed.
• The amount of time the student will spend in general education activities.
• The place where services will occur.

Some of the placement options – or combination of options – a team may consider include the regular or mainstream classroom, a school's resource learning center, a self-contained special education classroom, or off-site. The "least restrictive environment" principle guides the placement decision.

If there is a disagreement about the IEP or special education services, school staff, parents, and the student, when appropriate, work to reach an agreement through mediation, conciliation, or a due process hearing.

Tracking Progress

At progress reporting times and during annual IEP review meetings, the student's progress is reviewed, the IEP is updated, and the student's placement is discussed. Parents are encouraged to review program goals and suggest changes. Parents, students who are their own legal guardian, or school personnel may request an IEP and placement review at any time.

Federal or State mandates require the district to establish a special education advisory group to provide recommendations on a variety of special education topics. The district's Special Education Advisory Committee (SEAC) is comprised of parents and staff who guide the development and delivery of services available to meet the needs of all students with disabilities who are eligible for and need special education and related services. SEAC members also assist new and existing families to assure their special education needs are met. SEAC meets several times a year. 

2025/2026 School Year Meeting Dates

All meetings are Virtual (via Zoom) from 6:30 - 7:30 p.m.

• Thursday, October 23, 2025
• Thursday, December 11, 2025
• Thursday,  February 19, 2026
• Thursday, April 16, 2026

To be added to the email distribution list, please contact Shannon Horstman 

Minnesota Law (M.SS.125A.21) requires that school districts seek reimbursement from private and public health insurers for the cost of health-related services provided to students who receive special education services. If your child receives health-related services as part of their IEP, IFSP or IIIP, a member of your child's team may ask your permission to share information with your insurer and/or physician in order to bill for these services. Health-related services are developmental, corrective and supportive services that are required in order for a student to benefit from their program of specialized instruction. Health-related services may include supports such as:

• Diagnosis, evaluations and assessments
• Speech, Physical and Occupational therapies
• Audiology
• Paraprofessional/Personal Care Assistant (PCA) services
• Mental health services
• Transportation
• Nursing services

Third-Party Reimbursement Public Information 
If your child is evaluated for special education, District 622 will share your child’s name and date of birth with the Minnesota Department of Human Services (DHS) to find out if your child is on Medical Assistance or MinnesotaCare. If you do not want the district to share your child’s name and date of birth with DHS please let us know in writing before the evaluation begins. Send your form to discontinue request to ISD 622, Student Services, 2520 East 12th Avenue, North St. Paul, MN 55109.

More information regarding MA Reimbursement from the Minnesota Health Care Programs (MHCP)

Annual Notification and Consent for Reimbursement