Student Services
Our commitment is to work with students, their parents, schools, and community agencies to assist with various circumstances.
Student Services is comprised of a group of highly-skilled, caring professionals who are committed to improving student achievement by enhancing the educational experience of all District 622 students. We offer a broad range of services to address the unique educational needs of students.
Programs and Services
- Academic Support
- Behavioral Support
- Developmental Adapted Physical Education (DAPE)
- Early Childhood Special Education (ESCE)
- Multilingual Learners (ML)
- Health Services
- Homebound Services
- Homeless Education Services
- Motor Services
- Non-Public School Services
- Targeted Services
- Psychological Services
- Section 504
- School Social Work Services
- Speech Services
Academic Support
Behavioral Support
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
Developmental Adapted Physical Education (DAPE)
DAPE activities are designed for qualified students with disabilities (ages 3-21).
Activities include:
- Physical Fitness
- Gross Motor Development - building physical and movement abilities.
- Fundamental gross motor skills such as rolling, crawling, walking, running, jumping, striking, throwing, catching, striking, twisting and turning
- Aquatics
- Dance
- Individual and group games
- Appropriate sport activities
Early Childhood Special Education (ESCE)
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.
Multilingual Learners (ML)
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.
Health Services
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
Homebound Services
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.
Tricia St. Michaels
Homeless Education Services
Children and Youth Experiencing Homelessness Have the Right to a Free, Appropriate Public Education
Our district is guided by the McKinney-Vento Act. This law provides homeless and highly mobile students with certain rights so they have access to opportunities that will help them meet the same high academic standards expected of all students in our district.
Our Services
- Assist students and families in immediate enrollment
- Provide coordination with school support staff on a plan for meeting student’s needs
- Provide community awareness about homelessness
- Ensure parents and students are aware of McKinney-Vento rights and dispute procedures
- Coordinate transportation for students
- Provide staff training and development opportunities for schools about homelessness and the McKinney-Vento law
- Ensure compliance with the McKinney-Vento Act and other applicable laws regarding homelessness and education
- Develop sustainable district policies and procedures for homeless students
- Consult with school staff on complicated individual student cases
- Settle disputes about eligibility, enrollment, and transportation
- Evaluate policies, programs, and practices for effectiveness with respect to homeless students
- Collect and distribute data related to homelessness and homeless students
- Participate in local, state and federal initiatives aimed at ending homelessness for children, youth and families
- Represent School District 622 on issues of homelessness
- Manage grants related to homelessness
Tricia St. Michaels
Homeless students living in any of these conditions:
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Staying in a shelter (youth, domestic violence, or family shelter)
- Staying in a hotel, motel, campground or trailer park
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On the street
- Sharing the housing of others due to loss of housing, economic hardship, or similar reasons
- Living in a car, park, campground, public space, abandoned building, substandard housing or other place not designed for human habitation
- Migrant worker
- Living in one of the situations listed above and without a parent/guardian (unaccompanied youth)
The McKinney-Vento Federal Act ensures Homeless Students have the rights to:
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Immediate enrollment to a school
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Continue in the school they attended before they became homeless
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Transportation to their school of origin, if feasible
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Access to school support staff services
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Title I services
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Free school meals
- Dispute school placements that differ from parent or student request
Motor Services
Occupational Therapy (OT)
Occupational Therapy is a related special education service provided to students, their families, and staff in the areas of neuromuscular development, fine motor/self-help skill development, sensory processing, and assistive technology. Educational occupational therapy in used in conjunction and coordination with other primary education services. Outcomes of occupational therapy in the schools must have a direct impact on a student’s ability to benefit from the special education program. Outcomes must be “related” to goals and objectives developed in the IEP by the primary service providers.
Physical Therapy (PT)
Physical Therapy is a related special education service provided to students, their families, and staff in the areas of neuromuscular development, gross motor skill development, functional mobility, positioning, and environmental adaptations. Educational physical therapy is used in conjunction and coordination with other primary education services. Outcomes of physical therapy in the schools must have a direct impact on a student’s ability to benefit from the special education program as indicated on the IEP.
Melissa Floysand
Non-Public School Services
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 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)
The at-risk indicators determined by the MN Statute are:
- Performs substantially below the performance level for pupils of the same age in a locally determined achievement test;
- Is behind in satisfactorily completing coursework or obtaining credits for graduation;
- Is pregnant or is a parent;
- Has been assessed as chemically dependent;
- Has been excluded or expelled according to sections 121A.40 to 121A.56;
- Has been referred by a school district for enrollment in an eligible program or a program pursuant to section 124D.69;
- Is a victim of physical or sexual abuse;
- Has experienced mental health problems;
- Has experienced homelessness sometime within six months before requesting a transfer to an eligible program;
- Speaks English as a second language or is an English learner;
- Has withdrawn from school or has been chronically truant; or
- Is being treated in a hospital in the seven-county metropolitan area for cancer or other life-threatening illness or is the sibling of an eligible pupil who is being currently treated, and resides with the pupil's family at least 60 miles beyond the outside boundary of the seven-county metropolitan area.
TOPS Site Coordinators
Psychological Services
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
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 Building Representatives
Care and Treatment
- Education Collective (TEC)
- Fairview Therapeutic
- Prairie Care
Non-Public Schools
Non-Public (Hill+)
Non-Public Schools
Non-Public (MPA+)
School Social Work Services
School social workers promote and support student's academic and social success by providing specialized services that include:
- Individual therapeutic services with special education students.
- The leadership of school-based groups which include both special education and regular education students. School social workers may also lead groups for parents.
- Communication of information about how factors such as family, culture, socioeconomic status, and physical and mental health can affect students’ performance.
- Crisis prevention and intervention.
- Social, emotional, behavioral, functional, and adaptive assessments of students as part of the special education assessment process.
- Consultation with parents and teachers about the mental health, social-emotional and behavioral needs of students.
- Information & referral to community mental health and human services.
District 622 school social workers help students, families, school staff, and community service agencies work together to encourage each student to be successful in school. Typical services school social workers offer include:
- Linking families to resources such as support groups, medical care, mental health services, housing, clothing, or food
- Working with families in times of crisis such as death, serious illness, financial hard times, or homelessness
- Advising parents about things such as parenting techniques and working positively with school staff
- Making suggestions to teachers for specific ways to work positively with individual children, based on the student’s unique needs
- Leading small groups to help students improve social skills, deal with issues of grief and loss, or manage feelings
Occasionally, providing individual counseling to students to help them learn and practice skills such as self-discipline, organization, conflict resolution, social skills, and decision-making. District 622 Social Workers all have a Master’s Degree and are licensed by both the Minnesota Board of Education and the Minnesota Board of Social Work.
Helpful Websites
Jennifer Kula
Speech Services
Speech or Language Impairments
According to the State of Minnesota criteria, Speech/Language Pathologists will deliver services to students demonstrating speech or language impairments in the following areas:
- Language (receptive and expressive)
- Articulation (phonological, phonemic awareness, motor speech disorder, or delay)
- Voice (vocal nodules, vocal misuse/abuse)
- Fluency (stuttering)
The Role of the Speech/Language Pathologist is to:
- Serve students with identified speech-language disabilities,
- Evaluate students with whom parents or teachers have a specific speech or language concern, and
- Consult with parents and teachers about speech/language development and how disabilities may affect academic progress.
Speech/Language Pathologists also deliver services to students with other categorical disabilities who have demonstrated specific needs in speech and/or language:
- Autism Spectrum Disorder
- Blind-Visually Impaired
- Deaf-Blind
- Deaf and Hard of Hearing
- Developmental Cognitive Disabilities
- Developmental Delay
- Emotional or Behavioral Disorders
- Other Health Disabilities
- Physically Impaired
- Specific Learning Disabilities
- Traumatic Brain Injury
For current Minnesota rule language regarding Speech or Language Impairments, click on MN Rule Chapter 3525.1343.
More to Explore
- Disability Specific Resources
- District 622 SPARC (Schools, Parents, & Resources Connecting)
- ICS K-12 Title IX Investigator Training Certificates & Inspection
- Mental Health Resources
- Parental Rights
- Parent Support
- Special Education
- Special Education Advisory Committee (SEAC)
- Specific Learning Disabilities Defined
- Third-Party Billing Reimbursement
Disability Specific Resources
- 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
District 622 SPARC (Schools, Parents, & Resources Connecting)
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.
ICS K-12 Title IX Investigator Training Certificates & Inspection
Policy 522-Student Sex Nondiscrimination
Rationale | Date Approved/Revised |
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School District 622 – North St. Paul-Maplewood-Oakdale shall protect students from discrimination on the basis on sex in its education programs or activities, and it is required by Title IX of the Education Amendments of 1972, and its implementing regulations, not to discriminate in such a manner a requirement not to discriminate in its education program or activity extends to admission and employment. The school district is committed to maintaining an education and work environment that is free from discrimination based on sex, including sexual harassment. |
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1) General Statement of Policy
a) The school district prohibits sexual harassment that occurs within its education programs and activities. When the school district has actual knowledge of sexual harassment in its education program or activity against a person in the United States, it shall promptly respond in a manner that is not deliberately indifferent.
b) This policy applies to sexual harassment that occurs within the school district’s education programs or activities and that is committed by a school district employee, student, or other members of the school community. This policy does not apply to sexual harassment that occurs off school grounds, in a private setting, and outside the scope of the school district’s education programs and activities. This policy does not apply to sexual harassment that occurs outside the geographic boundaries of the United States, even if the sexual harassment occurs in the school district’s education programs or activities.
c) Any student, parent, or guardian having questions regarding the application of Title IX and its regulations and/or this policy and grievance process should discuss them with the Title IX Coordinator. The school district’s Title IX Coordinator is: Tricia St. Michaels, Assistant Superintendent, (651)748-7452, 2520 E. 12th Avenue, North St. Paul, MN 55109, tstmichaels@isd622.org.
Questions related solely to Title IX and its regulations may be referred to the Title IX Coordinator, the Assistant Secretary for Civil Rights of the United States Department of Education, or both.
d) The effective date of this policy is August 14, 2020 and applies to alleged violations of this policy occurring on or after August 14, 2020.
2) Definitions
A. “Actual knowledge” means notice of sexual harassment or allegations of sexual harassment to the school district’s Title IX Coordinator or to any employee of the school district. Imputation of knowledge based solely on vicarious liability or constructive notice is insufficient to constitute actual knowledge. This standard is not met when the only official of the school district with actual knowledge is the respondent.
B. “Complainant” means a person who is alleged to be the victim of conduct that could constitute sexual harassment under Title IX. A Title IX Coordinator who signs a formal complaint is not a complainant unless the Title IX Coordinator is alleged to be the victim of the conduct described in the formal complaint.
C. “Day” or “days” means, unless expressly stated otherwise, business days (i.e. day(s) that the school district office is open for normal operating hours, Monday - Friday, excluding State-recognized holidays).
a. “Deliberately indifferent” means clearly unreasonable in light of the known circumstances. The school district is deliberately indifferent only if its response to sexual harassment is clearly unreasonable in light of the known circumstances.
b. “Education program or activity” means locations, events, or circumstances for which the school district exercises substantial control over both the respondent and the context in which the sexual harassment occurs and includes school district education programs or activities that occur on or off of school district property.
D. “Formal complaint” means a document filed by a complainant or signed by the Title IX Coordinator alleging sexual harassment against a respondent and requesting that the school district investigate the allegation of sexual harassment.
1. A formal complaint filed by a complainant must be a physical document or an electronic submission. The formal complaint must contain the complainant’s physical or digital signature, or otherwise indicate that the complainant is the person filing the formal complaint, and must be submitted to the Title IX Coordinator in person, by mail, or by email.
2. A formal complaint shall state that, at the time of filing the formal complaint, the complainant was participating in, or attempting to participate in, an education program or activity of the school district with which the formal complaint is filed.
E. “Informal resolution” means options for resolving a formal complaint that do not involve a full investigation and adjudication. Informal resolution may encompass a broad range of conflict resolution strategies, including mediation or restorative justice.
F. “Relevant questions” and “relevant evidence” are questions, documents, statements, or information that are related to the allegations raised in a formal complaint. Relevant evidence includes evidence that is both inculpatory and exculpatory. Questions and evidence about the complainant’s sexual predisposition or prior sexual behavior are not relevant, unless such questions and evidence about the complainant’s prior sexual behavior are offered to prove that someone other than the respondent committed the conduct alleged by the complainant, or if the questions and evidence concern specific incidents of the complainant’s prior sexual behavior with respect to the respondent and are offered to prove consent.
G. “Remedies” means actions designed to restore or preserve the complainant’s equal access to education after a respondent is found responsible. Remedies may include the same individualized services that constitute supportive measures, but need not be non-punitive or non-disciplinary, nor must they avoid burdening the respondent.
H. “Respondent” means an individual who has been reported to be the perpetrator of conduct that could constitute sexual harassment under Title IX.
I. “Sexual harassment” means any of three types of misconduct on the basis of sex that occurs in a school district education program or activity and is committed against a person in the United States:
1. Quid pro quo harassment by a school district employee (conditioning the provision of an aid, benefit, or service of the school district on an individual's participation in unwelcome sexual conduct);
2. Unwelcome conduct that a reasonable person would find so severe, pervasive, and objectively offensive that it denies a person equal educational access; or
3. Any instance of sexual assault (as defined in the Clery Act, 20 United States Code section 1092(f)(6)A(v)), dating violence, domestic violence, or stalking (as defined in the Violence Against Women Act, 34 United States Code section 12291).
J. “Supportive measures” means individualized services provided to the complainant or respondent without fee or charge that are reasonably available, non-punitive, non-disciplinary, not unreasonably burdensome to the other party, and designed to ensure equal educational access, protect safety, and deter sexual harassment. Supportive measures may include counseling, extensions of deadlines or other course-related adjustments, modifications of work or class schedules, alternative educational services as defined under Minnesota Statutes section 121A.41, as amended, mutual restrictions on contact between the parties, changes in work locations, leaves of absence, increased security and monitoring of certain areas of the school district buildings or property, and other similar measures.
K. “Title IX Personnel” means any person who addresses, works on, or assists with the school district’s response to a report of sexual harassment or formal complaint, and includes persons who facilitate informal resolutions. The following are considered Title IX Personnel:
1. “Title IX Coordinator” means an employee of the school district that coordinates the school district’s efforts to comply with and carry out its responsibilities under Title IX. The Title IX Coordinator is responsible for acting as the primary contact for the parties and ensuring that the parties are provided with all notices, evidence, reports, and written determinations to which they are entitled under this policy and grievance process. The Title IX Coordinator is also responsible for effective implementation of any supportive measures or remedies. The Title IX Coordinator must be free from conflicts of interest and bias when administrating the grievance process.
2. “Investigator” means a person who investigates a formal complaint. The investigator of a formal complaint may not be the same person as the Decision-maker or the Appellate Decision-maker. The Investigator may be a school district employee, school district official, or a third party designated by the school district.
3. “Decision-maker” means a person who makes a determination regarding responsibility after the investigation has concluded. The Decision-maker cannot be the same person as the Title IX Coordinator, the Investigator, or the Appellate Decision-maker.
4. “Appellate Decision-maker” means a person who considers and decides appeals of determinations regarding responsibility and dismissals of formal complaints. The Appellate Decision-maker cannot be the same person as the Title IX Coordinator, Investigator, or Decision-maker. The Appellate Decision-maker may be a school district employee, or a third party designated by the school district.
The superintendent of the school district may delegate functions assigned to a specific school district employee under this policy, including but not limited to the functions assigned to the Title IX Coordinator, Investigator, Decision-maker, Appellate Decision-maker, and facilitator of informal resolution processes, to any suitably qualified individual and such delegation may be rescinded by the superintendent at any time. The school district may also, in its discretion, appoint suitably qualified persons who are not school district employees to fulfill any function under this policy, including, but not limited to, Investigator, Decision-maker, Appellate Decision-maker, and facilitator of informal resolution processes.
3) Basic Requirements for Grievance Process
A. Equitable Treatment
1. The school district shall treat complainants and respondents equitably. However, equality or parity with respect to supportive measures provided to complainants and respondents is not required.
2. The school district will not impose any disciplinary sanctions or take any other actions against a respondent that do not constitute supportive measures until it has completed this grievance process and the respondent has been found responsible.
3. The school district will provide appropriate remedies to the complainant any time a respondent is found responsible.
B. Objective and Unbiased Evaluation of Complaints
1. Title IX Personnel, including the Title IX Coordinator, Investigator, Decision-maker, and Appellate Decision-maker, shall be free from conflicts of interest or bias for or against complainants or respondents generally or a specific complainant or respondent.
2. Throughout the grievance process, Title IX Personnel will objectively evaluate all relevant evidence, inculpatory and exculpatory, and shall avoid credibility determinations based solely on a person’s status as a complainant, respondent, or witness.
C. Title IX Personnel will presume that the respondent is not responsible for the alleged conduct until a determination regarding responsibility is made at the conclusion of the grievance process.
D. Confidentiality
The school district will keep confidential the identity of any individual who has made a report or complaint of sex discrimination, including any individual who has made a report or filed a formal complaint of sexual harassment, any complainant, any individual who has been reported to be the perpetrator of sex discrimination, any respondent, and any witness, except as may be permitted by the Family Educational Rights and Privacy Act (FERPA), 20 United States Code section 1232g, or FERPA's regulations, and State law under Minnesota Statutes section 13.32 34 Code of Federal Regulations Part 99, or as required by law, or to carry out the purposes of 34 Code of Federal Regulations Part 106, including the conduct of any investigation, hearing, or judicial proceeding arising thereunder (i.e., the school district’s obligation to maintain confidentiality shall not impair or otherwise affect the complainants and respondents receipt of the information to which they are entitled with respect to the investigative record and determination of responsibility).
E. Right to an Advisor; Right to a Support Person
Complainants and respondents have the right, at their own expense, to be assisted by an advisor of their choice during all stages of any grievance proceeding, including all meetings and investigative interviews. The advisor may be, but is not required to be, an attorney. In general, an advisor is not permitted to speak for or on behalf of a complainant or respondent, appear in lieu of complainant or respondent, participate as a witness, or participate directly in any other manner during any phase of the grievance process.
A complainant or respondent with a disability may be assisted by a support person throughout the grievance process, including all meetings and investigative interviews, if such accommodation is necessary. A support person may be a friend, family member, or any individual who is not otherwise a potential witness. The support person is not permitted to speak for or on behalf of a complainant or respondent, appear in lieu of complainant or respondent, participate as a witness, or participate directly in any other manner during any phase of the grievance process.
F. Notice
The school district will send written notice of any investigative interviews or meetings to any party whose participation is invited or expected. The written notice will include the date, time, location, participants, and purpose of the meeting or interview, and will be provided to allow sufficient time for the party to prepare to participate.
G. Consolidation
The school district may, in its discretion, consolidate formal complaints as to allegations of sexual harassment against more than one respondent, or by more than one complainant against one or more respondents, or by one party against the other party, where the allegations of sexual harassment arise out of the same facts or circumstances.
H. Evidence
1. During the grievance process, the school district will not require, allow, rely upon, or otherwise use questions or evidence that constitute or seek disclosure of information protected under a legally recognized privilege, unless the person holding such privilege has waived the privilege.
2. The school district shall not access, consider, disclose, or otherwise use a party’s medical, psychological, and similar treatment records unless the school district obtains the party’s voluntary, written consent.
I. Burden of Proof
1. The burden of gathering evidence and the burden of proof shall remain upon the school district and not upon the parties.
2. The grievance process shall use a preponderance of the evidence standard (i.e. whether it is more likely than not that the respondent engaged in sexual harassment) for all formal complaints of sexual harassment, including when school district employees are respondents.
J. Timelines
1. Any informal resolution process must be completed within thirty (30) calendar days following the parties’ agreement to participate in such informal process.
2. An appeal of a determination of responsibility or of a decision dismissing a formal complaint must be received by the school district within five (5) days of the date the determination of responsibility or dismissal was provided to the parties.
3. Any appeal of a determination of responsibility or of a dismissal will be decided within thirty (30) calendar days of the day the appeal was received by the School District.
4. The school district will seek to conclude the grievance process, including any appeal, within 120 calendar days of the date the formal complaint was received by the School District.
5. Although the school district strives to adhere to the timelines described above, in each case, the school district may extend the time frames for good cause. Good cause may include, without limitation: the complexity of the allegations; the severity and extent of the alleged misconduct; the number of parties, witnesses, and the types of other evidence (e.g., forensic evidence) involved; the availability of the parties, advisors, witnesses, and evidence (e.g., forensic evidence); concurrent law enforcement activity; intervening school district holidays, breaks, or other closures; the need for language assistance or accommodation of disabilities; and/or other unforeseen circumstances.
K. Potential Remedies and Disciplinary Sanctions
1. The following is the range of possible remedies that the school district may provide a complainant and disciplinary sanctions that the school district might impose upon a respondent, following determination of responsibility: counseling, extensions of deadlines or other course-related adjustments, modifications of work or class schedules, mutual or unilateral restrictions on contact between the parties, changes in work locations, leaves of absence, monitoring of certain areas of the school district buildings or property, warning, suspension, exclusion, expulsion, transfer, remediation, termination, or discharge.
2. If the Decision-maker determines a student-respondent is responsible for violating this policy, the Decision-maker will recommend appropriate remedies, including disciplinary sanctions/consequences. The Title IX Coordinator will notify the superintendent of the recommended remedies, such that an authorized administrator can consider the recommendation(s) and implement appropriate remedies in compliance with MSBA Model Policy 506 – Student Discipline. The discipline of a student-respondent must comply with the applicable provisions of Minnesota Pupil Fair Dismissal Act, the Individuals with Disabilities Education Improvement Act (IDEA) and/or Section 504 of the Rehabilitation Act of 1972, and their respective implementing regulations.
4) Reporting Prohibited Conduct
a) Any student who believes he or she has been the victim of unlawful sex discrimination or sexual harassment, or any person (including the parent of a student) with actual knowledge of conduct which may constitute unlawful sex discrimination or sexual harassment toward a student should report the alleged acts as soon as possible to the Title IX Coordinator.
b) Any employee of the school district who has experienced, has actual knowledge of, or has witnessed unlawful sex discrimination, including sexual harassment, or who otherwise becomes aware of unlawful sex discrimination, including sexual harassment, must promptly report the allegations to the Title IX Coordinator without screening or investigating the report or allegations.
c) A report of unlawful sex discrimination or sexual harassment may be made at any time, including during non-business hours, and may be made in person, by mail, by telephone, or by e-mail using the Title IX Coordinator’s contact information. A report may also be made by any other means that results in the Title IX Coordinator receiving the person’s verbal or written report.
d) Sexual harassment may constitute both a violation of this policy and criminal law. To the extent the alleged conduct may constitute a crime, the School District may report the alleged conduct to law enforcement authorities. The school district encourages complainants to report criminal behavior to the police immediately.
5) Initial Response and Assessment by the Title IX Coordinator
A. When the Title IX Coordinator receives a report, the Title IX Coordinator shall promptly contact the complainant confidentially to discuss the availability of supportive measures, consider the complainant’s wishes with respect to supportive measures, inform the complainant of the availability of supportive measures with or without the filing of a formal complaint, and explain to the complainant the process for filling a formal complaint .
B. The school district will offer supportive measures to the complainant whether or not the complainant decides to make a formal complaint. The school district must maintain as confidential any supportive measures provided to the complainant or respondent, to the extent that maintaining such confidentiality would not impair the school district’s ability to provide the supportive measures. The Title IX Coordinator is responsible for coordinating the effective implementation of supportive measures.
C. If the complainant does not wish to file a formal complaint, the allegations will not be investigated by the school district unless the Title IX Coordinator determines that signing a formal complaint to initiate an investigation over the complainant’s wishes is not clearly unreasonable in light of the known circumstances.
D. Upon receipt of a formal complaint, the school district must provide written notice of the formal complaint to the known parties with sufficient time to prepare a response before any initial interview. This written notice must contain:
1. The allegations of sexual harassment, including sufficient details known at the time, the identities of the parties involved in the incident (if known), the conduct allegedly constituting sexual harassment, and the date and location of the alleged incident, if known;
2. A statement that the respondent is presumed not responsible for the alleged conduct and that a determination regarding responsibility will be made at the conclusion of the grievance process;
3. A statement explaining that the parties may have an advisor of their choice, who may be, but is not required to be, an attorney;
4. A statement that the parties may inspect and review evidence gathered pursuant to this policy;
5. A statement informing the parties of any code of conduct provision that prohibits knowingly making false statements or knowingly submitting false information; and
6. A copy of this policy.
6) Status of Respondent During Pendency of Formal Complaint
A. Emergency Removal of a Student
1. The school district may remove a student-respondent from an education program or activity of the school district on an emergency basis before a determination regarding responsibility is made if:
a. The school district undertakes an individualized safety and risk analysis;
b. The school district determines that an immediate threat to the physical health or safety of any student or other individual arising from the allegations of sexual harassment justifies removal of the student-respondent; and
c. The school district determines the student-respondent poses such a threat, it will so notify the student-respondent and the student-respondent will have an opportunity to challenge the decision immediately following the removal. In determining whether to impose emergency removal measures, the Title IX Coordinator shall consult related school district policies, including MSBA Model Policy 506 – Student Discipline. The school district must take into consideration applicable requirements of the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973, prior to removing a special education student or Section 504 student on an emergency basis.
B. Employee Administrative Leave
The school district may place a non-student employee on administrative leave during the pendency of the grievance process of a formal complaint. Such leave will typically be paid leave unless circumstances justify unpaid leave in compliance with legal requirements. The school district must take into consideration applicable requirements of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act prior to removing an individual with a qualifying disability.
7) Informal Resolution of a Formal Complaint
A. At any time prior to reaching a determination of responsibility, informal resolution may be offered and facilitated by the school district at the school district’s discretion, but only after a formal complaint has been received by the school district.
B. The school district may not require as a condition of enrollment or continued enrollment, or of employment or continued employment, or enjoyment of any other right, waiver of the right to a formal investigation and adjudication of formal complaints of sexual harassment.
C. The informal resolution process may not be used to resolve allegations that a school district employee sexually harassed a student.
D. The school district will not facilitate an informal resolution process without both parties’ agreement, and will obtain their voluntary, written consent. The school district will provide to the parties a written notice disclosing the allegations, the requirements of the informal resolution process including the circumstances under which it precludes the parties from resuming a formal complaint arising from the same allegations, the parties’ right to withdraw from the informal resolution process, and any consequences resulting from participating in the informal resolution process, including the records that will be maintained or could be shared.
E. At any time prior to agreeing to a resolution, any party has the right to withdraw from the informal resolution process and resume the grievance process with respect to the formal complaint.
8) Dismissal of a Formal Complaint
A. Under federal law, the school district must dismiss a Title IX complaint, or a portion thereof, if the conduct alleged in a formal complaint or a portion thereof:
1. Would not meet the definition of sexual harassment, even if proven;
2. Did not occur in the school district’s education program or activity; or
3. Did not occur against a person in the United States.
B. The school district may, in its discretion, dismiss a formal complaint or allegations therein if:
1. The complainant informs the Title IX Coordinator in writing that the complainant desires to withdraw the formal complaint or allegations therein;
2. The respondent is no longer enrolled or employed by the school district; or
3. Specific circumstances prevent the school district from gathering sufficient evidence to reach a determination.
C. The school district shall provide written notice to both parties of a dismissal. The notice must include the reasons for the dismissal.
D. Dismissal of a formal complaint or a portion thereof does not preclude the school district from addressing the underlying conduct in any manner that the school district deems appropriate.
9) Investigation of a Formal Complaint
A. If a formal complaint is received by the School District, the school district will assign or designate an Investigator to investigate the allegations set forth in the formal complaint.
B. If during the course of the investigation the school district decides to investigate any allegations about the complainant or respondent that were not included in the written notice of a formal complaint provided to the parties, the school district must provide notice of the additional allegations to the known parties.
C. When a party’s participation is invited or expected in an investigative interview, the Investigator will coordinate with the Title IX Coordinator to provide written notice to the party of the date, time, location, participants, and purposes of the investigative interview with sufficient time for the party to prepare.
D. During the investigation, the Investigator must provide the parties with an equal opportunity to present witnesses for interviews, including fact witnesses and expert witnesses, and other inculpatory and exculpatory evidence.
E. Prior to the completion of the investigative report, the Investigator, through the Title IX Coordinator, will provide the parties and their advisors (if any) with an equal opportunity to inspect and review any evidence directly related to the allegations. The evidence shall be provided in electronic format or hard copy and shall include all relevant evidence, evidence upon which the school district does not intend to rely in reaching a determination regarding responsibility, and any inculpatory or exculpatory evidence whether obtained from a party or another source. The parties will have ten (10) days to submit a written response, which the Investigator will consider prior to completion of the investigative report.
F. The Investigator will prepare a written investigative report that fairly summarizes the relevant evidence. The investigative report may include credibility determinations that are not based on a person’s status as a complainant, respondent or witness. The school district will send the parties and their advisors (if any) a copy of the report in electronic format or hard copy, for their review and written response at least ten (10) days prior to a determination of responsibility.
10) Determination Regarding Responsibility
A. After the school district has sent the investigative report to both parties and before the school district has reached a determination regarding responsibility, the Decision-maker must afford each party the opportunity to submit written, relevant questions that a party wants asked of any party or witness.
B. The Decision-maker must provide the relevant questions submitted by the parties to the other parties or witnesses to whom the questions are offered, and then provide each party with the answers, and allow for additional, limited follow-up questions from each party.
C. The Decision-maker must explain to the party proposing the questions any decision to exclude a question as not relevant.
D. When the exchange of questions and answers has concluded, the Decision-maker must issue a written determination regarding responsibility that applies the preponderance of the evidence standard to the facts and circumstances of the formal complaint. The written determination of responsibility must include the following:
Identification of the allegations potentially constituting sexual harassment;
A description of the procedural steps taken from the receipt of the formal complaint through the determination, including any notifications to the parties, interviews with parties and witnesses, site visits, and methods used to gather other evidence;
Findings of fact supporting the determination;
Conclusions regarding the application of the school district’s code of conduct to the facts;
A statement of, and rationale for, the result as to each allegation, including a determination regarding responsibility, any disciplinary sanctions the school district imposes on the respondent, and whether remedies designed to restore or preserve equal access to the recipient’s education program or activity will be provided by the school district to the complainant; and
The school district’s procedures and permissible bases for the complainant and respondent to appeal and the date by which an appeal must be made.
E. In determining appropriate disciplinary sanctions, the Decision-maker should consider the surrounding circumstances, the nature of the behavior, past incidents or past or continuing patterns of behavior, the relationships between the parties involved, and the context in which the alleged incident occurred.
F. The written determination of responsibility must be provided to the parties simultaneously.
G. The Title IX Coordinator is responsible for the effective implementation of any remedies.
H. The determination regarding responsibility becomes final either on the date that the school district provides the parties with the written determination of the result of the appeal, if an appeal is filed, or if an appeal is not filed, the date on which an appeal would no longer be considered timely.
11) Appeals
A. The school district shall offer the parties an opportunity to appeal a determination regarding responsibility or the school district’s dismissal of a formal complaint or any allegations therein, on the following bases:
A procedural irregularity that affected the outcome of the matter (e.g., a material deviation from established procedures);
New evidence that was not reasonably available at the time the determination regarding responsibility or dismissal was made, that could affect the outcome of the matter; and
The Title IX Coordinator, Investigator, or Decision-maker had a conflict of interest or bias for or against complainants or respondents generally or the individual complainant or respondent that affected the outcome of the matter.
B. If notice of an appeal is timely received by the school district, the school district will notify the parties in writing of the receipt of the appeal, assign or designate the Appellate Decision-maker, and give the parties a reasonable, equal opportunity to submit a written statement in support of, or challenging, the outcome.
C. After reviewing the parties’ written statements, the Appellate Decision-maker must issue a written decision describing the result of the appeal and the rationale for the result.
D. The written decision describing the result of the appeal must be provided simultaneously to the parties.
E. The decision of the Appellate Decision-maker is final. No further review beyond the appeal is permitted.
12) Retaliation Prohibited
A. Neither the school district nor any other person may intimidate, threaten, coerce, or discriminate against any individual for the purpose of interfering with any right or privilege secured by Title IX, its implementing regulations, or this policy, or because the individual made a report or complaint, testified, assisted, or participated or refused to participate in any manner in an investigation, proceeding, or hearing under this policy. Intimidation, threats, coercion, or discrimination, including charges against an individual for code of conduct violations that do not involve sex discrimination or sexual harassment, but arise out of the same facts or circumstances as a report or complaint of sex discrimination, or a report or formal complaint of sexual harassment, for the purpose of interfering with any right or privilege secured by Title IX, its implementing regulations, or this policy, constitutes retaliation. Retaliation against a person for making a report of sexual harassment, filing a formal complaint, or participating in an investigation, constitutes a violation of this policy that can result in the imposition of disciplinary sanctions/consequences and/or other appropriate remedies.
B. Any person may submit a report or formal complaint alleging retaliation in the manner described in this policy and it will be addressed in the same manner as other complaints of sexual harassment or sex discrimination.
C. Charging an individual with violation of school district policies for making a materially false statement in bad faith in the course of a grievance proceeding under this policy shall not constitute retaliation, provided, however, that a determination regarding responsibility, alone, is not sufficient to conclude that any party made a materially false statement in bad faith.
13) Training
A. The school district shall ensure that Title IX Personnel receive appropriate training. The training shall include instruction on:
The Title IX definition of sexual harassment;
The scope of the school district’s education program or activity;
How to conduct an investigation and grievance process, appeals, and informal resolution processes, as applicable;
How to serve impartially, including by avoiding prejudgment of the facts at issue, conflicts of interest, and bias;
For Decision-makers, training on issues of relevance of questions and evidence, including when questions and evidence about the complainant’s prior sexual behavior are not relevant; and
For Investigators, training on issues of relevance, including the creation of an investigative report that fairly summarizes relevant evidence.
B. The training materials will not rely on sex stereotypes and must promote impartial investigations and adjudications of formal complaints.
C. Materials used to train Title IX Personnel must be posted on the school district’s website. If the school district does not have a website, it must make the training materials available for public inspection upon request.
14) Dissemination of Policy
This policy shall be made available to all students, parents/guardians of students, school district employee, and employee unions.
B. The school district shall conspicuously post the name of the Title IX Coordinator, including office address, telephone number, and work e-mail address on its website and in each handbook that it makes available to parents, employees, students, unions, or applicants.
C. The school district must provide applicants for admission and employment, students, parents or legal guardians of secondary school students, employees, and all unions holding collective bargaining agreements with the school district, with the following:
1. The name or title, office address, electronic mail address, and telephone number of the Title IX Coordinator;
2. Notice that the school district does not discriminate on the basis of sex in the education program or activity that it operates, and that it is required by Title IX not to discriminate in such a manner;
3. A statement that the requirement not to discriminate in the education program or activity extends to admission and employment, and that inquiries about the application of Title IX may be referred to the Title IX Coordinator, to the Assistant Secretary for Civil Rights of the United States Department of Education, or both; and
4. Notice of the school district’s grievance procedures and grievance process contained in this policy, including how to report or file a complaint of sex discrimination, how to report or file a formal complaint of sexual harassment, and how the school district will respond.
15) Recordkeeping
A. The school district must create, and maintain for a period of seven calendar years, records of any actions, including any supportive measures, taken in response to a report or formal complaint of sexual harassment. In each instance, the school district must document:
1. The basis for the school district’s conclusion that its response to the report or formal complaint was not deliberately indifferent;
2. The measures the school district has taken that are designed to restore or preserve equal access to the school district’s education program or activity; and
3. If the school district does not provide a complainant with supportive measures, then it must document the reasons why such a response was not clearly unreasonable in light of the known circumstances. Such a record must be maintained for a period of seven years.
4. The documentation of certain bases or measures does not limit the recipient in the future from providing additional explanations or detailing additional measures taken.
B. The school district must also maintain for a period of seven calendar years’ records of:
1. Each sexual harassment investigation including any determination regarding responsibility, any disciplinary sanctions imposed on the respondent, and any remedies provided to the complainant designed to restore or preserve equal access to the recipient’s education program or activity;
2. Any appeal and the result therefrom;
3. Any informal resolution and the result therefrom; and
4. All materials used to train Title IX Personnel.
Adoption and Revision History |
Incorporated Policies |
---|---|
522 STUDENT SEX NONDISCRIMINATION (This policy adopted: October 28, 1997; Rescinded: August 19, 2008) |
MSBA 522 |
EM-020.20 STUDENT SEX NONDISCRIMINATION (TITLE IX) AND UNLAWFUL SEX DISCRIMINATION TOWARDS A STUDENT REPORT FORM (This policy adopted: May 20, 2008; Revised: January 22, 2013; Revised: June 24, 2014); Revised: June 28, 2016; Revised: March 28, 2017 |
|
522 STUDENT SEX NONDISCRIMINATION (TITLE IX) This policy revised: May 21, 2019; September 24, 2019; November 24, 2020; November 15, 2022 |
|
Administrative Rule, Regulation and Procedure: NA
Legal References: Minn. Stat. § 121A.04 (Athletic Programs; Sex Discrimination)
Minn. Stat. Ch. 363A (Minnesota Human Rights Act)
20 U.S.C. §§ 1681-1688 (Title IX of the Education Amendments)
34 C.F.R. Part 106 (Implementing Regulations of Title IX)
Minn. Stat. § 121A.40 – 121A.575 (Minnesota Pupil Fair Dismissal Act)
20 U.S.C § 1400, et seq. (Individuals with Disabilities Education Act)
29 U.S.C. § 794 (Section 504 of the Rehabilitation Act of 1973)
42 U.S.C. § 12101, et seq. (Americans with Disabilities Act)
20 U.S.C. § 1232g (Family Educational Rights and Privacy Act of 1974)
20 U.S.C. § 1092 et seq. (Jeanne Clery Disclosure of Campus Security and Campus Crime Statistics Act (“Clery Act”)
Cross References: MSBA/MASA Model Policy 102 (Equal Educational Opportunity)
MSBA/MASA Model Policy 413 (Harassment and Violence)
MSBA/MASA Model Policy 506 (Student Discipline)
MSBA/MASA Model Policy 528 (Student Parental, Family, and Marital Status Nondiscrimination)
Mental Health Resources
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
Crisis Resources
National Suicide Prevention Lifeline
- Crisis Line: 1-800-273-8255
- Lifeline Chat
National Youth Crisis Hotline
Crisis Text Line
- Text MN to 741741
The Trevor Project Lifeline
- 1-866-488-7386
- Trevor Text - Text START to 678678
Children's Mental Health
- Ramsey County Crisis Line: 651-266-7878
- Washington County Crisis Line: 651-725-7400
Adult Mental Health
- Ramsey County Crisis Line: 651-266-7900
- Washington County Crisis Line: 651-725-7400
National and local mental health resources
- Managing stress during a pandemic - CDC
- Mental Health Promotion - Minnesota Department of Health (MDH)
-includes many COVID-19-specific strategies including Tips and Resources for Children and Parents during COVID-19 - Children's Mental Health - Minnesota Department of Education (MDE)
- Coronavirus Resources - Disability Hub MN
Parental Rights
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).
Parent Support
- 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.
Special Education
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.
Special Education Advisory Committee (SEAC)
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.
2023/2024 School Year Meeting Dates
All meetings held from 6 - 7:30 p.m. (virtual)
- Thursday, October 26, 2023
- Thursday, December 14, 2023
- Thursday, February 22, 2024
- Thursday, April 25, 2024
To be added to the email distribution list, please contact shorstman@isd622.org
Specific Learning Disabilities Defined
Minnesota has thirteen categorical disability areas in which a child may be eligible to receive special education services. A team of qualified professionals, including the parent(s), determines whether the student meets criteria in one of the thirteen categorical disability areas and is in need of special education services.
For the current Minnesota rule language regarding evaluation and reevaluation, see MN Rule Chapter 3525.2710.
Autism Spectrum Disorder
Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors.
Resources
Autism Society of Minnesota
Minnesota Rule: Autism Spectrum Disorders
Deaf/Hard-of-Hearing
Users can access statewide technical assistance resources addressing special education and services for students who are blind or visually impaired. For current Minnesota rule language regarding visual impairments, click on MN Rule Chapter 3525.1345.
Developmental Delay
A child up to age seven who is experiencing a measurable delay in development according to diagnostic instruments and procedures fits the Developmental Delay (DD) disability category.
Physically Impaired
Physically Impaired means a medically diagnosed chronic, physical impairment, either congenital or acquired, that may adversely affect physical or academic functioning and result in the need for special education and related services. Examples of diagnoses that may meet these criteria are: cerebral palsy, spina bifida, muscular dystrophy, spinal cord injury, otegenesis imperfecta, and arthrogryposis. For current Minnesota rule language regarding physical impairments, click on MN Rule Chapter 3525.1337.
Traumatic Brain Injury
Traumatic Brain Injury (TBI) means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that may adversely affect a child’s educational performance. For current Minnesota rule language regarding Traumatic Brain Injury, click on MN Rules Chapter 3525.1348.
Blind-Visually Impaired
Users can access statewide technical assistance resources addressing special education and services for students who are blind or visually impaired. For current Minnesota rule language regarding visual impairments, click on MN Rule Chapter 3525.1345.
Developmental Cognitive Disabilities
Developmental Cognitive Disabilities (DCD) means a condition resulting in significantly below average intellectual functioning and concurrent deficits in adaptive behavior that adversely affects educational performance and requires special education and related services. DCD does not include conditions primarily due to a sensory or physical impairment, traumatic brain injury, autism spectrum disorders, severe multiple impairments, cultural influences, or inconsistent educational programming. For current Minnesota rule language regarding DCD, click on MN Rule Chapter 3525.1333.
Other Health Disabilities
The district serves students with an extraordinary range of chronic or acute health conditions. Medications, treatments, therapies, and repeated hospitalizations can impact a student’s ability to learn and function at school. A student with such a condition may be considered for special education under the Other Health Disabilities (OHD) category. For current Minnesota rule language regarding other health disabilities, click on MN Rules Chapter 3525.1335.
Severely Multiply Impaired
Students with severe multiple impairments (SMI) meet the criteria for two or more of six categorical areas: deaf or hard of hearing, physically impaired, developmental cognitive disability (severe/profound), visually impaired, emotional or behavioral disorders and autism spectrum disorders. These students receive special education services from dedicated professionals in a variety of settings.
Deaf-Blind
Deaf-Blindness means concomitant hearing and visual impairments. The combination causes such severe communication and other developmental and educational needs that cannot be accommodated in special education programs solely for children with deafness or children with blindness. For current Minnesota rule language regarding Deaf-Blind, click on MN Rule Chapter 3525.1327.
The Minnesota Deaf-Blind Technical Assistance Project is federally funded under the Individuals with Disabilities Act (IDEA). The Project provides technical assistance to support Minnesota children and youth, birth to 21 years, who have both a vision and hearing impairment.
Emotional or Behavioral Disorders
The district serves students with a wide range of complex and challenging emotional or behavioral conditions. Medical conditions, genetic dispositions, biological and psychological conditions can impact a student’s ability to learn and function at school. A student who needs specialized services for emotional or behavioral supports may be considered for special education under the Emotional or Behavioral Disorders (EBD) category. Here users can access additional information regarding emotional and behavioral disorders. For current Minnesota rule language regarding emotional and behavioral disorders, click on MN Rule Chapter 3525.1329.
Developmental Delay
A child up to age seven who is experiencing a measurable delay in development according to diagnostic instruments and procedures fits the Developmental Delay (DD) disability category.
Speech or Language Impairments
According to the State of Minnesota criteria, Speech/Language Pathologists will deliver services to students demonstrating speech or language impairments in the following areas:=
- Language (receptive and expressive)
- Articulation (phonological, phonemic awareness, motor speech disorder, or delay)
- Voice (vocal nodules, vocal misuse/abuse)
- Fluency (stuttering)
The Role of the Speech/Language Pathologist is to:
- serve students with identified speech-language disabilities,
- evaluate students with whom parents or teachers have a specific speech or language concern, and
- consult with parents and teachers about speech/language development and how disabilities may affect academic progress.
Speech/Language Pathologists also deliver services to students with other categorical disabilities who have demonstrated specific needs in speech and/or language:
- Autism Spectrum Disorder
- Blind-Visually Impaired
- Dear-Blind
- Deaf and Hard of Hearing
- Developmental Cognitive Disabilities
- Developmental Delay
- Emotional or Behavioral Disorders
- Other Health Disabilities
- Physically Impaired
- Specific Learning Disabilities
- Traumatic Brain Injury
For current Minnesota rule language regarding Speech or Language Impairments, click on MN Rule Chapter 3525.1343.
If you have additional questions, send an email to ISD 622 Speech/Language Pathology Resources by sending us an email. For a current list of building assignments and phone numbers, visit Speech and Language Clinicians.
Resources for Speech and Language Pathology in ISD 622
Useful links to tools and best practice strategies - Developed by ISD 622 speech clinicians.
Third-Party Billing Reimbursement
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)
Student Services Staff Directory

Tricia St. Michaels

Kelley Feller
Giwoyne Laureen
Ana Medrano
Connie Morley

Diane Peterson
