Student Support Services

SPECIAL EDUCATION SERVICES

Special education services are available to address the needs of students with disabilities who are in need of specialized instruction.  

Early Childhood Special Education Services for birth through the entrance into kindergarten.

Special education services in categorical areas three years through 21 years.

ALTERNATIVE DELIVERY OF SPECIALIZED INSTRUCTIONAL SERVICES (ADSIS)
Services to provide instruction to assist students who need additional academic or behavioral support to succeed in the general educational environment.  The goal is to provide support early to struggling students.

TITLE I SERVICES
A federal program under the Elementary and Secondary Education Act (ESEA) provides funding for local education agencies (LEAs) and schools, with high numbers or percentages of children from low-income families, in order to ensure that all children meet challenging academic standards.

TITLE I, Part A of the Elementary and Secondary Act (ESEA):

Under the Elementary and Secondary Act (ESEA) there is financial assistance to school districts with high numbers or percentages of children from low-income families to ensuring that all children meet challenging academic standards.  Alexandria Public School (206) accepts Title I funds and is required to provide all children with fair, equitable and significant education opportunities in order to obtain a high-quality education and at minimum proficiency on challenging state academic standards and assessments.  

As part of the requirement, Alexandria Public School (206) is required to have a Parent Involvement Plan.   In addition, schools accepting Title I funding must involve parents in the plan.   A yearly meeting is scheduled to gather input from parents regarding the Parent Involvement Plan and to review student achievement.  

Public and nonpublic school buildings can receive funding under Title I, part A of ESEA.  Schools receive funding as a “whole”  or “targeted” school.   Funding for whole schools are available to all children in the building and a school must develop a whole school plan for use of the allocated dollars.  Schools that are targeted provide services to students who qualify under district guidelines.  Non-public schools receive funding in the allocation of the students resident public school receiving funding as a per-child allocation.

Public school buildings participating in Title I services (2023-2024 school year)

Woodland Elementary School- School-wide Title I

Voyager Elementary School- School-wide Title I

Carlos Elementary School- School-wide Title I

Lincoln Elementary School-School-wide Title I

Non-public school's participation in Title I services (2023-2024 school year)

Zion Lutheran School

St. Mary’s Catholic School

Alexandria Community Christian School (ACCS)

2023-2024 District Parent Involvement Meeting:

September 11, 2024 6:00 pm District Office

Alexandria Public Schools Parent Involvement Plan

Title I Parent Involvement Requirements overview (MDE link)
 

What Can I Do As A Parent?

Title I involves parents by:

• notifying parents of their child’s eligibility for and participation in Title I.
• providing parents with progress reports on their Title I student through conferences, informal meetings, or other means of communication.
• providing parents with Title I information, updates, and insights through newsletters.
• providing opportunities for parents to be school volunteers.
• encouraging participation in Parent Advisory Committees and Curriculum Steering Committees.

Parents can help at home:

• Read to your child.
• Ask your child to read to you.
• Review papers together when your child brings them home.
• Display your child’s work in a place where it can be seen.
• Provide a quiet place for your child to study.
• Help establish a daily routine for study.
• Make sure your child gets adequate sleep and nutrition.
• Praise your child for a job well done.

Parents can help at school:

• Visit your child’s classroom.
• Attend parent-teacher-student conferences.
• Ask your child’s teacher what you can do at home to give your child practice in reading and/or mathematics.
• Become involved in your building’s Parent Advisory Committee.
• Attend Title 1 Parent Informational meetings.
• Contact your child’s teacher or principal whenever you have questions about your child’s needs or progress.
• Attend classes offered by the parent liaison.

504 SERVICES (Rehabilitation act)
Accommodations and modifications for individuals with disabilities who need access to education under section 504 of the Rehabilitation Act of 1973 (34 C.F.R. Part 105).  

Section 504 of the Rehabilitation Act

A 504 plan is under the Section 504 of the Rehabilitation Act of 1973. This is the part of the federal civil rights law that prohibits discrimination against individuals with disabilities.  Individuals have right under section 504 from schools who receive federal funding.  

Under the section 504 a school district must conduct an evaluation to determine if a child qualifies and to determine needed accommodations and modification.  Individuals qualify for a plan if they have a disability and have needs that impact major life functioning.

Under Section 504 of the Rehabilitation act, a disability is defined as:  

• Has a physical or mental impairment that “substantially” limits one or more major life activity (such as reading or concentrating).

• Has a record of the impairment.

• Is regarded as having an impairment, or a significant difficulty that isn’t temporary. For example, a broken leg isn’t an impairment, but a chronic condition, like a food allergy, might be.

• A child on a health plan is covered under section 504 of the Rehabilitation Act.

If you suspect that your child or a child in your care is in need of a 504 plan please contact the building principal, Melissa Bright (School Nurse) or Michelle Bethke-Kaliher  (Director of Student Support Services).   

ENGLISH LEARNERS (EL)
Services to students who are learning the English language and to provide access to high-quality education within the school system.  A variety of services are available within the district.  

English Language Services

Alexandria Public Schools (APS) access English Language services through Runestone Area Education District (RAED).   Staff include an EL teacher and EL paraprofessional.  
 

Assessment for Initial Qualification

Home Language Questionnaire 

All schools that are part of Runestone Area utilize a Home Language Questionnaire (HLQ)  which is required of each student being registered within their school district.    The questions in the questionnaire are:  language student first learned to speak, language student normally uses at home,  language parent most frequently uses with the child, and language student normally uses with friends.  If a language other than English is marked for any of the questions, English assessment is required and the EL teacher is notified.  Other information gathered includes date of enrollment in US schools, date of enrollment in Minnesota schools and indications of special education services.   Each school has been instructed to contact the EL teacher if anything other than English has been marked on any of the questions.

Initial Language Assessment:

After notification of a language other than English on the HLQ (home language) is provided to the EL teacher,  the EL licensed teacher will give the online screener for grades 1-12. Kindergarten will be given WIDA Kindergarten W-APT (2nd semester age 4)- Speaking and Listening sections only and Kindergarten and First Semester of Grade 1: Kindergarten MODEL and Kindergarten W-APT (reading and writing sections are only given to children in the second semester) Grades 1-12: WIDA Screener Online and Paper Students with Identified or Unidentified Disabilities: Consult with special education staff who are familiar with the child’s IEP to determine if accommodations should be used for the screener as appropriate. This test  will be given to determine the level of proficiency of the student.  These assessments are given within a reasonable amount of time after receiving notification of students registration.

Written Plan

The English Learner program in the Runestone Area Education District (RAED) Schools supports students in grades K-12 in acquiring the English necessary to be successful in our classrooms.   RAED follows the State of Minnesota Guidelines and serves the continuing growing population.  An  English learner certified teacher and paraprofessional staff are appropriately  licensed and trained to work with our ELL population.  Instruction in all four language domains; reading, writing, listening and speaking are provided to support our English learners’ language learning.  

Annual Assessment:

As required by law, all students labeled as LEP in MARSS are assessed annually.  The assessment is conducted with the assistance of various district personnel, including counselors and classroom teachers.  EL teachers are the main test administrators, with others helping support the testing process by monitoring student progress.  Anyone helping with the test administration is required to pass the WIDA training in group administration each year.  The speaking portion of the assessment is administered by a licensed EL teacher only.  All licensed EL teachers are required to complete the WIDA training each year in group administration, scoring of the speaking section and the kindergarten administration section if testing kindergarten students.  The training for the Alternate ACCESS for ELLs is required for those administering the alternate assessment.  Once the district has received the test scores, parents are notified of those scores and of their student’s need to continue in or exit the EL program.

Placement criteria

Kindergarten W-APT First Semester: At least a 28 combined score on the listening and speaking section Second Semester (and Grade 1, Semester 1): At least a 28 combined score on the listening and speaking section. Reading score greater than or equal to 11. Writing score greater than or equal to 12. Kindergarten MODEL: Composite score greater than or equal to 4.5. All domains greater than or equal to 4.5. Grades 1-12: WIDA Screener Online: Composite score of 4.5 with no domains below a 3.5 students may exit.  The teacher will then do the following: 

1. The teacher places the assessment scores in the CUM file.  
2.  Send a letter home to say the student does/does not qualify.
3. Contact the school to label students as LEP in the MARS attendance system.
4.  Puts students on schedule/caseload and contacts teachers to let them know what the student CAN DO using CAN DO’S and their Language Goals based on the WIDA Frameworks 2020.

Parent Notification

Parents will be notified of student placement within a few days after their placement test.  Parent notification letters are available in other languages if necessary for families.  All written information includes phone numbers, and school numbers that families can use when they have questions.  The notification letter includes student scores from tests and a notice of rights to waive services with a brief description of our program.  Families will also receive the annual ACCESS for ELLs assessment scores in the Fall of each year.  

Parent Notification Letter

English Language Services

English Learner services support multilingual students in listening, reading, writing and speaking.  Following the WIDA standards, English learners focus on social/instructional language, the language of language arts, language of math, science and social studies.  Services are based upon the student level of English, grade level and the data gathered regarding the student. (WAPT scores, reading assessments, teacher recommendation, MCA scores, cum file, etc..) All students are given content based instruction which is designed to promote English proficiency and growth of academic vocabulary.   Students are age‐appropriately placed with their peers and instruction is aligned to the WIDA and Common Core State Standards at the current grade level.  

Direct services may include one or more of the following methods of instruction:

-Pull-out:  instruction is given in a separate classroom

-Push in:   classroom support is provided /reinforced if needed with support

-Transitional services:  If a student has exited or does not qualify for services.  If they receive an overall composite score of 4.5 with at least three of the domain scores (reading, writing, speaking, listening) at 4 or higher.  During this transition the EL teacher will do periodic check with the students and consideration for re-enrollment if necessary and extra support if necessary. 

Elementary Program

El teachers, paraprofessional staff, classroom staff all provide instruction to multilingual learners.  El staff provides instruction in a pull-out as well as a push in settings.  The focus of pull-out is on the building of academic vocabulary and literacy skills.  The goal is to move students from the Basic Interpersonal Skills (BICS) to Cognitive Academic Language Proficiency (CALP) which is necessary to be successful in the classroom.  The pull out allows for more personalized instruction.  Push in is also used to allow students to stay with peers and access the curriculum with the support needed.  The programming provided is based on their current English acquisition level, current grade level.  Teachers and EL staff communicate on a regular basis to make sure EL students' language and content needs are being met.  

Secondary Program

Secondary services are provided instruction to multilingual students from EL staff and core content teachers and elective teachers.   There are also paraprofessional staff who help provide instruction to multilingual students.  The programing is based on their current English acquisition level and their current grade level and their credit needs.  Teachers and EL staff communicate to make sure language and content needs are being met.   

Service Minutes provided:

Elementary: Daily Instruction Model (based on WIDA ELP levels) 

Service Types	Levels 1-2:Entering and Emerging	Level 3: Developing	Level 4+: Expanding	Levels 5-6: Reaching
ELD Push-in	Up to 60 minutes daily	Up to 30 minutes daily	Up to 30 minutes daily	NA
ELD Pull-out	Up to 30 minutes	During intervention time 2 days per week	During intervention time 1 day per week for lowest ACCESS domain	As needed for lowest ACCESS domain
Classroom supports	SIOP Strategies	SIOP Strategies	SIOP Strategies	SIOP Strategies
Co-teaching	NA

 

Secondary: Daily Instruction Model (based on WIDA ELP levels) 

Service Types	Levels 1-2: Entering and Emerging	Level 3: Developing	Level 4+: Expanding	Levels 5-6: Reaching
English Language Development Classes	1 period of ELD 1 daily	1 period of ELD 1 -2x a week	As needed	As needed
Classroom supports	SIOP Strategies	SIOP Strategies	SIOP Strategies	SIOP Strategies

Exiting the English Learner Program 

A variety of data is used to determine if students are ready to exit the English Learner program.  An overall ACCESS score of 4.5, including 4.0 in each domain is one of the criteria used to determine if students are ready to exit.  The district also uses MAP, MCA, GRAD, Rigby Benchmarking and teacher recommendation to determine when students are ready to exit the EL program.  Below is a chart of the exit information.  (See attached exit forms for elementary and secondary programs.)

Exit Procedure To identify students who qualify for exiting the EL program, the EL teacher, in collaboration with the student’s mainstream teachers, will: 1. Review the test scores and student performance in the class.    2. If qualifications are met, complete the EL Exit Form. 3. Communicate with parents regarding this change.  Send a copy of the EL Exit form and Notification form to parents/guardians. 4. Send the EL Exit info to the secretary at school(for change in status in MARSS).   Exit date will be entered into Synergy. 5. File the EL Exit form and Notification form in the CUM folder.

RESOURCES FOR STAFF

Imagine Language and Literacy

Reading A-Z (Include Multi-lingual Reading Resources)

Teachers can contact EL teacher for access to the above online resources.  

Other District Resources Accessible through Intranet: 

Big Idea's Math

  Mathematics curriculum for Middle School and High School- Includes Spanish Language Resources

Duolingo

     Language Learning APP

Epic! Reading

     Leveled Reading Resources for Students

ISL Collective

    ESL Worksheets and Activities

IXL English Language Arts

    Phonics, reading comprehension and writing strategies for students

IXL Mathematics

    Provides assessment and levelled mathematics lessons for EL students

Khan Academy

    Provides a variety of resources for EL students 

Reading Eggs

    Beginning English Reading materials

Other Resources

    Google Translate

    Minnesota Department of Education Resources

STUDENTS IN TRANSITION (Homeless McKinney Vento)
Resources for children and youth who are experiencing homelessness. The McKinney-Vento Act sets high priorities for keeping students at their school of origin by eliminating enrollment barriers and providing support for school attendance.

Parent - Student Transition Information

Alexandria Public Schools will assist families in transition who are new to our district or currently enrolled.  An array of services are available: 

• Providing direct services to families and youth by enrolling children new to the district;
• Assessing their strengths and needs, including eligibility for various school programs;
• Arranging transportation;
• Providing school supplies;
• Gathering records to expedite enrollment and programming;
• Tutoring for academic success;
• Assessing requirements for graduation and testing;
• Identify and referring preschool students;
• Educating staff and community and advocating for community resources.

The federal McKinney Vento law ensures that Children & Youth in Transition have rights to:

• Immediate enrollment.
• Continue at the same school if transportation is feasible.
• Attend special programs and services as all other students.
   

Resources :

• Children and Youth Transition Brochure
• District Resolution Procedure
• Homeless Free Meals Form 2023-2024

NURSING SERVICES
Health services are provided district-wide as a comprehensive approach to preventing and addressing student health problems that interfere with learning. The services are managed by a licensed school nurse with advice from other student support service members, administrators, teachers, parents, and community partners.

 

Health Services Page

Total Special Education System (TSES)

The Total Special Education System Plan for Alexandria Public Schools in accordance with Minnesota Rule 3525.1100. This plan also includes an assurance for compliance with the federal requirements pertaining to districts’ special education responsibilities found in United States Code, title 20, chapter 33, sections 1400 et seq., and Code of Federal Regulations, title 34, part 300. This document is a companion to the Application for Special Education Funds – Statement of Assurances (ED-01350-29).

Michelle Bethke-Kaliher, Alexandria Public School District 206’s Director of Student Support Services, is responsible for program development, coordination, and evaluation; in-service training; and general special education supervision and administration. Michelle Bethke-Kaliher may be reached at Alexandria Public Schools District Administrative Offices, 1410 South McKay Ave., Ste. 201, PO Box 308 Alexandria, MN 56308, and by phone at 320-762-2141.

Restrictive Procedures

In accordance with Minn. Stat. §§ 125A.094 and 125A.0942 as amended effective 7/1/13, every school district is required to develop and make publicly accessible in an electronic format on a school or district website or make a paper copy available upon request a plan that discloses its use of restrictive procedures with special education students.

Alexandria Public Schools Restrictive Procedures Plan 

The Special Education Advisory Council (SEAC) shall advise Alexandria Public Schools on the education of children with disabilities. The Essence of the Council's purpose is to provide a broad base of input to Alexandria Public School policies, practices, and issues related to the education of children and youth with disabilities who are between the ages of birth to twenty-one. The SEAC shall be comprised of volunteers with a majority of the members being parents of students with disabilities or individuals with disabilities. Membership on the council shall be composed of individuals involved in, or concerned with, the education of children with disabilities.

Upcoming Opportunities for Parents:

FREE Parent Education Workshops

Emotional Regulation  Join Family Achievement Center’s occupational therapists for a presentation on the topic of Emotional Regulation. The occupational therapists will discuss the importance of regulation for participation in daily routines along with strategies to promote regulation from a sensory processing perspective. February 13th 6:30-7:30 PM Family Achievement Center- Woodbury OR February 20th 6:30-7:30 PM Family Achievement Center- Bloomington Does my Child Need Guardianship? Please join Craig Baumann, an attorney with a practice in Woodbury, MN, to learn about guardianship and less restrictive alternatives to help support your child when they turn 18 years old. March 19th 6:30-8:00 PM Family Achievement Center- Woodbury OR Zoom

Register for these FREE Education Events by emailing info@familyachieve.org.

Early Childhood Special Education (ECSE)

Children ages birth to age five who have been identified as having a developmental delay or other disability will receive special education services through the Early Childhood Special Education (ECSE) program. Children ages birth to three receive services in their home or community child care setting. Classroom learning experiences for three through prior to Kindergarten entrance with special needs are provided in small group or inclusive classrooms at the Early Education Center and other locations throughout our community.

HELP ME GROW Referral
Parents and caregivers who have questions or concerns about a child's development can access supports and services through Early Childhood Special Education. Our program receives referrals from the state of Minnesota Help Me Grow system to support families and caregivers who have a concern about a child from birth to kindergarten entrance. Referrals can be made on line at www.helpmegrowmn.org or directly to our office at the Early Education Center.

The Early Childhood Evaluation Team members work collaboratively with families, caregivers and community agencies to locate and identify children ages birth to five who are demonstrating a developmental delay or have a medical condition which impacts development. The team evaluates infants, toddlers and preschool age children to determine if they qualify for ECSE services. The team also can provide resource for parents and caregivers who have questions or concerns about a child's development. These services are provided at no cost to families. Upon referral, a team member interviews a parent or legal guardian to gather information about the child's medical history and developmental skills. The information is reviewed to determine if further screening or evaluation is needed. If an evaluation is completed and the child meets the Minnesota criteria for a disability category, the child is eligible to receive special education services.

The Early Childhood Special Education team is located at the Early Education Center, 1410 S McKay Ave #102, Alexandria, MN 56308.

ECSE Contact Information