Kimball Special Education teachers and support staff provide educational programming designed to meet the needs of students with disabilities. Services are offered to ensure that learners with disabilities receive a “Free Appropriate Public Education" (FAPE).
Kimball is one of six member districts of the Benton-Stearns Education District. The Ed District provides Kimball with providers such as: Director of Special Education, Special Education Coordinator, School Psychologist, Occupational and Physical Therapists and other low-incidence providers. www.bentonstearns.k12.mn.us
The Special Education Process
Infants and Toddlers under the age of 3 –Early Intervention Services
Young children with medical conditions known to hinder development, or those with developmental delays, may qualify for free services that are provided in the child’s home/daycare. Benton-Stearns Education District provides these services for the Kimball school district. To make a referral go to: www.helpmegrowmn.org
Children age 3- 6- Early Childhood Special Education Services.
Young children with developmental delays or medical conditions that are affecting their functioning in typical settings may qualify for services in a preschool classroom. The first step to a referral for this age group is to have the child participate in Early Childhood Screening at Kimball Schools.
Contact: 320-398-7700 x2802 or email@example.com to schedule a screening.
Identification and Referral –grades K-12
The Special Education process begins by identifying learners who are eligible for special services and in need of specialized instruction. When concerns are noted, the general education teacher first discusses the concerns with the parent and the Student Assistance Team (elementary school) or the Child Study Team (secondary school). This team works with the classroom teacher to provide interventions and collect data before moving to an evaluation. Sometimes, accommodations by the classroom teacher are all that is needed for the child to be successful and make progress. Other times, the interventions are not enough and an evaluation is warranted.
Parent permission is required to start the Initial Evaluation process. The parent is invited to participate in determining the areas that will be assessed when they are part of the Evaluation Determination Meeting. Once the district receives a signed permission, the district has 30 school days to complete the evaluation and provide the parents with the results.
For more details on the evaluation process: http://www.pacer.org/parent/php/PHP-c2.pdf
Through the evaluation process, students must meet the MN criteria for one of the disability categories to qualify for services: https://education.mn.gov/MDE/dse/sped/cat/
During this phase, the learner’s evaluation results are reviewed and, together with the family, a plan (Individual Education Plan – IEP) is written to meet those needs. An IEP is the plan that outlines the student’s present level of functioning, goals and objectives for the year. It describes programming, services and accommodations as well.
Least Restrictive Environment (LRE) is used as a guiding principle for determining programming placement. This may be in the mainstream classroom, in the resource rooms, or a combination of these settings. Occasionally, students require a self-contained special education classroom or in a program that is off-site. These decisions are discussed in a collaborative planning meeting with the child’s team, which includes parents.
For more information on the IEP process:
If you have any questions regarding special education programming or services, please contact the building principal or Sue Currens, Special Education Coordinator 320-257-7350 firstname.lastname@example.org