Special Education

Special education means any specially designed instruction and related services to meet the unique cognitive, academic, communicative, social and emotional, motor ability, vocational, sensory, physical, or behavioral and functional needs of a pupil as stated in the IEP.

If your child is not in the special education program, and you suspect that there is a disability, please contact your child's teacher to discuss your concerns. As a result of this discussion, your child may be referred to a Student and Teacher Assistant Team (STAT) for additional review. The STAT is a group of people representing both general ed and special education staff who review student progress and suggest interventions and strategies to assist student's within the general education program.

If the student does not show adequate progress after interventions have been implemented, the STAT may suggest a special education evaluation. You will be contacted to attend an evaluation planning meeting. Your signature is required before the evaluation can begin. 

Once an evaluation is completed, you will meet with the educational team to review the written evaluation report and determine whether your child qualifies for special education services. 

The emphasis is to provide programs and services to meet the individual needs of each child rather than seeking a special label; however, a need still exists to identify eligibility by Minnesota rules for purposes of state and federal reports.

An IFSP is an Individual Family Service Plan. This plan is designed to meet the needs of families and children with special needs ages birth to three. It will include the present level of education performances, annual goals and objectives, and indicate what services and or special programs are needed to achieve the goals. An IFSP is reviewed at least annually and can be changed or modified as needed.

An IEP is an Individual Education Plan. It is specially designed to meet the special education needs for students ages three to twenty-one. It will include present level of education performances, annual goals and objectives, and indicate what services and or special programs are needed to achieve the goals.  An IEP is reviewed at least annually and can be changed or modified as needed.

By grade nine or age 14, whichever comes first, the IEP plan shall address the student's needs for transition from secondary services to postsecondary education and training, employment and community living.

You need to contact both schools and let them know of your move and that your child has an IEP. The records will be shared between the schools.

Students with disabilities who attend elementary or secondary private schools in Richfield may be eligible for special education programs/services through the Richfield Public Schools.

Students must meet the Minnesota criteria for special education. Minnesota has 13 categorical disability areas for students in elementary and secondary school. They are: autism spectrum disorders, deaf & blind, deaf hard of hearing, developmental cognitive disabilities, emotional and behavioral disabilities, other health disabilities, physically impaired, specific learning disabilities, speech or language impairments, traumatic brain injury, severely multiply impaired and visually impaired.

Anytime throughout the school year, if you suspect your child has a disability, contact your child's classroom teacher. Private schools have information regarding the Richfield School District's special education process.

Referral Process

1. Parent or private school teacher identifies a concern with the student’s academic performance, communication, health/physical status, social/emotional or behavioral skills, motor skills, or functional skills.
2. Parent and private school teacher discuss concern.
3. Private school teacher gathers information on student performance and contacts the building lead teacher for consultation and the format to document interventions with the student.
4. Private school teacher conducts and documents pre-referral interventions.
5. If interventions are effective, the process may end here.
6. If concerns persist and performance is discrepant from classmates/norms, teacher submits pre-referral interventions and information to the special education lead teacher to initiate referral.
7. The public school Special Education Team reviews pre-referral information and interventions and will contact parent, teacher and/or principal for additional information or consultation.
8. The public school Special Education Team determines whether there is enough information to proceed with an evaluation. If not, the information is returned to the referring party for further interventions/information.
9. The two school teams meet to determine if an evaluation is needed.
10. If evaluation is needed, an evaluation determination meeting is held and an evaluation plan is developed. An evaluation will proceed once written parental consent is given
11. If the team determines that no evaluation is needed, the process ends.

School Address: 7450 Penn Avenue South, Richfield, MN 55423
School Hours: 8:30 a.m.-3:20 p.m.

Transition Plus Staff Contacts: 

Richfield Public Schools Transportation: 612-798-6066 (Call if transportation is not needed in the morning)

The purpose of Richfield Public Schools Transitions Program (T-Plus) is to work with students and families to support growth from high school to adulthood. Transition Plus supports students to increase skill development in the areas identified by their IEPs and evaluations. These areas can be independent living skills, community participation, post-secondary training, jobs and job training, and recreation and leisure activities.

• The Transitions Plus Program is a post-secondary special education program for students with an IEP. Students may participate until their transition goals and objectives on their IEP are met or until the end of the school year during which they turn 21. 
• Special education and related services are provided at no cost to students who are eligible for the Transition Program. 
• Transition Plus is staffed by special education teachers, paraprofessionals, a school social worker, a work experience coordinator, and other related services.
• The Transition program maintains a small staff to student ratio with classrooms supported by a special education teacher and paraprofessionals. A school social worker is assigned to students on an as-needed basis. 
• Students have the opportunity to attend community college classes through Hennepin Technical College Pathway Transition program. 
• Transition Plus follows the same school calendar as Richfield High School.  
• The school social worker in the program provides support in social skills, life skills, and transitional skills. They also are available to meet with students individually, monitor student attendance, and work with families to access community resources. 
• Students in Transition Plus receive instruction in functional skills based on post-transition plans.

Students have access to technology while in the classroom. In the case that distance learning is necessary, students will be assigned a chromebook to use at home. Students are able to have their cell phones on them throughout the day, but are encouraged to use them appropriately as if this were a job setting. 

Certain electronic device usages are unacceptable at ALL times, both in and out of school, including but not limited to threats, taking photos of other people without consent, sexting, plagiarism, cheating, copyright violations,  harassment, and bullying. More information regarding acceptable use can be located on the Richfield Public Schools website. 

• Acceptable Use Policy                  
• Chromebook Agreement 

Richfield Public Schools uses Go Guardian Software to help staff and students easily manage their devices, better understand their students, and keep them safer online. Go Guardian allows school staff and personnel access to RPS owned technology.

Students have the opportunity to choose from Pathway courses offered by District 287 as a way to explore career opportunities in various vocational fields. Students attending these courses are transported to and from the HTC campus via district transportation during their regular school day.

• Expectations: Students enrolled in an HTC course through the Transition program are expected to attend as scheduled and earn a passing grade each semester.  Staff communicates regularly with HTC instructors to monitor student progress and to ensure needed supports are in place for individual student success.
• Removal/Dismissal Interventions:  Decisions regarding individual student participation/eligibility in this component of the Transition Program will be made by the Transition Plus team quarterly based on attendance and/or prior performance in a Technical College setting.

• Volunteering: Students at Transition Plus volunteer at various sites to gain experience that could be helpful to finding a job. People volunteer anywhere from 1 to 3 days a week for about an hour.
• Community Engagement: Students will have opportunities to engage in community outings throughout the year.  Examples of community outings include: Mall of America, Southdale Mall, Southdale Library, Lifetime Fitness, and other community hot spots. One purpose of doing community outings is to learn bus routes so students can get familiar with getting around their community by bus and accessing new places in our environment. Another purpose is to work on the social skills and soft skills that are taught during classroom instruction. 
• Employment Training:  Students in the Transition Program with employment goals are actively encouraged to seek and maintain a job as part of the program, and are provided the support they need in doing so.  Once employment is obtained, the program adjusts the school schedule to support individual student work schedules.  Areas covered in Work Skills groups at the program include career exploration/research activities, job readiness and job maintenance skills, workplace rights and responsibilities, and safety.
• Skills Training: Students work in multiple groups for functional skills. In math, some students work on determining wages, budgeting money, banking, leasing, wants versus needs, etc. Others work online preparing for the Accuplacer.  Students work on life skills such as filling out forms, reading recipes and bus schedules, and cooking. 
• PAES Lab: Students have the opportunity to participate in the PAES Lab. The PAES Lab provides exploration, training, and assessment through hands-on experience, in a simulated work environment. The curriculum focuses on five career areas: Business/Marketing, Construction/Industrial, Consumer/Service, Processing/Production, and Computer/Technology.
• Safety: It is a basic expectation of the program that students always stay within sight of the staff to whom they are assigned.  If students leave the program, staff will follow a predetermined plan created with the students and their parents/guardians. If a student leaves the school building and returns to the program,  they will need to go through security procedures which include bag checks and use of a handheld metal detector.
• District Policies: Because the Transition Plus Program is an extension of Richfield Public Schools Middle School and High School, we adhere to their student policies.

The staff assume that students will use good judgment in wearing appropriate clothing for the school day. The following guidelines apply to student dress during the school day. Inappropriate clothing includes but is not limited the following: 

• Clothing that does not cover all undergarments and/or does not cover all private parts.
• Apparel promoting products or activities that are illegal for use by minors.
• Objectionable emblems, badges, symbols, signs, words, objects or pictures on clothing or jewelry communicating a message that is racist, sexist, or otherwise derogatory to a protected group, evidences gang membership or affiliation, or approves, advances or provokes any form of religious, racial or sexual harassment and/or violence against other individuals as defined in School Board Policy 103: Harassment Prohibition.  
• Any apparel or footwear that could damage school property.  
• Hats as defined in this policy are not allowed to be worn during the school day.  Any headgear and/or hair accessories must not block the face; and/or create a barrier to the student’s ability to hear and/or engage in learning.   
• It is not the intention of this policy to infringe on the rights of students to express political, religious, philosophical, or similar opinions by wearing apparel on which such messages are stated.  Such messages are acceptable as long as they are not lewd, vulgar, obscene, defamatory, profane, do not advocate violence or harassment against others or do not create a substantial disruption of the learning environment.

For more information, read School Board Policy 547: Student Dress and Appearance.

Interventions are an opportunity to regroup and practice making better choices. Our goal is to have students in class and engaged in learning.

Transition Plus uses a Cognitive Behavioral mindset for processing significant emotions and unexpected behaviors. When a student needs to process a situation, there is a form to use with staff support to facilitate the conversation. The conversation includes, but is not limited to: identifying triggers that led to the behavior/emotions, what were the underlying feelings and thoughts, what caused the need to process, who was impacted by the situation, what will be done differently in the future, and what needs to happen in order to repair relationships and maintain a safe classroom environment both on the part of the students and staff involved.

It is the policy of the Transition Plus to maintain and treat all property with respect whether it is personal property or the property of the school district. If a student engages in property damage or destruction, our first priority is to make sure all students and staff are safe. Students who engage in property damage or destruction will be expected to make restitution within the program or on a legal level. 

The Transition Plus staff will create a plan for restitution based on the level or damage and repairs that are needed to be made. A plan will be reviewed and communicated with the IEP team members. The restitution will include activities like cleaning, organizing, or other jobs within the program.

It is the policy of the Transition Plus and RPS to take all appropriate measures to encourage and maintain an educational and working environment where all individuals are treated with respect at all times and are not subjected or exposed to harassment or violence because of their race, religion, gender, or sexual orientation. 
If a student feels that they are or have been harassed, they may report this to a teacher, social worker, school staff, or the program supervisor. Staff will investigate and take appropriate action against any student, teacher, administrator, or other school personnel found in violation of any school board policy, including School Board Policy 103: Harassment Prohibition and School Board Policy 113: Bullying Prohibition.

The possession and use of alcohol, controlled substances, medical cannabis and toxic substances are not allowed at school or in any other school location before, during or after school hours.

Paraphernalia associated with controlled substances also is not allowed. The district will discipline or take appropriate action against anyone who violates this policy.

District policy is not violated when a person brings a controlled substance that has a currently accepted medical treatment use into a school location for personal use if the person has a physician’s prescription for the substance.  However, medical cannabis is not allowed on school property even if prescribed.

Students who have prescriptions must comply with the School Board Policy 584: Student Medication. 
For more information, read School Board Policy 104: Drug-Free Workplace/Drug-Free School.

Removal and dismissal are used as a last resort when other interventions have been unsuccessful or Level 3-5 behaviors have occurred. Descriptions of level 3-5 behaviors can be found at this link: RPS behavior violation. All out-of-school removals are done with a district level administrator. If a student has been suspended, a re-entry meeting takes place in order to discuss a plan for resolving the situation and to determine what supports need to be in place for the student to be successful and repair relationships within the school community.

Students are observed on a 20 school day cycle to assess success and growth in the following areas:

• On their individual IEP goals- in particular those goals/objectives which reflect the areas of need which necessitated a Federal Setting IV placement which may be measured on point sheets & IEP progress monitoring.
• Maintaining an average of 80% in the areas of respecting educational norms and respecting self and others, which is measured on point sheets and through staff observations. 

The IEP team (student, parents/guardians, ECP staff, and staff from the less restrictive environment) will discuss and determine a plan for transitioning to the least restrictive setting for students in order to best meet their needs.   

The expectations to increase time in a least restrictive setting include:

• All additional classes will be considered based on the student demonstrating consistent and stable behavior in both school environments. 
• The students are expected to maintain all of the above listed behaviors in both school settings. 
• The team can discuss and determine the logical timeline to reassess when to increase time in a less restrictive setting (a minimum of the above 20 day cycle - it could be longer depending on the student and circumstances).