South St. Paul Public Schools provides opportunities for all learners. Through talented and caring staff, robust assistive technologies and a supportive community, we strive for excellence in meeting the needs of your child.
Special Education services are provided in the disability areas of:
- Autism Spectrum Disorders
- Blind-Visually Impaired
- Deaf and Hard of Hearing
- Developmental Cognitive Disabilities
- Developmental Delay
- Emotional or Behavioral Disorders
- Other Health Disabilities
- Physically Impaired
- Severely Multiply Impaired
- Specific Learning Disabilities
- Speech or Language Impairments
- Traumatic Brain Injury
Occupational Therapy, Physical Therapy, Developmental Adaptive Physical Education Services are available to further meet the needs of students in Special Education.
Early Childhood and Preschool Special Education Health Services
Director of Special Services
Assistant Director of Special Services
Special Services Administrative Assistant
Special Services Office
- SECTION 504 OF THE REHABILITATION ACT OF 1973
- ASSISTIVE TECHNOLOGY
- RESTRICTIVE PROCEDURES
- THIRD PARTY REIMBURSEMENT
- PARAPROFESSIONAL RESOURCES
Section 504 of the Rehabilitation Act of 1973 (34 C.F.R. Part 104) is a federal civil rights statute that assures individuals will not be discriminated against their disability. All school districts that receive federal funding are responsible for the implementation of this law. This law protects a student with an impairment that substantially limits one or more major life activities, whether the student receives special education services or not.
Examples of physical or mental impairments that may be covered under Section 504 include: epilepsy, AIDS, allergies, vision impairment, broken limbs, cancer, diabetes, asthma, temporary condition due to accidents or illness, ADD/ADHD, learning disabilities, autism, depression, intellectual disability, traumatic brain injury, and post-traumatic stress disorder.
Examples of major life activities that can be affected by the student's disability include: learning, thinking, concentrating, reading, speaking, walking, breathing, sleeping, caring for oneself, as well as major bodily functions, including brain function, immune system function, or digestive functions. This is not an exhaustive list.
Section 504 Coordinator
Director of Special Services
Lincoln Center Elementary
Kaposia Education Center
Grades 6-8 (A - L)
Grades 6-8 (M-Z)
What is Assistive Technology?
Assistive technology is used to increase, maintain, or improve the functional capabilities of students with disabilities when other modifications or accommodations do not sufficiently allow the student to perform to their true ability and/or equally access the curriculum.
The term Assistive Technology encompasses a large range of devices from low tech to high tech learning tools. AT ranges from simple adaptive tools (like highlighters and organizers) to high-tech tools (like text-to-speech software).
Assistive technology must be considered for every student receiving special education services. According to the Individuals with Disabilities Education Act (IDEA), educators are required to consider assistive technology (§34 C.F.R300.346.2.(v)), and to provide assistive technology for students who require it for Free Appropriate Public Education (FAPE) (§34 C.F.R.300.6 (b))
Parents, and the student, if appropriate, should be invited to participate in all aspects of the process. They can provide valuable information regarding fitting, customizing, and adapting the technology for their child. Parents, and the student, if appropriate, should be invited to participate in all aspects of the process.
SETT stands for:
Student: Student's strengths, weaknesses, interests
Environment: How the student functions in different environments at school
Task: What the student needs to be able to do
Tools: How best to meet the student's needs, considered in the Student, Environment and Task sections.
Consideration leads to one of the following outcomes:
- The student independently accomplishes tasks in instructional areas with standard classroom tools, accommodations or modifications. No assistive technology is required.
- The student accomplishes tasks in all instructional areas with currently available assistive technology. Assistive technology is required.
- The student does not accomplish tasks in the instructional areas. Required assistive technology is known and potential need was addressed in the last evaluation. Trials with potential devices or technology are written in the IEP.
- The student does not accomplish tasks in all instructional areas. Appropriate assistive technology solutions are not known to the IEP team and a more in-depth assessment is needed.
Tech Talk Parent Newsletters
The Tech Talk Assistive Technology Newsletters are publications written by the Region 11 MN Regional Low Incidence Projects-Assistive Technology Community of Practice. Funding for these publications are made possible through a grant from the MN Dept. of Education.
View the Newsletters
PACER's Simon Technology Center
The PACER Center is a Minneapolis-based parent training and information center for families of children with disabilities. The Simon Technology Center is just one of PACER's programs and it provides a variety of services for children, their families and professionals. These include services such as technology consultations, a lending library, individualized training sessions, and inservices and workshops.
Bookshare is an accessible online library for individuals with qualifying print disabilities. If your student has a visual impairment, a physical disability, or a severe learning disability that significantly impacts their use of printed materials, they may qualify for membership. Qualifying members have access to over 400,000 titles (including textbooks) and these digital books can be read to students on computers, tablets and smartphones.
National Center on Accessible Educational Materials
The National Center on Accessible Educational Materials (AEM) provides resources and technical assistance to anyone interested in the implementation of Accessible Educational Materials. These are print and technology-based educational materials that are designed or converted in a way that makes them usable for the widest range of students possible.
In accordance with Minn. Stat. §§ 125A.094 and 125A.0942, 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. The plan must list the restrictive procedures that the school district intends to use; describe how the school district will implement a range of positive behavior strategies and provide links to mental health services, describe how the school district will monitor and review the use of restrictive procedures, including post-use debriefings and convening an oversight committee to undertake a quarterly review of the use of restrictive procedures based on patterns or problems indicated by similarities in the time of day, day of the week, duration of the use of a procedure, the individuals involved, or other factors associated with the use of restrictive procedures, the number of times a restrictive procedures is used schoolwide and for individual children the number and types of injuries, if any, resulting from the use of restrictive procedures, whether restrictive procedures are used in nonemergency situations, the need for additional staff training, and proposed actions to minimize the use of restrictive procedures; and includes a written description and documentation of the training any staff members who will be using restrictive procedures have completed to show they have the skills set out in Minn. Stat.
The SSPPS Restrictive Procedures Oversight Committee meets quarterly.
- Lisa Kraft, Director Of Special Services
- Allison Jenson, Special Education Teacher, Certified CPI Trainer
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 include supports such as:
- Diagnosis, evaluation and assessment
- Speech, physical and occupational therapies
- Paraprofessional/personal care assistant (PCA) services
- Mental health services
- Health services such as nursing
Third Party Reimbursement Public Information:
If your child is evaluated for special education, District 006 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. 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 request to South St. Paul Special Education Department, 104 Fifth Avenue South, South St. Paul, MN 55075.
Click here for more information regarding MA Reimbursement from the Minnesota Department of Education.
South St. Paul Public Schools ensures the provision of educational rights and protections for children and youth experiencing homelessness under the McKinney-Vento Homeless Assistance Act (click here for more information regarding this act). If you are experiencing homelessness please contact the counselor at your child's school or the Special Services office at (651) 457-9496.
Homebound instruction is designed to meet the individual needs of students who are under a doctors care and are unable to attend school due to a prolonged illness. This program is under the supervision of the Director of Special Services. If you feel your child has a need for homebound instruction, please contact the counselor or principal at your child's school.
Mental Health Resources
NAMI National Alliance on Mental Illness
NAMI provides support to millions of Americans who face mental illness every day. Click here to learn more about the NAMI organization.
Family Adolescents and Children Therapy
FACTS is a group of mental health professionals, practitioners and behavioral skills providers specializing in work with families, couples, individuals, and children. Click here to learn more about the FACTS organization..
Associated Clinic of Psychology
Associated Clinic of Psychology is known throughout Minnesota as a leader in preventing, diagnosing, and treating mental health issues. Click here to learn more about the Associated Clinic of Psychology.
Total Special Education Services (TSES)
The TSES Manual is designed to assist districts and local education agencies (LEAs) in achieving compliance with special education mandates and funding requirements.
Special Education due process support for teachers quick link: SpEd Forms.
As a special education Para Educator in the South St. Paul School District, you are a very vital part of our educational team. Each time you enter a classroom you impact the most important part of this district – our students. Having highly skilled, caring, positive and enthusiastic Para Educators is essential to the achievement and success of our students.
As you begin an exciting new school year, please familiarize yourself with the information on the following pages. If you have any questions, comments, or concerns about your role as a Para Educator, please feel free to contact my office at any time.
Best wishes for a successful school year!