Adaptive soccer is available in the fall, followed by floor hockey in the winter, allowing youth with disabilities the opportunity to play competitively!

Students with and without disabilities compete together on bowling and basketball teams. Contact us for more info.

We serve students with unique needs in the following areas:

Navigating 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, caregivers, or the student may request that a special education evaluation be considered. The request can be made by contacting the school's principal. Caregivers and/or the student participate with school staff in what is called the referral review process.

The Evaluation

Permission from a parent/guardian 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 caregiver, 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 caregivers 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.

A SEAC (pronounced "seek") is an acronym for Special Education Advisory Council, which is a group that provides input on special education issues to its local school district. Its purpose is to advise & advocate, not to decide policy. Minnesota law requires each school district in the state to have a SEAC although it does not specify how the groups should be organized or what duties they should perform. As a result, each SEAC may have a unique mission and structure. 

Why Are SEACs Important?
Local SEACs advise school districts on the development of programs and services to meet the special educational needs of children and families. By sharing their unique perspective of what it is like to use these services, parents can help the district to be more effective. As a result, outcomes for children with disabilities should improve. 

Reasons to Participate:

• To help other families & children with disabilities in my school district
• To share what I've learned since my child began his/her education
• To support the school professionals in my district
• To be a good role model for my child
• To make a contribution to this community
• To learn information and skills that may help me work more effectively with my school district
• To meet others with similar goals, both parents & school professionals
• To build positive relationships with others in my district
• To become more knowledgeable about special education
• To share my unique perspective & insights as a parent
• To help the school district work more effectively with families & improve outcomes for children