Nonpublic and Interagency Referrals
Special education instruction and services may be provided to students from birth until July 1 after the child with a disability becomes 21 years old, but will not extend beyond secondary school or its equivalent. Local health, education, and social service agencies must refer children under age five who are known to need or suspected of needing special instruction and services to the school district. A full range of education programs and services will be provided for children with a disability.
Primary referral sources include:
* Hospitals, including prenatal and postnatal care facilities;
* Physicians;
* Parents;
* Day Care programs;
* Local educational agencies;
* Public Health facilities;
* Other social service agencies; and
* Other health care providers.

Referral is the formal, ongoing process for reviewing information related to children who show signs of needing special education services. The referral process includes reviewing screening information and deciding whether or not to conduct an evaluation. A referral may be made by anyone who has a concern. The person who takes the referral will forward it to Crookston Public Schools/ECSE Coordinator, the intake agency for early childhood referrals.

The early childhood special education teacher will arrange for a home visit to learn more about the child through parent interview, observation, and screening. If it is determined that an evaluation of the child is necessary, the evaluation process will begin.

If the results of the screening and observation, combined with the information gathered from the parent, indicate no concerns, available local resources will be suggested to the family.

If the results of the screening and observation, combined with the information gathered from the parent, indicate no concerns at this time but suggest that it would be wise to track the child's development, a tracking plan will be arranged appropriate to the age of the child and utilizing interagency resources.

Schools in District 593 have a Student Assistance Team (SAT) in each of the following buildings: Washington, Highland, and Crookston High School. The purpose of a SAT is a system for supporting classroom teacher on a day-to-day basis within a building. It also serves as a “within building” peer problem-solving group. It is based on the belief that teachers have the skills and knowledge to effectively teach many students with learning and behavioral problems by working in a collective problem-solving environment. The Student Assistance Team may consist of General Education Teachers, Counselors, the School Nurse, the Family Service Specialist, the School Psychologist, Special Education Staff, and Administration.

If a child is experiencing difficulty in school, the SAT assists the General Education teacher in beginning prereferral interventions, which are required by Minnesota Rule. Before a student is referred for a Special Education assessment, the district must conduct at least 2 instructional strategies, alternatives or interventions while the pupil is in the regular classroom. The pupil’s teacher must provide the documentation…MS 125A.56. Prereferral interventions are planned, systematic efforts by regular education staff to resolve apparent learning or behavior problems...MR 3525.220. Prereferral interventions run a minimum of 30 school days. There are situations when the team may waive the prereferral intervention requirements. This may include a student who enters the district with a documented history of blindness, deafness, cognitive delay, paraplegia, autism, traumatic brain injury, or a student whose disability is well documented or has had an IEP in the last 12 months. Parents may also request an evaluation. A student will not be denied the right to a special education assessment based on the prereferral interventions requirement.

If prereferral interventions are not successful, the SAT may refer the student to the Student Referral Team (SRT) for possible Special Education evaluation. The SRT consists of the School Psychologist, the School Nurse, the District Speech Language Pathologist, Special Education Staff, and Administration. The SRT reviews the prereferral intervention and student information before deciding whether or not to recommend evaluation. If they recommend an educational evaluation, parents are asked to come into school to assist in planning the evaluation. Once signed parental permission for evaluation is received, the district has 30 school days to complete the evaluation and determine eligibility for services. If the student is eligible for Special Education services, an Individual Education Plan is developed by the IEP team (parents, general education teacher, special education teacher and school administrator).
If the student is not eligible for special education services, the evaluation team can use the information gathered to assist the general education teacher in teaching to the student’s strengths or can consider a 504 plan, if appropriate.


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