Special Education Program Compliance Review
Final Report
May 24, 2017
Lanesboro Public School District (0229-01)
Matt Schultz, Superintendent
Debbra Marcotte, Director of Special Education
Lanesboro Public School District (0229-01) 2
Table of Contents
Introduction and Authority ....................................................................................................... 3
Scope of Monitoring ............................................................................................................ 3
Resulting Findings and Corrective Action ............................................................................ 3
District Overview ................................................................................................................. 4
Monitoring Findings by Area ................................................................................................... 4
Area 1: Governance ............................................................................................................ 4
Area 2: Facilities, Equipment, and Materials ......................................................................10
Area 3: Child Find and Evaluation ......................................................................................12
Area 4: IEP and IFSP Process and Implementation ...........................................................15
Summary of Corrective Action Required ................................................................................19
Appendix ...............................................................................................................................20
Acronyms ...........................................................................................................................20
Individual Student Record Noncompliance .........................................................................21
Complaint Decisions ..........................................................................................................21
Interviews...........................................................................................................................21
Federal Instructional Settings by Disability .........................................................................22
Race/Ethnicity by Disability ................................................................................................23
Age by Disability ................................................................................................................24
Lanesboro Public School District (0229-01) 3
Introduction and Authority
The Minnesota Department of Education (MDE), as the state educational agency, is required by
federal law to monitor the education of children with disabilities pursuant to the Individuals with
Disabilities Education Act (IDEA). 20 U.S.C. § 1412(a)(11); 34 C.F.R. § 300.600. Additionally,
state law requires every local educational agency (LEA) to ensure all students with disabilities
are provided specialized instruction and services appropriate to their needs. Minn. Stat. §
125A.08(b)(1). Each LEA within the state, including educational programs administered by any
public agency, is under the general supervision of MDE. In order to evaluate special education
programs, MDE staff has the authority to review all relevant information necessary to carry out
the department’s oversight responsibilities.
Scope of Monitoring
Monitors from MDE’s Division of Compliance and Assistance conducted a full compliance
review of the special education program of Lanesboro Public School District (0229-01). The
monitoring process included a review of:
The district’s total special education system (TSES) plan and restrictive
procedures plans (RPPs)
One district site where special education services are provided
Interview responses from the special education director, general education
administrators, special education teachers and paraprofessionals, related
services personnel, and general education teachers
Previous monitoring and self-review reports
Formal complaint history
9 Part B (students ages 3 through 21) student records
Resulting Findings and Corrective Action
The following report identifies individual student record noncompliance, findings of systemic
noncompliance, and corrective action requirements. Findings of systemic noncompliance are
identified based on an analysis of compliance data collected from the sources listed above. If an
area is identified as a finding of systemic noncompliance, the district is required to develop and
implement a corrective action plan (CAP) to address each finding within one year of the date of
this report.
Individual student record noncompliance occurs when a student file is cited for violation of any
state or federal special education law. Citations of individual student files must be corrected by
the district by April 2, 2018. If individual student noncompliance is identified for correction,
tracking is completed through the Minnesota Continuous Improvement Process: Self Review
(MNCIMP:SR) system and the district may be required to develop and implement a CAP to
address findings of noncompliance.
Lanesboro Public School District (0229-01) 4
District Overview
Lanesboro Public School District is located in Lanesboro, a small community in southeastern
Minnesota. The school district provides educational services to approximately 345 students.
According to its website, Lanesboro Public School District promotes commitment, respect, and
work ethic. Notably, the district has a 100% graduation rate, 97% average daily attendance in
grades seven through twelve, and over 85% of Lanesboro graduates pursue post-secondary
education. Lanesboro Public School District is a member school district of the Hiawatha Valley
Education District (HVED). According to its website, HVED is an educational agency of choice
whose primary purpose is to supply member school districts with administrative/managerial
support and personnel (including related services) in special education. HVEDs education
services are provided to member districts on a collective and/or individual basis within the
framework of policies set by the organization and applicable state and federal regulation. The
compliance review included in this report will evaluate HVEDs and Lanesboro Public School
District’s cooperative approach to offering special education programming, training, resources,
and other related service efforts.
Monitoring Findings by Area
Area 1: Governance
Topic Area: Total Special Education System
A total special education system (TSES) is a plan describing a district’s special education
policies, procedures, and programs. A plan for a single district or for the member districts of a
formal special education cooperative identifies the district’s responsibilities regarding child study
procedures, methods of providing the special education services for identified pupils,
administration and management plans to assure effective and efficient results, operating
procedures of interagency committees, and any interagency agreements into which the district
has entered.
After conducting a self-review of Lanesboro Public School District’s TSES, the special education
director provided MDE with an assurance that the plan describing the district’s special education
policies, procedures, and programs demonstrates 100% compliance with Minnesota Rule
3525.1100.
Corrective Action? No
Topic Area: Restrictive Procedures Plan
“Restrictive procedures” means the use of physical holding or seclusion of children with
disabilities in an emergency. While Lanesboro Public School District has not reported the use of
restrictive procedures to MDE in the last 3 years, the special education director reported that the
district intends to continue the potential use of physically holding children with disabilities in the
event of an emergency. Lanesboro Public School District is therefore required to maintain and
make publicly accessible a restrictive procedures plan (RPP) for children with disabilities.
Minnesota Statute requires that the plan must, at least, list the restrictive procedures the school
intends to use; describe how the school will monitor and review the use of restrictive
Lanesboro Public School District (0229-01) 5
procedures; and include a written description and documentation of the training school
personnel completed. A building administrator, two special education teachers, two related
service providers, and special education paraprofessionals using restrictive procedures have
received the necessary training on the use of physical holds/restraint.
After conducting a self-review, the special education director provided MDE with an assurance
that the district’s RPP demonstrates 100% compliance with Minnesota Statute, sections
125A.0941 and 125A.0942.
Corrective Action? No
Topic Area: Staffing
Lanesboro Public School District’s special education administrative staffing includes a special
education director, three assistant special education directors, an elementary special education
coordinator, a secondary and transition special education coordinator, and a transition
coordinator. A superintendent, an elementary school principal, and a secondary school principal
provide district-level administrative leadership. Staff providing special education services to
children ages birth through 2 are employed by HVED and the provision of those services will be
reviewed and described in the HVED special education program monitoring report. The district
is otherwise staffed with a combination of HVED and district special education personnel
consisting of 3 special education teachers, 3 related service providers, and 6 paraprofessionals
delivering services and supports to approximately 40 students with IEPs.
Building administration were asked to describe the delivery of special education services or
support when special education teachers, related service providers, or paraprofessionals are
absent. Interview responses confirmed sufficient procedures related to short- and long-term
absences and the process for informing substitutes about relevant IEP information. No concerns
were reported by special education teachers, related service providers, paraprofessionals, and
general education teachers regarding the delivery of special education services or support when
special education teachers, related service providers, or paraprofessionals are absent.
Corrective Action? No
Topic Area: Training
Special education professional development initiatives have been offered by the HVED and
Lanesboro Public School District to licensed and non-licensed district personnel over the past
two years. The following list identifies some of the special education-related topics described by
the special education director and is organized by year and training recipient:
2014-2015
Offered to special education teachers, related service providers, paraprofessionals, and general
education teachers:
Restrictive procedures (Crisis Prevention Institute initial and refresher training)
Social skills instruction for students on the Autism Spectrum
Medical Assistance (MA) billing
Accommodations and modifications for high school students
Lanesboro Public School District (0229-01) 6
Listening and note-taking strategies for middle and high school students
The inferencing strategy, re: language arts curriculum
The impact of trauma on self-regulation, social engagement, and academic achievement
Classroom strategies for teaching a child with hearing loss
Secondary transition
Putting the paraprofessional puzzle together
Fundamentals in the sentence writing strategy and proficiency in sentence writing
Engaging in conflict resolution with denying, disengaged, and dysregulated parents
Promoting social and emotional competence in young children
Universal Design of Learning (UDL), re: a set of principles for curriculum development
that give all individuals equal opportunities to learn
Curriculum-Based Measurement (CBM)
Computer Adaptive Tests (CAT)
Progress monitoring evidence and practices
Framing routine, re: instruction tool that helps students organize large batches of
information
Unit organizer routine
Behavior management
Autism Spectrum Disorder (ASD)
Seizure training
First aid training
Multi-tiered systems of supports (MTSS)
2015-2016
Offered to special education teachers, related service providers, paraprofessionals, and general
education teachers:
Restrictive procedures, re: Crisis Prevention Institute (CPI) initial and refresher
training
Odysseyware, re: grade 3 through 12 digital curriculum that offers core content options
and remediation to students with those specific needs
Preschool inclusion
Attention Deficit Hyperactivity Disorder (ADHD)
Classroom interventions for children with anxiety disorders
Adverse Childhood Experiences (ACES)
Progress monitoring
Third party billing
Mental health issues
Behavior management
Above and below the line, re: focusing on becoming aware of our thinking so we know
when it is working in our best interest and when it is not working in our best interest
Creating a workplace culture, re: four components necessary for a highly effective
culture
The Frame, re: the way we see things, how we feel affects what we do, what we do
affects what we get, and what we get tends to reinforce how we see our beliefs
Lanesboro Public School District (0229-01) 7
Efficiently using a web-based student information system/platform for student
enrollment, attendance, and grading
Seizure training
First aid training
Multi-tiered systems of supports (MTSS)
Offered to principals and leadership teams:
Section 504 – Practical application of the law
Offered to new special education teachers:
Restrictive procedures
Due process forms
Individualized Education Program (IEP) and assessment team members
Excused absence team
IEP amendments
Timelines
Prior written notice
Writing goals and objectives
Progress reporting
Least restrictive environment
Evaluation planning
Assessment tools
Other than via HVED and district-led trainings, licensed and non-licensed staff is informed of
special education policies and procedures or changes to special education policies and
procedures through regularly scheduled HVED and district-coordinated training meetings.
Special education administration and building administration identify training needs based on
individual student needs and state and federal due process requirements.
Interview responses suggest that all special education teachers, related service providers,
paraprofessionals, and most general education teachers (81%) are adequately prepared to
provide services and support to students receiving special education. Special education and
general education personnel have received some training in the use of assistive technology
(e.g., tablet computers, communication device, software, recorders, timers, reading guides, seat
cushions, calculators, graphic organizers, and writing supports) but report that all staff would
benefit from additional training in this topic area. Special education teachers and related service
providers confirmed the confidentiality of any personally identifiable data, information, and
records of students also is maintained.
Annual training opportunities, mainly provided by special education teachers, are made
available to paraprofessionals to further develop the knowledge and skills that are specific to the
students with whom they work, including understanding disabilities, following lesson plans, and
implementing follow-up instructional procedures and activities. All paraprofessionals reportedly
receive sufficient ongoing direction from a licensed teacher; those providing IEP health-related
services for a student receiving special education receive ongoing direction from a school nurse
where appropriate and when possible.
Lanesboro Public School District (0229-01) 8
Since 2009, Minnesota Statute requires that for all paraprofessionals employed to work in
special education programs, the district shall ensure each paraprofessional has sufficient
knowledge and skills in emergency procedures, building orientation, roles and responsibilities,
confidentiality, vulnerability of students, and mandatory reporting of suspected abuse before or
beginning at the time of employment. Building administrators reported, and recently hired
paraprofessionals confirmed, they receive sufficient information from the district in order to meet
students’ needs.
Corrective Action: No
Topic Area: Special Education Advisory Council
Minnesota Statute, section 125A.24, requires school districts establish a special education
advisory council (SEAC) to increase the involvement of parents of children with disabilities in
district policy making and decision making. The special education director confirmed Lanesboro
Public School District is a member of the HVED’s SEAC that meets regularly and has a
membership of which at least half are parents of a student with a disability. SEAC meetings are
held in the city of Winona; individuals unable to travel from Lanesboro may call a conference
line, which accepts up to 100 callers, to participate. If available, individuals may use a visual
computer software program to participate in SEAC meetings.
Corrective Action? No
Topic Area: Service Delivery, Teaching Models, and Collaboration
Children ages 3 through 5 receive special education services in an early childhood or
kindergarten general education program or within a service provider’s location, e.g., clinician’s
office. Students with disabilities, ages 6 through 21, receive a majority of special education
services via pull-out, push-in, resource room, indirect, and itinerant instruction in federal
instructional settings 1 and 2, which describe the location and the amount of time that a student
with an IEP receives special education services. Co-teaching is a less frequently used method
of special education service delivery in the district. Special education service delivery also may
occur outside of the public school setting. The special education director reported that special
education services are provided to home schooled students, when identified, based on
individual needs determined by the IEP team. According to the district’s school psychologist,
who also is the district’s child find coordinator, no home schooled students have received
special education services during the duration of her career in the school district, which spans
approximately 23 years. As a result, special education service delivery for home schooled
students was not described in district-level interviews.
Indirect services means special education services which include ongoing progress reviews;
cooperative planning; consultation; demonstration teaching; modification and adaptation of the
environment, curriculum, materials, or equipment; and direct contact with the pupil to monitor
and observe. Indirect services may be provided by a teacher or related service provider to
another regular education, special education teacher, related services provider,
paraprofessional, support staff, parents, and public and nonpublic agencies to the extent that
the services are written in the pupil's IEP and IFSP. Special education teachers and related
service providers in Lanesboro Public School District reported receipt of indirect services,
Lanesboro Public School District (0229-01) 9
including consultation from appropriately licensed providers, if they are not licensed in a
student’s category of disability and responsible for implementing an IEP. However, a special
education service provider reported that indirect services in the form of consultation to
paraprofessionals is not consistently offered. While building administration did not describe any
specific limitations to the variety of teaching models or types of service delivery options
available to students receiving special education or related services, the secondary special
education teacher reported challenges regarding some general education teachers’
understanding of special education service delivery. Reportedly, students with disabilities are
sent by their general education teachers to the special education classroom to complete general
education homework assignments. The high school special education teacher reported that
special education service delivery time is designed to instruct students with disabilities on
individual goals and objectives, as described in the students’ IEPs. HVED and the district is
advised to remind general education teachers that special education service delivery must be
provided in conformity with a student’s IEP. Expecting special education personnel to provide
services and support not identified as a special education need is consequently a violation of 34
C.F.R. § 300.320.
Collaborative opportunities between special education personnel and general education
teachers to discuss and plan for students with IEPs were described by building administration.
The high school special education teacher, related service providers, and high school general
education teachers generally collaborate through informal before and after school contacts and
during preparation periods when able. The high school principal stated that some collaboration
time has been set aside during teacher workshop days and during the end of the year planning
meeting. Similar opportunities were described at the elementary building level. Building
administration also described collaborative opportunities between special education teachers,
related service providers, and paraprofessionals to discuss and plan for students with IEPs. The
high school principal stated that these opportunities again are informal, occurring before or after
school, but also may occur during the daily homeroom advisory period which lasts about 15
minutes. The elementary principal stated that collaboration meetings between special education
personnel occur before the start of the school year, continue more frequently during the first two
months of school, and slowly decrease as schedules become formalized and students are more
adjusted to staff and their special education programming.
Corrective Action: No
Topic Area: Resources and Supports for Staff
Building administrators receive adequate assistance and support from special education
administrators regarding questions and concerns related to special education. Correspondingly,
most special education teachers, related service providers, and general education teachers also
receive adequate assistance and support with questions and concerns related to special
education from building administration, special education administration, and special education
colleagues. Opposing views regarding building administrative support at the secondary level
were reported by some special education and general education personnel. Reports of
administration not fully considering individualized student programming were described in
interviews.
Lanesboro Public School District (0229-01) 10
Corrective Action: No
Area 2: Facilities, Equipment, and Materials
Topic Area: Facilities
On April 24th, 2017, an MDE monitor conducted an onsite review of the special education
programs and facilities at Lanesboro Public School District. The purpose of the review is to
verify that the classrooms and other facilities in which students receive instruction, related
services, and supplementary aids and services are accessible, are essentially equivalent to the
regular education program, provide an atmosphere that is generally conducive to learning, and
usually meet the students’ special physical, sensory, and emotional needs.
Lanesboro Public School District is a two-level school building with an attached daycare facility
on the west end of the upper level. The two building levels are accessible by stairs and elevator.
The main entrance and exit to the school building, the cafeteria, gymnasium, and library
appeared accessible, including one or more accessible bathrooms located on each floor level.
The administrative offices are located on the upper (main) level next to the entrance of the
school building, the gymnasium and cafeteria are located on the lower level of the school
building and are centrally located. Four special education classrooms are incorporated nearby
general education classroom locations: two special education classrooms (elementary and high
school special education teachers) are located on the lower building level and two special
education classrooms (early childhood special education and speech-language pathologist) are
located on the upper building level. The school utilizes three playgrounds: a playground
adjacent to the west end of the building for children attending daycare, a playground adjacent to
the north side of the school building for preschool-aged children, and an expansive playground
located a walking distance down a hill north of the school building on a city-owned lot for school-
aged children. In between the school building and the city-owned playground is a basketball
court on the northwest end of the school building and tennis courts on the northeast side of the
school building. In the event a student with a physical impairment, including a student using a
wheelchair, enrolls in the school district, accommodations likely including a paved pathway
leading to the playground, basketball court, and tennis court will need to be installed to allow
access to these outdoor activities.
Results of the onsite review and interviews completed by building administration, special
education service providers, and paraprofessionals conclude that classrooms and other facilities
in which students receive instruction, related services, and supplementary aids and services
overall meet the requirements outlined in Minnesota Rule 3525.1400. The size of special
education locations sufficiently accommodates the unique needs of the students provided
instruction in those settings and offers adequate storage of special equipment and curriculum
materials to special education service providers.
Building administration described sufficient procedures, including timelines and individuals
involved, when determining classroom needs or locations of classrooms for special education
and related services.
Corrective Action: No
Lanesboro Public School District (0229-01) 11
Topic Area: Equipment and Supplies
Minnesota Rule requires districts supply special equipment and instructional materials
necessary to provide instruction, related services, and supplementary aids and services. All
students in grades 9 through 12 are individually equipped with laptop or tablet computers. The
school also is equipped with two computer labs on the upper level of the school building. All
special education teachers and related service providers reportedly have the necessary
curriculum in order to implement students’ IEPs. The following technology devices were
observed in the special education classrooms:
a desktop computer for teacher use and a tablet computer for student use in the
early childhood special education teacher’s classroom (serving children ages 3
through 5, including kindergarten)
a laptop computer and printer for teacher use and a desktop and three tablet computers
for student use in the elementary special education teacher’s classroom (serving
children ages 3 through grade 6)
a laptop computer and printer for teacher use and two desktop computers for student
use in the high school special education teacher’s classroom (serving students in grades
7 through 12)
Half of paraprofessionals (50%), all general education teachers, and some special education
service providers (60%) confirmed they are adequately equipped with special equipment and
instructional materials to provide instruction and supports to students receiving special
education services, including the use of assistive technology. The following concerns were
reported in interviews and observed during the facility review:
Interactive white boards are installed in most general education classrooms;
those general education classrooms not equipped were due to general education
teacher preference. No interactive white boards or comparable equipment were
observed in the four special education classrooms. All three special education
teachers reportedly would utilize interactive white boards or comparable
technology to deliver specialized instruction using existing curriculum. Special
education teachers must have access to the general education curriculum.
The two desktop computers located in the high school’s special education
classroom reportedly are old and only one works sufficiently. While the high
school special education teacher has access to the school’s computer labs,
existing special education service delivery schedules restrict opportunities to
access the labs for their use of technology.
The ECSE teacher does not have a printer within the classroom or nearby
setting. Confidential special education paperwork is electronically sent to a
printer in the main office, which is one floor above the ECSE classroom.
The ECSE classroom also is not equipped with a telephone to contact parents.
The elementary principal reported that cell phones were provided by the district
to the elementary and high school special education teachers to contact parents;
however, the ECSE teacher was not provided a cell phone. As a result, the
ECSE teacher utilizes a personal cellular phone to communicate with parents
regarding special education programming.
Lanesboro Public School District (0229-01) 12
Half of paraprofessionals interviewed utilize their personal cellular phones to
assist students with online curricular assignments because of the limited
availability of computer devices designated for paraprofessionals’ use. The high
school principal, who is also the technology coordinator, stated that
paraprofessionals needing to utilize a laptop or tablet computer to support
students with IEPs complete online assignments should contact him to access
these devices.
Corrective Action: Yes. The district is required to develop a Corrective Action Plan (CAP)
addressing the requirements of Minn. R. 3525.1400. The CAP must describe how the district will
comparatively equip the special education teachers’ classrooms with computer equipment in
good working condition, including the installation of interactive white boards or comparable
technology as necessary to access general education curricula, a telephone or similar
communication device in the ECSE classroom, the ECSE teacher’s ability to print confidential
information to a device located within a reasonable distance to the ECSE classroom, and
providing paraprofessionals with access to computer technology necessary to support students
with disabilities accessing curriculum online. Other CAP requirements will be described in the
attached CAP Development Guide.
Topic Area: Room Used for Seclusion
A room used for seclusion is an emergency restrictive procedure in which a student is confined
alone in a room and prevented from leaving. The district does not have a room used for
seclusion registered on the Minnesota Department of Education’s website. No such room was
reported in interviews or observed by the MDE monitor during the onsite review.
Corrective Action? No
Area 3: Child Find and Evaluation
Topic Area: Child Find Process
“Child find” under the Individuals with Disabilities Education Act refers to the local education
agency’s obligation to locate, identify, and evaluate all children with disabilities.
Children ages birth to three:
Previously described under the Topic Area: Staffing, HVED staff provide special education
services to children ages birth to three. Child find processes involving this age group will be
reviewed and described in the HVED special education program monitoring report.
Children ages three through six:
Districts are required to have in place a child find system for locating, identifying, and evaluating
children and preschoolers ages 3 to 6 under Part B (including children on Indian reservations,
who are homeless, in foster care, or are wards of the state) that includes:
A public awareness program which prepares, shares, and assists primary referral
sources in disseminating to parents and families required information describing
the availability of early intervention services, the district’s child-find system, and
Lanesboro Public School District (0229-01) 13
how to refer a preschool-aged child for an evaluation. HVED special education
administration reported that brochures describing the district’s child find
processes to assist families reportedly are posted on the HVED and district
websites; however, no such brochures could be found during website reviews.
HVED special education administration stated that brochures also may be
located in school buildings, local clinics and hospitals, and county social service
agencies. The elementary special education teacher reported that a community
newsletter mailed to district families in the fall describes the district’s available
special education services. The elementary special education teacher also meets
with the ECFE classes to discuss the district’s available special education
services.
A comprehensive child find system which includes a process for making referrals,
provides for participation by the primary referral sources, and ensures preschool-
aged children (including those who reside on Indian reservations, are homeless,
in foster care, or are wards of the state) are identified, located, and evaluated.
HVED special education administration indicated that primary referral resources
for Lanesboro have included the Help Me Grow referral system, daycare and
preschool staff, preschool screening, and parent referrals. Referrals received
from these resources are communicated to the elementary school’s child find
team and pre-referral processes, described in the next paragraph, are initiated.
School-aged students:
Minnesota Rule requires that before a student is referred for a special education evaluation, the
district must conduct and document at least two instructional strategies, alternatives, or
interventions (i.e., “pre-referral interventions”) while the student is in the regular classroom.
General education teachers, special education teachers, and related service providers at
Lanesboro Public School District confirmed students are receiving and teachers are
documenting at least two pre-referral interventions in the regular classroom, including
participation in a variety of pre-referral process activities, unless the child’s need for the
evaluation is urgent. The district also utilizes school-wide positive approaches to behavioral
interventions so all students acquire appropriate behaviors and skills, including Positive
Behavioral Intervention and Supports (PBIS) and the Second Step social-emotional skills
program.
Lanesboro Public School District has two designated child find teams, both coordinated by the
district’s school psychologist. The elementary child find team meets monthly and the secondary
child find team meets bi-weekly to discuss students participating in the child find process. The
child find teams typically include the building principals, general education teachers, related
service providers, special education teachers, and the school psychologist. With the
understanding that identifying students potentially in need of special education assistance takes
time, nearly all general education teachers still agreed that pre-referral interventions do not
result in an unreasonable delay of initial evaluation for special education services. Interview
responses did not describe a policy or practice of delaying initial special education evaluations
of English language learner students based on his or her English language learner status. The
district does not have a policy or practice restricting the timing of referral for a special education
Lanesboro Public School District (0229-01) 14
evaluation (e.g., may only submit referrals the 1st of each month or must submit the referral by
April 1st).
Public school districts also are required to have in place child find processes for home schooled
students. Lanesboro Public School District has no formalized child find processes for home
schooled students and their families; therefore, child find processes were not described in
HVED or district administrator interviews. This may be due to the child find coordinator’s report
that no home schooled students have received special education services in over 20 years.
Given the district’s small size, both building principals averred that parents of home schooled
students would know who to contact about the district’s available special education services if
they had concerns about their child’s development.
Corrective Action: Yes. The district is required to develop a CAP addressing the child find
requirements of 34 C.F.R. § 300.111. The CAP must describe how the district will develop and
maintain practices to actively reach families of home schooled students. The practices must
describe to home schooling families the district’s available special education services and
associated contact information in the event parents of home schooled students identify
developmental concerns in their children.
Topic Area: Transfer Process
Interview responses from special education teachers and related service providers suggest that
Lanesboro Public School District has sufficient processes in place to ensure the provision of
comparable services to special education students who transfer to the district from another
district (in-state or out-of-state), as required by federal regulation. Interview responses offered
no concerns regarding the prompt transmittal and request of records as well as immediate
provision of services upon enrollment.
Corrective Action: No
Topic Area: Evaluations
Federal regulation requires that assessments and other evaluation materials used to assess a
student are provided and administered in the student’s native language or other mode of
communication and in the form most likely to yield accurate information on what the student
knows and can do academically, developmentally, and functionally, unless it is clearly not
feasible to so provide or administer; are used for the purposes for which the assessments or
measures are valid and reliable; are administered by trained and knowledgeable personnel; and
are administered in accordance with any instructions provided by the producer of the
assessments. Based on the district’s self-review of student records, the district appropriately
uses evaluation materials and procedures first to determine if a student is a student with a
disability as well as the educational needs of the student.
Federal regulation also requires districts to ensure assessments and other evaluation materials
used to assess a student are not discriminatory on a racial or cultural basis. Interview responses
affirm that special education teachers and related service providers know when and how to
address concerns related to racial or cultural discrimination when evaluating students.
Corrective Action: No
Lanesboro Public School District (0229-01) 15
Topic Area: Exit Procedures
Federal regulation requires districts to evaluate a child with a disability before determining that
the child is no longer a child with a disability. Special education teachers and related service
providers described compliant procedures for exiting a student from special education services
when he or she has made adequate progress such that continuing need for services no longer
exists.
An evaluation is not required before the termination of a child’s eligibility due to graduation from
secondary school with a regular diploma, or due to exceeding the age eligibility for a free and
appropriate public education (FAPE) under state law. For a student whose eligibility terminates
under these circumstances, the district must provide him or her with a summary of the student’s
academic achievement and functional performance, including recommendations on how to
assist the student in meeting his or her postsecondary goals. Again, special education teachers
and related service providers described compliant procedures in this regard.
Corrective Action: No
Topic Area: Due Process Compliance
The Lanesboro Public School District’s Final Report, dated June 29, 2012, was completed
following the district’s last onsite visit. The final report included zero findings of individual
student noncompliance following a review of 4 Part B student records for Timeline, Notification,
Evaluation, and Eligibility Standards. On April 1, 2015, Lanesboro Public School District was
notified of zero findings of individual student noncompliance following its Self-Review of 5 Part B
student records for the same requirements.
This school year, the district was required to review 9 Part B student records. The results
reported by the district and verified by MDE indicate that those records are in 100% compliance
with Timeline, Evaluation, and Eligibility Standards related to the evaluation process and
identification of special education needs and related services. The district is commended for its
outstanding compliance efforts!
Corrective Action? No
Area 4: IEP and IFSP Process and Implementation
Topic Area: Least Restrictive Environment
Building administration, special education teachers, related service providers,
paraprofessionals, and general education teachers report that each child with a disability is
educated with non-disabled peers to the maximum extent possible, has equal access to extra-
curricular and nonacademic activities (e.g. counseling services, athletics, transportation, health
services, district-sponsored clubs, recess, meals, etc.) available to non-disabled peers, and is
fully integrated with non-disabled peers to the maximum extent appropriate. If a student is
removed from the general education environment, the removal occurs only if the nature or
severity of the child’s disability is such that education in regular classes with the use of
supplementary aids and services cannot be achieved satisfactorily.
Lanesboro Public School District (0229-01) 16
A concern regarding the provision of special education and related services to students with
disabilities who participate in extracurricular and other nonacademic activities was reported in
interviews. Reportedly, the provision of paraprofessional support was delayed for approximately
three months for a student with a disability who was participating in an extracurricular activity.
After ongoing discussion initiated by the extracurricular activity’s advisor and the student’s case
manager, the building administrator subsequently agreed to allow the special education teacher
to fulfill the role as the student’s support personnel. The district is advised that 34 C.F.R. §
300.320(4)(ii) requires school districts to include a statement in a child’s IEP that describes the
program modifications or supports for school personnel provided to enable the child to
participate in extracurricular and other nonacademic activities. The district may not make
unilateral decisions to withhold school personnel necessary to provide, for example, behavior
support to a student participating in extracurricular or other nonacademic activities and is such a
denial of the student’s free appropriate public education (FAPE).
The special education director described sufficient procedures to ensure a student placed
outside of the district by an IEP team receives an appropriate IEP, the student is placed in the
least restrictive environment, and due process procedures associated with these responsibilities
are followed.
Corrective Action: No
Topic Area: Communicating IEP Content
General education teachers, related service providers, paraprofessionals, and special education
teachers reportedly have access to the IEP of each student with a disability for whom they are
responsible via receipt of or request to review relevant portions of the IEP or through discussion
of IEP content with service providers at the beginning of the school year and when appropriate.
All paraprofessionals and most general education teachers (81%) indicated that they are
sufficiently informed of their specific responsibilities and the specific accommodations,
modifications, and supports required by the IEPs of the students with whom they work. A few
general education teachers at the elementary level expressed confusion as to who is
responsible for implementing particular portions of a student’s IEP, including locating resources
for meeting students’ individual needs. A special education teacher expressed similar concerns
regarding general education teachers’ usage and implementation of students’ modifications and
accommodations as provided. Given that existing opportunities for collaboration between
special education personnel and general education teachers is mainly informal, the district is
advised to increase dedicated collaborative opportunities for special education teachers, related
service providers, and general education teachers to discuss and plan for the implementation of
each student’s program modifications or supports for school personnel necessary for the child to
advance appropriately toward attaining the annual goals.
Corrective Action: No
Topic Area: Team Members and Meetings
Each IEP team must include a representative of the public agency (i.e., “district representative”).
The district representative must be qualified to provide, or supervise the provision of, specially
designed instruction to meet the unique needs of children with disabilities; knowledgeable about
Lanesboro Public School District (0229-01) 17
the general education curriculum; and knowledgeable about the availability of resources of the
public agency. Building administration, special education teachers, and related service providers
confirmed that the district representatives at IEP meetings held at Lanesboro Public School
District meet these qualifications. General education teachers receive timely notice of IEP
meetings; as members of the IEP team, general education teachers also fully participate in the
determination of IEP services such as supplemental aids and services, behavioral supports, and
program modifications.
Corrective Action: No
Topic Area: Extended School Year (ESY)
Federal and state regulations require school districts provide extended school year (ESY)
services as necessary to ensure FAPE as determined by a student’s IEP team on an individual
basis. Based on interview responses from building administration, special education teachers,
and related service providers, ESY services are made available as appropriate. Additionally, the
district does not limit ESY services to particular categories of disability or unilaterally limit the
type, amount, or duration of those services.
Corrective Action: No
Topic Area: Progress Reporting
Each district must ensure an IEP team reviews a child’s IEP periodically, but not less than
annually, to determine whether the student is achieving annual goals; and revise the IEP, as
appropriate, to address any lack of expected progress, the results of any reevaluation or
information about the student, or the student’s anticipated needs. The district’s special
education teachers and related service providers described existing practices that satisfy
progress reporting requirements.
Corrective Action: No
Topic Area: Secondary Transition
Transition services are coordinated activities for a student with a disability that are focused on
improving the academic and functional achievement of the student to assist the student’s shift
from school to post-school activities, including postsecondary education, vocational education,
integrated employment (including supported employment), continuing and adult education, adult
services, independent living, or community participation. Transition services are based on the
individual student’s needs, taking into account the student’s strengths, preferences, and
interests.
Special education teachers and related service providers at Lanesboro Public School District
described secondary transition services, activities, or programming opportunities provided or
available to students with a disability, including work experience programs, courses of study
available specific to students’ needs, college visits, partnerships with community agencies to
support employment, post-secondary education, and independent living skills.
Corrective Action: No
Lanesboro Public School District (0229-01) 18
Topic Area: Due Process Compliance
The Lanesboro Public School District’s Final Report, dated June 29, 2012, included a review of
4 Part B student records for Timeline, Notification, and IEP Standards. Two findings of individual
student noncompliance for IEP Standards resulted from the MDE Review. On April 1, 2015,
Lanesboro Public School District was notified of zero findings of individual student
noncompliance following its Self-Review of 5 Part B student records.
This school year, the district was required to review 9 Part B student records for Timeline and
IEP Standards related to the IEP process and provision of special education and related
services and report the findings to MDE. Three findings of individual student noncompliance
related to Timelines (Annual Review of IEP) and IEP Standards (Short and Long Term Goals
and Objectives) were reported by the district and verified by MDE.
Corrective Action? No
Lanesboro Public School District (0229-01) 19
Summary of Corrective Action Required
Formal findings of individual student record noncompliance were issued from 3 of the 9 files
reviewed. Individual student files must be corrected by the district and verified by MDE within
one year of the date that the district was notified of individual student noncompliance.
Lanesboro Public School District (0229-01) was notified of individual student noncompliance on
May 2, 2017. As of the date of this report, the district has demonstrated correction of 66.7
percent of those findings.
Area Focus Area Regulatory Reference
1 None None
2 Equipment Minn. R. 3525.1400
3 Child Find 34 C.F.R. § 300.111
4 None None
The district must enter a proposed CAP into the MNCIMP:SR system for each finding within 45
calendar days from the date of this monitoring report. Please review the CAP Development
Guide enclosed with this report. For clarification of the issues in this report or assistance needed
prior to developing the CAPs, please contact the district’s lead monitor indicated below.
For questions regarding the content of this report, please contact the district’s lead monitor:
Rachel Kuha
Compliance Specialist
Division of Compliance and Assistance
1500 West Highway 36
Roseville, MN 55113
651-582-8438
Lanesboro Public School District (0229-01) 20
Appendix
The appendix includes special education child count data related to disability and federal
instructional setting, race/ethnicity, and age, as well as data on individual student record
noncompliance, complaint decisions, and interview and survey reliability.
Acronyms
Data sources
CC Child count
Srv Students served by the district
RR Students sampled for the record review
Disability categories
ASD Autism Spectrum Disorders
DB Deaf-Blind
DCD-MM Developmental Cognitive Disability: Mild to Moderate
DCD-SP Developmental Cognitive Disability: Severe to Profound
DD Development Delay
DHH Deaf and Hard of Hearing
EBD Emotional or Behavioral Disorders
OHD Other Health Disabilities
PI Physically Impaired
SLD Specific Learning Disability
SLI Speech or Language Impairments
SMI Severely Multiply Impaired
TBI Traumatic Brain Injury
VI Visually Impaired
Child Count
In the December 1, 2016, Part B and Part C federal child count, students identified as receiving
special education and related services are 5.8 percent (n = 22) of the district total enrollment
compared to the statewide average of 15.1 percent. Students receiving special education and
related services within 0229-01 represent 11.5 percent (n = 40) of the district’s total enrollment.
This data may include students who are open enrolled into the district, but does not include
students in non-public educational settings unless the student receives special education and
related services from the district. The district’s Part C child count (children birth through age 2)
is 2.3 percent of the population compared to 2.7 percent statewide (preliminary). The
“population” used is based on census data reported by the district to MDE.
Lanesboro Public School District (0229-01) 21
Individual Student Record Noncompliance
Individual citations of noncompliance are identified by student and reported through the web-
based MNCIMP:SR tracking system. The district was formally notified of 2 individual findings on
May 2, 2017. All individual student noncompliance must be corrected by the district and verified
by MDE within one year of the date of formal issuance of findings.
A summary of each area of identified individual student noncompliance is referenced in the
chart below. Column one indicates whether the compliance area is related to Part B or Part C of
IDEA. Column two identifies the compliance area for each citation. Column three provides the
legal reference for each citation. Column four indicates the number of student records cited
during the record review.
IDEA Part Compliance Area General Citation(s)
Records Cited
B Timelines: Annual Review of IEP 34 CFR § 300.324 1
B IEP/IFSP Standards: Short and Long Term Goals and Objectives
34 CFR § 300.320 2
Complaint Decisions
Complaint files were reviewed for records of formal complaints filed regarding Lanesboro Public
School District (0229-01) and no formal complaints were opened during the relevant time
period.
Interviews
Online interviews were completed by building administrators, special education staff, general
education teachers, and special education paraprofessionals, with follow-up telephone and on-
site interviews completed as deemed necessary.
Lanesboro Public School District (0229-01) 22
Federal Instructional Settings by Disability
The following table shows the distribution of students ages six through 21 receiving special education and related services across each of
the eight federal instructional settings. The federal instructional settings can be referenced using the following:
FS 1 – Outside of the regular class room less than 21 percent of the day
FS 2 – Resource room between 21 percent and 60 percent of the school day
FS 3 – Separate classroom more than 60 percent of the school day
FS 4 – Public separate day school facility greater than 50 percent of the school day
FS 5 – Private separate day school facility greater than 50 percent of the school day
FS 6 – Private residential facilities greater than 50 percent of the school day
FS 7 – Private residential facility greater than 50 percent of the school day
FS 8 – Homebound/hospital placement
Disability FS 1 CC
FS 1 Srv
FS 1 RR
FS 2 CC
FS 2 Srv
FS 2 RR
FS 3 CC
FS 3 Srv
FS 3 RR
FS 4 CC
FS 4 Srv
FS 4 RR
FS 5-8 CC
FS 5-8 Srv
FS 5-8 RR
ASD 100 100 100 0 0 0 0 0 0 0 0 0 0 0 0 DB 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
DCD-MM 0 0 0 100 100 0 0 0 0 0 0 0 0 0 0 DCD-SP 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
DD 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 DHH 100 100 100 0 0 0 0 0 0 0 0 0 0 0 0
EBD 100 100 0 0 0 0 0 0 0 0 0 0 0 0 0 OHD 100 83 0 0 17 100 0 0 0 0 0 0 0 0 0
PI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SLD 100 90 100 0 10 0 0 0 0 0 0 0 0 0 0
SLI 100 93 0 0 7 0 0 0 0 0 0 0 0 0 0 SMI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
TBI 0 0 0 100 100 0 0 0 0 0 0 0 0 0 0 VI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Note: Each row will total approximately 100 percent (due to rounding) for each data source. Some cell values may have been suppressed
to protect data privacy.
Lanesboro Public School District (0229-01) 23
Race/Ethnicity by Disability
The following table shows the distribution of students ages birth through 21 across racial/ethnic groups. The race/ethnicity can be
referenced using the following:
Amer. Indian – American Indian
Asian – Asian or Pacific Islander
Black – black, non-Hispanic
Hisp. – Hispanic, regardless of race
White – white, non-Hispanic
Disability Amer. Indian CC
Amer. Indian Srv
Amer. Indian RR
Asian CC
Asian Srv
Asian RR
Hisp. CC
Hisp. Srv
Hisp. RR
Black CC
Black Srv
Black RR
White CC
White Srv
White RR
ASD 0 0 0 0 0 0 0 0 0 0 0 0 5 5 22
DB 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 DCD-MM 0 0 0 0 0 0 0 0 0 0 0 0 5 3 0
DCD-SP 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 DD 0 0 0 0 0 0 0 0 0 0 0 0 10 3 11
DHH 0 0 0 0 0 0 0 0 0 0 0 0 5 3 11 EBD 0 0 0 0 0 0 0 0 0 0 0 0 5 3 0
OHD 0 0 0 0 0 0 0 0 0 CSTSR
CSTSR
0 10 13 11
PI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SLD 0 0 0 0 0 0 0 0 0 CSTS
R CSTSR
0 15 24 22
SLI 0 0 0 0 0 0 0 0 0 0 0 0 40 45 22
SMI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TBI 0 0 0 0 0 0 0 0 0 0 0 0 5 3 0
VI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Note: Each column will total approximately 100 percent (due to rounding) for each data source. Some cell values may have been
suppressed to protect data privacy.
Lanesboro Public School District (0229-01) 24
Age by Disability
The following two tables show the distribution of students ages birth through 21 by disability.
Disability
0-2 CC
0-2 Srv
0-2 RR
3-5 CC
3-5 Srv)
3-5 RR
6 CC 6 Srv
6 RR
7 CC 7 Srv 7 RR
8 CC
8 Srv
8 RR
9 CC 9 Srv 9 RR
10 CC
10 Srv
10 RR
11 CC
11 Srv
11 RR
12 CC
12 Srv
12 RR
ASD 0 0 0 0 0 25 0 0 0 0 0 0 0 0 0 0 0 0 0 20 0 0 0 0 0 0 0
DB 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 DCD-MM 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
DCD-SP 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 DD 100 0 0 0 33 25 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
DHH 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 50 25 0 EBD 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
OHD 0 0 0 0 0 0 0 33 0 0 0 0 0 0 0 0 0 0 100 20 0 0 0 0 0 0 0 PI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
SLD 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 100 0 0 20 0 100 25 0 50 75 100 SLI 0 0 0 100 67 50 100 67 0 100 100 0 0 0 0 100 0 0 0 40 0 0 75 0 0 0 0
SMI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TBI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
VI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Disability
13 CC
13 Srv
13 RR
14 CC
14 Srv
14 RR
15 CC
15 Srv
15 RR
16 CC
16 Srv
16 RR
17 CC
17 Srv
17 RR
18 CC
18 Srv
18 RR
19 CC
19 Srv
19 RR
20 CC
20 Srv
20 RR
21 CC
21 Srv
21 RR
ASD 0 0 0 0 0 0 33 33 100 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
DB 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 DCD-MM 0 0 0 0 0 0 33 33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
DCD-SP 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 DD 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
DHH 0 0 100 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 EBD 0 0 0 50 33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
OHD 50 33 0 50 0 0 0 0 0 0 50 50 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 PI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
SLD 50 33 0 0 33 0 0 0 0 100 50 50 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SLI 0 33 0 0 33 0 0 0 0 0 0 0 0 0 0 100 100 0 0 0 0 0 0 0 0 0 0
SMI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TBI 0 0 0 0 0 0 33 33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
VI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Note: Each column will total approximately 100 percent (due to rounding) for each data source. Some cell values may have been
suppressed to protect data privacy.