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Programs and Services

Referral Process
School districts shall develop systems designed to identify pupils with disabilities beginning at birth, pupils with disabilities attending public and nonpublic school, and pupils with disabilities who are of school age and are not attending any school. The district's identification system shall be developed according to the requirement of nondiscrimination and included in the district's total special education system plan.

MN R. 3525.0750



State and federal laws require that all school districts provide special education programs and services to resident school-age children with disabilities. Willmar Public School District provides a full continuum of special education services to students with disabilities. To access these services the following process is used:

  1. A referral is made by teacher, parent, physicians, private and public programs, and health and human service agencies.

    a. Referral is a formal, ongoing process for receiving and responding to referrals when a student shows signs of potentially needing special education and related services. The referral process includes district review of screening and other information on referred students, and the district’s decision about whether to conduct a formal special education evaluation. 

  2. Pre-referral intervention strategies are designed and conducted.
    1. Prior to conducting a special education evaluation the general education teacher first brings the student need to the Student Success Team (SST) where they develop interventions specific to the student’s need. The teacher conducts the interventions and progress monitors the data of the intervention. If the team determines that adequate change or growth is not being accomplished with the intervention the student is then referred to the Special Education Assessment Team (SEAT) for an evaluation.
    2. Special Education Flow Chart
  3. An evaluation is conducted by the Special Education Assessment Team (SEAT) to determine eligibility and educational need.
    1. Once the referral is received by SEAT, a parent meeting will be set up to discuss the development of an evaluation plan. After the meeting the plan will be written up, sent home and upon permission being returned the evaluation will begin. When the evaluation is complete (within 30 school days) another meeting will be scheduled to discuss the results and the educational options available to the student.
    2. Frequency of Reevaluations. A reevaluation conducted under paragraph (a) of this section
      1. May occur not more than once a year, unless the parents and the public agency agree otherwise; and
      2. Must occur at least once every 3 years, unless the parent and the public agency agree that a reevaluation is unnecessary. 34 C.F.R.§ 300.303(b).
  4. An Individual Educational Plan (IEP), Individual Interagency Intervention Plan (IIIP), or Individual Family Service Plan (IFSP) is developed.
    1. If the student is determined to be eligible for special education services a meeting will be held with the case manager to develop an IEP, IIIP, or IFSP.
    2. The IEP, IIIP, or IFSP is reviewed at several points throughout the school year. It must be updated at least once, annually.
    3. Services to meet a student’s special education needs are delivered.
    4. Identified goals and objectives are progress monitored and reported at the annual meeting.