Special Education Services

The Twin Cities German Immersion School is committed to provide a Free and Appropriate (FAPE) education to all students who receive Special Education Services.
Special Education is instruction and services that are offered to meet the needs of a student with a disability.  It is important to understand that Special Education is a service–not a place.

These services and supports are provided through the development of an Individualized Education Plan (IEP), which addresses the student’s unique needs related to his/her disability.

At TCGIS, general and special education teachers collaborate to ensure that students with an IEP have as much access to the general education curriculum with the necessary accommodations and modifications to be successful.  It is important to note that students with disabilities are general education students first.  
​
For further information about Special Education at TCGIS, please feel free to contact:

Herr Andrew Haugen                                                                  Frau Dr. Royond P. Hendrix    
Special Education Coordinator                                              Director of Special Education
ahaugen@tcgis.org                                                                           rhendrix@tcgis.org
Herr Andrew Haugen
Special Education coordinator
Frau Dr. Royond P. Hendrix
Director of special education
Billing medical assistance
All Minnesota school districts and public charter schools are required to attempt to collect reimbursement for some special education services for children who are eligible for Medical Assistance or MN Care.  Examples of services that could be billed include occupational therapy, speech/language therapy, some paraprofessional services, and special transportation.  If a student is new to TCGIS, permission to bill MA will be requested.  Permissions required only once.
Medical Assistance Rights
continuum of services
A full range of special education services to address educational needs of student who meet eligibility criteria for special education.
Continuum of Services
eligibility
A disability is a lifelong disabling condition often associated with a physical, mental, or communication impairment that substantially limits a major life activity, including education.
The child must meet MN state eligibility criteria in one or more of the following areas:
  • Autism Spectrum Disorders
  • Deaf-Blindness
  • Deaf/Hard of Hearing  Developmental Cognitive Disability: Mild/Moderate
  • Developmental Cognitive Disability:  Severe-Profound
  • Developmental Delay (birth to age 7)
  • Emotional or Behavioral Disorder
  • Other Health Disability
  • Physical Impairment
  • Severe Multiple Impairments
  • Specific Learning Disability
  • Speech or Language Impairment
  • Traumatic Brain Injury
  • Visual Impairment

    ​Eligibility Criteria

parent's rights/procedural safeguards
TCGIS provides parents with a written summary of their rights regarding their child who is receiving Special Education Services on a yearly basis and/or at the request of the parent.
Parental Rights and Safeguards
related services
  • Blind/Visual Impairment Services
  • Deaf/Hard of Hearing Services
  • Developmental adaptive Physical education (DAPE) Services
  • Occupational Therapy Services
  • Psychological Services/Behavior Support
  • Social Work/School Counseling Services
  • Speech/Language and Articulation Therapy Services

    Restrictive Procedures

restrictive procedures
'Restrictive Procedures” means the use of physical holding or seclusion of children with disabilities in an emergency in Minnesota schools.  “Emergency” means a situation where immediate intervention is needed to protect a child or other individual from physical injury.  Restrictive procedures must not be used to punish or otherwise discipline a child.
Restrictive Procedures Manual
section 504
​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 based on their disability. All school districts that receive federal funding are responsible for the implementation of this law.

Section 504 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.
special education advisory council (SEAC)
Minnesota law (M.S. 125A.24) requires that each district establish a Special Education Advisory Council (SEAC) to provide input to the district’s Board of Education and to district administration about policies and decisions that affect children and youth with disabilities.  SEAC is composed of parents of children with disabilities, district special education staff and a representative from each non-public school located within the district.  TCGIS’s SEAC meets on the first Monday of each month.
Picture
Click here for more info.
special education terminology/acronym
tips for parents and families
total special education system (TSES) Plan
The TSES is a plan required by Minnesota Rule 3525.1100 that assures the district in  compliance with state and federal requirements pertaining to the district’s responsibilities and the provision of special education services.  The TESES plan includes:
  • the district’s referral process, including referral to special education by parents
  • the district’s procedures for identifying and evaluating student suspected of having a disability
  • methods used for evaluating students suspected of having a disability
  • methods the district uses for providing special education services and the services that are available
  • description of the Special Education Advisory Committee as required to encourage parent participation in district special education decision making
​​TSES Manual
social emotional learning virtual room
Built during the 2020-2021 year of distance learning, our Virtual Zeit für dich Zimmer directs students to online spaces with tools to help process anger/frustration, anxiety, regulate their senses, and get their wiggles out.
Special Education MONTHLY Newsletter

Special Education Department Staff

Dr. Royond P. Hendrix
Director of Special Education

​Christine Lusignan
Due Process & Compliance Coordinator

Kim Michilin (.5)
Coordinator

Libbey Stettner
Administrative Assist. Mentor

Birgit Binkowski
Administrative Assistant

Natalie Voxland
Occupational Therapist

Leslie Ugoretz
Speech/Language Therapist

Cassie Tomczak
Developmental Adapted Physical Education

Vickie Anderson
Audiologist

Jane Conin
Deaf and Hard of Hearing Specialist
​Elizabeth Spafford
Education Assistant Lead

Laura Berger
Education Assistant

Chyna Davis
Education Assistant

Yvonne Ellis-Hammel
Education Assistant

Steven Fay
Education Assistant

Heather Gauthier
Education Assistant

Kallie Orlova
Education Assistant

Preston Parker
Education Assistant

​Aviva Quant
Education Assistant

Isaiah Terveen
Education Assistant

Emily Richardson
Education Assistant

Kelly Sawyer
Behavior Education Assistant
Andrew Haugen
Dean of Special Education

Luc Janssen
Teacher/Case Manager

Cindy Kittok
Teacher/Case Manager

Jenna Powell
Teacher/Case Manager

Alexandra Burchartz
Teacher/Case Manager

Zach Porwoll
Intern

​