Chapter 14
Staffing & Facilities
Purpose
Staffing refers to the identification of the required and qualified personnel to deliver the prescribed program according to a pupil’s needs. The staffing information outlines which highly qualified personnel can provide special education and related services to children with disabilities. It also includes
Documentation of Necessary Special Education Teacher License
Anyone who applies for a special education teacher job in district 622 is required to hold a Minnesota teaching license. Since we have several center based programs of distinction, we desire the following license in the following programs.
Program
Academic Support: K through Grade 12
Resource Teacher
License Desired
SLD (Specific Learning Disability)
EBD (Emotional Behavioral Disorders as needed)
DCD (Mild to Moderate as needed)
EBD Behavioral Support: K through Grade 12
Resource Teacher
Communication Interactive Disorder (CID)
Center Based Programs
Creating Responsibility and Enhancing
Educational Development (CREED) Center
Based Programs
Multiple Needs (MN) Center Based
Programs
DCD or SLD
ASD Certificate (desired)
License in Emotional/Behavioral Disorders
DCD (mild to moderate) or
DCD (severe to profound)
DCD or SLD Functional Academic Needs (FAN)
Center Based Programs
Speech-Language Services: Birth through Age
21
Developmental Adapted Physical Education
(DAPE)-
Occupational Therapy (OT)-
Psychological Services
School Social Work Services
Work Based Learning Coordinator
Licensed in Speech Language Pathologist
Licensed in DAPE
Licensed in Physical Education with Variance
Licensed in Occupational Therapy
Licensed in School Psychologist
Licensed in School Social Work- Masters
Level
Licensed in Work Based Handicapped or
Work Based Learning attachment to a
Special Education License
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Highly Qualified Personnel HOUSSE Application Process
Teachers are considered to be a “new” teacher and they have taken the
PRAXIS l and II with qualifying scores. However, secondary level teachers are expected to take the PRAXIS in the subject areas they are teaching.
If a teacher was hired after December 3, 2004, they are expected to demonstrate competence in the other core academic subjects in which they are teaching within two years after the date of employment. Teachers can do this in two ways:

obtain a full licensure in the core academic subjects they are teaching, or

verification of 100 points using the HOUSSE process for each of the core academic subjects
Core academic subject area
(s)” refers to subjects such as; language arts/reading, math, science or social studies. If teachers are teaching all of the core areas, they need to be HQ in all of those areas.
The Minnesota Department of Education (MDE) tracks all certified special services (Special Education and ESL) staff members regarding the issue of being
“highly qualified” as specified in the
No Child Left Behind and the Individuals with
Disabilities Education Improvement Acts.
If teachers provide direct instruction in a core academic subject, they must also be highly qualified in each core subject they teach.
District 622 has determined that the following methods will be used to address the highly qualified standard in ISD 622.
Consultation or related services support : If a teacher’s primary role is one that does not require them to do any direct teaching in a core subject area, they are deemed to be highly qualified with the current special education licensure they possess.
Elementary Special Education/ESL staff - In the District 622 inclusion model, the regular education teacher has primary responsibility for the education of all students including those in special education and ESL. Since students with disabilities and ESL students are assigned to a regular education classroom, the district has determined that special services staff in these instances are providing
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consultation or related services support and therefore meet the highly qualified standard.
Secondary special education teachers/ESL staff - for those ESL and special education teachers who give direct instruction in core subjects such as:
Language Arts, English, Math, and Science for example, the student will be assigned to the regular education teacher with the appropriate licensure and the special education teacher will consult with that teacher to deliver the core subject instruction. Thus, the services the special education teacher or the ESL teacher provides will be consultative and supplementary to the services of the regular education teacher, rather than supplanting that service. The regular education teacher will assign the grade for the student with input from the special education or ESL teacher.
Center-based special education services- follow the explanations above for the appropriate age levels. For secondary students who are not assigned to a regular education classroom for a given core subject area, it may be necessary to reassign the primary responsibility to the appropriate secondary department chair in consultation with the special education teacher in providing input for the student’s grade.
At the elementary level for center-based students the special education teacher who is also licensed as an elementary teacher is deemed highly qualified. For those without an elementary license the consultation may occur with:
 the regular education teacher to whom that student is assigned, or
 the elementary principal.
If teachers would like more in-depth information about the requirements related to being highly qualified, please review the Minnesota State plan available on the Department website at http://education.state.mn.us/content/085517.pdf
. Pay particular attention to question numbers 12 and 13. The information related to what “core subjects” mean as well as information about the PRAXIS test and other ways to demonstrate competence through the high objective and uniform state standard of evaluation (HOUSSE) process is included in this plan.
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ISD 622 will offer the HOUSSE process should a teacher choose to use it.
The HOUSSE certification lasts as long as the teacher is employed in the district.
Should a teacher choose to move to another district that handles the highly qualified requirements differently, it would be sensible to work through the
HOUSSE certification process while obtaining licensure in a core subject area.
If staff decide to pursue additional core subject licensure or if staff would like to use the HOUSSE process, ISD 622 will work with staff to obtain the highly qualified status.
When staff are ready to obtain highly qualified status using the HOUSSE process, they should complete the HOUSSE application located at the end of this chapter and submit it to their special education supervisor.
Variances for Special Education Licenses
In accordance with MN Rule 8710.1400 Subpart B, District 622 will apply for teacher license variances when:

reasonable efforts have been made to assign existing staff to fill the position with a fully licensed teacher, or

no applicant holding a teaching license in the subject(s) / field(s) can fulfill the requirements of the position, or

the position has been advertised, and if the position is one-half time or more, has been advertised statewide
(e.g., Sunday edition of an area major metropolitan daily newspaper, placement office or other employment website). If the position is less than one-half time, local/regional advertising is sufficient.
If teacher needs to be on a variance, submit variance application to MDE after July 1. Building principals or supervisors should contact Rhonda Nelson if a teacher variance for a special education license is required.
Guidelines on Resource Staffing
For pupils who receive direct special education services in a resource model, workloads are to be determined by the local district's guidelines which include multiple factors to ensure appropriate staffing levels to meet
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student needs. When determining resource staffing at the building level, the district has developed a formula that incorporates weighted setting levels, building transiency levels, free and reduced levels, overall percentage of special education in each building, and hit rate quotients.
Case load Determination Center Based Teachers
The maximum number of school-age pupils that may be assigned to a teacher: for pupils who receive direct special instruction from a teacher 50 percent or more of the instructional day, but less than a full school day:

deaf-blind, autism spectrum disorders, developmental cognitive disability: severe-profound range, or severely multiply impaired, three pupils

deaf-blind, autism spectrum disorders, developmental cognitive disability: severe-profound range, or severely multiply impaired with one program support assistant, six pupils;

developmental cognitive disability: mild-moderate range or specific learning disabled, 12 pupils;

developmental cognitive disability: mild-moderate range or specific learning disabled with one program support assistant, 15 pupils;

all other disabilities with one program support assistant, ten pupils; and

all other disabilities with two program support assistants, 12 pupils; and
The maximum number of school-age pupils that may be assigned to a teacher: for pupils who receive direct special instruction from a teacher for pupils who receive direct special education for a full day:

deaf-blind, autism spectrum disorders, developmental cognitive disability: severe-profound range, or severely multiply impaired with one program support assistant, four pupils

deaf-blind, autism spectrum disorders, developmental cognitive disability: severe-profound range, or severely multiply impaired with two program support assistants, six pupils; and

all other disabilities with one program support assistant, eight pupils.
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Case loads for Early Childhood Programs
A teacher's case load must be adjusted downward based on pupils' severity of disability or delay, travel time necessary to serve pupils in more than one program alternative, and if the pupils on the teacher's case loads are receiving services in more than one program alternative or the pupil s are involved with other agencies. The maximum number of pupils that can be assigned to a teacher in any early childhood program alternative is:

birth through two years: 12 pupils per teacher;

three through six years: 16 pupils per teacher; and

birth through six years: 14 pupils per teacher.
District early childhood special education (ECSE) classes must have at least one paraprofessional employed while pupils are in attendance. The maximum number of pupils in an ECSE classroom at any one time with a teacher and a program support assistant is eight. The maximum number of pupils in an ECSE classroom at any one time with an early childhood team is 16.
Highly Qualified Paraprofessionals
A “Paraprofessional” means a district employee who is primarily engaged in direct instruction with one or more pupils for instructional activities, physical or behavior management, or other purposes under the direction of a regular education or special education teacher or related services provider.
In District 622, paraprofessional must:

Complete at least 2 years of study at an institution of higher education;

Obtain an associate’s (or higher) degree; or

Meet a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment -
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Job Descriptions
In District 622, we employee a variety of personnel that provide special education services to students with special education needs. In the back of this chapter, the job descriptions provide a broad scope of expectations, working conditions, and the training and education needed.
Facilities
Facilities refer to the actual locations of classrooms and other facilities in which children or students with disabilities receive instruction, related services; and the supplementary aids and necessary special equipment and instructional materials that must be supplied .
Special education classrooms and other facilities in which pupils receive instruction, related services, and supplementary aids and services are essentially equivalent to the regular education program; provide an atmosphere that is conducive to learning; and meet the pupils’ special physical, sensory, and emotional needs.
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Carver Elementary
2680 Upper Afton Road
Maplewood, MN 55119
651-702-8200
2 FAN Programs
Eagle Point Elementary
7850 15th Street North
Oakdale, MN 55128
651-702-8300
2 CID Programs
Skyview Elementary
1100 Heron Ave. North
Oakdale, MN 55128
651-702-8100
2 CID Programs
1 CREED Program
John Glenn Middle
1560 East County Rd. B
Maplewood, MN 55109
651-748-6300
2 CREED Programs
2 MN Programs
1 FAN Program
North High
2416 East 11th Avenue
North St. Paul, MN 55109
651-748-6000
2 CREED Programs
2 MN Programs
2 FAN Program
Beaver Lake Education
Center
1060 Sterling Ave. North
Maplewood, MN 55119
651-702-8450
ECSE Programs
List of Buildings & Location of Center Based Programs
Castle Elementary
6675 50th Street North
Oakdale, MN 55128
651-748-6700
3 CID Programs
Oakdale Elementary
821 Glenbrook Ave. North
Oakdale, MN 55128
651-702-8500
3 MN Programs
Weaver Elementary
2135 Birmingham Street
Maplewood, MN 55109
651-748-7000
1 CID Program
Cowern Elementary
2131 North Margaret St.
North St. Paul, MN 55109
651-748-6800
2 FAN Programs
Richardson Elementary
2615 First Street
North St. Paul, MN 55109
651-748-6900
2 FAN Programs
Webster Elementary
2170 East Seventh Avenue
North St. Paul, MN 55109
651-748-7100
1 CREED Program
Maplewood Middle
2410 Holloway Street
Maplewood, MN 55109
651-748-6500
2 FAN Programs
Tartan High
828 Greenway Ave. North
Oakdale, MN 55128
651-702-8600
1 CREED Program
2 CID Programs
2 FAN Program
Gladstone Education Center
1945 Manton Street
Maplewood, MN 55109
651-748-6200
Therapeutic Elementary
Education Program (K-6)
Skyview Middle
1100 Heron Avenue North
Oakdale, MN 55128
651-702-8000
3 FAN Programs
Harmony Learning Center
1961 East County Rd. C
Maplewood, MN 55109
651-748-6200
Next Step Transition
Program
2586 East 7 th Avenue
North St. Paul, MN 55109
651-621-1900
18-21 Transition Program
2 MN Programs
District Education Center
2520 East 12 th Avenue
North St. Paul, MN 55109
651-748-7622
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