Student Support Services
Edina Public Schools provides a comprehensive program for students with disabilities. Services are provided to students who range in age from birth through age 21. Most students receive services in their neighborhood school and when possible in their regular class setting.
Special Education
Edina Public Schools provides a comprehensive special education program for students with disabilities. Services are provided to students who range in age from birth through age 21.
Most students receive services in their neighborhood school and when possible in their regular class setting. We embrace the “all for all” mindset for every child who attends school in our community.
Children who receive special education and related services are entitled to a free and appropriate public education (FAPE). This includes opportunities to participate in the school’s general curriculum and to make progress towards meeting annual goals. Children who receive special education must also have opportunities to take part in other typical school activities that are appropriate to their individual needs
Special Education Programming
- OT/PT
- D/APE
- Assistive Technology
- Behavioral Resources
- Mental Health
- School Psychologists
- Special Education Advisory Council
District Contacts
Jody Remsing
Director of Student Support Services
952-848-4960
Jennifer Froehlich
Assistant Director of Student Support Services, Elementary Schools
952-848-4890
Joanne Karch
Assistant Director of Student Support Services, Secondary Schools
952-848-4013
Shawnee Krueger
Supervisor of Health Services
952-848-3946
Emily Cory
Student Support Services Coordinator
952-848-4223
Brooke Moehrle
Behavior Specialist Elementary
952-848-4214
Student Support Services Specialists:
Section 504
Section 504 allows for accommodations and modifications within regular education for students diagnosed with a medical condition, but not identified as disabled by the Individuals with Disabilities Education Act (IDEA).
Section 504 - Rehabilitation Act of 1973
"No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity conducted by any Executive agency or by the United States Government..."
29 U.S.C. Section 794(a) (1973).
School Contacts
- Michelle Bogener, Concord
- Dana Niklaus, Cornelia
- Marya Dumke, Countryside
- Maci Dore, Creek Valley
- Adeline Hakes, Highlands
- Lisa Rapke-Hoffman, Normandale
- Michaela Loo & Tricia Pettis, South View
- Jill Wait, Valley View
- Anna Wise, Edina High School
Multi-Tiered Systems of Support
Multi-Tiered Systems of Support (MTSS), also known as Response to Intervention (RtI) enables teachers to diagnose a student’s entry level in specific content, prescribe an intervention that will advance the student’s progress, and assess the degree to which the intervention worked. All students in a grade level are grouped according to their readiness (achievement level) and ability for learning.
Framework
MTSS is a multi-level framework for student growth in the classroom. The framework provides a process for teachers to ensure personalized learning for all students to reach their potential. The foundation of MTSS includes: data collection, instruction, and interventions. MTSS is about clearly identifying students’ needs, designing a tiered system of support that rests on strong core instruction, frequently monitoring students that are underachieving, and changing interventions when students are not progressing to their expected level. With response to instruction and systemic intervention strategies, all students can achieve success.
- Tier 1: Core Instruction
- All students receive strong, evidence-based curriculum and methods.
- Tier 2: Targeted Interventions
- Evidence-based, targeted supplemental skill-building interventions for some students who require specific support to make progress.
- Tier 3: Intensive Intervention
- Evidence-based intensive targeted interventions for a few students whose needs are not being met by Tier 1 or 2.
MTSS and Gifted Education
As a part of the MTSS framework, Gifted Education Services offers qualifying students a Tier 3 Intervention in math that includes compacting of grade level standards and accelerated curriculum (curriculum-based services). In addition, qualifying students receive a Tier 2 Intervention in language arts that includes enrichment activities with an emphasis on social, emotional issues (student-based services).
Enfranchising gifted learners in the MTSS framework can provide a pathway to higher achievement for gifted learners as well as all students in the school. Narrowing the range of abilities in a classroom and targeting instruction at the right level of difficulty provides an opportunity for optimal growth.
Social Work
The role of the School Social Worker is to assist students, staff, and parents with a variety of home or school issues that affect a students performance at school. Social Workers also connect families with community and county resources. Social Workers work with students in special education who have Individual Education Programs (IEP) and students in regular education. Service length varies from one session to an entire school year. Social Workers are members on the Edina Public Schools Crisis Team.