The Northland Learning Center's focus is to meet the needs of the whole child to ensure that all students have the knowledge, skills, and abilities to learn, live, and work successfully.

~Jackie Ward

Welcome to another edition of the Northland Learning Center Newsletter for our cooperative members. I hope you will find something of interest for each of you. This is a little sooner than I expected but there were some things I just couldn’t wait to share with you.

The holidays are coming upon us quickly. I hope you are all able to enjoy them and find peace, comfort, enjoyment and memories that will make you smile!

~Tina Johnson

December 1 Child Count is right around the corner. That is the day that MDE takes a snapshot of all Special Education students/data and determines the funding that will be provided to your district. I have been sending out emails to IEP managers and MARSS folks with the heading "child count," and the response back has been timely and appreciated. Remember, you are key in getting this data to match between SpEd Forms and your district's student system. Continue to give your time and attention to those emails with the header "child count."

One last reminder: Remember to turn in every Special Education Data sheet to your MARSS coordinator as soon as it prints. This is our main source of obtaining accurate data.

Why send re-evaluation referrals a full 90 days before they are due?

• The school psychologist requires time to review the student's prior evaluations, determine the most appropriate comprehensive plan, and return it to you.

Why does the team have 30 days to complete an evaluation, and what does that mean?

• Minnesota Statute 3525.2550 affords school districts 30 full school days to complete a special education evaluation.
• The law states the Evaluation Report (ER) must be in the parents' hands by or on day 30. Meetings may be scheduled after day 30. Best Practice: Allow the parent time to review the report so they may ask informed questions at the meeting.
• MDE Due Process Timeline Resouce (link below)

Why must the case manager and evaluation team members complete their portions of the Evaluation Report by Day 20 when the school psychologist is involved?

• This gives the school psychologist time to synthesize the information in the Evaluation Report prior to the ER going home on Day 30.

Next year is our big due process review by MDE. One factor they are focusing on this year is Progress Reports. They should be done and sent home at the same time (and as often) as report cards for all students. Make sure that Progress Reports are completed for each student on your caseload for the first marking period of 2024-25. The following links are the criteria MDE will be using when looking at Progress Reports for Part B and Part C.

~Chris Hautala

In our small schools, it is sometimes hard to have multiple MTSS teams. That makes it difficult to fully understand the processes we are putting in place. MTSS asks us to be data-driven, and this is often confusing as we have so many teams that look at data. Here is a quick look at some of our teams and how you can help clarify their roles.

Universal Data Team:

• Collects and analyzes data for ALL students district wide.
• Uses this data to identify quality core instruction needs within grade level/content area and identifies students that may need to be referred to your Child Study/Student Success Team for additional supports or interventions to teach missing skills.
• Reviews state level assessment data, schoolwide benchmark assessments, social-emotional (behavior) reports, attendance, and course performance.
• The above are critical sources of information in considering the whole-child when making a referral to the Child Study/Student Success Team.

Grade-Level or Interventionist Data Team:

• Looks at current performance data for their grade-level.
• Uses some of the same data as the universal and child study team, but their purpose will be specific to instruction and practices in their grade-level and providing grade-level supports and interventions.
• Reviews student growth against grade-level benchmarks.
• Decides which students will be part of Tier 1 interventions in the classroom and which students will be referred to an interventionist.
• This team may decide to refer a student to the Child Study/Student Success Team for a deeper dig into providing support.

Child Study/Student Success Team:

• Made up of a core group (this could have the same members, or it could be different from your data team) and additional relevant staff members who have referred students to the team.
• Determines if a student needs additional support/interventions.
• Reviews student-specific data of those referred to the team.
• Works to choose an intervention, who will complete the intervention, and who will document the progress monitoring.
• Reviews data at 6 weeks to determine if a second intervention will be completed.
• Review the second round of intervention data at 12 weeks.
• Ultimately decides if a student will continue to receive interventions, if they will be referred for a 504 plan, or if they will be referred for a special education evaluation.

For more information, check out the MDE MnMTSS site:

~Bryan Carey

Greetings to our dedicated educators, principals, and superintendents!

As we strive to support every student’s path to success, it is essential to fully understand the role and requirements of the Northland Learning Center’s Alternative Learning Program (ALC) for grades 7-12. Our ALC is committed to providing specialized behavioral and academic support to students who benefit from an alternative learning environment. However, we recognize that an ALC placement is most effective when it follows comprehensive interventions provided within the general education setting.

Statutory Qualifications of an ALC Program

Under Minnesota statute, Alternative Learning Centers are designed to offer educational programs tailored to students who have struggled to thrive in traditional settings. Minnesota statutes outline that students eligible for ALCs must meet specific criteria, often relating to ongoing academic, behavioral, or social challenges that may interfere with their success in a standard classroom environment.

Our program at Northland Learning Center aligns with these statutory requirements to ensure that ALC enrollment remains purposeful and effective. This involves a careful evaluation process that confirms the student’s unique needs cannot be adequately addressed in a conventional classroom, despite the use of targeted interventions. This approach is designed to ensure ALC placements are beneficial and not simply a response to initial behavioral or academic hurdles.

The Importance of Pre-Referral Interventions

Before a student is referred to our ALC, it is critical to exhaust all behavioral and educational interventions within their current school. Statutory guidelines emphasize a layered approach to student support, recognizing that many students can experience success in their home school environment with the right resources and strategies.

Effective pre-referral interventions may include:

• Tiered Behavioral Support: Strategies such as Positive Behavioral Interventions and Supports (PBIS) that reinforce positive behaviors and provide corrective feedback within the mainstream classroom.

• Academic Adjustments: Adjusting curriculum delivery and providing targeted instructional support to address specific learning gaps.

• Counseling and Social Skills Development: School counselors or mental health professionals working with students on emotional regulation, social skills, and coping mechanisms.

Each of these interventions is intended to empower students, reduce disruptive behaviors, and foster engagement, ideally preventing the need for ALC placement. This multi-tiered support system reflects our shared commitment to helping students succeed in their least restrictive environment.

ALC as a Collaborative Effort for Student Success

When a referral to Northland Learning Center’s ALC becomes necessary, it marks the beginning of a collaborative journey. We work closely with the student’s home school to understand their background and previous interventions. Our goal is to build on the foundation established by general education efforts, providing customized programming that addresses their specific academic and behavioral needs.

Our commitment to compliance with Minnesota statute, coupled with a thorough pre-referral process, ensures that our ALC is a place of growth and opportunity for students who genuinely need alternative support. Thank you for your ongoing dedication to the well-being of our students. By working together to implement supportive interventions, we can ensure that ALC placements are purposeful, targeted, and effective for students who truly need them.

SEAC is a group that provides input on special education issues to its local school district. Its purpose is to advise and advocate on local special education topics. The NLC SEAC will work to build collaborative relationships between the Special Education Team, which includes parents, general education teachers, special education professionals, and the community. The NLC SEAC will offer advice to the NLC Board to improve outcomes for students with disabilities across the districts of the NLC.

We held our first NLC SEAC meeting of the year on November 6th. Our topic was: "Understanding Functional Behavior Assessments & Behavior Plans (BIPs/PBSPs)." The links to this and previous slide shows are on our website: northlandsped.org under "Student and Family Resources," labeled "Special Education Advisory Committee."

We encourage you to tell parents and families about this group and these resources. We are actively seeking to increase parent participation. Our final meeting for this school year will be March 19th, 2025. An email will be sent to you all with the topic and zoom link. Upon receipt, please share it out widely. Thank you very much to those who already do!

Unless our students can find ways to ground themselves with feelings of safety and belonging, they cannot learn, focus, problem-solve, reason, or regulate their emotions. One way to help students tap into these positive feelings is to teach them about anchors, or practices that they can access during challenging times to feel more grounded. It’s most helpful if these practices can be integrated into daily procedures, routines, and transitions.

Read this article by Lori Desautels, or watch this short video to learn more.

Sample anchors the author uses:

• Lemon cough drops

• Cups of crushed ice

• Wintergreen Life Savers

• An image of our rescue dog, Nellie

• Three long deep breaths with an extended-out breath for each inhale

• 20 minutes of yoga, three or four times a week

• Listening to music as I clean the house

• Walks

• Listening to my favorite inspirational podcasts

• Cherry-flavored Coke with extra cherries

~Hannah Helander

Prep Time: 20 minutes

Cooking Time:

• 8 to 12 pounds: 2 3/4 to 3 hours
• 12 to 14 pounds: 3 to 3 3/4 hours
• 14 to 18 pounds: 3 3/4 to 4 1/4 hours
• 18 to 20 pounds: 4 1/4 to 4 1/2 hours
• 20 to 24 pounds: 4 1/2 to 5 hours

Ingredients:

• Large Defrosted Turkey
• 2 lbs Bacon
• 1+ 1/2 Stick of Butter
• 2 Oranges or Lemons, cut into eighths
• 1-2 Bulbs of Garlic, cleaned and cloves halved
• 1Tbsp Sage
• 2 tsp Thyme
• 2 tsp Black Pepper

Directions:

• Preheat oven to 350*
• Rub the bottom of your roasting pan with the 1/2 stick of butter.

• Set the turkey, breast up in the roasting pan.
• In the empty turkey cavity, shove oranges (or lemons), garlic, and stick of butter. Cram it in good.

• Evenly sprinkle sage, thyme, and pepper over the outside of the turkey.
• Drape the bacon evenly over the top and sides of the turkey, trying to cover completely. No need for a fancy weave pattern, and 2 layers is fine in some places. (Fat=Flavor!!!)
• Roast according to pounds, Internal Temperature (deepest part of thigh) should register 165*
• Let cool for at least 10 minutes
• Remove solid ingredients from cavity (discard)
• Carve, letting meat soak in the buttery juices, and serve!

~Chris Hautala

Finished product looks similar to biscotti, but your house will smell like Scandinavian heaven!

Ingredients:

• 1 Cup Butter
• 1 1/2 Cup Sugar
• 2 Eggs
• 1 Cup Sour Cream
• 1 tsp Baking Soda
• 4 tsp Cardamon
• 3 1/2 - 4 Cup Flour

Directions:

• Preheat oven to 350*
• Mix like cake
• Form 2 rows on a cookie sheet
• Bake 20-25 minutes (done when toothpick poked into center comes out clean)
• Slice while warm (1/2 - 3/4 inch slices)
• Lay slices sideways on cookie sheet
• Low broil until lightly browned. Watch carefully, as they can burn easily!