Special Education

Birth to age 3: Referrals for infants and toddlers up to age 3 can be made by contacting Ally Kurth at [email protected] or 320-234-2659 or online at Help Me Grow.

Ages 3-6: Referrals for preschool children, ages 3-6, may be made by contacting the Ally Kurth at at [email protected] or 320-234-2659 or online at Help Me Grow.

Kindergarten-12th grade: Referrals for school age children may be made by contacting your child’s teacher or the principal of the school your child attends.

When a referral is received, a team of educational professionals will review the referral and determine whether there is a need to proceed with an evaluation. If an evaluation is recommended, parents will be asked to provide written permission before any assessments are conducted.

The school district will complete the evaluation as soon as possible after parent permission has been obtained. The purpose of the evaluation is to determine whether the student is eligible for and in need of special education services.

Parent-initiated evaluations conducted by physicians, clinics, or other outside agencies will also be reviewed and considered as part of the educational evaluation process. However, while the district will consider the results and recommendations from outside evaluations, it is not required to accept those findings or implement the recommendations unless they are agreed upon through the evaluation team process.

An Individualized Family Service Plan (IFSP) is a written plan developed for infants and toddlers, from birth through age 2, who are eligible for early intervention services due to a developmental delay or a diagnosed condition that may impact development.

The IFSP is developed through a collaborative process involving the child’s family and a team of early intervention professionals. Because young children learn best within the context of their daily routines and relationships, the IFSP focuses on both the child’s developmental needs and the family’s priorities, concerns, and resources.

The IFSP outlines the early intervention services the child and family will receive, including the outcomes the team hopes to achieve, the services that will be provided, and where and how those services will occur. Services may include speech-language therapy, occupational therapy, physical therapy, special instruction, or other supports based on the child’s individual needs.

The IFSP is reviewed with the family at least every six months and updated annually, or more often if needed. As a child approaches age 3, the IFSP team works with the family to plan for the transition to preschool services, which may include an evaluation to determine eligibility for special education and the development of an Individualized Education Program (IEP), if appropriate.

If a student is found eligible for and in need of special education services, an Individualized Education Program (IEP) is developed through a collaborative team process. The IEP outlines the specially designed instruction, related services, accommodations, and supports the student will receive to meet their unique educational needs.

The IEP team develops measurable annual goals and determines the instructional strategies and services necessary to help the student make meaningful educational progress. Parents are important members of the IEP team and actively participate in developing the plan.

The IEP is reviewed at least annually to monitor the student’s progress and update goals and services as needed. The IEP team may meet more frequently if requested by the parent(s) or school staff, or if changes to the student’s educational needs warrant a review.

Yes. Students enrolled in nonpublic schools may be eligible to receive special education services. Under Minnesota law, the providing district—the public school district in which the nonpublic school is located—is responsible for ensuring that eligible students have access to appropriate special education services.

If a parent, teacher, or nonpublic school administrator believes a student may need a special education evaluation, they should contact the administration at the grade-appropriate public school serving the nonpublic school. The public school district will guide the referral and evaluation process and determine eligibility in accordance with state and federal special education requirements.

Minnesota law (M.S. 125A.21) requires school districts to seek reimbursement from both public and private health insurers for the cost of certain health-related services provided to students receiving special education services. If a student receives health-related services as part of their IEP, the IEP team may request parent or guardian permission to share relevant information with the family’s insurance provider or physician for billing purposes.

Health-related services may include, but are not limited to, diagnosis, evaluation, assessment, speech-language therapy, occupational therapy, physical therapy, audiology, paraprofessional support, mental health services, nursing services, and transportation.

While districts are required to seek reimbursement from both public and private insurance, Hutchinson Public Schools currently only bills public insurance programs such as Medical Assistance (MA) and MinnesotaCare (MC). This process does not affect a family’s medical coverage or benefits.

A Section 504 Plan and an Individualized Education Program (IEP) both support students with disabilities, but they are based on different laws and provide different levels of support.

An IEP (Individualized Education Program) is governed by the Individuals with Disabilities Education Act (IDEA). It is designed for students who meet specific eligibility criteria and need special education services to make progress in school. An IEP includes specialized instruction, related services (like speech or occupational therapy), measurable annual goals, and legal protections. It is a detailed, individualized plan that outlines exactly what services the student will receive and how progress will be measured.

A Section 504 Plan is based on Section 504 of the Rehabilitation Act of 1973. It is for students who have a disability that substantially limits one or more major life activities but do not require special education instruction. Instead of specialized instruction, a 504 Plan provides accommodations to ensure equal access to learning—for example, extended time on tests, preferential seating, or assistive technology. It does not include formal goals or specialized instruction like an IEP does.

If you need to cancel your child’s transportation for the day because they will not be attending school, please contact Superior Transportation at  320-587-9989 as soon as possible.

If time allows, we also ask that you notify your child’s case manager so they are aware of the absence and can address any follow-up questions or coordination of staff.

Changing Pick-Up or Drop-Off Locations

Hutchinson Public Schools cannot accommodate isolated or day-to-day changes in pick-up or drop-off locations. Each student is assigned one consistent address for pick-up and one for drop-off.

If a permanent transportation location needs to be changed, please contact your child’s case manager as soon as possible. Be prepared to provide the name, address/location, and phone number associated with the new pick-up or drop-off site.

While district staff and Superior Transportation will work to implement changes as quickly as possible, please allow 3–5 school days for the updated transportation arrangements to take effect.