Special Education Directors’ Forum
Welcome
April 12, 2024
Ten Minnesota Commitments to Equity
1. Prioritize equity.
2. Start from within.
3. Measure what matters.
4. Go local.
5. Follow the money.
6. Start early.
7. Monitor implementation of standards.
8. Value people.
9. Improve conditions for learning.
10. Give students options.
items 1, 3, 8, and 9 are emphasized
April 2024 3
Today’s Agenda
• Welcome – Sonia Smith, Director of Special Education, Minnesota
Department of Education (MDE)
• Minnesota Administrators for Special Education (MASE) Update – Erin
Toninato, Executive Director, MASE
• Agency Updates and Legislative Updates – Daron Korte, Assistant
Commissioner, MDE
• Special Education School Finance Update – Paul Ferrin, Special
Education Funding and Data Supervisor, MDE
4April 2024
5
• CEIS Update – Alex Migambi, State Disproportionality Specialist, MDE
• Alternate Assessment Update – Lauren Walker, Education Specialist 2,
MDE; Garrett Petrie, Education Specialist, Developmental Cognitive
Disabilities, MDE
• Paraprofessional Update – Paul Dols, Workforce Specialist, MDE;
Catherine Roby, Low Incidence Disabilities Specialist, MDE
• Closing and Adjourn – Sonia Smith, Director of Special Education,
MDE
Today’s Agenda (2)
April 2024
6April 2024
The Indicator Data Collection activity record reviews are due Monday, April
15. If you have any questions or need assistance, please contact Rebecca
Nesset at rebecca.nesset@state.mn.us
or 651-582-8238.
Special Education Staffing Updates
• One retirement - Cheryl Kopp, Office Administrative Support
• One new hire – Patty Popp, Specific Learning Disabilities Support Specialist
Current Vacancies
(2) Program Monitor positions
(2) Office Administrative Assistant positions
Workforce, Low Incidence Supervisor position
Special Education Division Updates
SoniaSmith
Director
651‐582‐8399
Vacant
WorkforceandLow
IncidenceSupervisor
AlexMigambi
Disproportionality
Specialist
651‐582‐8736
BillyBrooks
Linguisticand
Cultural
EquitySpecialist
651‐582‐8678
KatieRoby
LowIncidence
DisabilitiesSpecialist
forEquityand
Licensure
651‐582‐8823
DianeDohnalik
BVISpecialist
651‐582‐8381
KurstenDubbels
AssistiveTechnology
Specialist/UDL
651‐582‐8561
MaggieBangert
OAS,Intermediate
651‐582‐8308
MaryCashman‐
Bakken
DHHSpecialist
507‐412‐5214(VP)
PaulDols
WorkforceSpecialist
651‐582‐8597
SarahFenske
StateProgram
Administrator
651‐582‐8350
BarbieHess
OAS,Principal
651‐582‐8616
EricKloos
AssistantDirector
651‐582‐8268
KirstenRewey
DataReportingand
EvaluationManager
651‐582‐8638
JonVanOeveren
QuantitativeAnalyst
(ReportstoData
PracticesandAnalytics)
651‐582‐8450
Research,Practice,and
ImplementationUnit
AngieLawson
ManagementAnalyst
4
DataSystems
651‐582‐8861
AngieScott
RelatedServices
Specialist
651‐582‐8676
AaronBarnes
Alternativesand
PreventionSupports
651‐582‐8592
DanTorrez
EdSpecialist2
ADSIS
651‐582‐8713
EllenNacik
Implementation
Specialist
651‐582‐8665
ErinFarrell
AutismSpectrum
DisordersSpecialist
651‐582‐8578
GarrettPetrie
Developmental
CognitiveDisabilities
Specialist
651‐582‐8396
Heather
Brumbaugh
OAS,Intermediate
651‐582‐8241
JanetChristensen
EmotionalBehavioral
DisordersSpecialist
651‐582‐8513
TamarahJackelen
OAS,Intermediate
651‐582‐8402
ErinLevin
ProgramMonitoring
Supervisor
651‐582‐8710
ChristianKline
ProgramMonitor
651‐582‐8277
DebHumann
CorrectiveAction
651‐582‐8239
Vacant
ProgramMonitor
HeatherKlever
ProgramMonitor
651‐582‐8719
KaraTempel
EarlyElementary
InteragencySupports
Specialist
651‐582‐8697
LindaCampbell‐
Laman
ProgramMonitor
651‐582‐8401
MelissaJanssen
ProgramMonitor
651‐582‐8712
NicoleDardis
ProgramMonitor
651‐582‐8343
RachaelArndt
ProgramMonitor
651‐582‐8293
RachelKuha
ProgramMonitor
651‐582‐8438
RebeccaNesset
ProgramMonitor
651‐582‐8238
ThomasDelaney
InteragencyPartnerships
Supervisor
651‐582‐8324
SarahRobinson
SecondaryTransition
Specialist
651‐582‐8411
Vacant
OAS,Intermediate
651‐582‐8212
ChrisReynolds
Nontraditional
ProgramsSpecialist
651‐582‐8330
DanaPage
Interagency
Coordination
Specialist
651‐582‐8347
DougGray
Communications
Specialist
651‐582‐8281
EmilyJahr
StateProgram
Administrator
651‐582‐8590
HollyAndersen
IntegratedEducation
Specialist
651‐582‐8668
JulieNeururer
InteragencyService
Specialist
651‐582‐8660
RachelWannarka
Interagency
Alternative
ProgramsSpecialist
651‐582‐8348
BeckyGerdes
SPDGCoordinator
(2020‐2025)
651‐582‐8807
SarahSirna
AlternativeSupport
ServicesSpecialist
651‐582‐8217
Updated04/01/2024
VickiWeinberg
SpecificLearning
DisabilitiesSpecialist
651‐582‐8245
Vacant
SPATechSpecialist
651‐582‐8703
PattyPopp
SpecificLearning
DisabilitiesSpecialist
651‐582‐8532
Minnesota Administrators
for Special Education
April, 2024
MDE Directors’ Forum
8
What’s happening at MASE?
● Stay in the loop
○ MASE in your Mailbox
■ Important information and updates
■ Submit your own information that you think is relevant to members
● Thank you MASE
○ Opportunities to meet:
■ Area Meetings
■ Executive Director Connects
■ Retiree Roundtable
○ Legislative Engagement
■ Thank you!
● MASE Best Practices Conference - May 15-17
■ Call for proposals has opened
■ See you there!
10
Together
We Are Better.
11
Agency and Legislative Update
Daron Korte, J.D. | Assistant Commissioner
13April 2024
• House File 3782, 1st Engrossment - Senate File 3567, 1st Engrossment
• Special Education Provisions in Both Bills
• Adds federal requirements for Tier 1 and 2 special education teacher preparation into
state statute (high quality professional development, program of intensive supervision,
progress toward professional licensure)
• Allows Developmental Adapted Physical Education (DAPE) as a stand-alone evaluation
• Special Education Licensure Reciprocity Working Group
• review current statutory and rule requirements for persons with a special education license from
another state to qualify for a special education license in Minnesota and make recommendations for
statutory or rule changes necessary to streamline requirements for out-of-state applicants
Education Policy Bills – Special Education Provisions
14April 2024
• Summer Electronic Benefit Transfer (S-EBT) Program Funding; Fiscal Year
(FY)24-25 $3.4m, FY26-27 $1.1m
• Program provides $120 per eligible child for low-income families with school aged
children during the summer. USDA provides 100% of benefit cost but state must pay 50%
of state administrative costs.
• Transition to New Department of Children, Families and Youth (DCFY); FY24-25
$173k, FY26-27 $690k
• Ongoing funding to maintain current levels of service after MDE staff transition to DCFY.
Identified proportional amount of central office functions lost by transfer of resources to
new agency.
2024 Governor’s Supplemental Budget
Recommendations
Upcoming Legislative Significant Dates
• Third Legislative Deadline (aka Budget Deadline) – April 19
• Passover Recess – April 22, 23, and until noon April 24
• Constitutional Adjournment Deadline – May 20 (no action can be taken on last
day of session)
April 2024 15
Election Reminders
• Minnesota House (all 134 seats) up for reelection in 2024
• Minnesota Senate and Governor Walz not up for reelection until 2026
• Primary Election
• Vote by mail or in-person advance voting begins June 23
• Primary Election August 8
• General Election
• Vote by mail or in-person advance voting begins September 22
• General Election November 7
April 2024 16
Special Education Funding
Paul Ferrin| Supervisor, Special Education Funding and Data
April 2024 18
State Fiscal Year (SFY) 24 State Special Education Aid
State fiscal year (SFY) 24 special education aid was calculated in late January 2024
The calculation included all applicable SFY 23 general education appeals, Special Education Data Reporting
Application (SEDRA) as of January 24, and used final fall SFY 24 Minnesota Automated Reporting Student System
(MARSS) data for tuition billing.
The next SFY 24 calculation will take place in early August after the school year closes.
Districts – elections to use current year federal finance 419 funds to pay down your final SFY 24 tuition adjustment
are due to MDE by June 21.
April 2024 19
State Special Education Calendar (SFY 24 example)
This document was
moved for SFY 24
and later years. It is
now located on the
School Finance >
Special Education
webpage as opposed
to the tuition billing
webpage
Special Education State Aid Calculation Calendar State Fiscal Year (SFY) 2024
The Minnesota Department of Education (MDE) will notify districts of changes to these timeli
School Finance Run
Date
Integrated Department of
Education Aids System
(IDEAS) Payment
Period*
Data Source:
General Education Revenue
Data Source:
Special Education Data
Reporting Application
(SEDRA)
Data Source:
Uniform Financial Accounting
and Reporting Standards
(UFARS)
Data Source: Minnesota
Automated Reporting Student
System (MARSS) *For exact
reporting deadline dates, see
MARSS Reporting Timelines
Data Source:
Transportation
Data Source:
Special Education Aid -
Prior Year
June 21, 2023 July 15, 2023
Estimated SFY 2024 6/21/2023
Final
S
FY 2022
Fall SFY 2023 SFY 2024 Estimates SFY 2023
August 23, 2023 September 15, 2023
Estimated SFY 2024 (using July data) 8/23/2023
Final
S
FY 2022
End-of-Year
SFY 2023
SFY 2024 Estimates SFY 2023
November 1, 2023 November 30, 2023
Estimated SFY 2024
(using October data)
11/1/2023
Final
S
FY 2022
End-of-Year
SFY 2023
SFY 2024 Estimates SFY 2023
January 24, 2024 February 15, 2024
Estimated SFY 2024
(using December or January data)
1/24/2024
Final
SFY 2023 ***
Fall SFY 2024 SFY 2024 Estimates
Final
SFY 2023
August 7, 2024 August 30, 2024
Estimated SFY 2024 (using January data) 8/7/2024
Final
S
FY 2023 ***
End-of-Year
SFY 2024
SFY 2024 Estimates
Final
SFY 2023
September 4, 2024 September 30, 2024
Preliminary final based on actual student
counts SFY 2024
(using August 30 data)
9/4/2024
Final
SFY 2023 ***
End-of-Year
SFY 2024
SFY 2024 Estimates
Final
SFY 2023
October 2, 2024 October 30, 2024
Preliminary final based on actual student
counts SFY 2024
(using September 30 data)
10/2/2024
Final
SFY 2023 ***
End-of-Year
SFY 2024
SFY 2024 Estimates
Final
SFY 2023
January 8, 2025 January 30, 2025
Preliminary final based on actual student
counts SFY 2024
(using November 30 data)
Final
SFY 2024
Final
SFY 2024
Final
SFY 2024
Final SFY 2024
Transportation rates will be
calculated
Final
SFY 2023
** **
Final SFY 2024
Final
SFY 2024
Final
SFY 2024
Final
SFY 2024
Final SFY 2024
Transportation rates will be
calculated
Final
SFY 2023
April 2024 20
SFY 23 State Special Education Aid
SFY 23 special education aid is Final as of the time of this viewing
The calculation included all applicable general education appeals, final SEDRA prior to the reconciliation and
Uniform Financial Accounting and Reporting Standards (UFARS) for transportation costs.
Federal funds have been applied to district tuition bills
A separate payment will be made to those receiving federal funds. The source documentation is found of the
district calculation report which is located in the Minnesota Funding Report (MFR) under the category of special
education tuition billing. These payments should be sent out beginning in late April.
April 2024 21
Transportation Expenditures - Contracted
When contracting with outside vendors for transportation services, local educational agencies (LEAs) are not
allowed to charge different daily rates for regular routes than what are charged for special education, homeless,
care and treatment or 504 routes, unless the vendor is providing a different service. Examples would be for the
inclusion of a paraprofessional on the route or if the vehicle was equipped with additional equipment needed to
transport. An example would be the additional cost for a wheel chair lift.
Transportation vendors must identify the student/s transported on each special education, care and treatment,
homeless and 504 route per their invoice. This must be entered by the vendor and cannot be handwritten later on
the invoice. This must include all students transported on each route.
If more than one student is transported on the route the cost must be allocated based on each student’s need. For
example, if a route is transporting two students, one who has the need for special education transportation and
one who doesn’t, then the cost of the route must be equally allocated between finance codes 720 and 723.
April 2024 22
Transportation Expenditures – District Owned
For LEAs whom provide their own transportation and use either miles, routes, hours or counts to allocate costs; if
the special education van/bus drivers are directly charged to UFARS finance code 723, then the allocation method
cannot allocate any other driver costs to finance 723. Similarly, if fuel is directly charged to for special education
vehicle use then the LEAs other fuel costs may not be included in the allocation method. Additionally, if the district
contracts for special education transportation services then no district costs may be allocated to finance 723, since
the full cost of the service is already being directly charged.
For LEAs providing their own transportation and directly charging the cost of drivers and/or paraprofessionals to
finance 723, they must have time and effort documentation to support the hours transporting along with the
students transported on each route.
April 2024 23
Coordinated Early Intervening Services (CEIS) Program Update
April 12, 2024
Alex Migambi, J.D. | State Disproportionality
Specialist
25April 2024
Agenda
I. MDE: 2024 CEIS Technical Assistance Webinar Series
II. 2024 CEIS Student and Public Reporting Deadlines
April 2024 26
2024 CEIS MDE Technical Assistance Webinars
Registration information for the 2024 CEIS MDE Technical Assistance Webinars is now available on MDE
CEIS Webpage
• Monday, April 22, 2024, 10-11 a.m., CEIS Webinar 1: Fiscal and Program Requirements. Topics
include CEIS IDEA state and LEA requirements, applicability to charter schools, education cooperatives
and traditional LEAs.
• Friday, April 26, 2024, 10-11 a.m., CEIS Webinar 2: Minnesota's Reasonable Progress Standard
(for Year 3 sites). Topics include Understanding Minnesota's standard for LEAs that meet the state
threshold for significant disproportionality but are making reasonable progress; understanding the
criteria for meeting scaling up the use of an evidence-based practice to qualify for reasonable progress.
• Tuesday, April 30, 2024, 10-11 a.m., CEIS Webinar 3: Minnesota Methodology and CEIS Data.
Topics include CEIS computations, formulas and data used to identify LEAs for significant
disproportionality.
April 2024 27
2023 CEIS MDE Technical Assistance Webinars (continued)
• Monday, May 6, 2024, 10-11 a.m., CEIS Webinar 4: CEIS Program and Public Reporting
Requirements. Topics include CEIS reporting requirements in the Minnesota Automated
Reporting Student System (MARSS) for charter schools, education cooperatives and
traditional districts. The webinar will also provide guidance for how LEAs should publicly
report on the revision of those policies and practices that led to the significant
disproportionality under 20 USC §1418(d)(2)(c).
• Friday, May 24, 2024, 10-11 a.m., CEIS Webinar 5: Questions and Answers (open-
ended)
April 2024 28
2024 CEIS Student Reporting Deadline
CEIS Reporting Deadlines
• 34 CFR §300.226(d) requires that each LEA using CEIS funds annually report to the State on the number of
children served through CEIS. Your LEA will be required to report these students in Minnesota Automated
Reporting Student System (MARSS) with a Special Education Evaluation Status (SEES) 8 by October 10, 2024.
SEES 8 is reserved for Federal CEIS only. It may not be used for students receiving preventative services in
the State Alternative Delivery of Specialized Instructional Services (ADSIS) program.
• Only LEAs in Mandatory CEIS FIN 429 may include students with disabilities in their CEIS programs. Students
may participate in CEIS programs prior to being identified for special education. Once a student has been
identified for special education they may no longer be reported as a SEES 8, as they will need to be reported
as a SEES 4 in MARSS. LEAs under FIN 429 Mandatory CEIS who choose to utilize CEIS funds on students with
disabilities/IEPs in the 2023-2024 school year will be expected to separately report these students in the
Minnesota Education Grants System (MEGS) under End of Year Reporting Tab by October 10, 2024.
April 2024 29
2024 LEA Public Reporting Deadline
LEA Public Reporting Requirement:
• Under Individuals with Disabilities Education Act (IDEA) section 618(d) (20
U.S.C. 1418(d)) and §300.646, the SEA must annually:
• Require the LEA to publicly report on the revision of policies, practices, and
procedures consistent with the requirements of the Family Educational Rights
and Privacy Act and its implementing regulations in 34 CFR Part 99, and
Section 618(b)(1) of the IDEA.
April 2024 30
2024 CEIS Public Reporting Requirement
Procedures for LEAs in Mandatory CEIS/Year 3:
• LEAs identified by the state as meeting Mandatory CEIS/Year 3 status are
required to publicly report on the revision of policies, practices, and
procedures if the change is because of significant disproportionality in
identification, placement in restrictive settings, and/or discipline, including
suspensions and expulsions of students with disabilities.
April 2024 31
2024 CEIS Public Reporting Requirements
• Public reporting may include, but is not limited to, presenting information at
a local school board meeting or other public forum, disseminating information
to the public via mail, and/or posting updated documents or narratives on the
district website.
April 2024 32
2024 CEIS Public Reporting Deadline
Deadline for LEA Public Reporting Requirements:
• LEAs in Mandatory CEIS/Year 3 status should ensure that this requirement is
completed within a year of setting the aside 15 percent of its IDEA, Part B (sections
611 and 619) funds) to provide comprehensive coordinated early intervening
services (comprehensive CEIS) to address factors contributing to the significant
disproportionality.
• LEAs identified for Mandatory CEIS/Year 3 status in the spring 2023 will be required
to report on this requirement by July 1, 2024.
• LEAs who have completed their public reporting requirements should submit a copy
of presentation or minutes from the school board meeting and/or appropriate public
forum. These documents should be submitted via email to MDE.CEIS@state.mn.us
by July 1, 2024.
April 2024 33
Updated Alternate Assessment Eligibility Guidelines
Lauren Walker | Education Specialist, Academic Standards, Instruction and Assessment
Stacie Stensrud | Education Specialist, Academic Standards, Instruction and Assessment
Garrett Petrie | Education Specialist, Special Education
Updated Alternate Assessment Eligibility Flowchart
April 2024 35
Thank you
Minnesota Department of Education (MDE) Alternate Assessment Team
Sonia Smith | Director, Special Education
Eric Kloos | Assistant Director, Special Education
Garrett Petrie | Education Specialist, Special Education
Rebecca Nesset | Education Specialist, Special Education
Jennifer Dugan | Director, Academic Standards, Instruction and Assessment
Dawn Cameron | Supervisor, Academic Standards, Instruction and Assessment
Lauren Walker | Education Specialist, Academic Standards, Instruction and Assessment
Stacie Stensrud | Education Specialist, Academic Standards, Instruction and Assessment
Bri Cermak | Associate Psychometrician, Academic Standards, Instruction and
Assessment
April 2024 36
Special Education Paraprofessional Personnel Requirements
and Related Resources
Katie Roby | Low Incidence Disability Specialist
Paul Dols | Special Education Workforce Specialist
Ten Minnesota Commitments to Equity
1. Prioritize equity.
2. Start from within.
3. Measure what matters.
4. Go local.
5. F
ollow the money.
6. Start early.
7. Monitor implementation of standards.
8. Value people.
9. Improve conditions for learning.
10. Give students options.
April 2024 38
40April 2024
• For the first two options, a
specific course of college study
is not required though the
individual must be able to
demonstrate the ability to assist
with basic skills instruction.
• In all cases, the individual must
demonstrate proficiency in the
English language.
Paraprofessionals who are funded with state or federal
special education dollars must meet one of the following
requirements, or use a local assessment option only for
paraprofessionals with three or more years of experience:
• At least two years of college credits (usually 60 credits if
earned in Minnesota) through an accredited institution of
higher education; or
• An associate’s degree or higher; or
• A passing score on an approved, formal assessment
demonstrating the knowledge and ability to assist with
instruction in reading/language arts, writing, mathematics
or readiness for each.
Options 1-3:
Two Years of College, Associate’s Degree or Formal Assessment
41April 2024
For the third option, two state-approved assessments are available through
most regional educational service cooperatives and some school districts:
• Paraeducator assessments
(https://www.masterteacher.com/paraeducator-
online-training) require Minnesota passing scores of:
• 65% for the Instructional Support test, and
• 70% for the Knowledge and Application test
• The ParaPro assessment (https://ets.org/parapro.html) requires:
• Combined Minnesota passing score of 460
Resources and Requirements:
Passing Score on an Approved, Formal Assessment (Option 3)
Local
Assessment:
Option 4
Paraprofessional Credential
Competency Grid
Additional option, if needed, for
special education
paraprofessionals in role for
three or more years
Download available through
MDE Special Education Paraprofessionals webpage
(https://education.mn.gov/MDE/dse/para/paraspeced)
April 2024 42
43April 2024
For special education paraprofessionals who have been employed in that role for three
or more years supporting students with disabilities in Minnesota schools or other
states with similar competency areas:
• Districts may use the qualitative criteria aligned with the competencies in Minnesota
Rules, part 8710.9000 for determining whether their special education
paraprofessionals meet personnel requirements
• Districts may use the Professional Educator Licensing and Standards Board (PELSB)
Paraprofessional Competency Grid as their approved local assessment with special
education paraprofessionals
• Note: Include in personnel files for future information and reference
• Exhibits may be used for more than one competency;
• All “areas” of each competency must be addressed
Local Assessment Option 4:
As Needed for Special Ed Paras with Three or More Years in Role
Local Assessment Option:
Professional Development and Experiences for Exhibit Narratives
Exhibits that may be used to demonstrate each competency met may include, but might not be
limited to, the following:
Professional Development
• Transcripts for completed courses
• Professional development that
addresses the entire competency,
or multiple areas
• District evaluations that address
the competency
• Book studies that address the
competencies, including
specific examples
Professional Experiences
• Previous work experience with letters or job descriptions
• Volunteer experiences with specific descriptions and examples of the
competencies covered
• Committee work with specific descriptions and examples of the competencies
covered
• Interviews with specialists, including questions and answers, notes and a letter
from the person interviewed with that person’s contact information
• Community engagement experience with letters or job descriptions
• Educational awards including which areas of each competency are covered
April 2024 44
Special Education Local Assessment Option 4:
Paraprofessional Credential Competency Grid
April 2024 45
Sample Narratives:
Special Education Local Assessment Option 4
Competency 5: Supporting the teaching and learning environment, including:
Narrative
Number
of Hours
Met
Not
Met
5.2 Awareness of the ways in
which technology can assist
teaching and learning;
Completed IRIS Module "Assistive Technology: An Overview"
(https://iris.peabody.vanderbilt.edu/module/at) and submitted
assessment on Aug. 18, 2022.
Met
5.3 Understanding strategies for
assisting with the inclusion of
students in various settings;
Reviewed University of Minnesota TIES Center Brief "A Guide
to Implementing Paraprofessional Facilitation"
(https://publications.ici.umn.edu/ties/peer-
engagement/practice-guides/paraprofessional-facilitation)
during team meeting with IEP case manager and other
paraprofessionals (3/20/2022)
Met
5.4 The ability to use strategies
that promote the student's
independence;
Observed (4/13/2022) by IEP case manager using the
Paraprofessional Facilitation Strategy "Ensure proximity of
space and materials"
Met
April 2024 46
n/a
n/a
n/a
n/a
n/a
n/a n/a
47April 2024
• The paraprofessional must meet the minimum qualifications before serving in
special education programs
• The regulation does not permit a provisional period to meet requirements and
• U.S. Department of Education has denied requests to waive or relax the requirements
• Each local educational agency (LEA) is responsible for ensuring that all special
education paraprofessionals working in classrooms with students with
disabilities meet personnel requirements
• MDE Special Education Division directs specific questions from public about
local staffing policies or practices to the special education director
Special Education Paraprofessional:
Minimum Qualifications and Timelines
48April 2024
Special Education Funding
• Paraprofessionals must meet qualifications
to be eligible for:
• Inclusion in the special education aid calculation, or
• Federal special education reimbursement
• If you have funding questions,
• Please contact the MDE Special Education Funding and
Data Team
(MDE.SpEdFunding@state.mn.us)
MDE Special Education Funding Bulletin: Updated Special Education
Paraprofessional Qualification Requirements
(https://content.govdelivery.com/accounts/MNMDE/bulletins/38d98c0)
Local Assessment Option Questions
• Why are only paraprofessionals with three years of experience eligible for the local
assessment option?
• Paraprofessionals who have been employed by a Minnesota (or neighboring state) school district
have received development in competency areas.
• If a paraprofessional has completed a portfolio in the past, are they eligible for this local
assessment?
• The purpose of the local assessment is to support districts in the development of paraprofessionals. A
credential must include the date it was granted. If the portfolio was aligned with the PELSB
Competency Grid, indicating the date all competency areas were met, it does not expire.
• Does a paraprofessional have to attempt a state-approved assessment prior to being
eligible for the local assessment option?
• No, any paraprofessional who has been employed by a Minnesota school district for at least 3 years is
eligible for the local assessment option
April 2024 49
Thanks
Katie Roby | Low Incidence Disability Specialist
Paul Dols | Special Education Workforce Specialist
April 2024 51
52
• Continuing Education Units (CEUs) will be available upon request.
• Next Directors’ Forum will be June 7, 2024 – in-person
Closing Remarks
April 2024
Thank You
In special education, We touch the world…
And make a difference…
One child at a time
April 2024 53
