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601 Buchanan Street, Red Wing, MN 55066 Phone 651.388.4441 Fax 651.388.9557 Director: Cheryl Johnson E-mail (cjohnson@gced.k12.mn.us)
Member Districts: Cannon Falls #252 Goodhue #253 Kenyon-Wanamingo #2172 Red Wing #256 Zumbrota-Mazeppa #2805
Assistant Director Red Wing: Assistant Director Goodhue County Education District Programs:

Kim Chalmers (kmchalmers@redwing.k12.mn.us)

Early Childhood Coordinator Red Wing: Min Martin-Oakes (mmmartinoakes@redwing.k12.mn.us)

Jillynne Raymond (jraymond@gced.k12.mn.us)

Early Childhood Coordinator CF, Goodhue, KW, and ZM:

Melissa Carlson (mcarlson@redwing.k12.mn.us)

GCED Setting IV: Referral Requirements Please follow these referral requirements to refer any student that you believe: (a) needs additional special education services that your district is unable to provide and (b) a Setting IV program is appropriate.
1. First and foremost, when speaking with families, do not discuss any specific program; simply refer to them as the setting IV placements. This is an essential element. We want placement decisions to be thought out carefully with the intake and IEP teams. 2. Gather the required referral information, which includes: A. A brief cover letter stating the specific reasons for the student referral. This letter should be written specifically for the student; describe why this student is being referred to a Setting IV. A one-sizefits-all form letter does not help us understand this particular student. B. A copy of the students current IEP. If frequent changes have been made, please include previous IEPs as well. C. A current and complete social history (six months or less from date of referral) D. A current functional behavior assessment (FBA) E. Information about interventions completed as part of the students program based on the FBA. This information needs to include data that shows baseline, description of the intervention, and results. F. A copy of the current evaluation report G. Any other psychological assessment information H. Attendance report I. Disciplinary reports kept on file in the office J. Current MCA scores K. Current transcript L. Immunization Records 3. Mail or deliver referral information to: Wendy Ahern/Jillynne Raymond Goodhue County Education District 601 Buchanan Street Red Wing, MN 55066

The referral committee meets on Tuesdays during the 2013-2014 school year; referral information needs to be received by Monday to be included on the agenda. The referral committee makes the recommendation of which Setting IV program is appropriate. The person making the referral may attend the referral committee meeting by making arrangements prior to the meeting. Incomplete information will result in a return of the referral packet to the referring person.

An Equal Opportunity Employer Enhancing Educational Opportunities through Interdistrict Cooperation

The following information provides a description of the five setting IV programs available to students who meet the referral requirements. Once the completed referral is submitted, the Referral Committee works with the resident district to determine the most beneficial setting for the individual student. Following the decision made by the referral committee, they will contact the students IEP Case Manager regarding the selected setting and to move forward with the IEP process. Deer View Deer View serves students in grades 7-12 who have been identified with behavior disorders. Designed to meet the needs of special education students unable to meet behavior expectations in the mainstream school. Students are provided with a small group setting to work on behavior and academic goals. Provides the opportunity for students to receive direct instruction in appropriate academic areas, following Minnesota state guidelines. Deer View staff strives to provide students with the necessary skills for success in their home, school, work, and community. Riverside serves students in grades 7-12. Provides the opportunity for students to receive direct instruction in appropriate academic areas, following Minnesota state guidelines. Provides a program to address the social, academic, and pre-vocational needs of students with social and emotional problems. The supportive staff, along with small class size, provides individualized programming to maximize each students learning potential. Riverside School staff works closely with parents, social workers and the community to establish an environment that fosters student growth and social and emotional development. STEP serves students who are between the ages of 18 and 21 and are currently receiving special education services. The purpose of STEP is to teach skills to assist students in making a successful transition from a school setting to a more independent, productive, and daily living setting. Upon completion of the STEP program, students receive their high school diploma by achieving the transition goals & objectives identified in their individual education plan (IEP). The STEP Programs overall goal is to familiarize students with functional daily living skills that will allow them to work and live more independently. Upwards serves students in grades 4-12 who have been diagnosed on the Autism Spectrum or as Developmentally Delayed with severe behavior needs. Upwards provides a program/environment to address the social, behavioral, academic and pre-vocational needs of the students. The Upwards Program emphasizes the learning of social, academic, transition and independent skills. The students learn best when involved in a wide variety of activities within the community. Students participate in a wide variety of activities in the community in order to promote and expand on essential social skills that are needed to be successful. Wastedo provides an environment with social, behavioral and academic programming directed toward helping students in grades K-8 identified as meeting the criteria for Emotional Behavioral Disorder or a related need/service. Students are provided opportunities to build social skills and knowledge to effectively function at home, school and in the community. Through an inter-agency cooperation in a productive positive environment, staff will strive to effectively communicate with students, parents, schools, social services and the community. Provides support and interventions to all the students to focus on obtaining progress towards the state standards in all academic areas.