As we begin the new year, we extend our appreciation for your continued commitment to our students and families. We recognize that this is a challenging time for many in our community, and we are grateful for the steadiness, professionalism, and compassion you bring to your work each day. Your efforts create stability and support for those who need it most, and your dedication strengthens our school community in meaningful ways. We look forward to moving through this next stretch together with purpose.

📚✍️Special Education Curriculum Pilots – Staff Opt-In 

The Special Education Department is launching two curriculum pilots in response to feedback from the districtwide Special Education Curriculum Gap Survey, focused on strengthening SEL and social skills instruction across settings and age levels.

Pilot Programs:

• RethinkEd – SEL & Mental Health: K–12 digital SEL platform supporting Tier 1–3 instruction

• Everyday Speech – Social Skills: PK–12, evidence-based social skills curriculum for Tier 1–3 instruction

Licensed special education teachers and social workers working in ECSE, resource, ASD, DCD, EBD, SERT, Co-Teaching, and Transition Plus (ages 18–22) settings are encouraged to express interest. Those applying should be responsible for providing special education services that support students’ social skills, behavioral needs, and social-emotional learning (SEL).

Read the full pilot overview and participation details:
[Link to full communication]

Complete the Pilot Opt-In Survey by Friday, January 16:
[Pilot Opt-In Survey Link]

🌈 SEL Curriculum Spotlight: The Zones of Regulation

The Special Education Department is highlighting The Zones of Regulation as an effective, inclusive SEL framework that supports student regulation, mental health, and positive school climate. Using a shared, non-judgmental language (Blue, Green, Yellow, Red), The Zones helps learners build self-awareness, communicate needs, and apply regulation strategies across settings.

Grounded in research and widely used in special education and inclusive classrooms, The Zones promotes learner agency, proactive skill development, and consistent adult language. Staff are encouraged to review the two attached resources below to learn more about implementation and classroom climate supports.

‼️Reminder: Quarter 2 Progress Reports Due – January 23rd

As we approach the progress report deadline, please review the following guidance for IEP progress reports.

Key Points for IEP Progress Reports

• Frequency: Progress reports must be provided at least as often as general education report cards, though they may not always align with report card schedules.

• Timing: Reports should reflect meaningful data—issued only if there are at least 30 calendar days (or 20 school days) of data available.

• Four Reports Per Year: This refers to four written progress reports per IEP year, starting 30 days after IEP services begin.

Thank you for your attention to this important process. By issuing meaningful, data-driven reports, we ensure parents receive valuable updates on their child's progress toward meeting individualized goals.

Need a tutorial? Click below for a demonstration on how to enter a progress report in EdPlan. You can also click here if you'd like to learn how to do batch progress reports. 

THC and 45-day placements ℹ️

• • In Minnesota, legally compliant, low-potency THC edibles derived from hemp are generally excluded from the state’s definition of a controlled substance.

  • At this time, the District does not consider most possession of THC products as meeting criteria for a 45-day placement. IEP teams should approach student possession or use from a position of chemical dependency or substance abuse mindset. However, edibles that exceed state-mandated THC limits or are derived from marijuana are considered controlled substances. Please consult the Director of Monitoring & Compliance, Katie Cruz, with further questions. 

👋Introducing Esther Andrade-Vera

Hello!

My name is Esther Andrade-Vera I am a Due Process Clerk, Senior. I have been with the district for about 5 years now.  I currently work with CAP, MPLS Online, Transition Plus, and Las Estrellas school sites. I help with any due process questions regarding our students. I also help upload any documents needed into EdPlan making sure all due process documents are in compliance.

I also took a role in EdPlan been an EdPlan support person for about 2 years now. If you ever need access to EdPlan, make changes, edit documents, or any other support with EdPlan please feel free to reach out to me. You can also submit an EdPlan help form at the link below for support.

https://minneapolispublicschools.sharepoint.com/sites/SPED/SitePages/EdPlan-Request-Forms.aspx

🔒Guidance on  Child Safety Locks and Door-Blocking Devices in Schools

Minneapolis Public Schools is not permitted to use any device that prevents a student from independently opening a door or exiting a room.

The Minnesota State Fire Code requires all occupied interior doors to allow free and unobstructed egress. Door handle covers, add-on latches, and other blocking devices do not meet fire-code requirements and must not be used.

IEP and IFSP teams must address behavior through positive behavior supports and proactive interventions. Their goal is to create conditions where restrictive procedures are unnecessary—not to authorize prohibited practices. Adding a non-compliant device to an IEP does not override state law or district policy and would place the school out of compliance.

Because of this, door-blocking devices must remain removed and cannot be reinstated or written into any IEP.

If there are concerns about elopement or unsafe exiting, please reach out. We can work together on appropriate, compliant alternatives, such as environmental adjustments, supervision plans, non-restrictive door-alert systems, and updates to IEPs/BIPs that support student safety through positive strategies.

✅Reminder: EdPlan Process Tutorials

As a reminder, we have created step-by-step tutorials designed to guide you through commonly used EdPlan processes. These tutorials, created using SupaDemo, were developed with the goal of supporting staff in navigating EdPlan efficiently and confidently.

You can find these resources on the new MPS EdPlan page under the Resources section. They’re easy to follow and perfect for quick reference whenever you need a refresher.

Stay tuned—more tutorials may be added in the future to continue supporting your EdPlan experience!

👉Click here to explore! 

Reminder: Classroom Inventory Observations✅

We want to learn more about what’s happening in classrooms so we can better support you and your students. To do that, DPFs and Directors will be visiting classrooms throughout the rest of the 2025–2026 school year for what we’re calling Classroom Inventory observations.

Here’s what you need to know:

• These visits are not formal staff performance evaluations and will not be tied to SOEI.

• The goal is to understand common practices and identify gaps so we can improve resources and supports for you and your students.

• Your DPF or Director will reach out sometime this year to schedule a time.

A few of the things we are looking for include: 

• Is curriculum being used? Which ones?

• Are classroom routines and structures taught and in place?

• Are spaces organized to meet student needs?

• What visuals and SEL strategies are being used?

• Are SEAs providing a range of supports?

• Do SEAs follow a schedule and help with data collection?

Why this matters:

By gathering this information, we can see what’s working well and where additional support might be helpful. Our goal is to make sure you have the tools, resources, and strategies you need to help every student succeed.

Thank you for partnering with us as we work to make classrooms even better for students—and to make sure you have what you need to thrive! ♥️