Glacial Ridge Transitional Skills
What is the Glacial Ridge Transitional Skills Program?
Glacial Ridge was developed to meet the needs of students with significant functional needs through a program-based delivery of service. Services based on a program model foster independence as the dependency on adults within their environment can be reduced. A reduction in adult reliance has the potential to improve outcomes in a variety of settings.
Students are provided with a wide array of individually based services. Glacial Ridge focuses on the development of transitional/functional independence through each child’s IEP. Service delivery is always based on individual needs. However, common service providers include special education teachers, speech-language pathologists, occupational therapists, physical therapists, adapted physical education teachers. The program was developed specifically to support students with significant functional/transitional needs. As a result, students attending the program will be from 7th to 12th grade.
As appropriate, students attending the program will have continued access to general education classes via Hawley Public Schools.
Glacial Ridge staff work collaboratively with families, outside agencies, and the student’s county of residence to ensure students develop skills that promote independent living, employability, and post-secondary opportunities.
Further questions about the program can be directed to Scott Masten (218)483-5678 ext 7001
WHY WAS IT DEVELOPED?
Glacial Ridge was developed to meet the needs of students with significant functional needs through a program-based service delivery. Services based on a program model foster independence as the dependency on adults within their environment can be reduced. A reduction in adult reliance has the potential to improve outcomes in a variety of settings.
WHEN SHOULD A TEAM CONSIDER MAKING A REFERRAL TO THE PROGRAM?
IEP teams should consider the use of this program if a student shows functional needs below the 15th percentile on an adaptive rating scale in four of the seven areas defined in MN’s Developmental Cognitive Delay criteria. The student should have existing services & goals that relate to functional needs.
WHO MAKES THE REFERRAL?
Typically, the referral starts with an informal conversation between the student’s case manager or principal and the special education director. If all parties feel the referral is valid, the resident district completes the referral form and initiates an IEP meeting to discuss the transition.
If a parent feels that their child's needs could be served via the program, they can contact the child's case manager to facilitate the conversation.