Individual Student Supports
Tailored Support for Every Student
Every academic journey, like every student, is unique. At Big Lake Schools, we are dedicating to fulfilling the unique learning needs of every student.
All students deserve to be set up for success, not held back by circumstances beyond their control. From instructional support for non-native English speakers to counseling and mental health services to accelerated for those students in need of an extra challenge, we aim to connect all students with the individualized support and tools that they need to reach their full potential.

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- Special Education
- Section 504
- Homeless Services
- Title One
- Counseling & Wellness
- Bullying Prevention
- Gifted & Talented
- English Language Learners
Special Education
We offer special education programming through the Sherburne Northern Wright Special Education Cooperative. Together with this cooperative of numerous area school districts, We are dedicated to ensuring a free and appropriate public education for eligible students who have been identified as having a disability and who are in need of specialized instruction.
Special Education Programming Includes:
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K-12 Special Education
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Early Childhood Special Education (Birth-K)
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Homebound Education
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Developments Cognitive Disabilities (DCD) Center-based program, ages 5-21
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Elementary Level 4 Program
Once an evaluation confirms a student will benefit from special education services, an individualized education program (IEP) will be developed. The IEP outlines the unique needs of a student and the specialized goals and objectives that will help a student make educational progress. Parents play an important role in identifying special education needs and in establishing the IEP.
Contact
Jacqueline Holker
6-12 Special Education Coordinator
Jenna O'Brien
K-5 Special Education Coordinator
Janelle Ortiz
Early Childhood Special Education Coordinator
Eligibility
In order to be eligible for special education services, a child must meet the criteria for one of the following disabilities, as defined by the Minnesota Department of Education:
- Deaf or hard of hearing
- Blind or visually impaired
- A speech or language impairment
- Specific learning disability
- Severe multiple impairments
- A physical impairment or other health disability
- Developmental cognitive disability
- An emotional or behavioral disorder
- Autism spectrum disorder
- Traumatic brain injury
If you believe your student fits the criteria above and would benefit from special education services, please contact your child's principal and request an evaluation.
Early Childhood Special Education
Early Childhood Special Education (ECSE) is available to children from birth to age seven who:
- need special instruction or services due to a visual, auditorial, physical or other impairment
- have an identifiable syndrome known to hinder normal development
- or have a significant delay or impairment in cognitive, speech or language development.
Depending on needs, home-based services are available for children birth to age three and center-based services are available for children ages three to seven.
The goal of early intervention is to provide free and appropriate opportunities for children to develop skills that will enable them to function to their fullest potential. Early childhood years are crucial for developing and learning the skills necessary for future success! Parent involvement is a critical factor in the success of ECSE: educational programs and services require the consent and involvement of parents from initial assessment to placement. We will work with you to provide support and guidance every step of the way!
Section 504
Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance, such as school districts. The law requires that school districts provide a free and appropriate public education to each qualified student with a disability who is in the school's jurisdiction, regardless of the nature or severity of the disability.
Students covered under Section 504 are ultimately provided the right to have their individual educational needs met as adequately as the needs of nondisabled students are met.
Eligibility
To be protected under Section 504, a student must be determined to:
- Have a physical or mental impairment that substantially limits one or more major life activities; or
- Have a record of such an impairment; or
- Be regarded as having such an impairment
For more information on Section 504 or if you believe you child should receive Section 504 services, please contact the dean at your child's school.
Contact
Casey Young
Assistant Principal, Liberty
Scott Pierce
Assistant Principal, Independence
Andrea Roth
Dean of Students, Middle School
Jacob Klingelhutz
Dean of Students, High School
Homeless Services
The McKinney-Vento Act grants all homeless and highly mobile students certain rights to ensure access to a public education.
If your family is experiencing housing insecurity, Big Lake Schools will help connect you to the opportunities and resources that will help your child meet the same high academic standards expected of all students in our district.
Homeless students live in any of the situations listed below:
- Children and youth who are sharing the housing of others due to a loss of housing, economic hardship, or a similar reason;
- Children and youth living in motels, hotels, trailer parks, or camping grounds due to lack of adequate alternative accommodations;
- Living in emergency or transitional shelters;
- Abandoned in hospitals;
- Living in a public or private place not designated for humans as a regular sleeping accommodation;
- Living in cars, parks, abandoned buildings, substandard housing, bus or train stations, or similar places;
- Migratory children living in any of the above circumstances.
Under the McKinney-Vento Act, children and youth in homeless situations have the right to:
- Go to school, no matter where they live or how long they have lived there
- Attend either the local school or the school of origin, if this is in their best interest; the school of origin is the school the child attended when she/he was permanently housed or the school in which the child was last enrolled
- Receive transportation to and from the school of origin
- Enroll in school immediately
- Participate fully in school activities
- Have access to the same programs and services that are available to all other students including transportation and supplemental educational services
Contact
If you have questions about Homeless Services and resources available to you, please contact the district Homeless Liaison.
Ben Bonnett
District MTSS Coordinator & Homeless Liaison
Title One
Title I is a federally funded program designed to provide financial assistance to schools, with high percentages of children from low-income families, in order to assist schools in ensuring that students meet challenging academic standards for their grade levels.
Liberty Elementary is designated as a Title I school. Liberty employs highly qualified Title I staff who implement instructional strategies focused on scientifically-based research.
Counseling & Wellness
Bullying Prevention
At Big Lake Schools, we uphold the values of the The Hornet Way, fostering a safe and respectful environment for all. Should any instances of bullying arise, we stand committed to collaborating with students and families to address and resolve the issue.
Gifted & Talented
We believe that all students can learn at high levels and gifted students are individuals with potential who require guidance in discovering, developing and realizing their potential as individuals and as members of society.
According to the National Association for Gifted Children, gifted individuals are those who demonstrate outstanding levels of aptitude or competence in one or more areas. Big Lake uses a variety of assessments to identify gifted and talented students including, but not limited to, NWEA-MAP scores, CogAT scores, and teacher, parent and self nominations.
What Gifted and Talented Opportunities are Available?
Early Entrance
Children who demonstrate social/emotional maturity, academic motivation and superior intellectual ability may qualify for early entrance into kindergarten or first grade.
To qualify, a student must turn 5 years old by November 1 of the school year they wish to enter. A parent must make initial contact with the school district and hold an interview by mid-April prior to the school year of entrance.
Acceleration
Full Grade Acceleration: students are moved ahead one grade level for their entire schedule.
Single Subject Acceleration: Students move ahead one grade level in a subject area, but remain at the regular grade level for most of their schedule.
Higher Level Thinking
Higher-level thinking assignments or activities require students to operate at the levels of analysis, synthesis, and evaluation.
The activities may be enhanced by teaching students the differences between the levels of thinking and by discussing the thinking levels/skills used in various activities.
Independent/Research Projects
Through Independent/research projects, students explores a topic of personal interest.
They must narrow the focus of study, gather resources, and locate information through reading or other means to create a product or presentation.
Alternate Assignments
assignments given to a particular student or small group instead of the assignment given to the rest of the class. The assignments are designed to be more challenging and/or capitalize on a student’s special interests or skills.
Compacting
Allowing students to spend less time learning a topic, chapter, or unit by either:
- Pretesting for mastery so some material can be eliminated, or
- Creating a study guide or other procedure for students to cover material at a faster pace or in less time than the rest of the class.
The purpose of compacting is to move on more quickly to new material or to create class time for more challenging enrichment or accelerated activities.
English Language Learners
Our English Learners Program is designed to provide assistance to students who have indicated English is not their first language. We help develop their American English skills to a level where they can succeed in mainstream classrooms.
Students are eligible for the English Learners Program if:
- Guardians list a language other than English on the Home Language Questionnaire; and,
- The student shows a need for English Learner services and instruction based on language tests, teacher recommendations and parent input
- Guardians complete the Home Language Questionnaire at the time of enrollment. If a student is identified as an English Learner, guardians will be notified of the services available to the student.
Guardians do have the ability to decline English Learner services, if desired.
Looking for an Adult English Learners Program?
Adults are also eligible for an English Learners Program through Community Education!

