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Fargo Public Schools is committed to strengthening the effectiveness, retention, and support of our special education staff through a systematic, tiered approach to professional learning and mentorship. To achieve this, the Student Support Services (SSS) Department has developed a Tiered Model of Support that includes both compliance-based guidance and instructional coaching. The model includes support from district-appointed IDEA Paperwork Mentors (additional pay opportunity for up to 5 staff members) and our Special Education Instructional Coaches and SSS Coordinators, and it is designed to ensure that every special programs staff receives the support needed to deliver high-quality, compliant, and impactful services to students.

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Professional Learning Series Landing Page for Special Programs Staff

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Professional Learning Series Landing Page for Special Programs Staff

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 25/26 Professional Learning Landing Page for Special Programs Staff

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Special education staff are invited to apply for the role of IDEA Paperwork Mentor. This position provides guidance and support to colleagues in developing high-quality, student-centered, and legally compliant documentation under IDEA.

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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FPS is again participating in the Medicaid Administrative Claiming (MAC) program. As part of this, some staff will be randomly selected to complete a Random Moment Time Study (RMTS)—a quick, 5-question survey that takes less than five minutes. Your timely responses are essential to ensure our district receives important reimbursement funding to support student services. Please complete your RMTS when selected!

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Shortened School Day Procedure & Checklist

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Tips and tricks for Goalbook!

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If you are an SLP, please feel free to fill out the survey to give feedback to NDDPI :)

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Guidelines for Serving Students with Speech-Language Impairments in Educational Settings

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Guidelines for Serving Students with Speech-Language Impairments in Educational Settings

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Julie St. John will be in Fargo on 11/3-11/7 visiting Extended Resource Rooms across the district! Julie's role will be to observe, model, and provide feedback around the implimentation of the STAR, LINKS, and SOLER curriculum. Special Education Coaches, Shanna Olschager and Rachel Burcham will be joining Julie to determine next steps to further support our ERRs.

Interested in learning more about this curriculum? Visit https://starautismsupport.com/

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The STAR Program

The STAR Program (Arick, Loos, Falco, Krug, 2004) teaches children with autism the critical skills identified by the National Research Council. The ABA (Applied Behavior Analysis) instructional methods of discrete trial training, pivotal response training and teaching functional routines form the instructional base of this comprehensive program for children with autism.

The Links® Curriculum

The Links Curriculum (Arick, Hoffman, Magee-Arick, 2012) is a comprehensive curriculum designed to promote student independence in natural environments. The Links online system utilizes a curriculum-based assessment to individualize routines for every student. The Links school and community lesson plans provide the user with the tools necessary to teach both individual skills and independence in daily routines.

Evidence-Based and Research-Validated Curriculum

The STAR Program and the Links Curriculum are grounded in evidence-based practices and have shown to be effective in many settings, including public school programs. These curricula transfer research into practice by providing teachers with the tools to implement a comprehensive program using the teaching strategies identified as most effective for students with significant learning challenges.

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STAR Autism Support | Strategies for Teaching Based on Autism Research

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The STAR Program (Arick, Loos, Falco, Krug, 2004) teaches children with autism the critical skills identified by the National Research Council. The ABA (Applied Behavior Analysis) instructional methods of discrete trial training, pivotal response training and teaching functional routines form the instructional base of this comprehensive program for children with autism.

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Our very own, Shanna Olshlager, was featured in the FPS Employee Spotlight!

Shanna was recognized for her dedicated work supporting special education teachers in their classrooms, with a focus on curriculum, instruction, and learning environment. The support Shanna provides is instrumental in helping special education teams think creatively and collaboratively to ensure all students have meaningful access to critical content—not only within the resource room, but in the general education classroom as well!

https://resources.finalsite.net/images/v1761081867/fargok12ndus/x8ngn15iyd2gx02xtro1/10232025_Employee_Spotlight_Shanna_Olschlager.pdf

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To ensure you get the most out of this experience, we highly encourage you to invite your SOLER teachers to attend one of our virtual training sessions on November 3rd. These one-hour Zoom sessions will provide a comprehensive overview of the curriculum, implementation strategies, and where to find support resources. We have two convenient options available:

Session 1: 1:30 PM PST / 3:30 PM CST / 4:30 PM EST

Session 2: 3:30 PM PST / 5:30 PM CST / 6:30 PM EST

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Goalbook Monthly Newsletter Slides _ 25_26

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ICP Updates!!!

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LRE Computation Update: Elementary ONLY!

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LRE Computation Update: Elementary ONLY!

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This is an update from the November Compliance Connection.

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Here are additional resources to celebrate Inclusive Schools Week!! https://inclusiveschools.org/isw/2025-inclusive-schools-week-children-first-building-a-stronger-tomorrow/

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Updated Eligibility Statements in Portal

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Updated Eligibility Statements in Portal

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The OHI and ED eligibility statements have been updated in the portal to reflect the following:

OHI: New criteria reviewed in the December PLS

ED: new terminology to reflect Emotional Disability vs. Emotional Disturbance

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 25/26 Professional Learning Landing Page for Special Programs Staff

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GoalBook Spotlight- Upcoming Professional Learning webinars

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GoalBook Spotlight- Upcoming Professional Learning webinars

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If you're looking for webinars to support your use of Goalbook Toolkit, you're in the right place! Below you'll find our calendar of live webinars. Join us at one! Find all webinar details and registration links below. All of our webinars are recorded.

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Roll Up Docs- Due February 1st

*Please note that there is an area to add student names who are currently in the evaluation process. Please update throughout the Spring as students exit/qualify for services.

If you are case managing ECSE/ 5th / 8th grade students who require an annual IEP between January ’26-June ’26, please include a representative from the receiving middle/high school.

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This is also found in the portal. The ESY supplementary worksheet is included in the PPT :)

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TieNet-to-Infinite Campus Transition

The BRIDGE team continues to make progress on the transition from TieNet to Infinite Campus and is actively working through the remaining technical and process details needed to support a smooth statewide rollout.

While some technical and operational details are still being finalized, the following assurances are in place:

The PowerSchool Service Team will work with NDDPI to be able to extract all TieNet data needed for the transition, including:

Data records

Finalized forms and documents in PDF format

In-flight forms and documents (as data)

Although final transition steps are still being developed, planning is aligned around a clear timeline:

TieNet will be used through the end of the 2025–26 school year.

Districts should plan to stop using TieNet after June 30, 2026.

Infinite Campus will go live for special education for the 2026-27 school year.

This timing allows districts to complete all 2025–26 reporting in TieNet and begin the 2026–27 school year fully in Infinite Campus.

The BRIDGE team is continuing to finalize processes and will share additional details and decisions as they are confirmed. Regular updates will be provided so districts can plan, prepare, and train with confidence.

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TieNet to Infinite Campus Transition

The BRIDGE team continues to make progress on the transition from TieNet to Infinite Campus and is actively working through the remaining technical and process details needed to support a smooth statewide rollout.

While some technical and operational details are still being finalized, the following assurances are in place:

The PowerSchool Service Team, in collaboration with NDDPI, will extract all TieNet data required for the transition, including:

Data records

Finalized forms and documents in PDF format

In-flight forms and documents (as data)

Transition Timeline

Although final transition steps are still being developed, planning is aligned around the following timeline:

TieNet will be used through the end of the 2025–26 school year.

Districts should plan to stop using TieNet after June 30, 2026.

Infinite Campus will go live for special education for the 2026–27 school year.

This timing allows districts to complete all 2025–26 reporting in TieNet and begin the 2026–27 school year fully in Infinite Campus.

Regular updates will be provided to support district planning, preparation, and training.

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DPI has shared sample documents to support the transition from TIENET to Infinite Campus—take a look if you’d like to preview what’s coming :)

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When completing an IEP revision or amendment, please remember to check and update the Case Manager field on the IEP cover page, if needed.

If a new case manager completes a revision but the cover page isn’t updated, the system will automatically revert the case manager back to the previous staff member.

Thank you for helping keep IEPs accurate and up to date for students and teams!

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When concerns are raised—by families or school staff—the expectation is that teams come together to review data and determine next steps.

A parent request is not an automatic referral to special education. It does, however, signal the need for timely, collaborative team review using student data and determining if, as a team, a referral to special education is warranted.

Strong MTSS teaming structures support this work by helping teams clearly describe:

Interventions provided

How supports were intensified

What the data shows about student response

MTSS is a valuable framework, but it is not intended to delay team decision-making. Our shared focus remains on collaboration, data, and student-centered decisions.

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Don't ignore the big software in the room: 'Enter' ways for staff to embrace AI

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Don't ignore the big software in the room: 'Enter' ways for staff to embrace AI

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On Demand Trainings are available under the training center tab!

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Accommodations Upload for the ND A+ Summative Assessment

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Accommodations Upload for the ND A+ Summative Assessment

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A one-time upload of student testing accommodations for the ND A+ Summative Assessment will be completed by NDDPI in late February 2026. Approved accommodations noted in the last finalized IEP and documented in TIENET will be pulled and uploaded into ADAM, the assessment management platform.

After this initial upload, schools and districts are responsible for updating, adding, or editing student accommodations and designated supports directly in ADAM. Instructions for manually updating accessibility supports can be found in the ND A+ Summative Assessment Test Administration Manual, located on the ND A+ Portal under Administration Resources > Summative Resources > User Guides.

Important:

The determined assessment listed in the last finalized IEP on Jan. 15, 2026, will be the assessment used for accountability purposes for the student.

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Medical & Safety Information for Drivers/Aides on Transportation Forms

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Medical & Safety Information for Drivers/Aides on Transportation Forms

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Medical & Safety Information for Drivers/Aides on Transportation Forms

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Do With, Not For: Building Independence With Functional Routines

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Do With, Not For: Building Independence With Functional Routines

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Celebrate Developmental Disabilities Awareness Month with STAR at our free webinar! Discover simple ways to help children build independence and confidence during everyday routines at home and in the classroom. We’ll share easy-to-use strategies and guidance as you learn how to teach skills ahead of time, track progress, and adjust your approach to support success in any setting. Whether you're at home or in a classroom, you'll leave with ideas that make daily routines smoother and more meaningful.

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This session outlines practical strategies to address common mealtime challenges

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📌 NDDPI FAQ Update: TIENET → Infinite Campus Transition

The NDDPI recently shared updated guidance regarding the transition from TIENET to Infinite Campus (IC). Please review these important reminders:

🗂 Document Finalization Deadline

All documents must be finalized by the last contract day.

Beginning July 1, 2026, documents will be migrated to Infinite Campus.

Any TIENET document not finalized will NOT be included in the data migration.

🔐 Future Access to TIENET

Only a limited number of staff will retain access to TIENET for historical reference.

To ensure continued access for the upcoming school year, all IDEA-related documents must be uploaded to PowerSchool.

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Our Speech-Language Pathologists make an incredible impact every day — helping students find their voices, connect with others, and access learning. ASHA offers national recognition opportunities that highlight excellence in clinical practice, leadership, mentorship, and advocacy.

If you know a colleague whose work deserves recognition, please consider submitting a nomination. You are also welcome to share your ideas with me, and I would be happy to support or submit a nomination on your behalf.

Nomination ideas are due to me by April 1.

Celebrating one another elevates our profession and honors the meaningful work you do each day. Thank you for all you bring to our students and teams!

— Shelby

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Rolland J. Van Hattum Award for Contribution in the Schools

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The Rolland J. Van Hattum Award for Contribution in the Schools recognizes an individual's exemplary commitment and contribution to the delivery of audiology and/or speech-language pathology services within a school setting.

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Incomplete IEP team on short notice? Take these steps when there's a no-show

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Incomplete IEP team on short notice? Take these steps when there's a no-show

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Friendly Reminder from ND DPI 😊

ND DPI recently shared a helpful reminder regarding IEP meetings. If a general education teacher is unable to attend, please be sure to:

✔️ Gather and share the teacher’s input with the team
✔️ Confirm that parents are comfortable proceeding with the meeting
✔️ Obtain signatures for the Excusal of Required IEP Team Member(s) form

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Equity & Access Update: TNT Participation 2026–27

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Equity & Access Update: TNT Participation 2026–27

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Beginning in the 2026–27 school year, the district will not continue the Adaptive Schools contract that has supported monthly TNT visits for students in district-supported classrooms.

We value our partnership with TNT and the meaningful experiences it has provided. As our district continues shifting toward supporting students within their home buildings, we are prioritizing equitable access to supports and opportunities for all learners. With fewer district-supported programs and ongoing staffing challenges, TNT participation has become limited to a small number of students.

In reflection, and in consideration of budget priorities, this change supports a more equitable and sustainable approach to serving students across the district.

District-supported programs will not attend TNT beginning in 2026–27.

If you have questions, please reach out to Shelby.

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🍀 ’Tis the Season… We’re Hiring to Support Learners 🍀

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🍀 ’Tis the Season… We’re Hiring to Support Learners 🍀

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Spring staffing season is here, and we are actively seeking passionate professionals to support our students receiving special education and related services. Current openings include SLPs, special education teachers, and paraprofessionals.

If you know someone who would be a great fit — or are interested yourself — please take a moment to share the opportunities above.

Thank you for helping us recruit caring, student-centered professionals to support every learner. 💙

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Fargo Public Schools - Frontline Recruitment

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Frontline Recruiting and Hiring, Applicant Tracking for Educators. Online Job Employment Applications, Web Based Employment Applications for School Districts and Educational Institutions.

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🍀 ’Tis the Season… We’re Hiring to Support Learners 🍀

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🍀 ’Tis the Season… We’re Hiring to Support Learners 🍀

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Spring staffing season is here, and we are actively seeking passionate professionals to support our students receiving special education and related services. Current openings include SLPs, special education teachers, and paraprofessionals.

If you know someone who would be a great fit — or are interested yourself — please take a moment to share the opportunities above.

Thank you for helping us recruit caring, student-centered professionals to support every learner. 💙

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Fargo Public Schools - Frontline Recruitment

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Frontline Recruiting and Hiring, Applicant Tracking for Educators. Online Job Employment Applications, Web Based Employment Applications for School Districts and Educational Institutions.

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ESY Coordinator Announcement- repeat from email

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ESY Coordinator Announcement- repeat from email

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I am excited to share some wonderful news as we begin planning for Summer 2026 programming. Please join me in congratulating Cairra Pfau and Rachel Burcham, who have been named our ESY Coordinators for Summer 2026.

Many of you know Cairra through her outstanding work as our elementary ESY coordinator for the past four summers. Her experience, consistency, and deep understanding of ESY programming have helped ensure smooth operations and strong support for students and staff alike. During the school year, Cairra serves as a 5th grade teacher at Longfellow, where her steady leadership, thoughtful planning, and strong relationships with students and families shine each day.

Rachel brings extensive expertise in special education and currently serves as one of the district’s SPED Coaches, supporting teams across Fargo Public Schools. Her collaborative mindset, problem-solving skills, and commitment to inclusive practices make her an exceptional leader. Rachel consistently helps teams navigate complex needs while keeping student growth and dignity at the center of decision-making.

Together, Cairra and Rachel will coordinate ESY services for students in PreK–12 programs, including Explorer Academy. Their combined experience and leadership will help ensure that our summer programming continues to support student progress while providing clear guidance and support for staff.

As planning begins, please feel free to direct ESY-related questions, ideas, or logistical needs to Cairra and Rachel. They will be connecting with teams in the coming weeks as details take shape.

Thank you, Cairra and Rachel, for stepping into this leadership role and for your continued commitment to our students, families, and staff.

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DPI has shared sample documents to support the transition from TIENET to Infinite Campus—take a look if you’d like to preview what’s coming :)

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🍀 ’Tis the Season… We’re Hiring to Support Learners 🍀

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🍀 ’Tis the Season… We’re Hiring to Support Learners 🍀

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Spring staffing season is here, and we are actively seeking passionate professionals to support our students receiving special education and related services. Current openings include SLPs, special education teachers, and paraprofessionals.

If you know someone who would be a great fit — or are interested yourself — please take a moment to share the opportunities above.

Thank you for helping us recruit caring, student-centered professionals to support every learner. 💙

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Fargo Public Schools - Frontline Recruitment

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Frontline Recruiting and Hiring, Applicant Tracking for Educators. Online Job Employment Applications, Web Based Employment Applications for School Districts and Educational Institutions.

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As we prepare for the transition to Infinite Campus, all Special Education staff will need to review the Overview Tab and the Student Support Services Tab to become familiar with the system.

Please use the link above to access both tabs. Begin with the Overview Tab, and then navigate to the Student Support Services Tab for directions on accessing the on-demand courses utilize the google doc. We have added a pre-recorded session for individuals to watch if any of the dates don't work for you.

As more information becomes available, we will continue to share it out.  If you have any questions or need support, please don’t hesitate to reach out.

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This course invites youth to explore the meaning and power of neurodiversity through real stories, everyday examples, and meaningful ways to create change. Designed and written by a neurodiverse group of young people from around the world, the course explores how the world often leaves some people out—and how we can all help make it more inclusive. Students will learn how different ways of thinking and being can strengthen leadership, build understanding, and help everyone feel like they belong. Through reflection and storytelling, youth will discover that there’s no one right way to be, and that every perspective matters.

Global Nomads uses the power of storytelling to promote empathy and bring social topics to life through day-to-day realities. Participating youth read authentic, impactful stories from youth participants around the world that reveal deep truths about global issues, then enhance the conversation by sharing their own stories with fellow Student to World users. All participants are eligible to participate in moderated live conversations with other youth from around the world.

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We Unite Global Youth To Build A Better World.

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If a student's Annual IEP date is before October 1, 2026 the annual IEP must be held in the Spring of 2026.

If a student's 3-Year Reevaluation is due before November 1, 2026, the reevaluation must occur in the Spring of 2026.

If your student is in ECSE, 5th Grade, or 8th Grade- Please invite team members from the receiving school.

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Please review guidance on accommodations for upcoming ND A+:

https://docs.google.com/presentation/d/1fCGXfhiACr2sDl3aqOnKHvacP3e4sjMq5EewjzZiFvA/edit?slide=id.p1#slide=id.p1

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Advocacy, Allyship, and Inclusion Wed, 04/08/2026

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Advocacy, Allyship, and Inclusion Wed, 04/08/2026

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Register Here: https://starautismsupport.com/event/advocacy-allyship-and-inclusion

Let’s talk about how small shifts in language and classroom practices can make a big difference for autistic students. This free webinar offers practical tools, such as discussion stories, inclusive activities, and engaging media, to help students express themselves and connect with peers. You’ll leave with ready-to-use strategies, a free infinity symbol activity, and ideas for building a more welcoming classroom. Perfect for educators, caregivers, and anyone who wants to support neurodiversity with heart and intention.

We're committed to making our webinars accessible and valuable to all participants. Each session is one hour, includes a certificate of completion, and a recording will be sent to everyone who registers along with session handouts.

If you have any accessibility needs or accommodation requests that would help you fully participate in the webinar, please contact webinar@starautismsupport.com.

Register to join us at:

1:30pm PST/3:30pm CST 3:30pm PST/5:30pm CST

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⏰ End-of-Year Reminder: Initial Evaluation Timelines- REPEAT

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⏰ End-of-Year Reminder: Initial Evaluation Timelines- REPEAT

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As we head into the final stretch of the school year, please continue to closely monitor initial evaluation timelines—Child Find responsibilities remain in place through the last day of school.

Key Reminder:

* Initial evaluations must be completed within 60 calendar days of parent consent (IDEA & NDDPI).

* This includes completing assessments, finalizing the Initial Written Assessment Report (IWAR), and holding the eligibility meeting.

We know this time of year is busy, and timelines can feel tight.

Team Consideration:

If a student is receiving targeted interventions and making progress, teams may consider continuing supports and, if appropriate, waiting until the start of the next school year to seek consent. This allows for more comprehensive data collection and helps ensure thoughtful, high-quality decisions.

Thank you for your attention to timelines and for all you do to support students—especially during this busy season!

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A HUGE shout out to our super users of the STAR, LINKS, & SOLER Curriculum:

STAR Champions:

Maribel Cepeda- Kennedy

Brandi Miller- Lewis & Clark

Amanda Hetland- Eagles

Jennifer Hoffman- ECSE

LINKS Champions:

Kerri Marucco- North High

Sydney Dale- Ben Franklin

Aya Pandan- Ben Franklin

Abby Blodgett- Discovery

Dayna Estenson- Explorer Academy

SOLER Champions:

John Perez- CBE

Kelli Bourke- Lewis & Clark

Paige Nygaard- Roosevelt

Megan Koestner- Kennedy

Taylor Ludlum- Ed Clapp

Thank you for your hard work and dedication to student success and independence at school!!

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Student Support Services meets with the Media Specialists from STAR multiple times a year to review usage data, provide feedback on the curriculum, and get updates on up-and-coming resources. z

The 25-26 school year marks the 4th year of implementation across the District.

Some Highlights:

-Consistency in programming for our most vulnerable learners

-Alignment to the ND- Alternative Standards

-Increased independence in students due to highly structured routines

-Supports students' least restrictive environment

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We are developing a new professional learning session—offered for graduate credit—focused on effectively managing paraprofessionals in both general education and special education settings. To make this learning experience as meaningful and relevant as possible, we would love your input. Please share any topics, questions, or areas of support you’d like to see included in this course. Your feedback will help shape the content to best meet the needs of our special education teams.

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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All transportation waivers for students on IEPs will expire at the student's annual IEP meeting during the 25/26 school year. As you hold your student's IEP meetings, please discuss the level of support required for your student while entering and exiting the bus using the levels below:

Level 1 – RED TAG – Hand-to-Hand (High Support) Student must not be released unless a responsible adult is physically present at the door of the bus.  The driver or aide will not escort the student to the door of the residence.  If no adult is present, the student must not be released—drivers will call dispatch and prepare to return the student to school or follow alternate instructions.

Level 2 – YELLOW TAG – Eye-to-Eye (Moderate Support) A parent/guardian or other approved adult must be visibly outside the home before the student can exit the bus. An adult must be visible before releasing. If no adult is outside, the child will not be released.

Level 3 – GREEN TAG – Independent Release (Low Support) Student is approved for independent release. They may exit the bus and go to the door on their own. No adult needs to be visible. These students have written permission on file (via the IEP) and are considered capable of getting inside safely on their own.

IMPORTANT: Ensure this is documented in the "Other" section of Present Levels and communicate this to your administrative assistant so they can update the bus form in PowerSchool. If you have already completed this process for students this year, please ensure the bus form in PowerSchool has been updated to include the level of support needed.

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🚌 SPED Transportation Reminders (2026–2027 School Year)

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🚌 SPED Transportation Reminders (2026–2027 School Year)

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As we wrap up the year, please ensure all transportation details are finalized to support a smooth start in the fall.

👩‍🏫 Case Manager Responsibilities

✅ Check the SPED Transportation box in PowerSchool if transportation is required in the IEP

⛔ Uncheck the box if a student no longer qualifies

🕒 Share schedule-specific needs (shortened day, period-based schedules) with your admin assistant

🗂️ Admin Assistant / Registrar Responsibilities

📞 Contact families and complete transportation forms in PowerSchool

🤝 Collaborate with case managers for accurate information

📝 Include notes for alternative schedules or building transitions

🩺 Ensure medical needs are properly documented and reflected in the transportation form

🚦 Support Levels for Bus Arrival/Departure

🔴 Level 1 – Hand-to-Hand (High Support)
Student released only if an adult is physically present at the bus door. If not, student is not released.

🟡 Level 2 – Eye-to-Eye (Moderate Support)
Adult must be visibly outside before student exits the bus.

🟢 Level 3 – Independent Release (Low Support)
Student may exit independently with IEP documentation—no adult visible required.

⚠️ Important

Document support level in “Other” section of Present Levels

Communicate level to admin assistant for PowerSchool update

✔️ Double-check forms are complete before the end of your contract

💡 Reminder

Transportation is an IEP team decision aligned to LRE

All transportation processes are managed at the building level

Incomplete forms may delay services at the start of the school year

Reach out anytime if you want to problem solve—we’re in this together!

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Case managers, please double-check that the meeting date on the IEP cover page reflects the actual date the IEP meeting was held. Update as needed. Thank you!

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Infinite Campus has created a fictional school district that we can use for hands-on training in their system. This test site contains high, middle, and elementary schools with students. Sample login accounts have been created for access, and are grouped by different roles by spreadsheet tabs.

We are using a spreadsheet to maintain information about how to access the test system, what user accounts are available per role, the default password for all accounts, and columns where you can enter your name to indicate which account you plan to use while accessing the test system (multiple users can choose to access the same test account for practice). Recording your name next to one of the sample accounts will help you remember which sample account you have used in the past, and indicate to others which account you plan to use when practicing in this training site.

https://docs.google.com/document/d/1iNGxNvoIhIDgabKSwRr3yjgU_U_VWyHxkTrh9iPPckM/edit?usp=sharing

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2:1 Devices & Assistive Technology (AT)

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2:1 Devices & Assistive Technology (AT)

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Important information for the upcoming year!

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📌 End-of-Year Reminder: Finalize Your Documents

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📌 End-of-Year Reminder: Finalize Your Documents

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As we approach the end of the school year, please ensure that all special education documents (IEPs, evaluations, PWNs, etc.) are finalized by your last contract day.

🔹 This is the standard expectation each year to ensure compliance and continuity of services
🔹 As we transition to Infinite Campus (IC), it is especially important that all documents are finalized so they are available for migration
🔹 Only finalized documents will transfer to IC
🔹 Drafts or incomplete documents will not migrate

Please take time now to review your caseload and complete any outstanding documentation.

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A runner breaking through a finish line ribbon labeled “Finalized Documents”

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When outside providers request clinical rating scales, the need for a Fargo Public Schools Release of Information (ROI) depends on how the information is shared.

If the completed rating scale is returned directly to the caregiver or eligible student, an FPS ROI is not required. The caregiver or student is the owner of the information and can decide whether to share it with the provider.

If the school sends the completed rating scale directly to the provider, whether by email, mail, fax, or online provider portal, a signed FPS ROI is required before sharing the information. The ROI authorizes FPS staff to release student information directly to the outside provider.

In general:

Returned to caregiver/student = no FPS ROI required

Sent directly to provider = FPS ROI required

# data[].attributes.body
When outside providers request clinical rating scales, the need for a Fargo Public Schools Release of Information (ROI) depends on how the information is shared.

If the completed rating scale is returned directly to the caregiver or eligible student, an FPS ROI is not required. The caregiver or student is the owner of the information and can decide whether to share it with the provider.

If the school sends the completed rating scale directly to the provider, whether by email, mail, fax, or online provider portal, a signed FPS ROI is required before sharing the information. The ROI authorizes FPS staff to release student information directly to the outside provider.

In general:

Returned to caregiver/student = no FPS ROI required

Sent directly to provider = FPS ROI required

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ALT-036-0325 2026 XR for VR Teacher Workshop Flyer (1)

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📌 End-of-Year Reminder: Finalize Your Documents

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📌 End-of-Year Reminder: Finalize Your Documents

# data[].attributes.body
As we approach the end of the school year, please ensure that all special education documents (IEPs, evaluations, PWNs, etc.) are finalized by your last contract day.

🔹 This is the standard expectation each year to ensure compliance and continuity of services
🔹 As we transition to Infinite Campus (IC), it is especially important that all documents are finalized so they are available for migration
🔹 Only finalized documents will transfer to IC
🔹 Drafts or incomplete documents will not migrate

Please take time now to review your caseload and complete any outstanding documentation.

# data[].attributes.wish_content.attachment_props.alternative_text
A runner breaking through a finish line ribbon labeled “Finalized Documents”