Southern Minnesota Education Consortium
Mission and Belief Statement
Southern Minnesota Education Consortium, SMEC, is committed to discover, develop and achieve our student's maximum potential within our local districts and communities.
We believe:
The Southern Minnesota Education Consortium is a special education group that consists of seven independent school districts: Southland, Grand Meadow, Alden-Conger, Lyle, Glenville-Emmons, Kingsland and Leroy-Ostrander. Each school has special education services at the elementary, middle, and high school levels and service most of their own special education students. However, some students require a more intense level of support. The IDEA describes a continuum of support defining the different levels by the setting in which the support is provided.
The federal regulations describe the levels as follows:
Southern Minnesota Education Consortium, SMEC, is committed to discover, develop and achieve our student's maximum potential within our local districts and communities.
We believe:
- all students have the potential to learn.
- all students have unique, individual learning needs and learn at different rates and in different ways.
- all students should be educated in their least restrictive environment.
- all students' learning experience is optimized when families, schools and communities work collaboratively.
The Southern Minnesota Education Consortium is a special education group that consists of seven independent school districts: Southland, Grand Meadow, Alden-Conger, Lyle, Glenville-Emmons, Kingsland and Leroy-Ostrander. Each school has special education services at the elementary, middle, and high school levels and service most of their own special education students. However, some students require a more intense level of support. The IDEA describes a continuum of support defining the different levels by the setting in which the support is provided.
The federal regulations describe the levels as follows:
- Setting I-students served in the general education setting for 80-100% of their time
- Setting II-students served in the general education setting for 40-79% of their time
- Setting III-students served in the general education setting, within a general education building, for less than 40% of their day