special education handbook - farmington public schools

Special EducationHandbook

Farmington Public Schools

Contents

Letter from PAC Representatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Letter from Special Education Services Director . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2What Do Parents Do if They Suspect a Disability… . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Special Education Referral Flow Chart and Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . .4Categories of Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 & 6Child Find Programs and Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 & 8Special Education Services and Programs (Kindergarten – Post-secondary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-12 What is an IEP? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 What is included in an IEP? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 What is FAPE? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 What is LRE? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14What are Accommodations and Modifications? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 District Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Diploma verses Certificate of Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Acronyms and Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-21What Informal Ways Exist to Resolve Disputes? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22What Formal Ways Exist to Resolve Disputes? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Support Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24-28 Procedural Safeguards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Medicaid Annual Notification Regarding Parental Consent . . . . . . . . . . . . . . . . . . . 30-31District Contact Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32-33Notice of Nondiscrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Back Cover

Dear Parents,

The Farmington Public Schools’ (FPS) Special Education Services Parent Handbook has been designed with you in mind . It is your handy reference for contacts in the District, helpful web sites and, for your convenience, a glossary of assessment terms. The Parent Handbook contains a wealth of resources to help you navigate the system . We want you and your child to feel wel-comed, to be well informed, and to be knowledgeable of the numerous opportunities that present themselves to students and families across the District .

We know that every family appreciates a useful network and connections to relevant information, as well as a chance to talk to other parents and/or staff who have been through challenges that we each face . Join us at our meetings where we will share resources, discuss important topics, and promote network opportunities .

• How do I get connected?

The first step to staying well informed is to sign up on the FPS Special Education Listserv found on http://www .farmington .k12 .mi .us/subscribe .php

Another form of communication between school and families will be through the Oakland Schools Parent Advisory Committee (PAC) . Farmington Public Schools sends two representatives to this committee to represent our families and to help develop the County’s plan for the delivery of special education programs and services . PAC members also receive information about special education issues around the county and state . That information will be shared through Districtwide events and the use of the FPS Special Education Listserv . Local PAC members were appointed by the Farmington Board of Education and will serve a three-year term . Your current representa-tives are Tina Gans ([email protected]) and David Hales ([email protected]).

If you have any questions, please do not hesitate to contact or e-mail either of us . We look forward to hearing from you .

With regards, your Parent Advisory Committee Representatives,

Tina Gans David Hales e-mail: russell .gans@sbcglobal .net e-mail: halesd@resa .net phone: 248 .943 .0880 phone: 248 .476 .2891

ParentAdvisoryCommittee(PAC)RepresentativeIntroductionLetter

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LetterfromSpecialEducationServicesDirector

Dear Parents,

In Special Education, our mission is to Empower, not Enable . This means we are moving towards making your child more independent in the school setting so that they will be more independent as adults . While our services are changing slightly, the quality of the service will remain the same . We will continue to provide in-struction with fidelity, as we seek to improve reading and math skills for all of our students. We have transi-tioned to Specially Designed Instruction, which means we are targeting our instruction to the specific needs of students . For example, for students with reading disabilities, we are using Readwell and Language Live interventions to improve those skills. We believe if these interventions are used with fidelity, more students will eventually be close to or back on grade level . For our self contained programs, we are using Unique Learning Systems (ULS) as a curriculum . This program is interactive and targeted to meet the individual needs of each student. Academic instruction is broken down according to the child’s ability to participate. At Visions Unlimited, we have adopted the Practical Assessment Exploration System (PAES), which is a measure of vocational potential and identifies transition planning needs related to vocational training and employment for our secondary and post secondary students .

Parents, you are an important member of our team and we value your input . We invite you to be active, knowledgeable participants in your child’s education. We encourage you to participate in our monthly Par-ent Connect Meetings that provide important information to help you support your child . It also allows you the opportunity to speak directly with the director of special education to ask questions and provide input in an open forum .

The language and acronyms used in special education can often sound like a foreign language as we talk of IEPs, METs, LRE and FAPE, just to name a few . This handbook is a tool to help you navigate through the process . It will provide you with a glossary of acronyms and frequently asked questions and information about federal and state laws . It is only one source of information about the state and federal laws that were written to protect the rights of students with disabilities . We have included links to many more resources . We hope you explore some of those resources and find them useful.

Farmington Public School District is proud of the full continuum of programs and services that are provided to students with disabilities from birth through age twenty six . This handbook provides some general guide-lines and information . All placement and programming decisions are made at the Individualized Educa-tional Planning (IEP) Team meeting and are based on individualized student needs .

Feel free to contact your child’s teacher or principal if you have questions about your child’s program or services. You may also contact the office of Director of Special Education Services at 248 .489 .3388 or any of the Special Education administrators listed in these pages .

This handbook is also available electronically, with live links, on the Farmington Public Schools Special Education website .

Sincerely,

Jacqueline D. McDougal, PhD, LP Director of Special Education Services

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Whatdoparentsdowhentheysuspectadisability?

Whatdoparentsdowhentheysuspecttheirchildhasadisability?

When parents suspect that their child has a disability, it is helpful to contact the student’s teacher to review their concerns and learn what resources the district has to support the student’s learning.

Schools often have in place “child study teams” or “student assistance teams .” The teacher presents the student’s learning and/or behavior concerns to the building team for suggestions on strategies and interventions . In Farmington, we have building teams .

If those interventions are not successful and the student’s learning and/or behavior are signifi-cantly different from same-aged peers, the parents or the teacher may make a referral for an evaluation for eligibility for Special Education Services .

A parent starts the referral process by making a written request to the school administrator and/or Special Education staff asking that their child be evaluated for Special Education Services due to specific concerns.

Within ten (10) school days of receiving the request, the District will contact the parent to review their concern, make a plan for an evaluation and request their consent to evaluate their child .

Special Education Parent Handbook

Farmington Public Schools4

SpecialEducationReferral

GENERAL EDUCATION INTERVENTIONSInstructional modifications/accommodations are implemented in the

general education settings . Examples: Building Team, English Language Learner (ELL), Instructional Consultation

Team (ICT), Level Literacy Intervention (LLI), Title 1 .

REFERRALA formal document is written asserting suspicion

of the student having a disability .

PARENT NOTIFICATIONUpon receipt of a written referral, the District has 10 school days to

contact parent and request consent .

PARENTAL CONSENT/PROCEDURAL SAFEGUARDSParent/Legal Guardian signs informed consent form which gives

permission for the evaluation process to proceed . Parent receives a copy of Procedural Safeguards at this time .

EVALUATION BY MULTIDISCIPLINARY TEAM (MET)MET is completed within 30 school days from receiving

the signed consent form .

METParents are invited to attend . Eligibility recommendation is

documented . This most often happens in concurrence with IEPT meeting .

INDIVIDUALIZED EDUCATIONAL PLANNING TEAM (IEPT)Parents are invited to attend . Special Education eligibility is deter-

mined . Programs and services are recommended . IEP is developed within 30 school days from receiving the signed consent form .

This outline gives a brief overview of the referral, evaluation, and placement process . Since the process is individualized, differences may occur .

Special Education Parent Handbook 5

CategoriesofDisabilities

The following definitions are included in this handbook to help familiarize you with some of the requirements necessary for each area of disability. They have been simplified for ease of understanding. Specific definitions can be found in the Michigan Administrative Rules for Special Education (MARSE) . In the Farming-ton School District, all children are treated as individuals . Their programs and services are based on their specific educational needs.

A student with a disability is defined as a person, age birth through 25 years, who is determined by an Individualized Education Planning Team to have one or more impair-ments necessitating special education or related services, or both .

Autism Spectrum Disorder (ASD) – Stu-dents identified with autism spectrum disorder have a lifelong developmental disability that adversely affects a student’s educational performance academically, behaviorally, and socially . Children with autism spectrum dis-order may have varying degrees of difficulty with reasoning, social interactions, and com-munication .

Cognitive Impairment (CI) – Students identi-fied with a cognitive impairment have mild (MiCI), moderate (MoCI), or severe (SCI) impairment in cognitive functioning . Cognitive impairment becomes evident in the early de-velopmental period and is apparent in several areas including: impairment in adaptive be-havior, a lack of development primarily in the cognitive domain, and comparatively lower

scores in academic achievement . The degree of the cognitive impairment adversely affects the student’s educational performance.

Early Childhood Developmental Delay (ECDD) - Students identified with an early childhood developmental delay must be be-tween the ages of birth through seven years . The child must have a developmental delay in one or more areas equal to, or greater than, half of the expected development for their chronological age . (For example, a four-year-old may function at or below a two-year-old level .)

Emotional Impairment (EI) – Students identi-fied with an emotional impairment exhibit behavioral problems, over an extended period of time, which interfere with the student’s ability to profit from learning experiences. The student may be unable to build or maintain relationships or to exhibit appropriate behav-ior and feelings .

Hearing Impairment (HI) – Students who are Deaf or Hard of Hearing include those who have varying types and degrees of hearing losses which interfere with development or adversely affect the student’s educational per-formance in the general education setting .


CategoriesofDisabilities(continued)

Other Health Impairment (OHI) – Students with a health impairment have a chronic or acute health-related challenge which adverse-ly affects their ability to learn . These health impairments may significantly limit strength, vitality, or alertness due to problems such as ADD/ADHD, diabetes, epilepsy, heart condi-tion, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, or Tourette’s syndrome.

Physical Impairment (PI) – Students identi-fied with a physical impairment have medi-cally diagnosed severe orthopedic impairment that adversely affects their educational perfor-mance .

Severe Multiple Impairment (SXI) – Stu-dents identified with severe multiple impair-ments have more than one disability . This involves a cognitive impairment, as well as any combination of the following: a hearing impairment, a visual impairment, a physical impairment, or a health impairment .

Specific Learning Disability (SLD) – Stu-dents identified with specific learning disabili-ties exhibit a pattern of strengths and weak-nesses in performance and/or achievement relative to the student’s age, state approved grade level standards, or intellectual devel-opment . Findings are not due to a visual, hearing, motor, cognitive, or emotional im-pairment, cultural factors, environmental or economic disadvantage, or limited English

proficiency. Students may have a significant learning problem in one or more of the basic processes involved in understanding or using spoken or written language . These problems adversely affect the student’s listening com-prehension, oral expression, basic reading, reading comprehension, reading fluency, written expression, math calculation, or math reasoning .

Speech and Language Impairment (SLI) – Students identified with a speech and lan-guage impairment have communication disor-ders that affect their educational performance . Communication disorders may include stutter-ing, articulation, voice, and language impair-ments .

Traumatic Brain Injury (TBI) – Students identified with a traumatic brain injury have acquired an injury to the brain through physi-cal force resulting in significant problems with learning, social functioning and physical functioning . Educational performance may be adversely affected in the areas of communi-cation, memory, perception, reasoning, and judgment .

Visual Impairment (VI) – Students identified with a visual impairment may have partial sight or blindness . The visual impairment, even with correction, interferes with develop-ment or adversely affects educational perfor-mance .


ChildFindProgramsandServices

If you suspect that your child may need special education services (ages birth to five years), please call the Child Find Department at 248 .785 .2060 . For ages six through 25, please contact your child’s school administra-tor . Eligible children are referred to appropri-ate programs and services .

What is Child Find?

Child Find, a special education evaluation program available through Farmington Public Schools, identifies resident children – ages birth through five years – who may be in need of special education services . Child Find of-fers special education evaluations to children suspected of having a disability, at no charge . Following the special education evaluation, eligible children are referred to appropriate programs and services .

What is a Child Find evaluation?

A team specializing in the areas of concern works with the parents and child to determine eligibility for Special Education Services .

The Child Find Team and parents work to-gether to determine the appropriate programs and services for eligible children .

The Child Find Team can include the following highly qualified specialists: • Teacher Consultant • Speech/Language Pathologist • School Psychologist • School Social Worker • Occupational Therapist • Physical Therapist

What programs and services are available?

A variety of programs and service options are available at Farmington Public Schools and through other Oakland County School districts . Some of the possible programs that service special education preschoolers are:

• Early Intervention • Hearing Impaired – Early Intervention • Early Childhood Special Education (ECSE) Program • Severely Multiply/Severely Mentally Impaired Classroom • Visually Impaired Classroom • Hearing Impaired Classroom • Speech/Language Therapy

What is Early Intervention?

Early Intervention is a varied combination of school and home-based services to children ages birth to three . The goal of this educa-tional service is to support and guide parents, who are considered the young child’s primary teacher . The services are led by a highly qualified Early Childhood Special Education Teacher . Additional support services may be provided by a Speech/Language Pathologist, Occupational Therapist, or Physical Therapist, as needed .


ChildFindProgramsandServices(continued)

What is the ECSE Program? The Early Childhood Special Education (ECSE) Program is a classroom-based pro-gram for children ages three to five. The class is led by a highly qualified Early Childhood Special Education Teacher with support ser-vices provided by an Occupational Therapist, Physical Therapist, and Speech/Language Therapist . A strong home-school connection is encouraged so that each child’s educational program can be enhanced .

What is Speech/Language Therapy? Speech/Language services are provided to children ages three to five in a small educa-tional group setting . Services are provided by highly qualified Speech/Language Patholo-gists . The therapists work closely with each child’s parents on developing appropriate home programs to enhance the child’s goals.

What is Early On? Early On is designed to provide support to children under age three and their families . Non-profit agencies in Oakland County have partnered together to do assessments and provide service coordination for eligible chil-dren and their families .

If your child is under age three, please call the Early On referral line at 248 .209 .2084 .

Developmental Guide

By one year: Pulls self to standing; may step with support . Gives toy on request . Picks things up with thumb and one finder. Stacks two blocks . Follows simple directions accom-panied by gestures . Gives affection . May say two or three words .

By two years: Kicks large ball . Turns pages (one at a time). Identifies six body parts. Imitates housework . Asks for items by name . Uses two or three words together, such as more juice .

By three years: Walks up stairs . Stands mo-mentarily on one foot . Uses utensils to feed self . Copies a circle . Uses short sentences to relate experiences . Matches colors . Demon-strates interest in toilet training .

By four years: Rides a tricycle . Is toilet trained . Copies a cross . Names six basic colors . Can wait for turn . Begins to play with other children . Washes hands unassisted . Uses sentences .

For more information, contact: Bridget Coleman, Teacher Consultant Farmington Public Schools Special Education Services Farmington Community School (FCS) Room 16 30415 Shiawassee, Farmington Hills, MI 48336 248 .426 .4932

bridget .coleman@farmington .k12 .mi .us www .farmington .k12 .mi .us

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SpecialEducationServicesandPrograms(Kindergarten - Post Secondary)

Farmington Public Schools is committed to providing quality services and programs designed to meet students’ individual needs by offering a full continuum of services to identified students birth through 25. With few exceptions, students receive educational support in their neighborhood school with as-sistance from a resource teacher, a speech and language provider, a social worker, a teacher consultant, a psychologist, a physical therapist or an occupational therapist . Special education services are available at all of the District’s schools. Students who require more support than is available at their neighbor-hood school, may attend programs at desig-nated schools within the district or at regional centers . All placement and programming decisions are made at Individual Educational Planning Team meetings .

ServicesSpeech and Language Services The Speech and Language Department provides programs and services that will meet the communication needs of students within Farmington Public Schools . Consultation services at a pre-referral level are provided to parents and professional staff by the Speech and Language Pathologist (SLP) . They are also involved in identification, assessment, and delivery of services to speech and lan-guage impaired students ranging in age from birth through 25 years . Programming for eligible students is planned to meet their individual communication needs . Infants and preschoolers may receive services individual-

ly, in small group settings, or attend programs designed to meet specific needs. Elementary, middle, high school, and post-secondary level services are provided through a variety of models . Speech and Language Pathologists work closely with professional and parapro-fessional staff at all of these levels in order to effectively integrate a child’s speech and language skills into their school and commu-nity environments .

Psychology Services School psychologists help students across the age and grade levels to succeed academi-cally, socially, and behaviorally . They also work with their fellow educators and parents to create safe, healthy and supportive learn-ing environments for all students . School Psychologists work with students and their families as part of the school community to identify and address learning/behavior/emo-tional problems that can interfere with school success . They are part of the Multidisciplinary Team that evaluates students who may be eligible for Special Education services . They participate in the gathering and interpretation of relevant academic and behavioral data which can guide general education interven-tions . School Psychologists also assist with the development and employment of behav-ior plans with their fellow team members . A School Psychologist also consults with par-ents, teachers, and professionals in the com-munity on behalf of students .


SpecialEducationServicesandPrograms(continued)(Kindergarten - Post Secondary)

School Social Work Services (SSW) School Social Workers play a primary role in assessing, evaluating and observing a student’s social, emotional, and behavioral adjustment that may be interfering with school success . They are part of the Multidisciplinary Team that evaluates students who may be eligible for Special Education services . School Social Workers in Farmington Public Schools provide services to students eligible for spe-cial education in need of direct support for social, emotional or behavioral problems . They also provide support for general edu-cation students, when appropriate, through short-term direct support, groups, crisis inter-vention, and resources/referrals to parents and educational staff . School Social Workers serve as resource persons to educational staff, students and parents in providing prob-lem solving techniques, behavior intervention, resources, consultation and training on vari-ous topics, and act as a liaison between the school, home and community . School Social Workers also facilitate completion of func-tional behavior assessments, as well as the development, implementation and monitoring of behavior intervention plans .

Occupational and Physical Therapy Services (OT/PT) The Occupational and Physical Therapists evaluate and provide services to students whose level of functional fine and gross motor abilities impede them from maximizing their participation in the educational process . They provide direct or consultative support to stu-dents, family and staff .

Their services include: • Defining the impact certain physical limitations may have in the educational or vocational setting . • Assisting with the development of reasonable performance expectations . • Acquiring and instructing on the use of adaptive equipment and assistive technology . • Developing and training on daily exercise routines . • Activities of daily living, as well as mobility training .

Teacher Consultant Services (TC) The Teacher Consultant is a teacher with ex-pertise in one or more areas of special educa-tion . The Teacher Consultant may participate on the diagnostic team . They also provide services to students whose disability requires a minimum amount of intervention . Middle and high school students receiving TC services participate fully in the general education class-room and may see the TC for such services as test-reading, organizational assistance, or special materials . The Teacher Consultant also consults with and provides assistance to general and special education classroom teachers regarding the student’s individual needs .

The Teacher Consultant facilitates the inclu-sion of students with special needs into the most appropriate environment . Often, the placement is in a general education class-room at the student’s home school with peers of their same age . They may also assist with a move to a placement in a Basic Classroom .



The TC assumes many other responsibilities . These responsibilities include ensuring that accommodations are made so that students can actively participate in classroom and school activities . The TC also functions as a resource locator, searching for appropriate material, equipment, or specialists who have expertise in a particular area . Teacher Con-sultants often organize and conduct training sessions for paraprofessionals, school staff and parent organizations .

Specialized Teacher Consultants are also available from Oakland County on an “out-reach basis .” Such TCs possess special knowledge about students with particular disabilities and are available to consult with all local staff who work with such students . For example, Oakland Schools’ TCs are available for students who have vision and hearing dis-abilities .

ServicestoSpecialEducationStudentsAttendingPrivateSchools/HomeSchooledSpecial Education Services is obligated to provide special education services to K-12 students with disabilities attending registered private schools within our District boundar-ies . We are also obligated to serve students with disabilities who are “registered” as home schooled students .

ProgramsResource Program – Elementary and Secondary Resource Room Teachers provide services to students whose disabilities require a moder-

ate amount of intervention. However, there is no specific minimum of service that a student can receive in a Resource Room . Resource Room Teachers perform a wide variety of services such as reading instruction, math instruction, tutoring for special subjects, homework assistance and many of the same specialized interventions and services that the teacher consultant provides . In addition, the Resource Room Teacher at the elemen-tary level provides diagnostic services similar to a Teacher Consultant . At the middle and high school level, Resource Room Teach-ers may teach academic subjects through a departmentalized model to students in special education . At the high school level, Resource Room Teachers may co-teach a particular class with another teacher in general or spe-cial education .

Special Education 1832 Cross Categorical Classroom Programs - Secondary In 1832 Cross Categorical, teachers provide services to students who need more interven-tion than just Resource Room support . They can provide reading and math instruction, as well as instruction in other subjects . In addi-tion, they provide consultation and assistance for their students who may be included in general education classrooms .

At the middle and high school levels, a 1832 Cross Categorical Classroom Teacher may also teach academic subjects by departmen-talizing with Resource Room Teachers . 1832 Cross Categorical Classroom Teachers serve students with a variety of disabilities . Students are typically on a modified curriculum certifi-cate of completion .



Special Education Categorical Classroom Programs – Elementary and Secondary Categorical Classroom Teachers provide a variety of services for students who typically need a maximum amount of intervention . They can provide reading and math instruc-tion, as well as instruction in other subjects . In addition, they provide consultation and assistance for their students who may be included in general education classrooms . At the middle and high school levels, Cat-egorical Classroom Teachers may also teach academic subjects by departmentalizing with Resource Room Teachers .

Students are usually assigned to Categorical Classrooms where the teacher possesses a special endorsement to address the student’s particular disability . For example, a student with a severe emotional impairment may be assigned to a classroom where the teacher possesses the endorsement to work with students who have emotional disabilities . The District offers categorical classrooms for students with Emotional Impairments (EI), Cognitive Impairments (CI), Autism Spectrum Disorders (ASD), and Severe Multiple Impair-ments (SXI) . Classroom programs are avail-able at selected schools, and transportation is provided by the district . Students participate with non-disabled peers in all areas deemed appropriate by the IEPT .

Post High School Programs Post-secondary programs provide support to eligible students after the age of 18 if they have not earned a diploma . Programs are located in settings other than district schools .

Students enrolled in the program have mild to moderate cognitive impairment or function as having a cognitive impairment . The program provides instruction with an emphasis on daily living skills and vocational development in real-life situations . A large component of the program utilizes the community . The goal is for students to maximize their independence in the community in which they live .

Center Programs Students who have been identified as having Hearing Impairments, Visual Impairments or Severe Emotional Impairments may be eli-gible to attend programs operated by neigh-boring districts . Although the decision remains a determination of the IEPT, the students recommended for these programs generally have needs that exceed the parameters of the typical school environment . The District oper-ates two center programs – Cloverdale and Visions Unlimited . Cloverdale provides servic-es to students with severe cognitive or severe multiple impairments . Visions Unlimited is a post-secondary program providing transition services to students age 18-26 who have not received a diploma and who have moderate impairments .

Every effort is made to provide an appropriate program for students in a program closest to the community . FPS provides transportation at no cost to parents .


WhatisanIEP?WhatisincludedinanIEP?

What is an Individualized Education Program (IEP)? An “Individualized Education Program” means a written plan for a student with a disability that spells out the Special Education and related services the student will receive . The IEP is developed at a meeting that is sched-uled at a mutually agreeable time . The written document is a record of the IEP Team meet-ing . The IEP is reviewed and revised at least once a year .

What is included in the IEP? The requirements include:

• A statement of the student’s Present Level of Academic Achievement and Functional Performance . • A statement of measurable annual goals and short-term objectives that address: - How to help the student be involved in and make progress in the general curriculum (or appropriate activities for preschool children) - How the student’s progress toward the annual goals will be measured - How the parents will be regularly informed of that progress

• A statement of how Special Education programs/services and supplementary aids will be provided to the student, and any accommodations, modifications or other supports by the school personnel .

• The projected starting date for services as well as the duration, anticipated frequency, and location of where programs and services will be delivered .

• An explanation of the student’s Least Restrictive Environment (LRE) .

• A statement of any accommodations the student will need to take the state – and/or District-wide assessment tests . If the IEP Team determines that the test is not appropriate for the student, a different assessment will be used .

• A statement of transition services is to be considered during the school year of his/her 14th birthday .

Minor changes to a current IEP may be made through an amendment . Minor changes in-clude, but are not limited to: 1 . Adding, modifying, or deleting instructional goals and objectives . 2 . Modifying the amount of time in the current program . 3 . Adding, modifying or deleting related services or provisions related to supplementing aids/services assessment, or transportation .


WhatisFAPE?WhatisLRE?WhatareAccommodationsandModifications?

What is a “Free Appropriate Public Educa-tion” (FAPE)? FAPE means that education and related ser-vices are provided at public expense, under public supervision and direction, and without charge . The services provided must meet the standards of the Department of Education for all students and be designed to meet the stu-dent’s IEP goals and short-term objectives.

What is Least Restrictive Environment (LRE)? LRE looks at the setting in which the student will be receiving an education . The law pre-sumes that students with disabilities are most appropriately educated with their same-aged, non-disabled peers in the general education setting .

Attending special classes or separate schools, or removing students with disabilities from the general education classroom, occurs only when the nature or severity of the disabil-ity prevents the student from achieving satis-factory progress even when supplementary aids and services are used .

What are Accommodations and Modifications? Accommodations are a change in the way students access instruction and demonstrate understanding . Accommodations do not change content, benchmarks, or performance criteria .

Ex: extended time, alternate test formal (oral or written) . Students who have accom-modations are generally working towards a diploma .

Modifications change what students are ex-pected to learn. Modifications change the con-tent, benchmark or performance criteria . Ex: content at instructional level instead of grade level, reduction in the number of benchmarks or new ideas. Students who have modifica-tions are usually working towards a certificate of completion .


DistrictInformation

Please visit the link below to provide you with a District map, boundary maps for all schools, and Street Guide .

https://www.farmington.k12.mi.us/maps-street-guide

1 Beechview Elementary School - 248 .489 .3655 26850 Westmeath Street, Farmington Hills 48334

2 Forest Elementary School - 248 .785 .2068 34545 Old Timber Road, Farmington Hills 48331

3 Gill Elementary School - 248 .489 .3690 21195 Gill Road, Farmington Hills 483354 Highmeadow Common Campus - 248 .785 .2070

30175 Highmeadow Road, Farmington Hills 483345 Hillside Elementary School - 248 .489 .3773

36801 W. 11 Mile Road, Farmington Hills 483356 Kenbrook Elementary School - 248 .489 .3711

32130 Bonnet Hill Road, Farmington Hills 483347 Lanigan Elementary School - 248 .489 .3722 23800 Tuck Road, Farmington Hills 483368 Longacre Elementary School - 248 .489 .3733

34850 Arundel Street, Farmington 483359 Wood Creek Elementary School - 248 .785-2077

28400 Harwich Drive, Farmington Hills 4833410 Power Upper Elementary School 5/6 - 248 .489 .3622

34740 Rhonswood Street, Farmington Hills 48335

11 Warner Upper Elementary School 5/6 - 248 .785 .2030 30303 W. 14 Mile Road, Farmington Hills 48334

12 Dunckel Middle School 7/8 - 248 .489 .3577 32800 W. 12 Mile Road, Farmington Hills 48334

13 East Middle School 7/8 - 248 .489 .3601 25000 Middlebelt Road, Farmington Hills 48336

14 Farmington High School - 248 .489 .3455 32000 Shiawassee Street, Farmington 48336

15 Farmington Central High School - 248 .489 .3827 30415 Shiawassee Street, Farmington Hills 4833616 Harrison High School - 248 .489 .3499

29995 W. 12 Mile Road, Farmington Hills 4833417 North Farmington High School - 248 .785 .2005

32900 W. 13 Mile Road, Farmington Hills 4833418 Alameda Early Childhood Center - 248 .489 .3808

32400 Alameda Street, Farmington Hills 4833619 Farmington Community School - 248 .489 .3333

30415 Shiawassee Street, Farmington Hills 4833620 Visions Unlimited - 248 .489 .3833

33000 Freedom Rd., Farmington Hills 48336


DiplomaversusCertificateofCompletion

High School Diploma A general education diploma is given to students meeting all of the graduation re-quirements as defined by Farmington Public Schools . Students need:

• 4 credits of English Language Arts*• 4 credits in Mathematics• 3 credits in Science• 3 credits in Social Studies• 1 credit in Physical Education

and Health• 1 credit in Visual, Performing

and Applied Arts

*Class 2016 must have two credits of lan-guage other than English .

Certificate of Completion A Certificate of Completion is not an aca-demic credential . There are no state, course or grade requirements for receiving a Certifi-cate of Completion . Credits are not earned towards a Certificate of Completion. Gener-ally, students concentrate on their IEP goals . The student’s IEP team will determine if the student will receive a High School Diploma or a Certificate of Completion. Students who do not receive a High School Diploma are eligible to continue receiving special educa-tion services until the age of 26 or per Rule 340.1702. The student who accepts a Certifi-cate of Completion is still able to participate in senior graduation activities if they choose .


AcronymsandAbbreviations

AAC Augmentative&AlternativeCommunication IQ IntelligenceQuotientADA AmericanswithDisabilitiesAct K-12 Kindergartenthrough12thgradeADD AttentionDeficitDisorder LEA LocalEducationalAgencyADHD AttentionDeficitHyperactiveDisorder LRC LearningResourceCenterAG AnnualGoal LRE LeastRestrictiveEnvironmentARP AcademicResourceProgram MA MentalAgeASD AutismSpectrumDisorder MDE MichiganDepartmentofEducationAT AssistiveTechnology MDR ManifestationDeterminationReviewAYP AdequateYearlyProgress MET MultidisciplinaryEvaluationTeamBIP BehaviorInterventionPlan MMC MichiganMeritCurriculumBT BuildingTeam NCLB NoChildLeftBehindCA ChronologicalAge OCR OfficeofCivilRightsCBI CurriculumBasedInstruction OHI OtherHealthImpairmentCBM CurriculumBasedMeasurement OM Orientation/MobilityServicesCEC CouncilforExceptionalChildren OSE/EIS OfficeofSpecialEducationandEarlyInterventionServicesCF ChildFind OT OccupationalTherapistCI CognitiveImpairment PA PublicActCIMS ContinuousImprovement&MonitoringSystem PAGES ProgramofAssistanceforGeneralEducationStudentsCMH CommunityMentalHealth PC PersonalCurriculumCP CerebralPalsy PI PhysicalImpairmentDB Deaf-Blind PL PublicLawDD DevelopmentDelay PLAAFP PresentLevelofAcademicandFunctionalPerformanceDHH DeafandHardofHearing PREP Post-SecondaryProgramDHS DepartmentofHumanServices PRR PeerReviewedResearchDX Diagnosis PSW PatternofStrengthsandWeaknessesECSE EarlyChildhoodSpecialEducation PSY PsychologistorPsychologicalServicesEDP EducationDevelopmentPlan PT PhysicalTherapistEI EmotionalImpairment PWN PriorWrittenNoticeEO Early-On REED ReviewofExistingEvaluationDataFAPE FreeAppropriatePublicEducation RR ResourceRoomFBA FunctionalBehaviorAssessment RTI ResponsetoInterventionGERT GeneralEducationResourceTeacher SBR ScientificallyBasedResearchGLCE GradeLevelContentExpectations SEA StateEducationAgencyHI HearingImpairment SEI SevereEmotionalImpairmentHSCE HighSchoolContentExpectations S/L SpeechandLanguageServicesH/H Homebound/Hospitalized SLI SpeechandLanguageImpairmentIDEA IndividualswithDisabilitiesEducationAct SXI SevereMultipleImpairmentIEP IndividualizedEducationProgram TBI TraumaticBrainInjuryIEPT IndividualizedEducationalPlanningTeam TC TeacherConsultantIFSP IndividualFamilyServicePlan VI VisualImpairmentISD IntermediateSchoolDistrict VP VideoPhone


GlossaryofTerms

Achievement Test A test that measures what a child has learned academically . Usually gives scores in grade level equivalents .

Adaptive Behavior An individual’s ability to perform the social roles appropriate for a person of his or her age and gender in a manner which meets the expectations of home, culture, school, neighborhood, and other relevant groups in which he or she participates .

Affective Pertains to feelings or emotions .Aphasia Impairment of the ability to use or understand language . It is

associated with an injury or abnormality of the speech centers of the brain .

Aphasia, Expressive Loss of the ability to speak .Aphasia, Receptive Loss of the ability to understand spoken words .Aptitude Test A test which measures someone’s capability, or talent for something.Auditory Acuity Pertains to hearing .Auditory Discrimination Ability to hear differences in words .Auditory Memory Ability to retain what one has heard .Autism Spectrum Students identified as Autistic Impaired have a lifelong Disorder developmental disability called Autism Spectrum Disorder . This is a

neurological disorder which interferes with reasoning, social interaction and speech development . It can cause problems with thinking, socializing, and body movements . All students have major problems in communication and many are non-verbal .

Basal Reader Elementary school textbook that teaches reading by combining stories with practice exercises .

Behavior Intervention A procedure that is based on the belief that all behavior is learned Plan and, therefore, can be unlearned (changed) . One must decide the

specific behavior to be changed and decide on a definite plan for accomplishing that goal .

Brain Damage Any structural or chemical defect of the brain . This damage could occur before, during, or after birth .

Child Find A program for dissemination of information, stressing early identification of handicapped youngsters.

Cognitive The act or process of knowing an intellectual process .Comprehension The ability to understand spoken, written, or tactile sensations .Depression Feelings of despair, lack of self-worth, often accompanied by feelings

of anger, anxiety, withdrawal .


GlossaryofTerms

Directionality Awareness of the two sides of the body and the ability to identify them as left and right and to project this correctly into the outside world, as in knowing which is the right hand of a person facing you .

Dyscalculia Lack of ability to calculate, to manipulate number symbols, or to do simple arithmetic .

Dysgraphia Extremely poor handwriting or the inability to perform the motor movements needed for handwriting .

Dyslexia A disorder of children, who, despite conventional classroom experience, fail to attain the skill of reading . An inability to transfer language to symbols and/or symbols to language . There is no one accepted definition of this work, nor is Dyslexia the only word used to describe this condition . It has been referred to as developmental dyslexia, alexia, primary reading retardation, work blindness, etc .

Echolalia The often pathological repetition of what is said by other people as if echoing them .

Employability Skills Those skills and responsible behaviors necessary for obtaining employment (ie ., promptness, politeness, reliability, etc .)

Expressive Language Skills required to produce language for communication with other Skills people . Speaking and writing are expressive language skills .Frustration Level of The level at which the person is inadequate to deal with the Reading reading material . Gross Motor The development and awareness of large muscle activity .

Coordination of large muscles in a purposeful manner such as walking and jumping .

Hypokinesis The absence of a normal amount of bodily movement and motor activity . Extreme lack of movement and listlessness .

Impulsive Acting without thinking and in an uninhibited way .Independent Reading Level at which students can independently read and comprehend Level written text .Individualized Team The formal meeting required by law to determine eligibility for Educational Planning special education; and to develop, review, or revise each eligible (IEPT) person’s individualized education program.Instructional Reading Level at which systematic instruction needs to be started . LevelIntelligence A statistic indicating how one’s mental ability compares with others Quotient (IQ) the same age . Intelligence Test A standardized test which gives the statistic indicating one’s mental

ability . The test provides an overall estimate of general intelligence .


GlossaryofTerms

Labile Unpredictable behavior, rapid shifts of mood and emotional expression .Lateral Confusion Tendency to perform some acts with a right side preference (Mixed Laterality) and others with left, or the shifting from right to left for some activities .Inclusion Placing students with IEPs in general education classes .Mental Age Age level of mental ability determined by standardized intelligence

tests .Multidisciplinary A minimum of two persons who are responsible for evaluating or re- Evaluation Team (MET) evaluating students suspected of having a disability . The team shall

include at least one special education approved teacher or other specialist with knowledge in the area of the suspected disability .

Occupational Therapy This stage of treatment usually occurs after the acute phase of illness (OT) or injury . The concern is in helping the patient develop mental, as

well as physical well-being in all areas of daily life; e .g ., self-care, prevocational skills, etc . The therapist involves the patient in active participation of the treatment process toward the end of speeding up the recovery and rehabilitation process .

Orientation and Mobility To teach the visually impaired independent means of travel and (O & M) adjustment to their environment .Perceptual Disorder A disturbance in the discrimination, organization, and/or retention of

information received through the senses .Preservation Continuing to behave or respond in a certain way when it is no longer

appropriate. Difficulty in shifting from one task to another.Phonics Use of phonetics in the teaching of reading . Relating the sound

(PHONEME) of the language with the equivalent written symbol.Physical Therapy (PT) Treatment of disorders of bones, joints, muscles, and nerves .

With the prescription of a physician, the therapist applies treatment to the patient in the form of heat, light, massage, exercise, etc .

Prevocational Education Instruction needed as a prerequisite to vocational education . The purpose is to define interests, aptitudes and abilities for individual vocational planning .

Psychomotor Muscle response (see Fine Motor and Gross Motor) .Resource Room (RR) A special education room where a student is placed for a portion

of the school day for teaching in specific areas. The student spends the remainder of the day in a general education classroom .

School Psychologist A person trained to give psychological tests, interpret results, and suggests interventions .

Sequential Memory A specific order of items to be remembered (days of the week, counting, order of words in sentences) .


GlossaryofTerms

Sheltered Workshop A work oriented rehabilitation facility for assisting the handicapped individual progress toward normal living and productive status .Social Perception Ability to interpret the social environment and relate to it in an appropriate way .Social Worker A person trained in insight into human motivation and behavior in the treatment of emotional or social problems .Speech Pathologist Persons trained to provide analysis, diagnosis and therapy for speech and language disturbances .Standardized Tests Test constructed to be administered and scored using exacting procedures .Tactile Sense of touch .Teacher Consultant A special education teacher who works with students with IEPs who (TC) are in the general education classroom programs . The teacher con-

sultant may work with the students, the classroom teacher, and/or the parent .

Traumatic Brain A child who before, during or after birth has received an injury to Injury (TBI) or suffered an infection of the brain . As a result of this, there are disturbances which prevent or hinder the normal learning process .Visual Discrimination Ability to discriminate letters and words visually .Visual Memory Ability to remember past visual experiences .Word Attack Skills The ability to analyze words phonetically .Work Activity Center A program designed exclusively to provide therapeutic activity opportunities for mentally and physically disabled individuals whose disabilities are so severe that they cannot compete in a regular job market .

22

Whatinformalwaysexisttoresolvedisputes?

What informal ways exist to resolve disputes?

Most problems or concerns about a child’s education are best resolved at the school. Staff mem-bers at the school are the most familiar with the child and the child’s services/programs and have the tools available to serve the child’s best interest.

When problems or questions arise, parents should first contact the child’s teacher. The office staff is able to help you understand each teacher’s schedule and their availability to meet. Most teach-ers and special education service providers have e-mail or voice mail boxes that can help with contacting them . If problems cannot be resolved after meeting with the teacher/service provider, a meeting can be scheduled with the school principal or a designee from the special education department . Working together with parents, staff can resolve most concerns expeditiously .

Farmington Public Schools


Whatformalwaysexisttoresolvedisputes?

When is it appropriate to file a formal complaint?

After all attempts to resolve problems and issues at the school/district level has been exhausted, it may be appropriate to contact the Intermediate School District . In the case that a parent feels that the school district has been unresponsive and has not made appropriate progress in dealing with an issue, parents may contact the Oakland Schools’ Special Education Compliance Officer. The concerns are first discussed at the county level which could lead to a resolution to the prob-lem. If discussion does not offer a solution to the concern, a Formal Complaint may be filed.

A Formal Complaint is a written allegation which must be filed with the Michigan Department of Education (MDE) and the public agency (the school district) . The statement(s) must indicate that there has been an uncorrected violation, misinterpretation, or misapplication of specific special education laws. The statement could also indicate that a child’s IEP is not being implemented as written .

Oakland Schools’ special education personnel will explain parental rights regarding complaints and provide copies of related rules. Complaints are investigated by Oakland Schools’ staff following specific guidelines:

• The Intermediate School District (ISD) must investigate the complaint within 21 calendardays .

• The complaint must be investigated by a member of the special education staff who hasno authority over programs or services against which the complaint is filed.

• The ISD must give a copy of its findings to the parent and the district in writing.

A Due Process Complaint is a written allegation . The statement(s) must indicate that there has been an uncorrected violation, misinterpretation, or misapplication of specific special education laws. The statement could also indicate that a child’s IEP is not being implemented as written. A Due Process Complaint must be filed with the office of Special Education of the Michigan De-partment of Education and the public agency (the school district) . Once a complaint is properly filed, an administrative law judge is assigned to the case. Due Process timelines begin the day a complaint is filed.

Information about a Formal Complaint and/or Due Process Complaint is available through the MDE web site below:

https://www.michigan.gov/mde/0,4615,7-140-6598_88185---,00.html


SupportOrganizations

Child Care Family Support Network of Michigan 800 .359 .3722

Respite Coordinator for Macomb Oakland Regional Center (MORC) 800 .231 .1127

Crisis Assistance Common Ground Sanctuary (Crisis) 800 .231 .1127

Haven (Crisis) 248.334.1274

Oakland County Sheriff’s Department (non emergency) 248.858.4911

Poison Control Center 800 .222 .1222

Health Services Brain & Behavior Research Foundation 855 .897 .9855 (formally known as National Allicance for Research on Schizophrenia and Depression (NARSAD)

Child Abuse and Neglect Council 248 .332 .7173

Children’s Eye Care of Michigan 248.538.7400

Children’s Special Health Care Services 800.359.3722

Dept. of Community Health 517.241.7186

Hearing and Vision 248.424.7070

Healthy Start 248.335.5638

Immunization (Minimal or no charge) North Oakland County 248 .858 .1305

Immunization (Minimal or no charge) South Oakland County 248 .424 .7046

Immunization Cost Schedule

MI Child – Health Insurance for Children 888.988.6300

Nutrition Services (through Oakland County Health Dept.) 248.858.1403

Oakland County Community Resources

Oakland County Health Division 248.858.1280

Oakland Family Services – North Oakland County 248 .858 .7766

Oakland Family Services – South Oakland County 248 .544 .4004

Women, Infants, and Children (WIC) 888 .350 .0900, x-81272


SupportOrganizations(continued)

HospitalsBotsford 248 .471 .8000

Botsford Physician Referral 877 .442 .7900

Children’s Hospital – Detroit 313.745.5437

Crittenton 248 .652 .5000

Crittenton Physician Referral 888 .904 .4325

DMC Network 888 .362 .2500

DMC Network Physician Referral 313 .578 .3212

Doctor’s Hospital of Michigan 248.857.7200

Henry Ford Health Systems 248.661.4100

Henry Ford Health Systems Physician Referral 800-HENRYFORD

Huron Valley Sinai Hospital 248.937.3300

Huron Valley Sinai Hospital Physician Referral 888-DMC-2500

248 .338 .5000

Providence Hospital – Southfield 248.849.3000

Providence Hospital Physician Referral

Providence Park Hospital – Novi 248.465.4100

St . Joseph Mercy Oakland 248 .858 .3000

St. Joseph Mercy Hospital Physician Referral 800.372.6094

St . Mary Mercy 734 .655 .4800 .

St . Mary Mercy Physician Referral 888 .464 .9355

William Beaumont – Royal Oak 248 .898 .5000

William Beaumont – Troy 248 .964 .5000

William Beaumont Physician Referral 800 .633 .7377

Transportation SMART 866 .962 .5515

Disability Support and Legal Services Available to Parents in Understanding the Special Education Process AIDS (Hotline) (part of Michigan Dept. of Community Health) 800.872.2437

Al-Anon and Alateen 248 .706 .1020

Alcoholics Anonymous Oakland County (24-hour hotline) 248 .332 .3521



Disability Support and Legal Services Available to Parents in Understanding the Special Education Process (continued)Alzheimer’s Association — 800.272.3900 248.351.0280

Alliance for the Mentally Ill (AMI) of Oakland 248 .706 .0591

AMORC (Support for persons and families 248 .676 .8124 receiving services from Macomb Oakland Regional Center)

ARC of Oakland County 248 .816 .1900

Association for Children’s Mental Health (ACMH) Oakland Chapter 866.374.4833

Autism Society of America 800 .328 .8476

Autism Society of Michigan 517 .882 .2800

Bureau of Services for Blind Persons 800 .292 .4200

Center for Educational Networking (CEN) 888 .463 .7656

Child Abuse and Neglect Council (CareHouse 248.333.0999) 248.332.7173

Children and Adults with Attention Deficit Disorder (CHADD) 800.233.4050

Children’s Leukemia Foundation of Michigan 248.530.3000

Common Ground Sanctuary 800 .231 .1127

Community Dispute Resolution Program Oakland Mediation Center 248 .338 .4280

Community Housing Network 248.928.0111

Council for Exceptional Children 888 .232 .7733

Counsel and Advocacy Law Line (Oakland) 248 .359 .8960

Deaf Community Advocacy Network (Deaf CAN) 248 .332 .3331 248 .332 .3323

TDD

Depressive and Bipolar Support Alliance (DBSA) — Crisis hotline 800.273.TALK

Disability Network Oakland and Macomb 586 .268 .4160

Early On of Oakland County 248 .209 .2084

Early On: Public Awareness/Information/Referral 800 .327 .5966

Easter Seals Disability Services (Michigan) 248 .475 .6400

Emotions Anonymous 651 .647 .9712

Epilepsy Foundation of Michigan 800 .377 .6226

Family Support Network of Michigan 800 .359 .3722

Farmington Public Schools’ web site 248.489.3388

Grandparents Group 248 .426 .4876



Disability Support and Legal Services Available to Parents in Understanding the Special Education Process (continued) Haven 248.334.1274

Help, Understanding, and Grief Support (HUGS) 248.937.4847

Jewish Association for Residential Care (JARC) 248 .538 .6610

Learning Disabilities Association of Michigan 888 .597 .7809

877 .964 .4700

Macomb Oakland Regional Center (MORC) 800 .231 .1127

Mental Health Association in Michigan 248.647.1711

Mental Illness Research Association (MIRA) 248 .644 .6550

Michigan Alliance for Families 800 .552 .4821

Michigan Association for Children with Emotional Disorders 248 .433 .2200

Michigan Association for Deaf and Hard of Hearing 586.778.4188

Michigan Association for Foster, Adoptive, and Kinship Parents 855-MICHKIDS (MAFAK Parents)

Michigan Department of Career Rehabilitation 800 .605 .6722

Michigan Department of Civil Rights 517 .335 .3165

Michigan Department of Community Health 517.373.3740

Michigan Department of Education 517 .373 .3324

Michigan Department of Education: Office of Special Education 517.373.0923

855.275.6424

Michigan Department of Juvenile Justice 517 .373 .3537

Michigan Department of Energy, Labor and Economic Growth 517 .373 .3390

Michigan Disability Rights Coalition 800 .760 .4600

Michigan Mental Health Association 248.647.1711

Michigan Protection and Advocacy Service 800 .288 .5923

Michigan School for the Deaf and Blind 810 .257 .1400

Michigan’s Integrated Technology Supports (MITS) 517.908.3930

Multiple Sclerosis Social Service Organization 800 .344 .4867

Muscular Dystrophy Association 800 .572 .1717

Narcotics Anonymous — 877.338.1188 248.543.7200

National Center for Learning Disabilities (NCLD) 888 .575 .7373

National Dissemination Center for Children with Disabilities

http://www.onlinecolleges.net/for-students/college-accessibility-visually-impaired-students/



Disability Support and Legal Services Available to Parents in Understanding the Special Education Process (continued) National Stepfamily Resource Center

Oakland County Community Mental Health Authority — Crisis hotline 800.231.1127 800.341.2003

Oakland County Early On 248 .209 .2084

Oakland County Lawyer Referral Service 248 .338 .2100

Oakland County Parent Resource Guide

Oakland Family Services 248 .858 .7766

Oakland Livingston Human Service Agency 248.209.2600

Oakland Livingston Human Service Agency Head Start 248.409.1605

Oakland Schools Compliance Support 248 .209 .2561

Oakland Schools Families/Community Resources 248 .209 .2000

Oakland Schools Special Education Office 248.209.2327

216.522.4970

Online Colleges 202 .367 .9383

Overeaters Anonymous 248 .559 .7722

Parents without Partners

Space for Changing Families 248 .355 .9936

SCAMP (Special Education Summer Camp Program) 248.433.0882

Special Olympics – Michigan 989 .774 .3911

Special Olympics – Southeast Region 248 .370 .0922

Suicide National Help Line Network 800.784.2433

Suicide Prevention Action Network 800 .273 .8255

United Cerebral Palsy of Detroit — 800.827.4843 248.557.5070

United Way of Oakland County 248 .874 .1600

University of Detroit Mercy Law Clinic 313 .596 .0262

The support organizations noted above are offered as a starting point and should not under any circumstances be considered a referral or endorsement.

29

ProceduralSafeguardsNotice

Please click on the link below to provide you with the Procedural Safeguards Notice from the Michigan Department of Education, Office of Special Education and Early Intervention Services – May 2009

https://www.michigan.gov/documents/mde/Procedural_Safeguards_Notice_550307_7.pdf


https://www.michigan.gov/documents/mde/Procedural_Safeguards_Notice_550307_7.pdf


MedicaidAnnualNotificationRegardingParentalConsent


MedicaidAnnualNotificationRegardingParentalConsent

31


2015-2016SpecialEducationDistrictSupportServices

Director, Special Education Services - Jacqueline McDougal, PhD, LP can be contacted at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3388

Office staff in Special Education Services:LaDonna Hartman, Student Information Technician . . . . . . . . . . . . . . . . . 248 .489 .3394Terry Wyderko, Special Education Secretary . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3388Patricia Urquhart, Secretary Federal Grants . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3391

Supervisor, Special Education Services - Shellie Cole will support the following buildingsand can be contacted at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .426 .2607

Alameda Early Childhood Center, Farmington Community Center, Forest Elementary, Highmeadow Common Campus, Kenbrook Elementary, Wood Creek Elementary, Warner Upper Elementary, Dunckel Middle School, North Farmington High School.Office staff at Alameda Early Childhood Center:

Carma Kay, Secretary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3808

Supervisor, Special Education Services - Dr . Bobbie Goodrum will support the following buildings and can be contacted at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3821Principal, Visions Unlimited

Office Staff at Visions Unlimited:Patricia Zimmerman, Secretary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3819

Supervisor, Special Education Services - Mary Loewe-Glovak will support the following buildings and can be contacted at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .426 .2732

Beechview Elementary, Gill Elementary, Hillside Elementary, Lanigan Elementary, Longacre Elementary, Power Upper Elementary (5/6), East Middle School (7/8), Farmington High School and Harrison High School, Providing Real Experiences for Post-Secondary Success (PREP)


DistrictSpecialEducationTelephoneNumbers

Autism Spectrum Disorder Programs (ASD)Beechview Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3655Hillside Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3773Wood Creek Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .785 .2077Power Upper Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3622Dunckel Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3577Harrison High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3499Visions Unlimited (Post Secondary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3833

Director of Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3388

Early Intervention ProgramsAlameda Early Childhood Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3808Child Find (ages 3-5 years old) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .785 .2060Farmington Community School Early Childhood Center . . . . . . . . . . . . . . . . . 248 .489 .3373

Emotionally Impaired ProgramsForest Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .785 .2068Dunckel Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3577North Farmington High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .785 .2005

Moderate Cognitively Impaired ProgramsKenbrook Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .248 .489 .3711Visions Unlimited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3833

Post Secondary Program Visions Unlimited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3833

Resource Rooms (RR)Beechview Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3655Forest Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .785 .2068Gill Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3690Highmeadow Common Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .785 .2069Hillside Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3773Kenbrook Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .248 .489 .3711Lanigan Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3722Longacre Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3733Wood Creek Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .785 .2077Power Upper Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3622Warner Upper Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .785 .2030Dunckel Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3577East Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3601Farmington High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3455Harrison High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3499North Farmington High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .785 .2005

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Severely Multiply Impaired Programs Lanigan Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3722East Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3601Harrison High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3499Visions Unlimited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .489 .3833

Special Olympics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 .426 .2894

Transition CoordinatorsFarmington High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .248 .888 .4113


NoticeofNondiscriminationFarmington Public Schools shall not discriminate against any person based on race, color, religion, national origin or ancestry, sexual orientation, gender, age, disability, height, weight, or marital status in any of its programs, services, activities or employment . Inquiries regarding nondiscrimination policies should be directed to: Human Resource Spe-cialist, 32500 Shiawassee, Farmington, MI 48336, 248 .489 .3356

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