SEPTEMBER 2008 (2007/08, Volume #6, Issue #3) - Packet #12, Article #1
This FOCUS on Results document defines Michigan’s State Performance Plan (SPP) and Michigan’s Annual Performance Report (APR). It also looks at how public reporting provides the opportunity for Michigan communities to see what’s working well in their special education and early intervention programs and to identify what aspects of these programs are in need of improvement.
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SEPTEMBER 2008 (2007/08, Volume #6, Issue #3) - Packet #12, Article #2)
This FOCUS on Results document serves as a quick reference guide for developing a quality and compliant transition Individualized Education Program (IEP) that focuses on the whole student. Transition requires a whole-student approach to planning with coordinated supports allowing students to develop and achieve their post-school goals and receive a quality education.
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JUNE 2008 (2007/08, Volume #6, Issue #2) -Packet #11, Article #2
This FOCUS on Results document represents the collaborative efforts of the Michigan Transition Services Association (MTSA) and the Michigan Transition Outcomes Project (MI-TOP).
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JUNE 2008 (2007/08, Volume #6, Issue #2) -Packet #11, Article #1
On December 12, 2006, the State Board of Education (SBE) adopted a policy entitled Supporting Student Behavior: Standards for the Emergency Use of Seclusion and Restraint. This policy replaced the March 1993 Standards for Policy and Procedure Development in the Use of Behavioral Interventions.
This FOCUS on Results document addresses frequently asked questions about the December 12, 2006 standards document.
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JUNE 2008 (2007/08, Volume #6, Issue #2) -Packet #11, Article #3
This FOCUS on Results document considers the important role school culture plays in continuous improvement. It details how school reform as a collaborative activity can effectively re-culture schools in order to support visions and improve the learning capacity of all stakeholders in a school community. The article begins by taking a brief look back at some of the major movements or trends in education leadership over the past three decades.
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