Focus on Results - Office of Special Education and Early Intervention Services

FOCUS on Results are brief guidance and technical assistance documents published periodically to keep stakeholders up-to-date on current changes in rules and regulations, dispute resolution, Individualized Education Programs (IEP), alternate assessment, accountability, continuous improvement, early childhood and other valuable and relevant topics.

The most current articles are listed first. To narrow your search, you can select a category in the left hand column to find articles on a specific topic.

 

SEPTEMBER 2005 (GATA 05-05)

This FOCUS on Results document examines the most fundamental inputs and processes that need examination in each of the five subsystems for meeting the spirit of the federal No Child Left Behind (NCLB) law.

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MAY 2005 (GATA 05-01)

This FOCUS on Results document will describe the Medicaid School Based Services (SBS) program, through which Medicaid partially reimburses for some health care services provided in schools.

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MAY 2005 (GATA 05-02)

This FOCUS on Results document will describe key communication and conflict resolution skills and outline three steps for using the skills to achieve cooperation in the individualized family service plan (IFSP) and individualized education program (IEP) processes.

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DECEMBER 2004 (GATA 03-06)

Every educator knows the value of appropriate social behavior within the instructional setting. Disruptive behavior interferes with the learning of both the student having difficulty and those around him or her. If it takes 15 minutes to process an office discipline referral (ODR), a school with 550 ODRs per year spends approximately 23 six-hour days processing referrals yearly. By reducing the number of referrals, staff can better use the time to address academic progress. In other words, teachers can teach, and students can learn.

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DECEMBER 2004 (GATA 03-05)

The Individuals with Disabilities Education Act (IDEA) requires that all students with disabilities be assessed at the state level. In addition, the federal No Child Left Behind Act (NCLB) calls for a single statewide accountability system that includes students with disabilities. If the state’s general assessment is not appropriate, even with assessment accommodations, the individualized educational program (IEP) team must determine how the student will be assessed.

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SEPTEMBER 2004 (GATA 04-02)

When a student with a disability, or who is suspected of having a disability, engages in behavior at school that requires suspension or expulsion, schools must consider a variety of factors before removing the student from school.

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SEPTEMBER 2004 (GATA 04-01)

When a student with a disability, or a student who is suspected of having a disability, engages in behavior at school that requires suspension or expulsion, school districts must consider a variety of factors before acting. This FOCUS on Results document will review complaints that have involved a variety of student behaviors.

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SEPTEMBER 2004 (GATA 04-05)

Classroom teachers and administrators today have been given an enormous task by the No Child Left Behind Act of 2001 (NCLB). They need more than a “quick fix” to reach NCLB achievement standards. NCLB is really about helping ALL students achieve academic success and equal opportunity to succeed in life, despite the challenges presented by poverty, homelessness, disability, and other factors.

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Michigan Department of Education
Michigan's Integrated Improvement Initiative (MI3) and the Center for Educational Networking (CEN) are funded under IDEA mandated activities funds through the Michigan Department of Education, Office of Special Education and Early Intervention Services.