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 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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SEPTEMBER 2004 (GATA 04-04)

The Quality Assurance Review (QAR) really seems to work. Schools that have used the QAR process report they have improved the performance of students with disabilities at three levels: classroom, school, and district.

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SEPTEMBER 2004 (GATA 04-03)

A significant feature of both the 1997 re-authorization of the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB) is the fundamental shift toward ensuring that all students—including those with disabilities—make “adequate yearly progress” (AYP) toward achieving rigorous curriculum standards. Most educators support the spirit of NCLB—ensuring that all children make progress toward achieving high standards. However, many school leaders struggle with knowing just how to reach that goal.

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SEPTEMBER 2004 (GATA 04-04)

The Quality Assurance Review (QAR) really seems to work. Schools that have used the QAR process report they have improved the performance of students with disabilities at three levels: classroom, school, and district.

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DECEMBER 2003

Facilitating full participation in the general curriculum for students with severe disabilities is best accomplished through active collaboration among students, their families, and staff. These important individualized educational program (IEP) partners also need access to accurate and thorough information about the student’s abilities. For students with communicative, motoric, and/or sensory impairments, traditional school testing practices often fail to give enough information to help identify the accommodations and resources that best promote a well-rounded education.

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December 9, 2003

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 DECEMBER 2003 (GATA 03-04)

In February 2003, the Michigan Department of Education (MDE), Office of Special Education and Early Intervention Services (OSE/EIS) released revised procedures for filing complaints regarding special education. This FOCUS on Results document answers frequently asked questions about filing special education complaints and gives some background for the revisions in the complaint procedures.

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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.