Technical Assistance

• Tests will be presented in the child's primary language or mode of communication, including having an interpreter/translator present if appropriate.
• There will be more than one test or evaluation procedure used to determine eligibility, so that the evaluation does not rest on just one measure. 
• You will be notified of each evaluation procedure, test, record and report the IEP uses in determining eligibility and the need for special education programs and services. 

10 School Days from Referral to Parent Notice: 
Once a written referral has been submitted to the school district or service area office, Notice (a written response) and Procedural Safeguards will be provided to the parent/guardian(s). 

30 School Days between Parent Consent and the initial IEP Team Meeting: 
During the 30 days following parent consent: 

A team of individuals comprised of professional staff and the parent/guardian(s) of the student will compile all relevant data and consider other potentially necessary evaluations. If additional evaluations are necessary, the district will provide the parent with a list of any proposed evaluations necessary to determine eligibility and seek written consent. 

Results of evaluations and any recommendations will be provided to the parent/guardian. This information is often provided by a representative of the Multidisciplinary Evaluation Team (MET) and is just a recommendation. An initial IEP meeting will be held (and may run concurrently with the recommendation) with the parent/guardians to determine if the child is eligible for special education services based on state rules and regulations, as well as to determine goals, supports, and programs/services based on the student’s individual needs. During the meeting, if appropriate, an Individualized Educational Plan (IEP) will be written. For the initial provisions of services, the parents must provide written consent giving the district permission to proceed with the provision of services (this is only required at the initial provision).

• Does the child have a disability? 
• How is the child currently performing in school? 
• What are the child’s educational needs? 
• Does the child need special education and related services? 
• What accommodations or modifications, if any, are needed to enable the child to meet annual goals in the Individualized Education Program (IEP) and participate, as appropriate, in the general curriculum? 

• Talking with your student’s teacher and reviewing any information provided by the school related to the process and your student. 
• Share information from other agencies with school staff.  
• Keep a file of reports and documents related to your child's education. 
• Bring information that will be relevant in assisting the school to meet your child’s needs.  
• Become familiar with your rights and with special education terminology by reading your parent handbook. 
• Whenever possible, have both parents attend the IEP meeting. Also consider bringing a friend or relative who is knowledgeable about your child and can talk things through with you as needed. 
• Write down your questions and concerns and bring them to the meeting. 
• Make a list of the things that you want your child to learn in school. This can be helpful when determining goals for your student.   

• The IEP length varies for each IEP; however, you should plan for about an hour. There are occasions when and IEP may need to be tabled and reconvened at another time.

• Please ask for clarification regarding any information or terminology which is unclear. 
• Ask for explanations, advantages and disadvantages of proposed services or programs. 
• Ask how you can help at home to practice skills. 

• We all come to the table with different perspectives and expertise, so it is important to stop and listen. Each person's point of view is important and should be heard. 
• Ask to list areas of disagreement on a white board so these can be address individually. 
• If necessary, ask to reconvene the meeting after questions have been answered or more information is obtained. 

Please note: The school district has the responsibility to ensure that an appropriate program is designed and implemented for every child. There are often legal timelines that must be met; however, if at the end of the meeting, you are not in agreement with the IEP, ask to talk further with the building principal or the special education supervisor/director. In these instances, it is important to continue working with the district.  

Mediation—Mediation is a method of resolving a dispute by working with a neutral third-party that can assist the parent/guardians and the school district in finding an acceptable resolution. Parent/guardians and the district must agree on the mediator, and the mediator may not impose a decision on you. 

Other—State Complaint and Due Process. These are handled through the state of Michigan and are a more formalized way of addressing specific issues. This can take up to 60 days to work through the process.

Your child may or may not continue to need special education programs and services. These services are provided to children who have a disability as defined by the Michigan Administrative Rules for Special Education and need specialized instruction to access general education programming.  

Free Appropriate Public Education (FAPE) means: Free—without charge to parents or children; Appropriate—in conformity with the IEP; Public—at the publics expense; Education—preschool, elementary, or secondary school.

LRE (Least Restrictive Environment) is the setting in which the child receives an education. The law presumes that children with disabilities are most appropriately educated with their nondisabled peers. Attending special classes, separate schools, or removing a child with a disability from the regular classroom, occurs only when the nature or severity of the disability prevents the student from achieving satisfactorily when supplementary aids and services are used.

IEPs must be reviewed at least annually. Every three years the team will revisit eligibility and identify any additional data needed to assist in updating the IEP.

Parent/guardians may be involved at the local-level through the Parent Advisory Committee (PAC). The Michigan Department of Education (MDE) involves parents in planning, implementing and reviewing activities related to special education. For more information please see the PAC section of our website.