April 17, 2025

What Are "Resources"?

Supports, services, tools, and information that help meet students’ unique needs — including school services, community programs, assistive technology, and legal protections.

Why Being Informed Matters

Understanding available resources helps families advocate effectively, navigate systems confidently, and actively support their child’s growth.

Empowering Families and Students

Resources build confidence, promote independence, enhance skills, strengthen resilience, and foster a sense of belonging.

Recommended for Information

Ingham ISD Parent Handbook

• Clear guide to special education services, rights, and processes.
• Great reference for IEP meetings and questions.

Family Matters Fact Sheets

• Easy-to-read sheets on evaluations, eligibility, transitions, and parent rights.
• Helpful for quick understanding of specific topics.

Michigan Alliance for Families

• Statewide hub for parent support, webinars, guides, and advocacy help.
• Connects families to resources and mentors.

Haslett SE HUB

Recommended for ADVOCACY

Contact Me: I'm available to support and guide you — reach out anytime!

Ingham ISD Parent Advisory Committee (PAC): Parent group supporting special education collaboration. inghamisd.org PAC

Michigan Alliance for Families: Parent training, support, and advocacy help.

Special Education Mediation Services (SEMS): Free mediation and IEP facilitation for families and schools.

Other Supports: Student Advocacy Center, MiPAAC, COPAA for additional advocacy, resources, and legal support.

If you disagree with a decision...

Options Available:

• Request a Team Meeting:
  • Revisit concerns and discuss solutions collaboratively.
• Request to Meet with Administrator (Me):
  • Share concerns directly and seek clarification or next steps.
• Request Mediation:
  • Work with a neutral third party to help resolve concerns informally.
• File a State Complaint:
  • Submit a written complaint to the Michigan Department of Education (MDE).
• Request a Due Process Hearing:
  • Engage in a formal legal process to resolve disagreements.
• Request an Independent Educational Evaluation (IEE):
  • Seek an evaluation at public expense if you disagree with a district evaluation.

March 19, 2025

Federal and State Laws

IDEA (Individuals with Disabilities Education Act) is the federal law that ensures students with disabilities receive a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). It sets nationwide standards for special education services.

MARSE (Michigan Administrative Rules for Special Education) is Michigan’s state-level interpretation and implementation of IDEA. MARSE provides additional state-specific regulations and sometimes imposes stricter requirements than IDEA.

IDEA Key Dates

• 1975 - Education for All Handicapped Children Act (EHA) passed, later renamed IDEA in 1990.
• 1997 - IDEA reauthorized, strengthening discipline protections and parental involvement.
• 2004 - IDEA reauthorized again, aligning with No Child Left Behind (NCLB) and emphasizing data-driven results.
• 2015 - Every Student Succeeds Act (ESSA) reaffirms IDEA principles.

MARSE Key Dates

• 1976 - Michigan adopts its own state-level special education rules aligned with federal EHA.
• 2002 - Michigan expands eligibility to include students up to age 26.
• 2008 - MARSE formally incorporates Michigan-specific eligibility categories, including Early Childhood Developmental Delay (ECDD).
• 2018 - Updates to Michigan’s evaluation timelines, requiring initial evaluations within 30 school days instead of 60 calendar days.

Differences: IDEA and MARSE

MARSE is based on IDEA

Category	IDEA - Federal	MARSE - Michigan
Evaluation Timeline	60 calendar days from parental consent.	30 school days from parental consent.
Special Education Age Limit	Services end at age 21.	Services continue until age 26 if needed.
Eligibility for Early Childhood Special Education (ECSE)	IDEA allows states to define early childhood eligibility.	Michigan has an additional category: Early Childhood Developmental Delay (ECDD) for ages 3-7.
IEP Team Members	IDEA requires specific members, including parents, teachers, and specialists.	MARSE follows IDEA but allows additional state-specific roles such as a transition coordinator.
Teacher Certification	IDEA requires special education teachers to meet federal Highly Qualified Teacher (HQT) standards.	Michigan adds specific certification requirements for special education teachers.

 

Why the Differences Exist

IDEA provides the baseline, ensuring all states follow minimum federal protections for students with disabilities.

MARSE builds on IDEA, allowing Michigan to provide more specific guidance and stronger protections where needed. States cannot reduce IDEA’s protections but can increase them.

How IDEA and MARSE Work Together

IDEA = The federal foundation that guarantees special education rights.

MARSE = Michigan’s state-level details that enhance IDEA’s protections.

When in doubt, Michigan must follow the stricter of the two laws.

February 20, 2025

Purpose of Special Education Evaluations

Why are Evaluations Important?

• Determine eligibility for special education services.
• Identify a student's unique strengths and learning needs.
• Guide the development of an Individualized Education Program (IEP).

Initial Evaluation

Process

1. Referral: Request for evaluation (from parent, teacher, or other professional).
2. Parental Consent: Required before testing can begin.
3. Assessment: Multidisciplinary team evaluates student in multiple areas.
4. Eligibility Determination: Review of results to decide if the student qualifies.
5. IEP Meeting: If eligible, an IEP must be developed within required timelines.

Timelines

Request for Evaluation: Can be made by parent, teacher, or school official.
10 Days: The school has 10 school days to hold a REED Meeting
Parental Consent: Must be obtained before testing begins.
30 Days: The school has 30 school days from receiving parental consent to complete the evaluation and hold and IEP.

Evaluation/Recommendations/IEP

3 Year Reevaluation

What is it?

• Occurs every 3 years for students receiving special education services.
• Ensures the student’s needs are still being met.
• Determines if the student continues to qualify for services.
• Can include: Formal assessments, Classroom observations, Teacher/parent input

Process & Timeline

Review of Existing Data: The IEP team decides if new assessments are needed.
Parental Consent: Required if new assessments are needed.
30 School Days: If assessments are conducted, they must be completed within 30 school days of receiving parental consent.
IEP Meeting: The team reviews results and determines continued eligibility

Parental Rights in the Evaluation Process

• Right to request an evaluation at any time.
• Right to provide or deny consent before any testing occurs.
• Right to be involved in all aspects of the evaluation process.
• Right to receive a written report explaining the evaluation results.
• Right to request an Independent Educational Evaluation (IEE) if you disagree with the school’s evaluation.

Common Questions & Concerns

• What happens if I don’t agree with the evaluation results?
• Can I request an evaluation outside of the 3-year cycle?
• What if my child no longer qualifies for services?
• How can I help prepare my child for an evaluation?
• Who do I contact if I have concerns about the process?
• Others........

Timelines and Evaluations Summary

Initial Evaluation

• Requested by anyone at any time.
• 10 Days to Meet from request.
• Completed in 30 school days from consent.

3-Year Evaluation

• Occurs Every 3 Years.
• Consent Also Needed.

Consent

• SIGNATURE on HPS Paperwork.
• Parents must provide written consent before a school can begin special educations services.
• Consent is voluntary and can be rervoked at any time, though revocation must be in writing.

Federal vs. State

• Federal: Annual IEP - 1 Year; 3-Year Reevaluation
• State: The Days Come From the State

Final Thoughts

• Stay informed about the evaluation process and timelines.
• Ask questions and be an active participant in your child’s education.
• Reach out for support and clarification when needed.

January 23, 2025

Purpose: To provide an overview of the Individualized Education Program (IEP).

Goal: Empower caregivers with knowledge of their rights and responsibilities.

What is an IEP?

A legal document outlining educational services for students with disabilities.

Ensures appropriate support and accommodations.

Legal Reference:

• Individuals with Disabilities Education Act (IDEA, 20 U.S.C. § 1400 et seq.)
• Michigan Administrative Rules for Special Education (MARSE)

Pillars of the IEP

PLAAFP: Current academic and functional performance.

Annual Goals: Measurable and progress-monitored.

Special Education & Related Services: Tailored supports and interventions.

Least Restrictive Environment (LRE): Inclusive education whenever possible.

Accommodations & Modifications: Supports for student success.

Transition Planning (16+): Postsecondary goals and life skills.

Parental Rights & Procedural Safeguards: Active participation and legal protections.

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

Provides a current snapshot of student’s strengths and needs.

Serves as the foundation for setting goals and services.

Measurable Goals

Clear, specific, and realistic.

Designed to support educational progress.

Must include methods for tracking progress.

Special Education & Related Services

Individualized instruction and therapy supports.

May include speech therapy, occupational therapy, behavioral interventions, etc.

Least Restrictive Environment (LRE)

Goal: Educate students with non-disabled peers as much as possible.

Schools must justify placements outside of general education.

Accommodations & Modifications

Accommodations: Adjustments to how a student learns (e.g., extended test time).

Modifications: Changes in what a student learns (e.g., reduced assignments).

Transition Planning (16+ in Michigan)

Accommodations: Adjustments to how a student learns (e.g., extended test time).

Modifications: Changes in what a student learns (e.g., reduced assignments).

Parental Rights & Procedural Safeguards

Right to participate in meetings and review records.

Right to request changes and seek mediation.

Schools must provide prior written notice for any service changes.

How Caregivers Can Advocate

Stay Informed: Read and understand the IEP.

Attend Meetings Prepared: Bring notes and observations.

Communicate Regularly: Keep an open dialogue with educators.

Request Changes as Needed: Advocate for adjustments if the plan isn’t effective.