Before The School Year Starts

Maybe you have already bought back to school supplies. Maybe you are not a procrastinator. Maybe you are not squeezing the last few days of vacation out of the summer.

But my advice this week, based on my Facebook feed and an email I got from a worried parent, is this:

1. Check the bus schedules, if you expect your child to take the bus, NOW. 

For some Ann Arbor high school students, 
the bus transportation may be 
provided on an Ann Arbor Area Transportation Authority bus.

Don't wait until next Sunday or Monday when everything is closed. If there is a problem (and I have heard about a few), you are much more likely to resolve it before the school year starts if you try to solve it now.

So:
--Look the schedule up (in Ann Arbor: http://a2schools.org//site/Default.aspx?PageID=5392)
--If there is a problem (for instance, if your child would have to walk more than 1.5 miles, or cross a very busy street without a crossing guard or light), then I would suggest doing multiple things:

• Call Transportation and ask for a Router to discuss the problem, in Ann Arbor: (734) 994-2330
• Fill out the Parent Question and Concern Form
• Let the school principal know your concern as well 
• If necessary (if you don't feel like you are getting a resolution) then bump up your concern to the Superintendent and the Board of Education.

And by the way, it helps to know your rights: you can read the Ann Arbor Transportation Policy in Board Policy 3760.R.01 which can be found in Board Docs. 

2. Did your child have a crummy year last year? Are you worried that will happen again? Take Action Now. For instance: 

It's OK to request a meeting: Summer vacation is over for teachers and principals--you should feel free to write an email or place a phone call asking for a meeting. (If it's simple, maybe you don't need a meeting--but anything complicated, ask to get on the schedule!) Don't feel badly about asking to meet with the principal or with teachers or counselors--they are there to help you problem-solve. If you have complicated/multiple issues, it may help for you to describe the problems in advance--but that is not a requirement. It is better to ask earlier, before the school year is well underway.

Is it possible that your child's difficulties are due to an undiagnosed learning disability or other issue that would be covered by special education statutes and would qualify your child for additional services? Sometimes (not always) a telltale sign for this, is that your child did well in elementary school because they are smart, but as the work (and school day) gets more complex, they have trouble with a specific class or classes (even though they seem to be trying); they have trouble organizing (even though they are trying); all of a sudden they are failing classes.
If you have been wondering about whether your child would qualify for additional services under an IEP or 504 plan, it is your right to request an evaluation. (You can also have someone do an evaluation for you at your expense.) Once you request an evaluation, the school district is "on the clock" to provide it--so it really is in your interest to request this early. 

3. There Are Resources To Help You!

In addition to teachers, principals, and counselors, don't forget that other parents have a wealth of knowledge. If you are new to the school, the PTO is a great place to start.

If you have issues with special education or truancy, the Student Advocacy Center can be a great resource for you. It has Sample Letters for requesting an evaluation or disputing decisions around special education.

Another great resource in Ann Arbor is the Ann Arbor Parent Advisory Committee for Special Education (AAPAC for short), a group of parents that have children who receive special education services and who work to improve services to kids. They have experienced parents who are often liaisons to specific schools, and they have regular meetings as well.
[Note: some of the other districts have similar groups as well.]

The Michigan Alliance for Families has a parent mentor available to all parents in public schools (that includes charter schools) who can be very helpful--for instance, reviewing an IEP to see if it addresses the concerns that an evaluation might raise.

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Please Vote Yes: Washtenaw County Special Ed. Millage May 3

Tuesday May 3d the county has a special education millage on the ballot. 

It's the only thing on the ballot, and it's critical that it passes. 

It will support special education services in all of our county districts--and since special education services are mandated and have to be supported whether funded or not--we also support general education by voting yes. All of the funds will stay local.

Students up to age 26 are eligible to receive special education services. Your YES vote means public schools in Washtenaw County can support the 6,500 students who count on these services without eliminating programs that benefit ALL students. 

Unfortunately, the Washtenaw County Republican Party voted to oppose this millage. 

Please don't let the "No" votes win.

For several of our districts, it is the difference between deficit budgets and break-even budgets.

Read more here.

Support our schools--join me in voting yes!




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Event Monday: Want to Know More About How Kids Qualify for Special Ed and What That Means?

Have you been wondering if your child would qualify for special education services? Does your child already qualify, but you are wondering if the right things are written into his or her IEP? What is an IEP, anyway?

This should be a great program at the Pittsfield Branch of the Ann Arbor District Library, 2359 Oak Valley Dr, Ann Arbor, MI 48103--and you don't have to be an Ann Arbor schools parent to come!

An Overview of Special Education and Individualized Education Programs (IEPs) - NEW LOCATIONMonday October 19, 2015: 7:00 pm to 8:30 pm -- Pittsfield Branch, 2359 Oak Valley Dr: Program Room 

This discussion, presented by the Washtenaw Association for Community Advocacy (Washtenaw ACA) and Michigan Alliance for Families (MAF), is designed for parents of children who have Individualized Education Programs (IEPs) or who may be eligible for special education, as well as interested community members including school staff, college students studying education or related programs, and anyone who works with or cares about children who have disabilities.

This session will be presented by Kristen Columbus, M.S. and Sandee Koski, M.A. There will be plenty of time for questions and answers.

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Lieutenant Governor Brian Calley a Champion for Special Education

Last year, Lieutenant Governor Brian Calley held a statewide "listening tour" around the needs of families with
kids in special education.

Today, he made this presentation (short, easy to read) to a very interested Michigan Board of Education.

http://www.michigan.gov/documents/snyder/CalleyPresentationToStateBoardofEducation_Sept82015_499324_7.pdf

Lt. Governor Brian Calley

Calley's key points:

1) Develop a more inclusive and transparent rulemaking process

Michigan needs to develop a better system for informing and engaging with consumers of special education services before and during the rulemaking process. 

2) Improve access to, and the scope and quality of, services

Many parents reported that there is an expectation that children fit into the school’s structure, rather than the school providing what the child needs. Schools should have services that are better tailored to the specific needs of the child. Individual Education Plans (IEPs) should indeed be individualized. 

3) End the practices of restraint and seclusion

Using restraint and seclusion in schools is far more common than many people believe. Years ago, the state Board of Education established a policy significantly limiting the use of these practices to instances involving imminent danger to a child or their peers. This policy, however, does not carry the force of law and is ultimately voluntary.

Michigan Radio did a nice piece on this part of Calley's report.

4) Create a better dispute resolution process

Too many IEP disputes result in lawsuits and drawn-out confrontations. When a parent believes their child is not receiving the public education they are entitled to, in the least restrictive environment, there should be a better option than litigation. 

5) Support parents more with resources and options

Families need to understand what their rights are and how the IEP process works. Many described being overwhelmed and confused and even feeling "run over" as they went through what is supposed to be a collaborative process to help their child.

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Key Updates--And A Survey

1. Have you liked Monet Tiedeman's live blogging of the school board meetings?
Find her work again tonight (the meeting is at Huron High School, by  the way):

https://annarbivore.wordpress.com/

Bookmark it!

2. Congratulations to Scott Westerman, for getting the Ann Arbor Preschool named after him. Dr. Westerman was Superintendent of the Ann Arbor Public Schools for many years and has stayed active in the community. (Yes, even now! He's still on the AAPS Blue Ribbon Advisory Group.)

3. Regarding the rumor that TAs might be outsourced, the school district would like to put that rumor to rest. Here's a comment from David Comsa, the Deputy Superintendent for Human Resources and Legal Services:

There is no chance of AAPS outsourcing teaching assistants. First, the district is actively bargaining with the Paraeducator unit, which includes teaching assistants. Second, state case law considers most teaching assistants to be protected from outsourcing. 

4. Lieutenant Governor Brian Calley has been doing a lot of work on the needs of kids who qualify for special education services in this state.

He has had meetings around the state, and now he has got a survey going, and he's hoping for a better response.

Find the survey at michigan.gov/calley.

I think most parents who have kids with special education needs have been impressed by Lt. Gov. Calley's work on this issue, so...help him out!

5. Need shots? The Regional Alliance for Healthy Schools is offering free immunizations:

Student Immunization Clinics

Walk-ins available from 9 am - 1 pm     

July 29th, 30th  &  August 5th, 6th, 12th, 13th

RAHS - Scarlett Middle School

You do not need to be a registered student at these schools to receive services. RAHS accepts insured and uninsured patients, regardless of ability to pay.

Washtenaw County Public Health staff bringing in polio vaccines.
In the 1950s. From Old News at the Ann Arbor District Library.

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Guest Post! Helen Keller and Education for People Who Are Blind: Ann Arbor Library Exhibit

I was on my way into the main branch of the Ann Arbor District Library for this school board meeting when I noticed that there was an interesting exhibit.

Hall Braille Writer. Picture by Patti Smith.

The Exhibit & My Interest in Helen Keller

Called Child in a Strange Country: Helen Keller and the History of Education for People Who Are Blind or Visually Impaired, the exhibit is up through Wednesday, June 25th (coincidentally, the next school board meeting), in both the lobby and on the third floor of the library. So yes--that means you can see the exhibit before you go into the school board meeting! Convenient, huh?

Most people don't know that I have had a special interest in Helen Keller ever since Skyline High School did The Miracle Worker as its very first play, when everybody in the school was a ninth grader. My daughter played the role of Annie Sullivan, and as a result, I learned a lot about Helen Keller.

Guest Blogger Reviews the Exhibit--With Pictures, Too!

"Wait," I thought--"I know somebody who teaches children with visual impairments, and she's a blogger. I wonder if she would review this for me? And she did, and she took pictures, too! 

About the guest blogger: Patti Smith is a special education teacher of the visually impaired and learning disabled. She lives in Ann Arbor with her fiance and their two cats. She also blogs at teacherpatti.com.

Thank you, Patti! And I hope the rest of you enjoy the review and pictures, and then are motivated to go see the exhibit.

One of the things that I do in my job as a special education teacher is to try to show people what it is like to have a disability. Of course, a ten-minute demonstration in no way compares to a lifelong condition, but it’s often an eye-opening experience for the participant.

Moon Type. Picture by Patti Smith.

Because I work with students who are visually impaired (and some who are deaf-blind), I am often asked about Helen Keller. Most people have seen the movie and remember the “water, Helen, water” scene at the end. What many people don’t know is that Helen lived a very full life—meeting with presidents, becoming an advocate for women’s rights, having deep and fulfilling relationships, and traveling around the world. Perhaps most importantly, she taught the world that students with disabilities can be taught and can go on to do great things.

Currently, the Ann Arbor District Library has an exhibit on Ms. Keller. On loan from the American Printing House for the Blind, the exhibit features a brief history on Helen’s life as well as a larger display of the educational tools that are used to teach students who are blind and visually impaired.

A Braille slate writer. Picture by Patti Smith.

The exhibit features everything from the earliest tactile books to the latest Braille writers. The original tactile books were raised letters embossed on paper. In the early 1800s, Boston Line Type was developed by Samuel Gridley Howe. This system used angular Roman letters and did not capitalize its words. Around the same time the Lucas Type was developed, using a raised system of straight lines, curved lines, and dots that was based on shorthand. William Moon developed a system that reduced words to their simplest forms and read from left to right on one line, right to left on the next. These codes, while useful for reading, all shared the same problem—there was no simple way to write using any of them.

A tactile modern puzzle map of the U.S. from 2001.
Picture by Patti Smith.

The raised dot code known as the Braille Code eventually became the standard system for people who are blind. One could both read and write using the six dot code. This code includes all letters of the alphabet, numbers, scientific notation and math (the Nemeth Code), and almost 200 short form words and contractions.

Seeing this exhibit reminded me of how far we have comes in terms of special education. In Helen’s day, most students with disabilities were not educated. Today, we have students who are deaf-blind sitting in classrooms alongside their peers and learning the appropriate curriculum. It’s cliché to say “you’ve come a long way, baby," but if the shoe fits….

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OCR Complaint Resolved; Ann Arbor News Article Sows Some Confusion

Community High School. Picture taken from the CHS web page.

Last spring (May 2013), a family leveled a complaint against the Ann Arbor Public Schools regarding the admissions process to Community High School. The complaint alleges that Community High School discriminates against special education students in the admissions process and that this student was discriminated against because his/her IEP team (team that recommends how a student's special education needs should be handled by the district) was not allowed to recommend CHS as a placement for him/her.

When I read the article about the complaint in the Ann Arbor News, it led me to believe that the US Department of Education's Office of Civil Rights (OCR) was forcing the district to change its policy around the Community High School lottery in regards to the admission of special education students.

The article also led me to understand that the complaint alleged that the district allowed CHS to decide whether kids with disabilities would be allowed into Community High School, after they got in through the lottery.

I do not have access to the actual complaint that was filed, nor to the Agreement submitted to OCR by the Ann Arbor Public Schools.  I have read the letter from OCR confirming the Agreement, and you can read it right here. Re-reading both the Ann Arbor News article and the OCR letter, I still find the writing confusing.

The student's family did allege that the district would only allow students with disabilities to enroll at Community High School if CHS offered the disability-related services that were needed by that student. They also alleged that the student's IEP team was not allowed to recommend CHS as a placement option for him. They provided as proof some language from the CHS admissions/applications handouts.

Based on two conversations I had with AAPS staff members, it seems that the student's family wanted to go around the lottery system, and use the IEP team's recommendation that CHS would be the best environment for the student to get the student placed at Community. (I presume--but don't know for sure--that they went this route because the student did not get in by the lottery.)  The district said no, the IEP team cannot recommend CHS as a placement, the lottery determines placement at CHS.

Although the discussions that ended in the settlement are shrouded in attorney-client privilege, based on the OCR letter it looks like the district proved to Office of Civil Rights that they will provide whatever services are needed (presumably following the recommendations of the IEP team) at CHS for a student with disabilities who gets into CHS via the lottery.  But is also seems clear that the district will still not allow an IEP team to determine that CHS needs to be the placement for a student with an IEP outside of the lottery system.

In other words, the Office of Civil Rights will allow AAPS to continue to use the lottery as the way that students are admitted--or denied admission--to Community.  Only after a student gains access to a Community slot through the lottery will the IEP team help CHS figure out what accommodations/supports the student needs.

It does appear that some of the CHS admissions/applications language that was a subject of the complaint was changed.  The OCR letter indicates that the District agreed

to eliminate any statements advising or suggesting that special education services are not available at CHS or similar statements that might discourage students with disabilities from applying for enrollment at CHS

so that the district is fully in compliance with federal law.

Still confused?

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Part II: Please Take the Time to Comment on Michigan's Proposed Special Education Rules

If you read yesterday's post,

Part I: Michigan Proposes New Special Education Rules--You're in the Twilight Zone!

you know that major changes are being proposed by the Michigan Department of Education to the rules that guide special education in Michigan.

According to Marcie Lipsitt:

The MI Dept. of Ed states that the rule revisions will bring our verbiage in line with the federal law, the Individuals with Disabilities Education Act (“IDEA”). This is another way of misleading parents, teachers and concerned citizens.  Eliminating state-imposed rules is not done to bring rules in line with federal law. This is done to bring down costs and reduce the number of children found eligible, while reducing necessary specialized instruction...

Contrary to MI DOE’s assertion, these proposed revisions have nothing to do with “improving student outcomes.”  Rather, they will allow Michigan, ISDs and LEAs to balance their budgets on the backs of students with disabilities. Eliminating the state-imposed special education rules that govern teacher caseloads, special education programs, program sizes and student age spans will not improve outcomes. The most recent data out of the MI Dept. of Ed, Annual Performance Review (February 2014) documents that only 52-percent of students with IEPs graduated high school with a diploma. Michigan needs to turn every possible child into a productive taxpayer. Gutting our special education rules is not the answer and 188,000 students will have no reason to stay home from school in September 2014. Do we really want to send special education and students with disabilities back to the days of being unwelcome guests in our public schools? The answer is a resounding NO. 

The time to comment is short. Comments are only being accepted until March 13th at 5 p.m.!

Below, you will find information about how to comment, and what you might want to say. Since the initial announcement was made, they have added ways to comment via an online form and via email (still no fax)--so I would say that the pressure is working. Keep it up!

Links with Background Information

If you're like me, you are not a special education expert, so here is some more information.

Proposed Rule Changes, from MDE, with strikethroughs and bold text to show the changes.

MDE's Summary of Rule Changes
(Remember: the current rule changes are being described--disingenuously--as minor changes. Really, they're major!)

Michigan Protection and Advocacy's comments on the rules

What the Special Education Rule Changes Will Mean for Kids
(I took this from a parent listserve--I'm not sure who wrote it--but it has very clear examples of the effects of various changes. And did you know that if the autism rule changes take effect, Michigan will have the most restrictive rules in the nation--and they won't be using accepted medical diagnostic criteria either.)

How to Comment

1. Mail:
Public Comment, Office of Special Education
Michigan Department of Education
P.O. Box 30008
Lansing, MI 48909

2. Online submissions form: http://ose.marse-public-comment.sgizmo.com/s3/
(You would think this would be the easiest way to comment, but it asks you to comment on each specific rule, so--kind of a pain! However, if you want to use it, I have a handy list down below.)

3. Email (recently added under pressure--a small victory): MDE-OSE-EIS-Public-Comment@michigan.gov
Note that the name of the person making the comment must be included in the email.

4. Go to one of the two public hearings being held on Monday, March 10th:

1:00 p.m.–3:00 p.m.
Detroit School of Arts, 123 Selden Street, Detroit, Michigan 48201

4:00 p.m.–6:00 p.m.
Lansing Community College West Campus, 5708 Cornerstone Drive, Lansing, Michigan 48917

There is also a Change.Org petition, which you can sign here. The petition asks Governor Snyder to withdraw the changes to MARSE (the Michigan special education rules) immediately.

What to Say About the Special Education Rules 

You have a few options. One option is to submit a general statement of opposition, and/or ask them to withdraw the rules entirely. Another option is to focus on a few of the rule changes that concern you most. Alternatively, respond to the entire list of rules changes.

Marcie Lipsitt has allowed me to share a detailed, rule-by-rule, response that I found very helpful and have pasted in below.

R, 340,1701 a(c)(v): I oppose removing the phrase "or court decision" from the scope of the complaint. Court decisions are used to provide guidance on students rights under the IDEA and a denial of FAPE. 

R 340.1702- 
1. I oppose defining a student as a student with a disability until completing the high school graduation requirements to earn a diploma. This will allow districts to push students through in 4 years and negate the availability of a 5th and 6th year of high school. 
2. I oppose defining parents as "qualified professionals." IDEA recognizes parents as valued members of the IEP team. This rule could be interpreted to exclude parents that lack professional qualifications. This does not align with 300.306.

R 340.1706 Emotional Impairment: I oppose removal of the MET. This will reduce the depth and breadth of of the evaluation conducted to determine a student's eligibility. Especially when a Cognitive and Achievement battery are critical to rule out a learning disability and to understand what can be contributing to a student's emotional and behavioral dysregulation. 

R 340.1707 Hearing Impairment: I oppose removal of the MET. This will reduce the depth and breadth of of the evaluation conducted to determine a student's eligibility. 

R 340.1708 Visual Impairment: I oppose removal of the MET. This will reduce the depth and breadth of of the evaluation conducted to determine a student's eligibility. 

R 340.1709 Physical Health Impairment: I oppose removal of the MET. This will reduce the depth and breadth of of the evaluation conducted to determine a student's eligibility. 

R 340.1709a Other Health Impairment: 

1. I oppose removal of the MET. This will reduce the depth and breadth of of the evaluation conducted to determine a student's eligibility. Especially when a Cognitive and Achievement battery are critical to rule out or rule in comorbid learning deficits in written expression and math due to the adverse impact of ADHD.

2. I oppose allowing a Physician's Assistant to evaluate for an Other Health Impairment. PA's do not have the training necessary to evaluate for the conditions eligible under OHI. 

R. 340.1710 Speech-Language: 
1. I oppose removing the MET.
2. I oppose removing the language that could suggest that a student cannot receive a Speech service without eligibility. The word "may" leaves this "service" open to interpretation. 

R 340.1711 Early Childhood Developmental Delay: I oppose removing the MET. This will reduce the depth and breadth of the evaluation conducted to determine the student's eligibility.

R 340.1713 Specific Learning Disability: I oppose removing the MET. This will reduce the depth and breadth of the evaluation conducted to determine the student's eligibility.

R 340.1714 Severely-Multiply Impaired: I oppose removing the MET. This will reduce the depth and breadth of the evaluation conducted to determine the student's eligibility.

R 340.1715 ASD: 
I am outraged by the MDE's description of the proposed changes to the ASD eligibility. 

1. You have proposed removing "such as" and changing it to "including" for "eye-to-eye gaze, facial expression, body posture, and social interaction." This will require students to have "all" of these impairments instead of "such as." This is an insidious change in verbiage that will dramatically reduce the number of children eligible. Even now it is too subjective when social workers, speech and language clinicians and teachers decide if a student can or can't make eye contact. 
2. I oppose removing the MET as this will reduce the depth and breadth of the evaluation used to determine eligibility. 

R 340.1716 Traumatic Brain Injury: 
1. I do not support removal of the MET as this will reduce the scope of the depth and breadth of the evaluation.
2. I do not support allowing a Physician's Assistant to evaluate for eligibility. 

R 340.1716 Deaf-Blindness
1. I do not support removal of the MET as this will reduce the scope of the depth and breadth of the evaluation conducted to determine a student's eligibility.
2. I oppose allowing a Physician's Assistant to evaluate for eligibility. This is inconsistent with those allowed to evaluate for a Hearing Impairment and a Visual Impairment. This short changes those students with concomitant deaf-blindness

R. 340.1721: I oppose as I am completely opposed to the revisions in R 340.1721b. The verbiage is confusing and can be misinterpreted. 

R 340.1721a: I oppose as the verbiage is confusing and will be misinterpreted by too many school districts 

R 340.1721b (1): I support none of these proposed revisions with the exception of firmly establishing the 30 school days to evaluate and have an IEP team meeting. I strongly oppose excluding the IEP team from the 30 school days and requiring that parents sign the consent for special education prior to an IEP team meeting. This is virtually requiring parents to consent blindly to the contents of an IEP when they are valued members of the IEP team. 

R 340.1721e: I oppose removal of the short term objectives. Parents fought this removal hard in 2008 and oppose it for the same reason in 2014. Short term objectives are the only way to measure a student's progress on an annual goal. 

R 340.1722: I oppose this revision as it will be open to interpretation and misunderstanding between districts and parents. This could lead to parents being forced to file more written complaints and due process hearings. 

R. 340.1724: I oppose as I am opposed to the state superintendent's dictatorial authority due to Gov Engler's 1996 executive orders. 

R 340.1724: I oppose requiring school districts to notify the MDE when a parent files a civil suit following an ALJ's decision in a Due Process

R 340.1724: I oppose giving school districts additional time to pay their share of the cost of a Due Process hearing. 

R 340.1832 (d): I strongly oppose giving school districts and ISDs permission to determine special ed staffing annually. MI districts and ISDs will balance their budget on the backs of students with disabilities.

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Part I: Michigan Proposes New Special Education Rules--You're in the Twilight Zone!

Michigan's Special Education System is Under Fire by the Michigan Department of Education

I was first apprised of the proposed changes to the state's special education rules about a week ago. I hadn't heard anything about them before that. I'll bet you haven't either. Perhaps you, like me, were more focused on local school initiatives, or on your paid work, your family, or the wintry weather.

Even those of us who try to pay attention to the state's endless list of education-related legislation have had a "pay no mind" attitude to rules. Rules, essentially, guide the implementation of legislation. They can be changed, with a much less public process than legislation. [It is a public process--in the sense that it requires public notice, there is the opportunity for public comment, etc. But it is a less public process in the sense that it often escapes notice.]

In researching this post and the next one, I found myself at the web site for the Michigan Department of Education's Special Education section, on the page devoted to public comment for the changes to MARSE--the Michigan Administrative Rules for Special Education.

And there, I found a very interesting, SEXY video. JUST KIDDING! Really it's kind of dry. (I've been told if you put the word "sexy" in your blog posts you bump up your readership!)

But it's only five minutes long, and it explains the rule making process in a way that is clear, and at the same time makes you think that there is nothing to worry about for these rules.  That--by the way--is not at all true, as I will explain in tomorrow's post.

For today, I would like you to watch this sexy, dry, mundane, essential, scintillating, slightly terrifying, stupendous video. It was there that I learned about the state's Office of Regulatory Reinvention--who makes these names up? NOW do you see why I thought I was in the twilight zone?





Essentially, when the Michigan Department of Education decides to revise rules, they run it by the Regulatory Affairs Office at MDE and the Office of Regulatory Reinvention--which is part of the Department of Licensing and Regulatory Affairs (LARA).

[By the way, the Office of Regulatory Reinvention is sending out press releases that say things like: Office of Regulatory Reinvention Eliminates 1,500 Rules, Implements 100 Recommendations Making Regulations More Efficient.]

The Office of Regulatory Reinvention would have you believe that the main points of the special education rules revisions are that

The rules are being revised in order to incorporate currently used terms and law numbers to protect the rights of students with disabilities by: 1. Aligning Michigan administrative rules with the Individuals with Disabilities Education Act (IDEA) and its implementing regulations, 2. Providing consistency with other state offices and departments, and 3. Clarifying inconsistencies with other rules or regulations. (Link)

But that is not true. It is much, much more.

The rules would change the implementation of special education in our schools in ways that go way beyond providing consistency. Advocates tell me they would gut the system and make it much harder for kids to access special education services.

But here is the main thing. I'm writing about rule making because it happens behind the scenes--this is not a legislative process. The public commentary on the rules is open only until March 13th, 2014. They will not take comments by email or fax. Mailed comments go to a PO Box (which means, I'm told, that mail can't be sent certified). Bowing to pressure, MDE recently added the option of giving commentary using an online form, but the comments are set up in a very specific way which is--frankly--a pain in the butt to use. And there are only two public hearings planned for these revisions. Coincidentally, both of them will be held on the same day!

Wait--there's more! There is a small legislative component to this. The rules get forwarded to the Joint Committee on Administrative Rules, which is made up of 3 Republicans and 2 Democrats from each chamber. But they can only reject the rules under very specific circumstances. So even though I'm listing the legislators names here, the legislators should not, and cannot,  be the primary focus of complaints about the rules. Those comments have to go to the bureaucrats who are writing up the rule revisions.

JCAR Members

State Senators Senator John Pappageorge, Chair in 2014 Senator Arlan Meekhof Senator Jim Marleau Senator Tupac Hunter Senator Bert Johnson State Representatives Representative Tom McMillin, Alternate Chair in 2014 Representative Jim Stamas Representative Amanda Price Representative Harvey Santana Representative Douglas Geiss

And there is a meeting of JCAR coming up Wednesday, March 12, 2014, but I don't believe it is the main one where they will be discussing the special education rules, because public comment on the rules is open until Thursday March 13th. 


If you can't wait until tomorrow to read the details of the rules and find out action steps for public commentary, here are a couple of preview links:

Blog post by Marcie Lipsitt
Council of Parent Attorneys and Advocates action alert

Read Part II--how to comment, and what to say, here.

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At Haisley School: A Playground for All

Over on the west side of Ann Arbor, Haisley School has some new additions to the playground. Haisley has several children who use wheelchairs at the school, as well as some kids with autism. In fact, the district has placed three self-contained classes at Haisley, and in addition there are several kids with disabilities who are in the general education classrooms.

I used to love to climb on these. Here's one at Haisley.

And for the kids with disabilities--especially the kids who use wheelchairs--it was difficult, if not impossible, to play on the playground. 

These are not accessible

These provide a similar ride,
but they are accessible

Compare these two play structures. Notice the ramp on the blue structure?
The red structure offers lots of opportunities for kids who can climb--
but not everyone can. It's nice to have both!

In the accessible play structure, there is room for a wheelchair to turn around.

Kids can climb in and out, but a kid in
a wheelchair will not fall out.

A view of the ramp.

An accessible swing--but I saw a lot of able-bodied kids enjoying it too.

The sinking fund paid for the costs of adding the accessible equipment ($60,000). Over the years, the teachers of Haisley's self-contained classrooms were concerned that their students have good playground choices. The playground was designed with both physical accessibility and the interests of children on the autism spectrum. A big thank you to teachers Lisa Piegdon, Erika Cech, Kim Krug and teachers assistant, Sue Monkiewicz, who advocated for--and helped plan--the playground.

I think recess is super important.

*All photos by Ruth Kraut, at the Haisley playground.



UPDATE 11/23/2013: Also, Sarah Kerson did a Michigan Radio Environment Report on this playground (read or listen to it here) and in that report, they mention that NPR has a map of accessible playgrounds around the country posted on its web site! [Here is the link.] If you find yourself traveling and looking for one, there is even a smartphone link at npr.org/playgrounds. I added information about the Haisley Playground to the accessible playground web site. The other playground on there in the area is the High Point playground at the WISD. Slightly further away, there is also the Imagination Station in Brighton.

MHSAA Waivers: The Times Are A-Changing (Slowly!)

There is a heart-warming story in today's Annarbor.com about a Pioneer high school girl, Elena Boudreau, who got a waiver from MHSAA to play high school sports even though she has passed the traditional age cutoff. Only two kids in the state have gotten waivers so far, and the other kid is Eric Dompierre from Ishpeming, whose father--Dean Dompierre--petitioned and campaigned to get the Michigan High School Athletic Association to change their rules. I wrote about this back in August--read the Free Press's story here.

[By the way, partly but not only because of Dompierre's story, Sports Illustrated named Ishpeming High School an Underdog of the Year, and you can read the SI story here. And here is the lovely SI photo essay.]

MHSAA has a history of not being able to see the forest for the trees. It took Dean Dompierre two-and-a-half years to get MHSAA to do something that half of the other states in the country had already figured out how to do! Read about another of MHSAA's decisions here that took years and years and years. (This one involves women's sports and Title IX.)

Interestingly enough, in the comments to the annarbor.com story there is a writer named Evergreen who states,

We went through the same thing with our 19 year old autistic daughter Asia and MHSAA in 2000. We had held her back one year entering middle school when we saw the teacher she was to have, would not pay any attention to Asia. MHSAA refused to let her participate in cross country and track in her senior year and she was usually qualifying in the top 6 runners most weeks. We even threatened to slip her in just before the start of the race because running was her number one interest, her number one claim to be a main stream student, and acceptance by her peers.
What finally made it happen was that Coach Steve Porter, who still coaches at Milan H.S. got all the other schools to sign off that she would run but not be counted. Perfect! Asia didn't care about placing, just running and being on a level playing field with class mates.
How important was the running to Asia? She has run EVERY DAY for 15 years averaging about 5 miles a day. She has run 134 races including 5K, 10K, 10 mile, 1/2 marathons and 3 full marathons. The 134 does not include high school where she lettered 4 years in track and CC or Special Olympics which she competed in for 5-6 years at the county and state levels.
We are certainly glad to see that the MHSAA can be educated also! [emphasis added]

Introducing Ann Arbor's Special Education Committee

Ann Arbor has a hard-working group of parents, primarily parents of children who qualify for special education services, who have their own committee: AAPAC (Ann Arbor Parent Advisory Committee).

I agree, it's not entirely obvious from the title that it is a special-education focused committee.

You can get on their email list (lots of resources shared) by asking to join A2PAC@yahoogroups.com.

They also have representatives from each school. I am listing the representatives below, with their email addresses partially redacted to keep the spammers away. If you are in a school that has a representative, and you have concerns about getting your child special education services, I would highly recommend that you contact your school's representative.

If you see a blank next to the name, they are still looking for a representative, and you can can send an email to Barbara (babmay11 at provide.net) and volunteer yourself!

Barb writes:

Hi all,

I have attached the current AAPAC representative list that has
been recently updated. We are doing better, particularly at the
middle and high school levels, but still need quite a few reps
for many of our elementary schools. So if you might serve as a
rep, or know someone who might, please let us know, thanks!

We can always still use alternates for all levels too, if you
just want to be a "backup" even if your school has a person
already. We really would like to have a point of contact for
people at each school, so please think about it - the officers
are always there to back you up, so you don't need to have any
special knowledge. Just email me if interested. Thanks so much!

Barb (emphasis added)

Preschool/ Early On

ECSE           Candace Cackowski cackowskicandace at yahoo.com
                     Heather Eckner*   heathereckner at hotmail.com
                     Johanna Mabry  jomabry at yahoo.com

Elementary Schools

Abbot   Jessica Koch jkcreationsinc at yahoo.com

Allen    Karen Meints  kameints at gmail.com

Angell--Needs a representative

Ann Arbor Open    Kate Remen-Wait  kateremenwait at gmail.com
                               Karen Gottschalk  kjgotts at tcw321.com

Bach  Nancy Kupina  Nck12613 at gmail.com

Bryant--Needs a representative

Burns Park--Needs a representative

Carpenter--Needs a representative

Dicken--Needs a representative

Eberwhite   Erica Melnykowycz   melnykowycz at yahoo.com
                   Linda Rowse     Linda_rowse at yahoo.com

Haisley       Scott Zeleznik   wsz@umich.edu
 
King--Needs a representative
 
Lakewood--Needs a representative

Lawton--Needs a representative
 
Logan    Karli Hildebrandt*     cjwhildebrandt at gmail.com

Mitchell--Needs a representative

Northside     Hope Carroll   worldhandcrafts at aol.com

Pattengill--Needs a representative

Pittsfield--Needs a representative

Thurston     Kirsten Mogbo          icemogbo at yahoo.com
                   Genevieve Adams     designedbygenevieve at gmail.com
 
Wines          Kelly Van Singel    kellycansingel at yahoo.com

Middle Schools

Ann Arbor Open   Kate Remen-Wait, Karen Gottschalk, see elementary school listing

Clague      Michelle Barnett       mckinnea at med.umich.edu
                 Dawn Baker              Dawnb999 at hotmail.com

Forsythe     Kathy Zager-Doxey   Alliz7 at yahoo.com

Scarlett--Needs a representative


Slauson       Barb Byers*          Babmay11 at provide.net
                   Jackie Mann          Jackie at alittleattitude.net

Tappan        Maria Huffman     encarnin at yahoo.com
                   Amy Shepherd      Amyshep4 at gmail.com

High Schools

Clemente--Needs a representative

Community--Needs a representative

Huron           Kathy Grijalva         Kathy.grijalva at gmail.com
                    Scott White               laurensdad at comcast.net
                    Ann O’Connell*       AMOC at comcast.net

Pioneer         Melany Raubolt*     mraubolt at hotmail.com  
                     Katy Held                ktheld at me.com
                     Rick Altschuler       shuler at umich.edu

Skyline         Barb Byers*             Babmay11 at provide.net
                     Mary Duerksen        Duerksena2 at aol.com

A2Tech(formerly Stone)   Nancy Kupina     Nck12613 at gmail.com
                                          Akio Fujimaki     StoneAAPAC at hotmail.com

Other Reps

WISD PAC Reps for AA

Barb Byers, Scott White
 
Young Adult       Kathy Natelborg (Industrial Ave)         natelborgs at sbcglobal.net

At-Large Member     Ann Telfer