Special Education Services

Welcome to the Department of Special Education Services

The vision of Marysville Public Schools: "Every student will excel, both personally and for the benefit of humanity"

The vision of Marysville Public Schools: "Every student will excel, both personally and for the benefit of humanity"

Our mission drives us toward rigor and relevance in curriculum, instruction, and assessment.  Relationship building is the foundation through which learning can occur.  We believe that through rigor, relevance and relationships all of our students can and will learn.  The Special Services Department strives to focus on our mission by providing the programs, services and supports necessary for all students to be successful.

We are committed to high standards, meaningful learning and outstanding outcomes for all students.  It is the commitment from all members of our Marysville Public Schools community, including students, staff, parents, administration and community members, that will help us realize our vision.

Our St. Clair County Regional Educational Service Agency (RESA) is a valuable resource as we meet the needs of students with exceptional needs.  Their website may be accessed through the following link:  www.sccresa.org

Individuals with Disability Act (IDEA) and Every Student Succeeds Act (ESSA)

This area is being updated, please check back for more information

Resources and Information

WEB RESOURCS

Section 504 Requirements

Free Appropriate Public Education (FAPE) Fact Sheet - Michigan Matters Publication

American with Disabilities (ADA) Home Page

Michigan Alliance for Families, Section 504

Office for Civil Rights - FAQ

 

RESA Parent Advisory 

St. Clair County RESA Parent Advisory Committee is comprised of St. Clair County parents of students with disabilities.  This group provides RESA with input for the development of our county plan.  In addition, this group receives information regarding the latest initiatives, trends and legal issues in special education. 

The St. Clair County Intermediate School District Parent Advisory Committee (PAC) has developed the Parent Handbook: Information for Parents of Special Education Children in St. Clair County. 

 

Upcoming PAC Events

Special Education Resource Fair - April 13, 2019

The event is free, though you must
pre-register by April 3rd.

Follow this link for a registration form or call Valerie at 810-989-9144.

 

Determination of Specific Learning Disability

Consistent with the requirement that each local educational agency and public school academy in Michigan is required to publicly post the process used to determine the existence of a Specific Learning Disability (SLD), all St. Clair County school districts have adopted the following guidelines for determination of SLD:

For grades kindergarten through 5th grade, in the area of Basic Reading, St. Clair county schools are beginning the implementation of a Response to Scientific, Research-Based Intervention process for literacy intervention. 

For determination of a SLD, a Pattern of Strengths and Weaknesses (PSW) process is used for students in kindergarten through 12th for the skill areas of Oral Expression, Listening Comprehension, Written Expression, Basic Reading, Reading Comprehension, Reading Fluency, Math Calculation, and Math Problem Solving.

As schools continue to make strides toward the implementation of a Response to Scientific, Research-based Intervention Process, the intervention data, along with other assessments and observations, will be considered for determining SLD eligibility within the PSW Process.

Regardless of the process used to determine SLD eligibility, schools must follow all of the regulatory requirements in the Individuals with Disabilities Education Act (IDEA), the Michigan Administrative Rules for Special Education (MARSE), and Michigan laws, policies, and procedures for special education.

What is a Specific Learning Disability?

A Specific Learning Disability is “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia that adversely affects a student’s educational performance. A SLD does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; mental retardation; emotional disturbance; or of environmental, cultural, or economic disadvantage.” (34 CFR §300.8(c)(10)).

What is Response to Scientific, Research-Based Intervention Process?

Response to Scientific, Research-Based Intervention is a process to determine if a student has a SLD. This process involves the collection of data to determine the following:

  • The student does not achieve adequately for the student’s age or to meet State approved grade-level standards in one or more of the areas identified at 34 CFR §300.309(a)(1)(i) when provided with learning experiences and instruction appropriate for the student’s age or State-approved grade-level standards.
  • The student does not make sufficient progress to meet age or State-approved grade-level standards in one or more of the areas identified at 34 CFR §300.309(a)(1)(i) when using a process based on the student’s response to scientific, research-based intervention. 

What is a Pattern of Strengths and Weaknesses Process?

Pattern of Strengths and Weaknesses is a process that is used to determine if a student has a SLD. This process involves the collection of data to determine the following:

  • The student does not achieve adequately for the student’s age or to meet State approved grade-level standards in one or more of the areas identified at 34 CFR §300.309(a)(1)(i) when provided with learning experiences and instruction appropriate for the student’s age or State-approved grade-level standards.
  • The student exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development, that is determined by the Multi-disciplinary Evaluation Team (MET) to be relevant to the identification of a SLD, using appropriate assessments, consistent with the IDEA Evaluation Procedures and Additional Requirements for Evaluations and Reevaluations.

Source: Michigan Department of Education Office of Special Education and Early Intervention Services (2010). Michigan criteria for determining the existence of a specific learning disability. Lansing, MI: Author.

Contact Us

Karrie Smith

Karrie Smith
Executive Director for Special Education and State and Federal Programs
810-455-6095
 

Ann Freer

Ann Freer
Secretary
810-455-6035
 

Other Special Services Staff Members:
 

Jacqueline Wright

Jacqueline Wright
Teacher Consultant
810-455-6086

 

 

 

Bri Dusellier
Behavior Interventionist
810-455-6022