Proposed MARSE rules changes in MIchigan

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Information about Proposed MARSE rules changes in MIchigan
Education

Published on March 4, 2014

Author: lcowdenjones

Source: slideshare.net

Description

This is a line by line review of the proposed MARSE change in Michigan being proposed in March 2014.

Proposed MARSE Changes in Michigan – hardly ‘minor rules clean up’ as the State has said. Dissection & Potential Consequences

Overview The Changes • On the next pages I have put on the left side, the actual text from the proposed MARSE changes. • On the right, I have put what we think they mean. – In some cases, its hard to tell, but remember – when you disagree on an IEP or eligibility, you will end up in front of a judge. The rules are then interpreted as a legal document – no allowance for the State to say “what I meant to say was…” What is written is what will be enforced. What can we do? • Sign the petition to stop these changes and call for an expert panel to be appointed: http://chn.ge/1lt8ImH • Comment on line, email or testify: http://www.michigan.gov/mde/0,461 5,7-140-6530_6598-321773--,00.html • Call the Governors Office and tell him what you think: PHONE: (517) 373-3400

Page 2 • R 340.1701b Definitions; I to P. • Change is the elimination of this statement (struck out) – (b) "Multidisciplinary evaluation team" means a minimum of 2 persons who are responsible for evaluating a student suspected of having a disability. The team shall include at least 1 special education teacher or other specialist who has knowledge of the suspected disability • It is replaced with nothing • What does this mean? – There will no longer be Multidisciplinary teams used in Special Education evaluations. They are not replaced, instead a lower level of evaluation is used for each disability type, using less people and less qualified standards for those people – The use of psychologists and special education teachers on teams is not required for some evaluations. Only a person with ‘knowledge’ of the suspected disability. There is no qualification for that level of knowledge.

Page 3 • • R 340.1702 "Student with a disability" defined; determination of eligibility. added (2) and is Eligibility and the educational needs of a student shall be determined by an individualized education program team, an individualized family service plan team, or an administrative law judge a group of qualified professionals which includes at least the following: – (a) A person qualified to interpret the results of evaluations required in R 340.1705 to R 340.1717. – (b) A person who has knowledge of each suspected disability. – (c) A parent of the child suspected to be a student with a disability. – (d) The student’s general education teacher qualified to teach a student of his or her age or, for a child less than school age, an individual qualified by the department to teach a child of his or her age. – (e) A special education teacher. • What this means: – There is no reference for what constitutes a qualified person for interpreting results of evaluations. – Knowledge of each suspected disability is not defined and can be interpreted as someone having read something about a disability at some point. This is a very low bar. • Who is missing? – The multidisciplinary team. Which most notably includes a school psychologist. – Parents.

Page 3 - continued • (3) A student with a disability shall to have 1 or more of the impairments specified in this part that necessitates special education or related services, or both, who is not have either of the following: – (a) Attained the age of more than 25 26 years of age as of September 1 of the school year of enrollment., and who has not graduated from (b) Completed the requirements for a regular high school diploma. – (4) A student with a disability who reaches the age of 26 years after September 1 continues to be is a "student with a disability" and is entitled to continue a special education program or service until the end of that school year. • What this means: – When a Special Education student reaches the most minimal requirements for a high school diploma, they will become ineligible for special education services and designation. – For all college bound IEP kids, this means they will have to finish any other classes beyond that point without support or accommodation. It’s no longer about the diploma, is about credit tally's. – The change is important because it seeks to split a fine hair that will have impacts in budgets via tossing out kids from their eligibility once they have made a basic diploma. – The State of Michigan is making very clear in this one point how little they really do care about achievement by Special Education kids in Michigan.

Page 3 – still Some Page 4 • R 340.1705 Cognitive impairment; determination. – (e) Adversely aeffects on a student’s educational performance. – (2) A determination of impairment shall be based upon a full and individual evaluation by a multidisciplinary evaluation team, which shall include an assessment by a psychologist • What this means: – Teachers and other members of the usual multidisciplinary team are no longer used and their input is lost.

Page 4/5 • R 340.1706 Emotional impairment; determination; evaluation report • R 340.1708 Visual impairment explained; determination. • R 340.1709 "Physical impairment" defined; determination • Removed Multidisciplinary team from the evaluation process for all. • R 340.1709 "Physical impairment" defined; determination gets one more special change.

Pages 5-6 • • • • • • • • • • R 340.1709 "Physical impairment" defined; determination. Rule 9. (1) “Physical impairment” means severe orthopedic impairment that adversely affects a student’s educational performance. (2) A determination of disability shall be based upon a full and individual evaluation by a multidisciplinary evaluation team, which shall include an assessment data from at least 1 of the following persons: (a) An orthopedic surgeon. (b) An internist. (c) A neurologist. (d) A pediatrician. (e) A family physician, or any other approved or physician’s, assistant licensed under article 15 as defined in of 1978 PA 368, MCL 333.110116101 et seq. to 333.18838. • What this means: – – – – – Your child can be evaluated by any one of the list of medical professionals. You have no say in selecting that person. The cheapest person on the list is the newly added Physicians Assistant. Who do you think will be selected? Don’t like it? Too bad, it will be the law and you will have to accept it.

Page 6 • R 340.1709a "Other health impairment" defined; determination. • R 340.1710 "Speech and language impairment" defined; determination . • What this means: – The multidisciplinary team is still gone and is replaced by the new physicians assistant evaluation tool. • The multidisciplinary team is gone, replaced by “by a teacher of students with speech and language impairment under R 340.1796 or a speech and language pathologist qualified under R 340.1792

Page 7 • R 340.1711 "Early childhood developmental delay" defined; determination • R 340.1713 Specific learning disability defined; determination. • R 340.1714 Severe multiple impairment; determination. • What changed? – All clauses have the use of multidiscipline evaluation teams removed.

Page 7/8 • R 340.1715 Autism spectrum disorder defined; determination • (3)(2) A Ddetermination that a student has autism spectrum disorder is based on documentation of for eligibility shall include all of the following: • Not so bad, right? The changes here are very carefully done and appear to be simple semantics, however pay close attention, the changes will move examples of behaviors to rigid criteria, which then become exclusionary.

9 • (i) Marked impairment in the use of multiple nonverbal behaviors such as including eye-to- eye gaze, facial expression, body postures, and gestures to regulate social interaction. • What this means: By changing ‘such as’ which means ‘examples are…’ to ‘including’ which means ‘the following must be…’ we now have a demand list. This changes the evaluation criteria – now not done my any multidisciplinary team – to be fixed. • This is a legal definition and will be interpreted by a JUDGE. They only care what is written, not what anyone says the meant.

9 • Rule will now read: • Marked impairment in the use of multiple nonverbal behaviors including eye-to- eye gaze, facial expression, body postures, and gestures to regulate social interaction. • What this means when I read it: – Your ASD child must exhibit ‘marked impairment’ (this has many meanings) in all categories. This is not true of many children on the ASD spectrum and will create exclusions.

9 cont • (i) Delay in, or total lack of, the development of spoken language not accompanied by an attempt to compensate through alternative modes of communication such as including gesture or mime. • What this means: – Changing the words ‘such as’ to ‘including’ means that what was once an example of an alternate communication method is now a rigid exclusion. If your child compensated with either one of these methods, they no longer qualify.

9 • (6)(5) A determination of impairment shall be based upon a full and individual evaluation shall include assessments by a multidisciplinary evaluation team including, at a minimum, a psychologist or psychiatrist, an authorized provider of speech and language under R 340.1745(d), and a school social worker. • What this means: – No multidisciplinary team is used.

10 • R 340.1716 “Traumatic brain injury” defined; determination. • (3) A determination of disability shall be based upon a full and individual evaluation by a multidisciplinary evaluation team, which shall include an assessment by from a family physician, or any other approved physician’s, assistant licensed under article 15 as defined in of 1978 PA 368, MCL 333.1101 et seq.16101 to 333.18838. • What this means: – Your child will now be evaluated most likely by a Physician’s Assistant with respect to their traumatic brain injury. – PA’s have no expertise in the complex nature of brain injury or its proper assessment. – There is some question about such an evaluation causing harm to a child with this type of injury. – The PA has no training or skills for evaluation of learning impacts. That would have been the MET

11 • • • R 340.1717 Deaf-blindness defined; determination. (2) A full and individual evaluation determination of the disability shall be based upon data provided by a multidisciplinary evaluation team which shall include assessments by data from all of the following: (a) Medical specialists including such as any at least 1 of the following: – – – – – – (i) An ophthalmologist. (ii) An optometrist. (iii) An audiologist. (iv) An otolaryngologist. (v) An otologist. (vi) A family physician or any other approved physician’s, assistant licensed under article 15 as defined in of 1978 PA 368, MCL 333. 1101 et seq.16101 to 333.18838. • What this means: – Your child's evaluation will not use a multidisciplinary team – Your child's “medical specialist” now includes a physician’s assistant, which is hardly any specialist at all. – This will become a legal classification of PA’s a medical specialists for the purpose of Special Education evaluations. – Without the MET, the learning impacts are assessed by whom?

Part 2 PART 2. INITIAL EVALUATION, TIME LINES, INDIVIDUALIZED EDUCATION PROGRAM, DISTRICT RESPONSIBILITIES, AND DUE PROCESS PROCEDURES • R 340.1721 Request for initial evaluation. Rescinded. Rule 21. Within 10 school days of receipt of a written request for an initial evaluation of a student suspected of having a disability, and before any formal evaluation designed to determine eligibility for special education programs and services, the public agency shall provide the parent with written notice consistent with 34 CFR § 300.503 and, when necessary shall request written consent to evaluate. • What this means: – A complete time line change, rule 21 is now gone.

• • R 340.1721a Initial evaluation Special education personnel consultation with general education personnel. Rule 21a. (1) Each student suspected of having a disability shall be evaluated by a multidisciplinary evaluation team as defined in R 340.1701b(b). In addition to the requirements in R 340.1705 to R 340.1717, the multidisciplinary evaluation team shall do all of the following: (a) Complete a full and individual evaluation. (b) Make a recommendation of eligibility and prepare a written report to be presented to the individualized education program team by the designated multidisciplinary evaluation team member who can explain the instructional implication of evaluation results. The report shall include information needed by the individualized education program team to determine all of the following: (i) Eligibility. (ii) A student's present level of academic achievement and functional performance. (iii) The educational needs of the student. (2) Special education personnel who are authorized to conduct evaluations of students suspected of having a disability may provide consultation to general education personnel. • • What this means: The current team of multidiscipline staff members is eliminated • The requirement for a written reporting on the various issues is removed from required consideration and replaced with ___________? This clause now means that Special education personnel may help our regular education personnel – and nothing more. •

Time Lines • R 340.1721b Time lines. Rule 21b. (1) Within 10 school days of receipt of a written request for any evaluation, the public agency shall provide the parent with written notice consistent with 34 CFR § 300.503 and shall request written parental consent to evaluate. The time from receipt of parental consent for an evaluation to the notice of an offer of a free appropriate public education or the determination of ineligibility shall not be more than 30 school days. This time line begins upon receipt of the signed parental consent by the public agency requesting the consent. This time line may be extended if agreed to by the parent and public agency. Any extension to this time line shall be both of the following: (a) In writing. (b) Measured in school days. (2) The parent has 10 school days after receipt of the notice of an initial offer of a free appropriate public education to provide the public agency with written parental consent to provide initial special education programs and services • This is the current time line for evaluation starting point. • The time line for action is removed. • All this says now is that parents will be provided with a notice for consent to evaluate within 10 days of the request for that evaluation. • Removed are all the times lines for actions

The New Time Line • Within 30 school days of receipt of parental consent for evaluation, the public agency shall complete an evaluation, determine eligibility, and request parental consent for the initial provision of services. • This is the new one. So what’s different? Seems the same as now. • This is an overview which is then contradicted by the next rule. It begs the question ‘do they even know what they are doing?’

Page 11-12 • • (3) Within 7 10 school days from the receipt of parental consent for the initial provision of services, the public agency shall develop an individualized education program or service plan and date of the individualized education program team meeting, the public agency shall provide the parent with the notice of an offer of a free appropriate public education consistent with 34 CFR § 300.503 or determination of ineligibility. The public agency shall document mode and date of delivery of notice. The notice shall identify where the programs and services are to be provided and when the individualized education program begins. • What this means: – Parents should have legal representation on hand when trying to read this clause, which is now a very good example of legalese. It is less clear and less understandable for the average person. – The IEP will be developed in 10 days AFTER parents consenting to services. – This is NOT informed consent. – Parents must consent to something they know nothing about and have not been a part of developing.

12 • • (4) Unless a parent has filed an appeal under R 340.1724f, the public agency, as defined under 34 CFR § 300.33, shall initiate a proposed special education individualized education program immediately after the notice of provision of a free appropriate public education as soon as possible and not more than 15 school days after the parent’s receipt of written notification under R 340.1721b(3), or not more than 15 school days after receipt of written parental consent under R 340.1721b(2). The parties may agree to a later initiation date if the later date is clearly identified in the individualized education program. An initiation date later than 15 school days shall not be used to deny or delay programs or services because they are unavailable and shall not be used for purposes of administrative convenience. (4)(5) For students with an individualized education program in effect at a previous public agency who transfer public agencies within the same school year, the new public agency shall immediately provide a free appropriate public education. A decision regarding implementation of an individualized education program in accordance with pursuant to 34 CFR § 300.323 shall be made within 30 school days of enrollment. • This is the removal of the old clause that had parent's consenting to an IEP after it was made, not before.

Page 12 • R 340.1721e Individualized education program. Rule 21e. (1) An individualized education program shall be developed in accordance with pursuant to 34 CFR part 300 and shall include all of the following in writing: (a) A statement of measurable annual goals, including measurable shortterm objectives. • What this means: • Short term measureable objectives are gone. – Your child will only have annual goals – This will create a pass fail system which you end up seeing once a year – There is no checks along the way during a year • This will make it harder for Special Education teachers to make plans for kids since they will have to track to a long term goal, not a step by step process.

Page 13 • (3) Any participant in the individualized education program team's deliberations who disagrees, in whole or in part, with the team's determination may indicate the reasons on the team's individualized education program report or may submit a written statement to be attached to the report. • Your objections to a findings are no longer part of the IEP package and report • This is consistent with removing the MET and parents – your input is now not valued or wanted as a parent.

14 • Rule 24d. (1) A parent or public agency may request a mediation process in which the relief sought consists of a mutually agreeable settlement between the parties of a dispute that might be the subject of a state special education complaint under part 8 of the rules or a due process complaint under R 340.1724 or R 340.1724(f). (2) The state board of education shall approve procedures regarding the mediation process. • The complaint procedure is what is referred to here, and is also up for revision, shortening the time frame for complaint from 90 to 45 days (see next slide)

15 • (6) Upon completion of the resolution session pursuant to 34 CFR §§ 300.310 and 300.532, the district shall submit documentation of the outcomes of the resolution session to the department according to 1 of the following time lines: (a) Within 14 days after the conclusion of the resolution session. (b) Immediately following the resolution of a due process complaint through mediation or other means. (c) Within 14 days after the resolution period has expired. (7) Any party who is aggrieved by the final administrative law judge decision in a hearing conducted under this rule may appeal to a court of competent jurisdiction within 90 45 days after the mailing date of the final administrative law judge decision. • • What this means: The dispute period is reduced from 90 days to 45

PART 5. QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL • • R 340.1784 Deaf or hard of hearing education specialist. Rule 84. (1) A deaf or hard of hearing education specialist for students who are identified as deaf, as hard of hearing, or as having a hearing impairment shall possess a valid Michigan teaching certificate with an endorsement in hearing impairment or an endorsement in deaf and hard of hearing pursuant to R 340.1799c. Such an individual is considered to be fully approved by the department. (2) A deaf or hard of hearing education specialist may conduct 1 or more of the following as related to students who are deaf or hard of hearing: (a) Evaluate a student suspected of being a student who is deaf, hard of hearing, or hearing impaired. (b) Provide assessments for data-driven goal development. (c) Model instructional techniques and provide consultation in all content areas. (d) Collaborate with staff members in developing instructional goals, objectives, and teaching methods. (e) Provide consultation and direct services to students from birth to age 26. (f) Consult with teachers, parents, administrators, and support staff on behalf of students who are deaf or hard of hearing. (g) Assess, coordinate, use, manage, and monitor equipment and materials. (h) Understand specialized auditory and visual technologies that enhance educational access and achievement. (i) Provide assistance to teachers and professionals regarding appropriate modifications and adaptations necessary to enhance academic achievement. (j) Coordinate appropriate services with outside agencies. (k) Complete functional assessments and create behavior intervention plans. (l) Establish and maintain cooperative relationships with parents. (m) Provide consultation and services in secondary education settings to facilitate transition to post-secondary school or work. (n) Communicate directly and effectively with students on an instructional level. (o) Assist students to learn self-advocacy skills.

NEW So is this That was ALL new

This is also all new • R 340.1785 Vision education specialist. Rule 85. (1) A vision education specialist shall possess a valid Michigan teaching certificate with an endorsement in visual impairment pursuant to R 340.1799b. Such an individual is considered to be fully approved by the department. (2) A vision education specialist may conduct 1 or more of the following activities related to students with a visual impairment: (a) Provide necessary large-type or Braille texts, supplementary materials, educational aids, and equipment in a timely manner to ensure the student’s maximum participation in all classroom activities. (b) Create and adapt accessible materials. (c) Provide Braille instruction and assessment for students. (d) Model appropriate techniques for providing effective instructional strategies. (e) Conduct functional vision evaluations, learning media assessments, and other vision-related assessments to determine a student's visual function, reading medium, and skill levels. (f) Provide written reports based on aggregated assessment data. (g) Collaborate with teachers, support staff, parents, paraprofessionals, and students to provide useful technological and vision information. (h) Identify and coordinate accommodations and modifications of the school environment for a student to obtain access to general education curriculum. (i) Consult regularly with classroom teachers, other general and special education personnel, parents, and others to coordinate programs and services for the visually impaired student. (j) Evaluate, select, and maintain appropriate adaptive technology used by students in a school setting. (k) Assist teachers and school staff in the use of equipment and adaptations to accommodate students’ needs. (l) Coordinate appropriate services with outside agencies.

What does that mean? • The qualifications for both vision and hearing specialists are being reduced. • The reduction is being made without any discussion or presentation by the OSE

What used to be there • R 340.1799c Teachers of students with hearing impairment who are deaf or hard of hearing; special requirements. • Rule 99c. (1) The A teacher education program for teachers of students with hearing impairment who are deaf or hard of hearing shall include a minimum of 30 semester or equivalent hours, meet R 340.1782, and satisfy either of the following options: The teacher education program for teachers of students with hearing impairment shall meet • The qualifications for these professionals are being rewritten to lower standards. – No public comment or notice was provided. – This is a major change for those affected

PART 5. QUALIFICATIONS OF TEACHERS AND OTHER PERSONNEL • R 340.1784 Deaf or hard of hearing education specialist. Rule 84. (1) A deaf or hard of hearing education specialist for students who are identified as deaf, as hard of hearing, or as having a hearing impairment shall possess a valid Michigan teaching certificate with an endorsement in hearing impairment or an endorsement in deaf and hard of hearing pursuant to R 340.1799c. Such an individual is considered to be fully approved by the department. (2) A deaf or hard of hearing education specialist may conduct 1 or more of the following as related to students who are deaf or hard of hearing: (a) Evaluate a student suspected of being a student who is deaf, hard of hearing, or hearing impaired. (b) Provide assessments for data-driven goal development. (c) Model instructional techniques and provide consultation in all content areas. • All new

PART 7. DEVELOPMENT AND SUBMISSION OF INTERMEDIATE SCHOOL DISTRICTS' PLANS AND MONITORING • (d) The intermediate school district and all constituent school districts and public school academies review education caseloads and referrals on an annual basis to determine staffing needs • (g)(h) All description of the qualifications of paraprofessional personnel have a high school diploma. • Staffing levels are set annually at the district – No State minimum staffing levels – Creates turnover in staffing and therefore continuity issues. – Why would a Special Education professional want to stay in a place where they don’t know if they have a job from one year to the next? • New level of requirement for paraprofessionals of high school diploma.

What can we do? • COMMENT – Slog through the online comment system and make your voice heard • Write – Thanks to people complaining, there is now acceptance of on line commentary • Testify – Show up at one of the two sessions (Detroit or Lansing) to make your voice heard • http://www.michigan.gov/md e/0,4615,7-140-6530_6598321773--,00.html • Sign the petition – Its another way to make sure leaders in Lansing understand we are watching and do not want this change – Ask others to sign the petition. – http://chn.ge/1lt8ImH • CALL Governor Snyder’s office directly! PHONE: (517) 373-3400 • Contact your State Legislators – They cannot vote on this, but they can comment. Their voices will be noticed by reporters.

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