Shares the definition, overview, and purpose of ABA which uses methods to change behavior and teach student skills.

Explains BIPs and how they are based on results of an FBA and used to improve student behavior.

Defines Extended School Year (ESY) services and outlines IEP Team considerations for determining a student's need for services.

Explains the difference between completing the Michigan Merit Curriculum (MMC) and earning a high school diploma, with or without a personal curriculum (PC), versus earning a certificate of completion.

Provides an overview of FBA assessment strategies used to collect data to help determine functions of behavior for the development of a BIP.

Defines MTSS and explains how a collection of research-based strategies designed within a framework meets a range of individual student needs.

Shares information on how PCs assist students with IEPs by modifying certain MMC requirements for a high school diploma.

Shares resources and ideas to implement PBIS at home; promotes collaboration with school.

Shares resources to promote PBIS school-wide for students with and without disabilities.

Defines facilitated special education meetings and explains how neutral, trained facilitators guide the meeting process during conflict. Facilitators are available at no cost to parents and schools.

Explains how parents and schools actively work together with a neutral, qualified mediator free of charge in this voluntary problem-solving process.

Provides options for addressing special education concerns. Includes resolutions options listed within in the IDEA: facilitation, mediation, state complaints, and due process complaints.

Explains and compares state complaints and due process complaints, which are formal dispute resolution options.

Defines charter schools and explains how special education services are provided.

Explains how students with IEPs must join their general education peers to the greatest extent possible. Includes educational placement information and parental rights if disagreement occurs.

Describes parental rights when there is disagreement with the results of a school educational evaluation. Includes information regarding who conducts and pays for an IEE.

Explains the process for determining if a student meets eligibility for special education services. Discusses consent, how and why evaluations are done, and how evaluation results are used.

Defines least restrictive environment (LRE) regulations and explains LRE and placement requirements.

Defines the differences between public and nonpublic schools and explains the special education services available at each.

Explains the reevaluation process for students receiving special education services, including when a reevaluation can be done and things to consider.

Describes special education team members and their roles.

Explains the transfer of rights from parents or guardians to the student when the student turns 18. Students have the right to make their own educational decisions when they reach the age of majority (18 years old).

Defines transition planning (planning for life after a student completes high school) and explains legal requirements related to transition.

Explains the Child Find process and the requirement of schools to identify, locate, and evaluate all children who have disabilities and may be entitled to special education and related services.

Explains how career goals and plans are developed for all students before entering high school. Differentiates between EDPs and IEPs. Includes timelines and elements of an EDP.

Explains how schools must provide students who are eligible for special education services with a FAPE and how schools are accountable for providing all programs and services documented in the IEP.

Defines an IEP as a written document of special education services provided to students as required by law. Includes information regarding IEP topics, timelines, and team members.

Explains the federal special education law which protects the rights of children meeting special education eligibility and their parents.

Explains how FERPA protects the privacy of student records. Includes information on record sharing, reaching age of majority (18 years), and private versus public school protections.

Explains protections for students and parents under the IDEA.

Outlines standards for the emergency use of seclusion and restraint in Michigan public schools and shares MDE policy resources.

Defines the Special Education Advisory Committee (SEAC) and outlines its mission, membership, and functions. Includes a link to the SEAC visitor registration form for those wishing to attend a meeting.

Explains the role of SEAC members, including how members are selected and the composition of the committee.

Defines state assessments and Michigan's alternate assessment, MI-Access, available to students with the most significant cognitive disabilities.

Shares how to advocate for your child and develop advocacy skills; provides resources to support parent advocacy.

Defines applied behavior analysis therapy and explains how schools and insurance providers may coordinate services to eligible students.

Defines the importance of collaborative school and parent problem solving and explains facilitation versus mediation (free services) and the benefits of collaboration.

Outlines the Michigan Department of Education Office of Special Education's grant funded initiatives and explains their purpose and services available.

Provides strategies to reduce student anxiety during time away from school.

Defines PACs, including roles and activities, as required by the Michigan Administrative Rules for Special Education (MARSE) for each intermediate school district (ISD). Membership includes parents of children with disabilities.

Shares key social emotional learning concepts and skills presented as a fundamental framework to social emotional learning.

Explains the special education process including the steps from evaluation to eligibility, program, specialized instruction, and placement.

Shares examples for families to use to promote their child's social emotional learning through daily interactions and routines.

Defines social emotional learning and explains how families and schools can support students to strengthen these skills.

Shares how to advocate for your child and develop advocacy skills; provides resources to support parent advocacy.

Shares the definition, overview, and purpose of ABA which uses methods to change behavior and teach student skills.

Defines applied behavior analysis therapy and explains how schools and insurance providers may coordinate services to eligible students.

Explains BIPs and how they are based on results of an FBA and used to improve student behavior.

Defines charter schools and explains how special education services are provided.

Explains the Child Find process and the requirement of schools to identify, locate, and evaluate all children who have disabilities and may be entitled to special education and related services.

Defines the importance of collaborative school and parent problem solving and explains facilitation versus mediation (free services) and the benefits of collaboration.

Explains how career goals and plans are developed for all students before entering high school. Differentiates between EDPs and IEPs. Includes timelines and elements of an EDP.

Explains how students with IEPs must join their general education peers to the greatest extent possible. Includes educational placement information and parental rights if disagreement occurs.

Defines Extended School Year (ESY) services and outlines IEP Team considerations for determining a student's need for services.

Defines facilitated special education meetings and explains how neutral, trained facilitators guide the meeting process during conflict. Facilitators are available at no cost to parents and schools.

Explains the difference between completing the Michigan Merit Curriculum (MMC) and earning a high school diploma, with or without a personal curriculum (PC), versus earning a certificate of completion.

Explains how schools must provide students who are eligible for special education services with a FAPE and how schools are accountable for providing all programs and services documented in the IEP.

Provides an overview of FBA assessment strategies used to collect data to help determine functions of behavior for the development of a BIP.

Outlines the Michigan Department of Education Office of Special Education's grant funded initiatives and explains their purpose and services available.

Describes parental rights when there is disagreement with the results of a school educational evaluation. Includes information regarding who conducts and pays for an IEE.

Defines an IEP as a written document of special education services provided to students as required by law. Includes information regarding IEP topics, timelines, and team members.

Explains the federal special education law which protects the rights of children meeting special education eligibility and their parents.

Explains the process for determining if a student meets eligibility for special education services. Discusses consent, how and why evaluations are done, and how evaluation results are used.

Defines least restrictive environment (LRE) regulations and explains LRE and placement requirements.

Explains how parents and schools actively work together with a neutral, qualified mediator free of charge in this voluntary problem-solving process.

Defines MTSS and explains how a collection of research-based strategies designed within a framework meets a range of individual student needs.

Provides strategies to reduce student anxiety during time away from school.

Defines the differences between public and nonpublic schools and explains the special education services available at each.

Defines PACs, including roles and activities, as required by the Michigan Administrative Rules for Special Education (MARSE) for each intermediate school district (ISD). Membership includes parents of children with disabilities.

Shares information on how PCs assist students with IEPs by modifying certain MMC requirements for a high school diploma.

Shares resources and ideas to implement PBIS at home; promotes collaboration with school.

Shares resources to promote PBIS school-wide for students with and without disabilities.

Explains how FERPA protects the privacy of student records. Includes information on record sharing, reaching age of majority (18 years), and private versus public school protections.

Explains protections for students and parents under the IDEA.

Explains the reevaluation process for students receiving special education services, including when a reevaluation can be done and things to consider.

Describes special education team members and their roles.

Outlines standards for the emergency use of seclusion and restraint in Michigan public schools and shares MDE policy resources.

Shares key social emotional learning concepts and skills presented as a fundamental framework to social emotional learning.

Defines the Special Education Advisory Committee (SEAC) and outlines its mission, membership, and functions. Includes a link to the SEAC visitor registration form for those wishing to attend a meeting.

Explains the role of SEAC members, including how members are selected and the composition of the committee.

Provides options for addressing special education concerns. Includes resolutions options listed within in the IDEA: facilitation, mediation, state complaints, and due process complaints.

Explains the special education process including the steps from evaluation to eligibility, program, specialized instruction, and placement.

Defines state assessments and Michigan's alternate assessment, MI-Access, available to students with the most significant cognitive disabilities.

Explains and compares state complaints and due process complaints, which are formal dispute resolution options.

Shares examples for families to use to promote their child's social emotional learning through daily interactions and routines.

Explains the transfer of rights from parents or guardians to the student when the student turns 18. Students have the right to make their own educational decisions when they reach the age of majority (18 years old).

Defines transition planning (planning for life after a student completes high school) and explains legal requirements related to transition.

Defines social emotional learning and explains how families and schools can support students to strengthen these skills.