Non-Public Schools in MI

MICHIGAN DEPARTMENT OF EDUCATION
NOTICE OF PUBLIC HEARING

The Michigan Department of Education, Office of Special Education and
Early Intervention Services will conduct public hearings to receive
comment on the following proposed administrative rules and documents:

Special Education Programs and Services Administrative Rules
(2009-043ED)
Criteria for Specific Learning Disabilities
Nonpublic Services Plan

The rules are promulgated by the authority conferred on the
superintendent of public instruction by sections 1701 and 1703 of 1976
PA 451, MCL 380.1701 and MCL 380.1703, and Executive Reorganization
Order Nos. 1996-6 and 1996-7, MCL 388.993 and MCL 388.994. The
proposed changes will bring the administrative rules into alignment
with the reauthorized Individuals with Disabilities Education Act and
update outdated language.

In addition, the Michigan Department of Energy, Labor and Economic
Growth, State Office of Administrative Hearings and Rules will conduct
public hearings to receive public comments on the following proposed
administrative rule:

Due Process Procedures for Special Education (2009-049ED)

The rule is promulgated by authority conferred on the State Office of
Administrative Hearings and Rules by sections 1701 and 1703 of 1976 PA
451, MCL 380.1701 and 380.1703, and Executive Order 2005-1, MCL
445.2021. Rule 340.1883(3) contains an incorrect rule reference. The
current subrule references Rule 340.1881, a rule that was rescinded in
2005. Hence, this subrule must be amended to reflect the correct
reference (R 340.1724f).

The proposed rules are accessible on the Michigan Department of
Education, Office of Special Education and Early Intervention Services
Web site at www.michigan.gov/ose-eis under “Spotlight.” These rules
are published in the November 15, 2009, Michigan Register. The rules
are proposed to take effect upon the filing with the Secretary of State.

Public hearings for both rule sets will be held at the following sites:

Tuesday, December 1, 2009 from 3:30 – 8:00 p.m. at Wayne State
University Law School, Spencer M. Partrich Auditorium, 471 W. Palmer,
Detroit, Michigan 49202; and Wednesday, December 2, 2009 from 3:30 –
8:00 p.m. at Ingham Intermediate School District, Thorburn Education
Center, Conference Rooms B & C, 2630 West Howell Road, Mason, Michigan
48854.

Oral or written comment may be presented in person at the hearing or
submitted in writing by mail, e-mail, or facsimile no later than 5:00
p.m., December 18, 2009. All comment will be reviewed and considered
in the final version of the rules. Comments may be submitted to the
following:

Public Comment
Office of Special Education and Early Intervention Services
Michigan Department of Education
P.O. Box 30008
Lansing, MI 48909
Email: mde-ose@michigan.gov
Fax: 517-373-7504.

If special accommodations are needed to participate in the public
hearings, contact Meredith Hines at 517-373-0924 or email at hinesm@michigan.gov
by November 16, 2009.

Textbooks vs. Digital Media

There is a current discussion along this thread on the Independent Schools Network which cites an article that was published in the Times: "In a Digital Future, Textbooks are History".

I love validation I must say and this was one of those times. Our school has not used textbooks for most courses for at least five years. Part of it was a cost factor combined with the amount of differentiation we do on a daily basis with multi-age classes for students with learning disabilities. Another reason was that there is rarely one textbook that includes what we want for all units in a good format. We determine the content and then supplement and with the advancement in technologies, we use quite a bit of digital text. Continuing to grow in this fashion, we are also finding that by posting links to this "text" on our wikispace, etc.. we are also negating the "I left it at school/home" factor and use an on-screen reader for those who need support that way. It's been quite powerful really!

Full Disclosure?

Who needs to know you have or don't have ADHD? How do you explain without sounding like you're making excuses? Edge Foundation has a blog with resources for answering this exact question! Disclosing your ADHD: pros and cons

What is ADHD Really?

Through a tweet, I found a great site out of Canada! Teach ADHD is a resource for teachers to begin to bring research into the classroom for kids with ADHD. What is the science behind how their brains work? How will this be seen in a classroom? What is the impact of these struggles?

ADHD is more than being active or distractable. Great resource!!!

Attention; Activity; or ADDed Awareness?

"But why do I always get yelled at?” Please catch me doing something right and praise me for my specific positive behavior. Remind me (and yourself) about my good points, when I’m having a bad day. - from an ADHD Bill of Rights published in The Bigger Picture of ADHD/ADD That You Might Not Know.

When I describe my job to people and mention ADHD, I often hear things like "Oh, kids on medication"; or "Oh wow. You must be a saint."; or, "Hyper kids huh?". At other times, I've noticed ADHD becoming almost a buzz word for any person who forgets something, loses track of a thought, has a messy desk or has an energy build-up (even when it's really a caffiene build up). While those things may be not far off truth in appropriate context, they are certainly not a good full picture of what it is like to have ADHD or to work with those who do. In no way do these descriptions capture the talent and creativity in their energy; their unique way of looking at the world that can instigate change when children with ADHD become adults with ADHD.

In my web wanderings this week, I came across a wonderful posting that outlines a good understanding of the full picture of ADHD: The Bigger Picture of ADHD/ADD That You Might Not Know. I have to include that I am not very familiar with the site it is posted on having just seen it for the first time. I do not know who the author of this post was, but I do know that the content is accurate and extremely user-friendly information that can be (and maybe should be) passed on.

Teaching Kids Rather Than Grades: Is that Possible?

Found some interesting commentary and link on a fellow blogger's site, regarding teaching to the development of the learner rather than grade placement based on age.

The End of Grade Levels
I believe there are solid pluses to this idea, which are some of the same reasons multi-age classes can be powerfully successful: less stigmatism for meeting, or not, some benchmark that has been placed on that grade level; the opportunity for students to learn more from each other; and teach kids to learn and truly work with others rather than segregate based on age. A discussion I started to have frequently this spring with some of our students was that only during your school years will you be surrounded by people your own age. In the workplace, or even college, you will have folks of all ages in your classes or environment and it is better to learn how to deal with both the positive and negatives of that, than it would be for me to not schedule freshmen in the juniors' classes when needed.

And, as with anything, there are certainly some negatives to prepare for: the stigma of not "keeping up" with peers will remain depending on how actual groupings are created; the the application of the concept so that slower learners are challenged and don't end up floating through an even bigger black hole of education.

Done correctly, we can instill a solid love of learning and build self-esteem which only benefits everyone. Many private LD schools have achieved this for quite some time. The challenge is how to set the expectations, implement them AND have people feel comfortable trusting that system.

Change is challenge and excitement all rolled together!!!

Screen Readers

We use Universal Reader frequently at school, but have still struggled sometimes with a screen reader for a pdf file. Thanks to Twitter, I found a link with tips for setting yourself up for a screen reader for pdf files: RNIB.

Enjoy!