Teresa Weatherall Neal,
Superintendent
Laura LaMore,
Executive Director, Special Education
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“To start changing the outcomes for our
student with disabilities, it will first require
courage, time, discipline, and knowledge of
how to do the work that needs to be done.”
Dr. Melody Musgrove, Director, Office of Special Education Program, USDOE,
April 2014 In Case April-May-June 2014
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“The foundation for teaching children with special needs
requires high expectations and inclusion.”
“Schools need to adhere to a more thorough follow-through
process for the services, goals, and practices of each IEP…”
“There should be more openness within schools to coordinate or
even integrate clinical external treatment and practices. This
should not be a situation where silos exist.”
Lt. Governor Brian Calley, Special Report to State BOE in Advance of Formation of New Special
Education Task Force Expected to Make Legislative and Policy Recommendations
September, 2014
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Elementary and Secondary Education Act
(ESEA, NCLB)
Americans With Disabilities Act (ADA)
Individuals with Disabilities Education Act
(IDEA)
Federal Regulations for IDEA
Intermediate School District Plans (ISD Plans)
State Aid Act (SAA)
Pupil Accounting Manual (PAM)
GRPS District Policies, Procedures, Practices
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 Minimal
changes to special education – due to
complexity and readiness; it was slated to be a
part of Phase II
 Leadership transition made
 Interim decision to bring back Teresita Long
 Needed to manage immediate issues
Staff
Compliance
Significant Disproportionality
Medicaid
 Began
discussion of special education
transformation
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 Audit
Completed: Clinical and Education
Services Analysis for the Grand Rapids
Public Schools; Futures Education, 2010
1. Center Programs
2. Non-Center Programs (Local Programs)
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 Strengths:
◦ Dedicated, committed, and capable staff
◦ Involvement in the Integrated Behavior and Learning
Initiative (PBiS)
◦ Strong loyalty to the district by experienced staff
◦ Environment conducive to learning in the classroom
◦ Non-academic settings were clean and attractive
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 Challenges
◦ Lack of consistency and uniformity to bring
students back to neighborhood schools
◦ Districtwide PD opportunities inapplicable for
center based staff
◦ Inefficiencies with administrative and programmatic
structure
◦ Need to revisit the need for the number of nurses
and certified therapy staff
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Across the district, 22% of
students (PK-14) have IEPs
36% of those students receive
Center Based Programming, just
over 1/3 of those we serve.
Source: Kent ISD TIENET & GRPS Student Information System (Synergy)
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August 2014- Hired Laura LaMore, Executive Director, Special
Education
 Bachelors in Elementary Education, University of Pittsburgh
 Masters in Special Education, University of Pittsburgh
 Adjunct professor (PhD Candidate), Wayne State University
 Special Education Director Approval, GVSU
 Central Office Administration Certification, GVSU
 2 years general education elementary teacher
 5 years special education teacher
 10 years “stay at home mom”, son with Rubinstein-Taybi
Syndrome (now 27)
 2 years teacher consultant
 8 years principal
 5 years Planner Monitor, Oakland Schools
 18 months Policy Consultant, MDE Office of Special Education
 4 years ISD Director for Allegan Intermediate School District
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 Improve
results for students
 Increase graduation rates; Post Secondary Outcomes
 Assure
a full continuum of services
 Shift from special education “rooms” (which are a “place”)
to “programming” (which are “service” based)
 LRE
with an intentional focus on Inclusion
 Assure
Systemic Flexibility
 Strength-based decision making for programming. (i.e.,
Getting the right people in the right positions at the right
time.)
 Empower forward thinking
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Looked, listened, planned, and began crucial
conversations with stakeholders
Created a shared message: all students are
capable of learning; all students are capable of
learning more
Started with ECSE (local) and Transition (center)
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Areas of Focus:
1. Diagnostic Center - Transformation to an educational
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evaluation process for youngest learners
ECSE – Create a model inclusion program moving
students back to their neighborhood schools
Expand Resource Programs – To make the shift from
“rooms” to services across programming
Right Size Staffing – Focus on student needs
Community Transition Campus – All in support of a
nationally recognized empowerment model
Calendar Shift – Change of practice to align GRPS to
2008 Rule change AND offer students FAPE (ESY)
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Calendar
◦ Michigan Administrative Rules for Special Education were
revised in 2008 to reflect a change of practice and
interpretation. It mandated ISDs determine their practices
for SCI and SXI Programs. [KISD = 200 day calendar,1150 hours with no
breaks greater than two weeks to the extent possible]
◦ GRPS operates under a 175 day calendar and have added
extra days calling it “summer school” and/or Extended
School Year (ESY)
◦ The intent was to provide services based on requirements
and needs
◦ Calendar still being negotiating with GREA
◦ Decision to hold harmless this year to bring staff and
parents along with a full year notice (v. 10 months
provided)
◦ Notice/letter sent to families week of 1/4/2016
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What’s next?
◦ Continue listening and improving implementation
and communication (Conversation Cafes, staff
meetings, parent meetings, KISD meetings, etc.)
◦ Plan the work; work the plan: Special Education Plan
is no longer separate from [district] Academic Plan
◦ [Update] Special Education Program Review –
LaPointe and Butler conducting work with
stakeholder group input
◦ Director of Accountability and Technical Assistance
– Started January 2016 (prior Compliance position)
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Education is not a stand still event
Need to be strategic, intentional, proactive
and courageous
The higher the expectations for students, the
higher the results
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We want the same thing for our collective
students – a future with a greater chance for
independence, lifelong learning, community
involvement and/or employment
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Laura LaMore
616-819-2185
lamorel@grps.org
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