Keeping Children with Behavior-Related Disabilities in School PAS continued its systemic initiative to im- behavior. MPAS also continues to emphasize the prove outcomes for children with intellectual importance and effectiveness of positive behavior or developmental disabilities who are excluded interventions and supports, as well as the role of from school because of disability-related behavior. individualized behavior supports in the provision of Within the past year, MPAS continued to collect a free appropriate public education (FAPE) to each data via parent surveys. Last year, MPAS talked student with a disability. about disability-related behavior in school with Additionally, MPAS has worked directly with over 1,100 callers from over 150 school districts. the Michigan Department of Education, Office of MPAS has filed over 50 special education adminis- Special Education (MDE-OSE). MPAS has provided trative complaints on behalf of individual students comment regarding proposed administrative rules to date as well as a number of systemic complaints. and proposed monitoring standards to MDE-OSE. MPAS has also filed due process complaints on be- MPAS has met with staff from the Office of Pro- half of individual students and on systemic issues. gram Accountability to discuss areas of concern MPAS has spoken with parents, advocates, local and areas of mutual agreement. MPAS also voiced district staff, intermediate school district staff, concerns regarding MDE-OSE with the U.S. De- mental health professionals, juvenile court work- partment of Education, Office of Special Education ers, and numerous individuals in the community. Programs (OSEP) prior to the OSEP site visit in Through trainings, outreach, phone calls, webinars, November 2011. OSEP cited MPAS’ input in its information and referral, and informal conversa- corrective action findings by ordering MDE-OSE tions, MPAS continues working to develop grass- to reform its complaint process and procedures to roots awareness of hidden disabilities which impact address substantive special education issues. 12 MPAS 2012 Annual Report
Keeping Children with Behavior-Related Disabilities in School PAS continued its systemic initiative to im- prove outcomes for children with intellectual or developmental disabilities who are excluded from school because of disability-related behavior. Within the past year, MPAS continued to collect data via parent surveys. Last year, MPAS talked about disability-related behavior in school with over 1,100 callers from over 150 school districts. MPAS has filed over 50 special education adminis- trative complaints on behalf of individual students to date as well as a number of systemic complaints. MPAS has also filed due process complaints on be- half of individual students and on systemic issues. MPAS has spoken with parents, advocates, local district staff, intermediate school district staff, mental health professionals, juvenile court work- ers, and numerous individuals in the community. Through trainings, outreach, phone calls, webinars, information and referral, and informal conversa- tions, MPAS continues working to develop grass- roots awareness of hidden disabilities which impact behavior. MPAS also continues to emphasize the importance and effectiveness of positive behavior interventions and supports, as well as the role of individualized behavior supports in the provision of a free appropriate public education (FAPE) to each student with a disability. Additionally, MPAS has worked directly with the Michigan Department of Education, Office of Special Education (MDE-OSE). MPAS has provided comment regarding proposed administrative rules and proposed monitoring standards to MDE-OSE. MPAS has met with staff from the Office of Pro- gram Accountability to discuss areas of concern and areas of mutual agreement. MPAS also voiced concerns regarding MDE-OSE with the U.S. De- partment of Education, Office of Special Education Programs (OSEP) prior to the OSEP site visit in November 2011. OSEP cited MPAS’ input in its corrective action findings by ordering MDE-OSE to reform its complaint process and procedures to address substantive special education issues. 12 MPAS 2012 Annual Report