The SLI Center Program provides a full-time special education Specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability. placement with intensive language intervention. This program is designed to help children in Kindergarten thru grade 3 having severe language impairments who cannot be educated in the home district. It is appropriate to refer students from Early Childhood Special Education programs as the purpose will be to provide intensive services at a young age and to return to the local district as quickly as possible during elementary school. According to R 340.1756, Rule 56.(4), “The severely language impaired program shall not include persons whose language impairment is primarily the result of autism Developmental disability that affects communication and social interaction, adversely affects educational performance, is generally evident before age 3. Children with autism often engage in repetitive activities and stereotyped movements, resist environmental change or change in daily routines, and have unusual responses to sensory experiences. or mental, emotional, hearing, visual, physical, or other health impairments as defined in part 1 of these rules.”
Regular school year.
These areas change subject to geographic considerations.
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FRASER |
WARREN WOODS |
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Anchor Bay |
Center Line |
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Armada |
East Detroit |
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Chippewa Valley |
Fitzgerald |
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Clintondale |
Lakeview |
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Fraser |
Roseville |
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Lake Shore |
South Lake |
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L’Anse Creuse |
Van Dyke |
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Mt. Clemens |
Warren Consolidated |
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New Haven |
Warren Woods |
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Richmond |
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Romeo |
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Utica |
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1. Form 2, signed and approved by the Special Education Director and parent Parent, guardian, or surrogate parent; may include grandparent or stepparent with whom a child lives, and foster parent., is submitted to the LEA Local Educational Agency, i.e., local school district. SLI Center Programs Director, Fraser or Warren Woods.
If a referral is being made by a non-resident district, a copy of the referral Form 2 must be forwarded to the Director of the student’s resident A pupil whose parent or parents live within the geographic boundaries of a school district and/or meets the residency requirements outlined in the Pupil Residency section of the Michigan Pupil Accounting Manual. district.
2. The following items are to accompany the Form 2 referral.
Psychological Evaluation
§ Completed within 1 year.
§ Demonstrating average or above nonverbal intellectual ability (quotient of >90) using a widely accepted comprehensive assessment Systematic method of obtaining information from tests or other sources; procedures used to determine child’s eligibility, identify the child’s strengths and needs, and services child needs to meet these needs. See also evaluations.. (WPPSI, UNIT)
Speech and Language Report
Formal testing
Articulation test
Language test results (Completed within 6 months)
§ All results showing strengths and weakness.
§ At least two language tests/subtests at least 2 standard deviations below age mean.
§ Deficient language skills in two or more language subsystems: Phonology, morphology, syntax, semantics or pragmatics.
Description of receptive and expressive language functioning (paragraph about each).
· Language Sample Forms AND Casette (Completed within past 2 months), may include:
o Analysis - Comments about the results
o Written transcription of sample
o Cassette tape (full size)
Teacher Input Form
· Academic Assessments
§ Preschool Referrals - Attach report card or describe progress toward preschool skills.
§ Kindergarten and Early Elementary referrals – Attach Michigan Literacy Progress Profile (MLPP) including Oral Reading Record, Writing Sample, and digging deeper assessments (phonemic awareness, letter and sound identification, sight words).
All MET Multidisciplinary Evaluation Team" means a minimum of 2 persons who are responsible for evaluating a student suspected of having a disability. The team must include at least 1 special education teacher or other specialist who has knowledge of the suspected disability./Evaluation Review Reports e.g., Occupational Therapy Related service aimed at -- improving, developing, or restoring functions impaired or lost through illness, injury, or deprivation; improving ability to perform tasks for independent functioning if functions are impaired or lost; and preventing, through early intervention, initial or further impairment or loss of function., Social Work
Hearing assessment completed within 1 year - Date and results.
Vision screening (completed at any time) - Date and results.
Behavior Intervention Plan
Immunization Record
Birth Certificate
This process must be initiated by April 1st for completion in time for fall placement.
1. After receiving the referral materials, the SLI program director will review the packet. The following may occur:
Contact LEA, missing information
Determine appropriateness of referral to SLI Center Programs Programs operated by a district or intermediate school district for special education pupils from several districts in programs for pupils with autism spectrum disorder, pupils with severe cognitive impairment, pupils with moderate cognitive impairment, pupils with severe multiple impairments, pupils with hearing impairment, pupils with visual impairment, and pupils with physical impairment or other health impairments. Programs for pupils with emotional impairments housed in buildings that do not serve regular education pupils also qualify. (Per Michigan School Aid Act Section 6).
An SLI Center Program team may observe student and interview staff.
2. If referral to an SLI program is considered:
A Form 2A - Report of Recommended Disposition will be returned to the District.
A copy of Form 2A will be sent to the appropriate administrator (Director of Special Education of Operating District The district to which any applicable funds (state or federal) will be sent. This is the district that reports all students for whom the district expects to receive any state or federal funds. or Principal of MISD Program) and the Director of Special Education of the referring school district recommending that an IEP A written, individual instructional program developed for a special education pupil that identifies the specific needs of the pupil, and a plan to address them. be scheduled to consider placement.
3. The sending district chairs and provides forms for the placement IEP with the cooperation of the receiving school administrator/designee.
Required members of IEP Team at a minimum consist of:
The sending school district
The receiving school district
The parent (or the student, if appropriate)
The resident district, if not the sending or receiving district.
An IEP is held to consider placement in the program.
Students Previously Enrolled in Another District
Students transferring to the local district from outside the county, who are being served in a like comprehensive program, may be referred directly to the MISD. In addition, students who are returning from a hospital or other specialized setting may be referred at the discretion of the LEA Director.
In such cases, for immediate placement, the Referring District must complete a Previous Enrollment Form and submit a Form 2. Also, the referring district must request and collect data from the previous district and submit this to MISD within 30 days.
Director of Special Education/Supervisor contacts SLI Program director after submission of Form 2.
Form 2 signed by Parent and Special Education Director
Updated: July 24, 2007