Special Services
Special Education Services Overview Clarenceville Schools provides special education and related services at no cost to families, ensuring a Free Appropriate Public Education (FAPE) that meets each child’s unique strengths and needs. Students with disabilities learn alongside their nondisabled peers to the greatest extent possible, reflecting the Least Restrictive Environment (LRE) principle. All services—from speech and occupational therapy to resource-room instruction—are delivered at no cost to families. Clarenceville Schools provides students with an entire spectrum of supports and services based on their identified needs. Occasionally, Clarenceville Schools partners with neighboring Oakland County School Districts to meet a student's unique needs. Links: |  |
Child Find & Referral By federal law, Clarenceville must identify, locate, and evaluate any child (birth–26) who may need special education. Parents, teachers, or community providers can refer a child at any time by speaking with their building administrator, via our online form, or by calling the Special Services Office. Once referred, we hold a Review of Existing Evaluation Data (REED) meeting within 10 school days and, with your consent, complete any needed assessments within 30 school days. Links: |  |
Evaluation & Eligibility Timelines After you consent in writing, Clarenceville completes all evaluations in 30 school days, covering academics, social/emotional, health, and behavior. Your child’s team meets at least once a year to review progress, and a comprehensive reevaluation happens every three years—unless you and the school agree it isn’t needed. Links: |  |
Procedural Safeguards & Parent Rights You’ll receive a Procedural Safeguards Notice—written in everyday language—when your child is referred, before any IEP meeting, at every significant change in services, and upon request. This notice explains your rights to prior written notice, informed consent, review of records, Independent Educational Evaluations (IEEs), mediation, state complaints, and due-process hearings. Links: |  |
IEP Process & Essential Components An Individualized Education Program (IEP) is your child’s roadmap for the year. It includes:
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Extended School Year (ESY) Services Extended School Year (ESY) services in Michigan are individualized, no-cost supports provided beyond the regular school year to help students with disabilities maintain critical skills in identified IEP goal areas during breaks in instruction. Eligibility is determined annually by the IEP Team based on each student’s data, rather than on disability category or formulas, considering factors such as regression, recoupment time, and the severity or nature of the disability. Unlike general-education summer school—which focuses on academic development or remediation and often requires a fee—ESY consists solely of specially designed instruction tied to existing annual goals, does not create new goals, may occur in various settings (e.g., school, community, home), and ensures a free appropriate public education (FAPE) by providing services in the least restrictive environment appropriate for the student’s needs. Links: |  |
| Discipline Procedures for Students with IEPs If your child’s behavior violates the school’s code of conduct, they may be removed for up to 10 school days just like any other student; however, any removals beyond 10 days in a single school year count as a change of placement and automatically trigger additional safeguards. You will receive written notice, your child will continue to receive appropriate educational services during any removal, and the IEP team will meet within 10 school days to decide whether the behavior was a manifestation of their disability. In instances involving weapons, drugs, or serious bodily injury, your child may be placed in an interim alternative educational setting for up to 45 school days, with the same procedural protections and the right to appeal decisions through due process. These discipline safeguards also apply to students not yet identified for special education if the district knew—or should have known—about their disability. Links: |  |
Independent Educational Evaluations (IEE) If you disagree with the district’s evaluation, you have the right to request an Independent Educational Evaluation at public expense. You can make this request in writing or in person; the district will provide its criteria for qualified evaluators and help you find professionals. If the district challenges the IEE, due-process protections apply to resolve disputes. Links: |  |
Section 504 Accommodations Students whose disabilities limit major life activities—but don’t qualify under IDEA—can receive a 504 Plan for accommodations such as extended time, preferential seating, behavior supports, assistive technology, and other reasonable accommodations. To start, contact your child's building administrator or the Special Services Department; an evaluation team will determine need. If necessary, the team will develop a plan and review it annually. Links: |  |
Dispute Resolution & Complaints As partners in your child's education, the Special Services Department is committed to addressing concerns quickly and collaboratively, guided by our values of respectful communication, solution-focused problem-solving, and shared responsibility. We strive to resolve disputes amicably by first addressing the source through:
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Annual Performance Data & Reporting Each spring, our Annual Performance Report (APR) is posted on the MI School Data website, covering key metrics such as evaluation timeliness, LRE placement rates, graduation and dropout data, and discipline disproportionality. Interactive charts and summaries help families track district progress against state and federal targets. Links: |  |
| Seclusion & Restraint Policy Clarenceville Schools is committed to ensuring the safety, dignity, and rights of all students. In compliance with Michigan law (MCL 380.1307–1307h) and the MDE Policy for Emergency Use of Seclusion and Restraint (adopted March 2017), the District prohibits the use of restraint or seclusion except in emergency situations when the student’s behavior presents an imminent risk of physical harm to self or others. Staff are trained annually in approved positive behavior interventions and alternatives to seclusion/restraint per state guidelines. Key identified staff are trained annually in an approved Nonviolent Physical Crisis Intervention Curriculum. Key Policy Elements:
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Staff Qualifications & Caseloads All special education teachers hold Michigan endorsements in their respective areas or meet state staffing requirements. Clarenceville monitors caseloads to ensure teachers and related-service providers can give focused, individualized attention to each student. |  |
Accessibility & Multi-Language Support Our website adheres to ADA web-accessibility standards. Key documents (Procedural Safeguards Notices, referral forms, IEP templates) are available in Spanish, Arabic, and other languages upon request. Interpretation services for meetings can be arranged—just let us know your language needs when you contact us. Links: |  |
