Romulus Community Schools provides Special Education Services for students who have been evaluated by a Multidisciplinary Team and identified through an Individual Education Planning Team (IEPT) as a student with a disability. The IEPT develops goals and objectives and decides the programs and services that are appropriate to meet the educational needs of the student.

 

Vision

Romulus Community Schools are committed to providing a challenging program for students with disabilities and hold high expectations for students with disabilities to achieve in the least restrictive environment. Special education services are provided in the general education setting to the fullest extent possible. All students should have a plan in place for successful adult living and lifelong learning after leaving high school.

  • Remaining knowledgeable, highly-educated, and recognized as experts by parents, colleagues, and members of the broader community.
  • Approaching our jobs with vibrancy and dedication so that, as a unified team of coordinators and paraprofessionals, we go above and beyond what is expected in order to provide the best possible educational experience for all learners.
  • Seeking to create an environment that nurtures the whole child in which all learners feel safe and accepted.
  • Providing effective, targeted instruction to meet the unique needs of all learners.
  • Supporting frequent and effective communication among parents, staff, and students, intentionally building relationships that promote collaborative partnerships.

At Romulus Community Schools, we understand that each learner is unique. We provide support for the strengths and struggles that each student brings to the learning environment.  A deep understanding of each student allows us to tailor our instruction in order to provide targeted intervention, remediation, and accommodation as needed.  By utilizing a multi-tiered system of support, which are mandated by the state of Michigan, our general education and Support Services staff are able provide early effective intervention to students who are having difficulty meeting academic benchmarks.  Using achievement data, students who demonstrate difficulties are identified early, provided with interventions, and monitored frequently for adequate progress.

Through the MTSS system, RCS is able to look at the whole child to make sure we are meeting the needs of all of our students.  MTSS also falls under our blueprint of the Intense Student Support Network.

Depending on a student’s response to receiving these targeted interventions, he or she may be formally evaluated to determine if there is a specific learning or other disability present.  These students may then benefit from additional intervention, increased instructional support, remediation, and/or educational accommodations.

We strongly desire Romulus Community Schools to be an inclusive community. We provide individualized services to learners of differing abilities.  Students who have moderate to severe physical, cognitive, and/or emotional challenges are valued members of our school communities. 

As full members of general education classrooms, these students also receive additional support from inclusion staff who ensure that the appropriate accommodations and/or modifications needed for a successful school experience are provided. 

Romulus Community Schools provides evaluations for students who are suspected of having a disability under IDEA (the federal special education law) and/or Section 504.  If there is reason to suspect that the student has a disability, staff and parents will use the Child Study Team process to recommend an evaluation.  If the intent of the evaluation is to access special education programs/services under IDEA or to determine eligibility for accommodations under Section 504, parental consent is required prior to evaluation.  Following the special education or Section 504 evaluation, a team meeting is held to review the evaluation data and develop an appropriate program for the student.

Homebound services are designed for short term illnesses.  Homebound teaching is for children who, for a minimum of two weeks, cannot attend school in the regular classroom. n Students receiving Homebound students are too ill to leave their homes. They would be unable to participate in extracurricular activities or part-time employment.  If a student is able to participate in those activities it is reasonable to expect they could attend school.

The homebound teacher offers a chance for students to keep up to date with assignments and tests.  The classroom teacher prepares assignments and tests that the Homebound teacher will coordinate. Homebound services do not ensure that all credits will be acquired; some lab classes and participation classes are not maintainable in Homebound Services.  The classroom teacher makes a recommendation regarding this. It is the student’s responsibility to earn a passing grade when materials can be delivered through a Homebound instructor.

If you think your student may need specialized programming:

  • Meet with your child’s teacher or counselor.  Share your concerns and ideas.  Develop a plan for working together.
  • Share the information you have from outside sources. School personnel welcomes input from family doctors, tutors, private therapists, etc.
  • Talk with the principal.  Often he/she can work with parents and teachers to come up with helpful new strategies or mobilize additional resources.  You may wish to request a Child Study Team or Student Support Team meeting involving one or more of your child’s teachers.
  • Contact Special Services if you have specific questions about evaluations or programming under IDEA or Section 504. 
  • Questions about services to preschool-aged children may also be addressed to the Special services office