R 340.1702 R 340.1733

<https://www.michigan.gov/documents/mde/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf&gt;

R 340.1702 “Student with a disability” defined. Rule 2. “Student with a disability” means a person who has been evaluated according to the individuals with disabilities education act and these rules, and is determined by an individualized education program team, an individualized family service plan team, or an administrative law judge to have 1 or more of the impairments specified in this part that necessitates special education or related services, or both, who is not more than 25 years of age as of September 1 of the school year of enrollment, and who has not graduated from high school. A student who reaches the age of 26 years after September 1 is a “student with a disability” and entitled to continue a special education program or service until the end of that school year.

R 340.1733 Program and service requirements. Rule 33. An intermediate school district, local school district, public school academy, and any other agency shall adhere to all of the following general requirements for all programs and services for students with disabilities: (a) Special education classrooms or areas where related services are provided shall have at least the same average number of square feet per student, light, ventilation, and heat conditions as provided for general education students in the school district. (b) Programs for students with severe cognitive impairment and severe multiple impairments which have students under 16 years of age shall not exceed a 6-year age span at any 1 time. (c) All other special education programs which have students under 16 years of age and which are operated in separate facilities shall not exceed a 4-year age span at any 1 time. (d) The age span for students who are assigned to special education programs, except for programs for students with severe cognitive impairment and severe multiple impairments, operated in elementary buildings attended by children who are nondisabled, shall not exceed, at any 1 time, a 6-year age span or the age span of the students who are nondisabled in the building, whichever is less. (e) The age span for students who are assigned to special education programs, except for programs for students with severe cognitive impairment and severe multiple impairments, operated in secondary buildings attended by students who are nondisabled, shall not exceed, at any 1 time, the age span of the students who are nondisabled in the building, except in high school buildings where students up to 26 years of age may be served. The term “nondisabled” shall not include persons participating in adult education programs. (f) Programs for students with severe cognitive impairment, severe multiple impairments, and moderate cognitive impairment shall comply with subdivisions (b), (c), (d), and (e) of this rule unless a § 300.14 Equipment. Equipment means—(a) Machinery, utilities, and built-in equipment, and any necessary enclosures or structures to house the machinery, utilities, or equipment; and (b) All other items necessary for the functioning of a particular facility as a facility for the provision of educational services, including items such as instructional equipment and necessary furniture; printed, published and audiovisual instructional materials; telecommunications, sensory, and other technological aids and devices; and books, periodicals, documents, and other related materials. (Authority: 20 U.S.C. 1401(7)) MARSE Supplemented With Selected IDEA Federal Regulations / October 2013 Part 3 3 Michigan Rules IDEA Federal Regulations program is operated in accordance with an approved intermediate school district plan where, due to the low incidence of eligible students, expanded age ranges may be necessary for programmatic feasibility and meeting the needs of students. (g) Students with disabilities qualifying for special education programs and services shall be provided with supplies and equipment at least equal to those provided to other students in general education programs, in addition to those supplies and equipment necessary to implement a student’s individualized education program. (h) Intermediate school districts, local school districts, public school academies, or a combination of such agencies in cooperation with public and private entities, shall provide or contract for the provision of transition services. Special education teachers shall be assigned to supervise such services. Professional special education personnel, a transition coordinator, or both, shall coordinate transition services. (i) For worksite-based learning, a written agreement/plan is required and shall be signed by the student, parent, school, and worksite representative. The agreement shall set forth all of the following information: (i) Expectations and standards of attainment. (ii) Job activities. (iii) Time and duration of the program. (iv) Wages to be paid to the student, if applicable. (v) Related instruction, if applicable. The superintendent of the school district shall designate a staff member to visit the student’s worksite at least once every 30 calendar days for the duration of the program to check attendance and student progress and assess the placement in terms of health, safety, and welfare of the student. (j) Substitute instructional aides specified in R 340.1738, R 340.1739, and R 340.1748 shall be provided when assigned instructional aides are absent. In addition, teacher aides specified in R 340.1739 and R 340.1740 shall be provided when assigned teacher aides are absent.

R 340.1799g Transition coordinator; requirements. Rule 99g. (1) Full approval as a transition coordinator shall be granted by the department to a person who meets all of the following requirements: (a) A bachelor’s or graduate degree in special education or a field related to transition of youth with disabilities into adult life roles. Related fields include, but are not limited to, general and vocational education, vocational rehabilitation, and counseling. (b) A minimum of 3 years of satisfactory teaching experience in special or vocational education at the secondary level; or a minimum of 3 years of satisfactory employment providing transition-related service to individuals with disabilities between the ages of 13 to 26 years. Transition-related services include, but are not limited to, vocational rehabilitation, employment, counseling, independent living, and mental health. A person with a master’s degree in special education or field related to transition of youth with disabilities into adult life roles shall be credited with 1 year of employment. (c) Approval under competencies and procedures established by the department.

<https://calvin.edu/contentAsset/raw-data/225e6a56-bd6a-49a6-b7c9-a0992dc57399/fullTextPdf&gt;

They are online. Go to Calvin home page, then to A-Z list, then to Faculty Handbook, which can be downloaded. The relevant section are:
3.5.1.3
6.13.1.3
6.13.2.3
Pay particular attention to the last one above, which is about exceptions to the requirement.

<https://clcnetwork.org/&gt;

My point is that these Republicans, with the DeVoses leading the way, want vouchers to bring all the “inexpensive” children together. They will not advocate for the mentally ill, disabled, delinquent, or handicapped. Currently the private, charter, and religious schools push all those students to the public school system. A system that, as of six years ago, does not receive additional funds to provide federally mandated programs, programs not offered in private, charter, or religious schools.
No one seems to expect the Christian Schools to do what the Public Schools are doing, not even a supposed standard bearer of Christian Education–Calvin College.
The severely handicapped and disabled are in very few of the Christian or Charter schools.
Christian Schools don’t expel the misbehaving child, they send them to the Public School. Public Schools spend millions on dealing with poor behavior, while many see that as a waste of funds, it’s less money than housing them in the penitentiary–which is where so many of these children are heading.

And there will be many more heading to prison if Trump and his cronies get their way. They elite have to support their children somehow. If everyone have a solid education how can the incompetent children of the wealthy keep their wealthy and power?

Vouchers will not pay for transportation, limiting the working poor.
Vouchers will not pay for special education until a student is 26.

3.5.1.3 / Christian Schooling
Calvin College faculty members on regular appointments are normally required to provide their children with Christian schooling. III. Faculty Personnel Policies 86 The requirement is applicable to grades K through 12. Christian schools that are members of Christian Schools International are expected to be the primary schools of choice for faculty. However, home schooling and sending children to other schools that base their education on the Christian faith could also fulfill the requirement when approved on an individual basis. Further information about these requirements, their applicability, and possible exceptions is available in section 6.13.
6.13 / CLARIFICATION OF FACULTY MEMBERSHIP REQUIREMENTS AND PROCEDURES FOR REQUESTING EXCEPTIONS
Context for the Requirements Calvin College has always been strongly committed to a Reformed view of academic practice and community life. The college expects each member of its faculty to affirm and live out this Reformed perspective in every area of personal and professional endeavor. Broadly speaking, Calvin holds faculty to two related expressions of Reformed commitment. First, members of the faculty are expected to demonstrate the Reformed character of their professional work, especially in the way their Christian faith shapes their teaching and scholarship. This demonstration may occur informally, through discussions and peer review, but it also occurs formally at the time of appointment through interviews, candidates’ written statements of their religious faith, and the required pastor’s VI. Faculty Policies and Standards 253 letter; and at the time of reappointment and tenure through student evaluations of teaching, department reviews of teaching and scholarship, and written statements on faith and learning. These formal and informal means of promoting the integration of faith and learning have helped to create a faculty and an institution which have earned high distinction in both the wider Christian community and the broader academy. Second, Calvin College has always expected its faculty members to demonstrate their commitment to Reformed confessions and institutions through their formal affirmations and involvement in church and school. As members of the broader community of Reformed believers, the faculty are required to affirm certain historic Reformed creeds and confessions, to participate in the Reformed church community, especially the Christian Reformed Church, and to promote Christian schooling at all levels. The three specific faculty membership requirements described below do not represent a litmus test of Christian faith, nor do they imply a judgment on the integrity of the faith of those who do not meet them. Rather, they reflect the fact that Calvin’s place in higher education is distinguished partly by its stance as a confessional community. Given the rapid secularization of society and its influence on Christian higher education, one important way of keeping faith with our confessional community is to carefully monitor faculty appointments, since the character of the faculty fundamentally affects the identity of the college. Maintaining the distinctive confessional identity of the college begins with the faculty’s affirmation of the teachings of the Reformed church, an affirmation that is nurtured through the life of the church and finds expression in a Christian philosophy of education. The faculty membership requirements thus reflect a desire for integrity—integrity between communal traditions and contemporary commitments, as well as integrity between our institutional principles and personal belief and practice.
6.13.1.3 / Christian Schooling
Calvin College faculty members are expected to support and promote Christian education at all levels and are normally required to provide their children with Christian schooling for grades kindergarten through 12. Schools affiliated with Christian Schools International (CSI) are expected to be the primary schools of choice, though exceptions are usually granted for home schooling or enrollment in non-CSI Christian schools (see section 6.13.2.3). The Reformed tradition insists that all educational enterprises are religiously grounded, wittingly or unwittingly. So too are public schools, which cannot be considered explicitly Christian, much less Reformed. Calvin College embraces Reformed Christianity as the basis for integrating faith and learning, and expects its faculty members to acknowledge that this tradition has cogency for primary and secondary education as well as for college. VI. Faculty Policies and Standards 256 Thus, the primary reason for the Christian schooling requirement is to demonstrate commitment to a distinctive Reformed philosophy of education. Not all Reformed communities have developed Christian day schools; yet, the particular CRC community which gave birth to Calvin College did choose long ago to develop such schools as an important means of fulfilling the communal vows, made at baptism, to help parents in rearing their children in the Christian faith. This college is an integral part of a widespread network of schools established in the Reformed tradition, a community from which a substantial portion of our support and enrollment comes, and one in which Calvin College has a long history of leadership. Thus, the requirement for Christian schooling is also an important element in maintaining fidelity to a loyal supporting community Detailed information about the Grand Rapids Christian Schools (GRCS) is available from the Provost’s office. Tuition at the Grand Rapids Christian Schools is determined by family income and the number of students enrolled by the family. The college pays 20% of the full stated tuition at any approved Christian school up to the amount that would be paid if the student(s) were enrolled in GRCS. Additional college assistance is available for faculty families with financial need. In appropriate cases the college will provide funds for a newly appointed faculty family with school-age children to make a trip to Grand Rapids during the months preceding relocation to visit and select a Christian school.
6.13.2.3 / Exceptions to the Christian Schooling Requirement
A faculty member who seeks to enroll his/her child in a non-CSI Christian school or to provide home schooling should submit a statement of the reason(s) for the request and the name and description of the school or home schooling program before proceeding with enrollment. These requests will normally be approved. Other exceptions to this requirement have been granted on an individual basis for a variety of reasons. In every case, the primary concern is to weigh the communal expectations of the college, the needs of the child, and the circumstances of the family. The following criteria are common to most of the cases where exceptions have been granted:
1. Evidence of support for Christian schooling, as demonstrated by sending siblings to Christian schools, having sent the child for whom an exception is requested to a Christian school, financial support of Christian schools, and other service toward the advancement of K–12 Christian education.
2. Evidence that the child for whom an exception is requested has special educational or other needs that cannot be effectively met at a local Christian school. Special needs typically involve mental, emotional or physical disability beyond the range served by Christian school programs. In some instances the special needs of a gifted student or a child of color may be an acceptable basis for the granting of an exception, provided that the parents have made diligent efforts to work with appropriate Christian schools to provide suitable instruction and have determined in consultation with the administrators
Articles about DeVos

Betsy DeVos’s School Mission

Trump’s nominee fought and beat antireform unions across the U.S.

ENLARGE
PHOTO: ISTOCK/GETTY IMAGES

One promise of the Trump Presidency is that it will try to break up Washington’s political cartels. Among the worst is the Education Department, and Betsy DeVos is well positioned to take it on as Mr. Trump’s nominee to run that wholly owned subsidiary of the teachers unions and cultural left.

Mrs. DeVos is a philanthropist who has devoted years and much of her fortune to promoting school reform, especially charter schools and vouchers. She chairs the American Federation for Children (AFC), which has fought in the trenches across the country for more school choice to liberate kids from failing schools. By trenches we mean hand-to-hand political combat in state legislative races against the teachers unions.

AFC was especially successful this year, as 108 of the 121 candidates it supported won their elections. AFC candidates in Florida won 20 of 21 targeted races. The group’s biggest coup was ousting a scourge of school choice in a Miami-Dade Senate district where Democrats are a majority. The teachers union dumped $1 million into the race but still lost.

The union hoped to demonstrate diminishing public support for Florida’s tax-credit scholarships—the largest private-school choice program in the country—which is under review by the state Supreme Court. AFC ran ads with parents of scholarship recipients demanding that opponents be held accountable.

Choice advocates scored other big victories this month in what is an underreported election story. Indiana Republican Jennifer McCormick dislodged State Education Superintendent Glenda Ritz,who attacked charters and vouchers during her four-year term. Republican Mark Johnson also defenestrated a union-backed superintendent in North Carolina.

Teachers unions fanned public fury over North Carolina’s transgender bathroom law to exact retribution against GOP Governor Pat McCrory, who repealed teacher tenure, expanded charters and established vouchers. Even if Mr. McCrory loses his tight race for re-election, the legislature has locked in funding for vouchers that will escalate over 12 years.

New York Republicans maintained their state Senate majority, which is a crucial bulwark against the union-controlled Assembly. At least nine of the 10 Republican candidates supported by the pro-charter group StudentsFirstNY prevailed.

Charter groups even racked up victories in California, where many legislative races featured two Democrats due to the state’s nonpartisan primary. In an East Bay Assembly seat, Democrat Tim Grayson beat Mae Torlakson, who is married to the state’s union-friendly superintendent of public instruction. Charter groups also helped elect Democrat Anna Caballero and former Assemblyman Raul Bocanegra to reclaim the seat he lost two years ago to a union frontwoman. California Teachers Association president Eric Heinsfrets that the freshman legislators could have a long-term impact.

One of Mrs. DeVos’s tasks will be leveraging her bully pulpit and federal dollars to extend this progress to the states, where most education money is spent. She will be the most pro-choice secretary since Bill Bennett in the Reagan years, and she is a particular improvement over George W. Bush’s secretary Margaret Spellings.The National Education Association union blew a gasket at Mrs. DeVos’s appointment Wednesday, which qualifies as high praise.

Mrs. DeVos will have to study up quickly on higher education, where the Obama Administration has done so much harm. This means revisiting rules on for-profit colleges and especially the destructive “guidance” on enforcing Title IX that has forced schools to jettison due process for accused students and faculty.

The union and progressive backlash will be ferocious, so it’s good that Mr. Trump has picked a nominee in Mrs. DeVos who knows how to fight and to make the moral case for reform.

Trump picks billionaire Betsy DeVos, school voucher advocate, as education secretary

November 23
Betsy DeVos is hardly a household name, but the Michigan billionaire and conservative activist has quietly helped change the education landscape in many states, spending millions of dollars in a successful push to expand voucher programs that give families taxpayer dollars to pay for private and religious schools.

Now DeVos is poised to spread her preference for vouchers nationwide. President-elect Donald Trump on Wednesday named her as his nominee for education secretary, a pick that suggests he aims to follow through with campaign promises to expand the movement toward “school choice” — including vouchers and charter schools — in an effort to break up a public education system that he has called “a government-run monopoly.”

Trump’s pick has intensified what already was a polarized debate about school choice. Advocates for such choice see in the Trump administration an extraordinary opportunity to advance their cause on a national scale, whereas teachers unions and many Democrats fear an unprecedented and catastrophic attack on public schools, which they see as one of the nation’s bedrock civic institutions.

Jim DeMint, president of the conservative Heritage Foundation, cheered DeVos on Wednesday, saying that “the school choice movement will have a champion in the Education Department.” American Federation of Teachers President Randi Weingarten said that Trump’s pick “makes it loud and clear that his education policy will focus on privatizing, defunding and destroying public education in America.”

As a billionaire Republican power broker with no professional experience in schools, DeVos is an unconventional choice to lead the federal education bureaucracy. And while her views on choice are well known, it is unclear how she would lead a department with responsibilities that sprawl from administering student loans to enforcing civil rights in schools.

She has said little about Common Core, for example, and her ties to organizations that support the K-12 academic standards — including as a board member of the Foundation for Excellence in Education, started by former Florida governor Jeb Bush — raised concern for Trump supporters, who saw her nomination as a sign that the president-elect is wavering on his vehement opposition to the standards.

From her Twitter account Wednesday, DeVos linked to a website where she wrote that she had initially believed in the standards but became disenchanted with them as they “got turned into a federalized boondoggle.”

“I am not a supporter — period,” she wrote.

Many Republicans on Capitol Hill are hoping that DeVos will shrink the Education Department’s role in public schools and leave more decisions to states and districts.

“Betsy DeVos is an excellent choice,” said Sen. Lamar Alexander (R-Tenn.), chairman of the Senate Health, Education, Labor and Pensions Committee, adding that he expects DeVos to stop the Obama administration’s effort to turn the federal government into a “national school board.” Alexander led a recent bipartisan effort to pass the Every Student Succeeds Act, which shifted power to the states.

Trump’s Transition: Who is Betsy DeVos?

Play Video1:33
President-elect Donald Trump named Betsy DeVos as his nominee for education secretary. Here’s what you need to know about the billionaire donor.(Video: Sarah Parnass, Osman Malik/Photo: Jabin Botsford/The Washington Post)

Sen. Patty Murray (D-Wash.), ranking member of the education committee, said she plans to scrutinize DeVos’s record and ask her about her qualifications, priorities and plans. Murray also said she would press DeVos to explain — given Trump’s statements about immigrants, women, Muslims and other groups — how she “will ensure the safety and respect of all students, of all backgrounds, all across this country.”

DeVos, 58, grew up in Michigan, where her father, Edgar Prince, made a fortune supplying auto parts to manufacturers. Her brother is Erik Prince, the founder of Blackwater, one of the most profitable private security firms during the Iraq War. Blackwater came under scrutiny after its guards shot and killed 17 Iraqi civilians in Baghdad in 2007.

She graduated from Calvin College, a Christian liberal arts school in Grand Rapids, Mich., and married Dick DeVos Jr., an heir to the Amway direct-sales fortune. Together, they founded the Windquest Group, which invests in technology and manufacturing.

They wield powerful influence in Michigan, where she is a former chair of the state GOP and he was the Republican nominee for governor in 2006.

They also are major donors to GOP candidates and conservative causes nationwide. During the 2016 cycle, they gave nothing to Democrats and $2.7 million to Republican candidates and political action committees, according to an analysis by the Center for Responsive Politics. The DeVoses also have donated millions of dollars to the arts and to Christian organizations.

But they are perhaps most ardent about their support for school choice, leading a movement to promote vouchers and charter schools for years.

Betsy DeVos founded and serves as chairman of the American Federation of Children and its associated political arm, a platform she has used to support candidates who endorse vouchers and charter schools and to attack candidates who don’t.

Three decades ago, there were no state voucher programs. Now, according to the advocacy group EdChoice, about 400,000 children in 29 states are going to private schools with the help of public dollars.

DeVos is working toward a scenario in which “all parents, regardless of their Zip code, have had the opportunity to choose the best educational setting for their children,” she told Philanthropy magazine in 2013.

Trump has proposed redirecting $20 billion in federal spending toward a grant program for states to expand vouchers and charter schools. He has also said that he wants to use the bully pulpit of the presidency to persuade states to devote another $110 billion toward vouchers — enough, he has said, for every child living in poverty to have a scholarship of $12,000 toward the school of his or her choice.

Research on voucher programs shows mixed results.

Several recent studies have found that voucher recipients’ math and reading test scores decline after they transfer from public to private schools. But other studies have found that voucher recipients are more likely to enroll in and complete college.

Public school advocates fear that redirecting dollars from public to private schools not only weakens public education but also gives taxpayer support to institutions that don’t have the same obligation to serve all students — including those in need or who have learning disabilities.

Vouchers also send money to religious schools, a fact that has provoked political resistance and legal challenges. “Americans are always free to send their children to private schools and religious schools, but raiding the public treasury to subsidize private businesses and religious organizations runs against the public trust and the Constitution,” said Rabbi Jack Moline, president of Interfaith Alliance, adding that Trump’s nomination “suggests he has little regard for . . . the constitutional principle of separation of church and state.”

But proponents say families should be allowed to choose where their children learn.

“We cannot rest as a nation until every kid gets a chance to attend a great school,” Rep. Luke Messer (R-Ind.), chairman of the Congressional School Choice Caucus, said in a statement hailing DeVos’s nomination.

Trump’s embrace of DeVos shows a willingness to look outside his circle of loyalists. DeVos donated money to Republican primary contenders Bush and Carly Fiorina before throwing her support behind Sen. Marco Rubio (Fla.). She was never an enthusiastic Trump supporter, telling the Washington Examiner in March that she considered him an “interloper” who “does not represent the Republican Party.”

She had warmer words for Trump on Wednesday.

“I am honored to work with the President-elect on his vision to make American education great again. The status quo in ed is not acceptable,” DeVos tweeted. “Together, we can work to make transformational change to ensure every student has the opportunity to fulfill his or her highest potential.”

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