Special Education

Three-Five Program: The Early Childhood Special Education (ECSE) program is a half-day classroom model for 3-5-year-olds.  ESCE programs are in the following schools: Averill, Kendon, Forest View, and Pleasant View. Lansing also offers inclusive Universal Preschool programming, known as ECRP. Some services can be provided through scheduled walk-in appointments. 

Elementary: Each elementary school has a resource room.  A resource room is designed for students who need support in the general education curriculum.  The district also provides a full continuum of supports based on the needs identified in the student's Individual Education Program. 

Middle Schools: The middle schools offer a combination of teaming with co teaching, resource room support, and specialized programs.  This is done to allow for the greatest number of options in programming for the diverse needs of the students. 

High Schools: Each high school operates a combination of resource rooms and specialized programs.  The focus is to help students with skill development, high school graduation, and transition to the world beyond high school. 

Adult Transition: For students who are obtaining a certificate of completion rather than a high school diploma, adult transition services are coordinated with Ingham ISD and other community agencies. 

Related Services: These include services of speech and language, school social work, occupational therapy, physical therapy, adaptive physical education, teacher consultant, and special transportation as identified in the student's Individualized Education Program. 

2024-25 Early Childhood Special Education Parent Calendar
504 Manual with updated OCR insert
Child Find Process
Children with Special Needs Fund
Michigan Criteria for Determining the Existence of a Specific Learning Disability
Build Up Michigan FAQ's
Guidance for Extended School Year Services in Michigan
Providing Homebound and Hospitalized Educational Services for Michigan Public School Pupils
Individuals With Disabilities Education Act (IDEA) Discipline Requirements
Ingham ISD Plan for the Delivery of Special Education Programs and Services
Guidance for Timeline for Initial Evaluations
Measurable Annual Goals and Short-Term Objectives
Measurable Annual Goals and Short-Term Objectives—Substantive Compliance
Notice of Cessation of Special Education Programs and Services in Response to Revocation of Parental Consent
Guidance for Notice
Parent Special Education Guidebook

Policy for the Appointment of Surrogate Parents for Special Education Services

Policy for the Emergency Use of Seclusion and Restraint
Procedural Safeguards Notice
Provision of Special Education Services for Transfer Students
Public Agency Placement of Students With Disabilities in Private Schools
Emergency Seclusion/Restraint/Intervention Documentation & Debriefing Form
Revocation of Parental Consent for Special Education Programs and Services
Shortened School Day
Official Request Lansing School District Special Education Records
Special Education Reevaluation Process
Special Education Problem Solving Process
Standards for Extended School Year Services in Michigan
Surrogate Parents and Special Education Decision-Making Guidance

Once the district receives a referral for evaluation, special education  department follows the procedures identified in the Michigan Administrative Rules for Special Education. All students who are determined eligible require a reevaluation at least once every 3 years. 

Each local educational agency and public school academy in Michigan is required to publicly post the process used to determine the existence of a Specific Learning Disability (SLD). Consistent with this requirement, as well as Ingham ISD's commitment to implementation of Response to Intervention (RtI) practices, Ingham Intermediate School District will use the following procedures to determine a Specific Learning Disability.

1. Evaluation teams will primarily use the data from a Response to Intervention (RtI) process
2. In the event that RtI practices are not fully implemented in the area of concern or grade level, the evaluation team may use assessment results to determine whether a child exhibits an academic pattern of strengths and weaknesses in performance, achievement, or both, relative to age, state-approved grade-level standards, or intellectual development
3. The use of a severe discrepancy between achievement and intellectual ability may not be used solely to determine eligibility, but may be used as a portion of the data to establish a pattern of strengths and weaknesses.
4. If a school in a district has a fully implemented response to scientific, research-based intervention process in select grades, the school must use data from that process to document interventions and student progress for the purpose of determining the existence of a SLD.  The other grades in that school, and the other schools in the district (i.e. secondary grade-level buildings) who have not fully implemented a response to scientific, research-based intervention process must use a pattern of strengths and weaknesses process until each grade is phased in to full implementation.