Office of Special Education

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). For determination of a SLD, a pattern of strengths and weaknesses (PSW) process is used for students in kindergarten through grade 12 across all areas of SLD which include: 

• Oral Expression
• Listening Comprehension
• Written Expression
• Basic Reading
• Reading Comprehension
• Reading Fluency
• Math Calculation
• Math Problem Solving

It is noted regardless of the process used, all schools must follow all of the regulatory requirements in the IDEA, the Michigan Administrative Rules for Special Education and Michigan laws, policies and procedures for special education. 

What is a SLD? 

A Specific Learning Disability is “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia that adversely affects a student’s educational performance. An SLD does not include learning problems that are primarily the result of visual, hearing or motor disabilities; mental retardation; emotional disturbance; or of environmental, cultural or economic disadvantage.” (34 CFR §300.8(c)(10)). 

What is the Pattern of Strengths and Weakness (PSW) Process?

Pattern of Strengths and Weaknesses is a process that is used to determine if a student has a SLD. This process involves the collection of data to determine the following: 

• The student does not achieve adequately for the student’s age or to meet State-approved grade-level standards in one or more of the areas identified at 34 CFR §300.309(a)(1)(i) when provided with learning experiences and instruction appropriate for the student’s age or State approved grade-level standards. 
• The student exhibits a pattern of strengths and weaknesses in performance, achievement or both, relative to age, State-approved grade-level standards or intellectual development that is determined by the Multidisciplinary Evaluation Team (MET) to be relevant to the identification of a SLD using appropriate assessments consistent with the IDEA Evaluation Procedures and Additional Requirements for Evaluations and Reevaluations.

At Fowlerville Community Schools, we are dedicated to ensuring every student has the tools and environment they need to thrive. Section 504 is a federal law designed to protect students from discrimination based on a disability. Its primary goal is to "level the playing field" by ensuring students with physical or mental impairments have the same access to educational programs and facilities as their peers. Under Section 504, we provide a Free Appropriate Public Education (FAPE) through tailored accommodations and services designed to meet each student’s unique needs.

The District may satisfy the notification obligation by advertising, by posting notices in places likely to be visited by qualified students with disabilities and their parents, by including notices in District publications and on its website, and by directly contacting parents of those students who the District believes to be eligible.

Who Is Eligible?

To be eligible for support under Section 504, a student must have a physical or mental impairment that substantially limits one or more major life activities. These activities include everyday functions such as:

• Learning, reading, and concentrating

• Communicating and thinking

• Walking, seeing, hearing, or breathing

• Major bodily functions (such as neurological or respiratory functions)

The 504 Journey: From Referral to Support

The process typically begins with a referral from a parent, teacher, or staff member who believes a student needs extra support. Once we receive your written consent, our team begins an evaluation, gathering information from a variety of sources like school records, teacher interviews, and medical data. We aim to complete this evaluation and develop a plan within 30 school days of receiving your consent.

If your child is eligible, a Section 504 Plan is created by a team of people who know your child best—including you. This plan outlines specific accommodations (like extra time on tests or preferred seating) to help remove barriers to their learning.

We believe support should grow with your child. We will review your child's 504 Plan at least once a year to ensure it is still effective, and we perform a full reevaluation at least every three years. Of course, we can reconvene the team any time a student's needs change—such as after a medical update, a transition to a new school building, or if a parent has a new concern.

Please refer to our complete 504 manual linked here for further information.

Special Education can have many different meanings.  Your child may have reading difficulties, require speech therapy or require minimal to intensive special education services.  Please ask questions. We want all children to have a valuable school experience.

Please visit Livingston Educational Service Agency Special Education for contact information for Fowlerville Community Schools' local PAC members.

ARC of Livingston