Special Programs

Aimee Studders Director of Special Programs Send an Email
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Dana Champion-Wigfield Assistant Director of Special Programs, Interim Send an Email
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Whitney Krusniak Special Education Supervisor Send an Email
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Amy Jordan Special Programs Assistant Send an Email
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The Student Programs department supports the mission and vision of Caledonia Community Schools by delivering a continuum of services to students, including those eligible under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the McKinney-Vento Homeless Assistance Act. In collaboration with staff across the district, student services personnel work to promote social, behavioral, and academic growth, while also connecting families with community-based resources.

Student Services Core Values

Diversity is part of the human condition and should be celebrated
All students can learn
All students benefit from high expectations
Collaboration with families increases the likelihood students will achieve their goals
A continuum of support that recognizes individual student gifts and areas for growth is necessary

Special Education

Special Education Services

In accordance with the Michigan Administrative Rules for Special Education (MARSE) and the federal Individuals with Disabilities Education Act (IDEA), schools are required to implement interventions within the general education environment prior to initiating a referral for special education evaluation. General education supports may include teacher consultation, implementation of multi-tiered systems of support (MTSS), and utilization of building-level problem-solving teams such as the Student Support Team (SST). These processes are aligned with the mandate to provide early intervening services and to ensure that all appropriate general education accommodations and instructional strategies have been attempted.

If concerns persist despite the implementation of appropriate general education interventions, a referral for a comprehensive special education evaluation may be considered. Under IDEA and MARSE, students may be found eligible for special education services if they meet all of the following criteria:

The student has a disability as defined by IDEA and MARSE eligibility categories;
The student is not making adequate educational progress commensurate with age, State-approved grade-level standards, or intellectual development;
The lack of progress is due to the disability and the student requires specially designed instruction or related services to benefit from the general education curriculum.

When a student is determined to be eligible, an Individualized Education Program (IEP) is developed by the IEP Team. The IEP will outline the specially designed instruction, related services, accommodations, and supports necessary for the student to access and progress in the general curriculum.

Both state and federal law require that services be delivered in the Least Restrictive Environment (LRE), meaning that to the maximum extent appropriate, students with disabilities are educated with nondisabled peers, and removal from the general education environment occurs only when the nature or severity of the disability is such that education in regular classes, with supplementary aids and services, cannot be achieved satisfactorily.

Special Education Programs

Caledonia Community Schools offers a continuum of special education programs and services including early childhood services, resource programs, and categorical classrooms. Special education staff include: special education teachers, school psychologists, school social workers, speech and language pathologists, occupational therapists, physical therapists, teacher consultants, other related service providers and support staff. Our staff members provide instruction and support for our students with disabilities through the IEP process. Caledonia Community Schools also collaborates with Kent Intermediate School District to provide educational options for our students.

Early Childhood Special Education Program (ECSE)

The goal of the Early Childhood Special Education Program is to meet the individualized developmental needs of children ages 3–5 who qualify under the Michigan criteria for a disability. The program is designed for students who demonstrate delays in one or more areas of development, including cognitive, communication, motor, social-emotional, or adaptive skills. ECSE provides a structured, play-based learning environment with embedded supports and interventions to foster school readiness, independence, and foundational learning skills.

Elementary or Secondary Resource Program (Y5-12)

Resource programs provide services to students with various disabilities. Students follow the general curriculum and receive support for academic and/or social-emotional issues.

Program for Autism Spectrum Disorder (Y5-12)

The goal of the Autism Spectrum Disorder Program is to meet the individualized needs of students with a disability of Autism Spectrum Disorder (ASD) and/or related developmental disabilities. The program is for students who may have difficulty with communication, social reciprocity, emotional regulation, engagement, and independence with learner behaviors, transitions, and self-care.

Program for Cognitive Impairment (Y5-12)

The goal of the Cognitive Impairment Program is to meet the individualized needs of students with intellectual and developmental disabilities. The program is for students who may have difficulty with communication, functional academics, social and emotional development, motor skills, and self-care skills.

Program for Emotional Impairment (Y5-6)

The goal of the Emotional Impairment Program is to meet the individualized needs of students with a disability of Emotional Impairment and/or other related disabilities. The program is for students who may have difficulty with social problem solving, conflict resolution skills, ongoing inability to maintain safety with self/others, and/or are behaviorally or emotionally dysregulated and have significant difficulty accessing the general education classroom.

Special Education Resources for Parents/Guardians

Parent Advisors for Special Education (PASE)

The Kent Intermediate School District (KISD) has a parent advisory committee that provides input related to the improvement of special education services within Kent County. Each local school district has PASE members appointed by their local school board and the KISD Board, who serve three-year terms. Caledonia Community Schools PASE members assist our special education administrators in disseminating information and educational opportunities available to parents. The PASE members can provide information and support from a parent’s point of view.

Click here to read more about PASE at KentISD.org

Special Education Parent Handbook with Procedural Safeguards

This handbook was developed for parents of students with disabilities. It serves as one source of information about state and federal laws that have been written to protect the rights of special education students.

For a copy of the Special Education Parent Handbook with Procedural Safeguards, click here.

Navigating the IEP Process

The Kent ISD Special Education department, in collaboration with the Parent Advisors for Special Education (PASE), has developed this informational handbook to make the Individualized Education Program (IEP) process more manageable and user friendly for parents.

Click here for more information on KentISD’s Special Education Department.

MiPSE Parent Portal

We are excited to announce that families of students with disabilities now have online access to MiPSE, Michigan PowerSchool Special Education, to view their child’s finalized educational documents. Check out this page on our website to learn more about this great program and access our parent portal resources.

Child Find

Child Find Obligation

The Responsibility for Child Find

In accordance with Part B of the IDEA, as well as applicable state statutes, districts have an obligation to identify, locate, and evaluate children and students, birth through 21, suspected of a disability who may need special education and related services as a result of a disability, regardless of the severity. The Michigan Legislature adopted 26 as the upper age limit for special education eligibility, extending a district’s child find obligation beyond the federal requirement. Child find is an affirmative and ongoing duty and is the responsibility of the district. The district has an obligation to initiate, without delay, the child find process when the district suspects the student may have a disability and a need for special education, although a parent does not request an evaluation. The parent is not required to have any level of expertise or request specific evaluations. For students enrolled in a local school district, child find activities to identify, locate, and evaluate includes all children and students with disabilities enrolled with the district, either as a resident or as school of choice. For students enrolled in nonpublic schools, including homeschools, the district where the nonpublic school is located has the child find obligation to identify, locate, and evaluate students enrolled in the nonpublic schools. For public school academies (PSA), the child find obligation extends to all students who are enrolled in the PSA and suspected of having a disability.

Student Services

Section 504

Section 504 of the Rehabilitation Act of 1973 guarantees certain rights to individuals with disabilities, including the right to full participation and access to a free and appropriate public education to all children regardless of the nature or severity of their disability. Specifically, 29 U.S.C. §794(a), 34 C.F.R. §104.4(a) states: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . "

Section 504 Child Find Notice

Child Find is a legal requirement that schools find all children who have disabilities and who may be entitled to specialized services. The school must evaluate any child that it knows or suspects may have a disability.

Caledonia Community Schools has the legal obligation to locate, evaluate, and identify any child residing in the District who qualifies for Section 504 accommodations or services. Children eligible for Section 504 accommodations or services include those children who have a physical or mental impairment that substantially limits a major life activity.

A referral for evaluation can be made by a doctor, parent, or school personnel. If you suspect your child has a disability and may require Section 504 accommodations, please contact your child’s building administrator, teacher, school counselor/student support specialist or the district 504 coordinator.

An overview of the Section 504 evaluation and eligibility process is provided in A Parent's Guide to Section 504. This user-friendly handbook also includes information regarding the development of the 504 Plan and frequently asked questions to support parents. If you would like more information about Section 504, please contact your child’s building administrator, school counselor/student support specialist or the district 504 coordinator.

Section 504 Grievance Procedure

McKinney Vento (homeless/in transition)

IF YOUR FAMILY LIVES IN ANY OF THE FOLLOWING SITUATIONS: Your school-age children may qualify for certain rights and protections under the federal McKinney-Vento Act.

In a shelter In a motel or campground due to the lack of an alternative adequate accommodation
In a car, park, abandoned building, or bus or train station
Doubled up with other people due to loss of housing or economic hardship

If this applies to you or you are concerned about someone else, please contact our McKinney Vento Coordinator, Aimee Studders, [email protected] or (616) 891-8185.

Multilingual Learners

To ensure academic achievement for all Multilingual Learners by promoting English language proficiency through rigorous instruction that integrates both content and language learning and by valuing our students’ rich language and cultural backgrounds.

If you are looking for more support, visit the Multilingual Learner page on our website for more detailed information and contacts at each building.

School Health Services

For information about our School Health Services, please refer to this page on our website.

Special Programs Department