Family Resources

State of Michigan College Savings Plans

The earlier financial planning takes place the better. Michigan has two programs to assist families in this effort.

Michigan Education Trust (MET) is a prepaid tuition program that allows parents, grandparents, or others to pre-purchase undergraduate tuition and mandatory fees. For additional information about MET, call 1-800-MET-4-KID (1-800-638-4543) or visit the MET website.

Michigan Education Savings Program (MESP)

MESP is designed to assist families with preparing for higher education expenses. Parents and others can open an account for a child/beneficiary that can grow through regular contributions and through investment growth. Various investment options are available. For additional information about MESP, call 1-877-861-MESP (1-877-861-6377) or visit the MESP website.

Berkley School District Policy and Procedures for Specific Learning Disability (SLD) Evaluations

Definition of a Specific Learning Disability

The Michigan Department of Education defines a specific learning disability (SLD) as:

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. A 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))

Process to Determine the Presence of a Specific Learning Disability

Berkley School District utilizes a problem-solving approach to identify a pattern of underachievement plus a Pattern of Strengths and Weaknesses process (PSW) in the determination of a Specific Learning Disability. The district is committed to moving toward a comprehensive Response To Intervention (RTI) process and is currently building capacity to do so. The RTI model, considered as a best practices approach to documenting and implementing interventions for all students, is based on research conducted by some of this nation’s leading educators and researchers. “Not only does the RTI model provide valid means for identifying students with disabilities, it also merges special education into the overall polices of No Child Left Behind (NCLB), such as having clear standards, useful measurement, and sound instructional practices.” Therefore, this model focuses on enhancing the performance of ALL students through a common system. – Education Evolving Website

The Assistance Team Process

First, it is important to understand our problem solving process that is designed to target the needs of all learners. Berkley School District utilizes a problem- solving model to provide timely assistance to students and match the interventions to each learner’s level of need. This process is organized into three levels, or Tiers.

Tier I

Tier I supports/interventions are those academic and behavioral strategies and resources that all teachers routinely use at the first sign that a student is having problems in the classroom. These supports/interventions are available to all students who need them. Examples include changing the method of instruction, providing the child with additional help, and behavior notes sent home daily to parents. In many cases, these interventions are exactly what children need to be more successful. Therefore, we start with this level of intervention.

Teachers are not alone during the Tier I process. The school assistance team (comprised of building administrators, social worker, psychologist, learning specialist, speech pathologist, resource room teacher, etc.) is available to help with observations, implementing strategies, and progress monitoring. Early intervention is essential.

Teachers and staff document specific areas of concern with related observations. A review of existing evaluative data (e.g., MEAP, DIBELS, unit tests, behavior plan logs, etc.) are also documented.

Tier I typically lasts about 6 to 8 weeks; however, if a disability is suspected, a referral for an evaluation can be made at any time. It is understood that the classroom teacher will have done the following in addition to Tier I interventions/strategies prior to moving to Tier II:

• Private discussions with student
• Parent phone calls and/or conferences
• Environmental changes (i.e., seat changes, proximity to teacher, private workspace, etc.)
• Review CA60

Differentiation strategies as well as specific interventions relative to the area of concern are documented and progress monitoring data collected.

Tier II

If the student continues to fall significantly behind peers or is not showing progress relative to where he/she started before intervention, despite classroom supports, the teacher can refer the student to the building’s team for more intensive interventions and individualized support. The team will identify possible reasons why the student is experiencing the academic or behavioral difficulties and put together a practical, research-based / evidence-based intervention plan to address the student’s problems. The following steps are taken:

1. A team meeting will be scheduled where an intervention action plan will be put into place.
2. Research-based interventions will be implemented under the plan for a period of approximately 9 to 12 weeks.
3. Tier II students will receive increased progress monitoring.
4. School staff will inform parents of their rights under the law.

Tier III

If, after evaluating progress monitoring data and using a problem-solving model approach (which may include trying more than one researched-based, individualized intervention), the team finds that a student still has not made significant progress, the school may refer the student for a "full and individual evaluation" conducted by a Multidisciplinary Evaluation Team to determine eligibility for Tier III supports. Tier III supports include services available under Section 504 or Special Education.

Berkley School District complies with federal law (Individuals with Disabilities Education Improvement Act (IDEIA, aka IDEA), the Michigan Administrative Rules of Special Education (MARSE), and Best Practices as set forth by the National Association of School Psychologists (NASP), when completing "full and individual" evaluations for special education eligibility and educational planning.

Components of the SLD Evaluation

Step 1 : The Referral

When a disability is suspected, a referral for evaluation for a possible Specific Learning Disability may be made in one of two ways:

1. Referral is made by the school’s assistance team after a process of problem- solving, intervention implementation, and repeated progress monitoring have been attempted and documented and have not been successful. In this case, the building team contacts the student’s parents, indicates a suspicion of SLD, and requests permission to evaluate.
2. A written parental request for a Multidisciplinary Evaluation has been received by the Special Education Department.

Step 2: Consent to evaluate

A form requesting consent to conduct the evaluation will be given to the parent within 10 school days of receiving the request for evaluation.

Step 3: The evaluation

1. Evaluation to Determine Academic Achievement:
   An SLD evaluation will include measures to determine skills related to academic achievement in multiple areas.
   1. Age-Level Achievement
      • Individually administered standardized achievement tests
   2. Grade Level Achievement
      • MEAP
      • Curriculum Based Measurement
2. Evaluation to Determine Classroom Performance
   • Curriculum Assessments
   • Grades
   • Teacher Reports
   • Classroom Observations
3. Evaluation of Cognitive Processes
   Cognitive testing may be a component of an evaluation for SLD as determined to be appropriate by a School Psychologist. Assessments can be norm-referenced cognitive assessments, rating scales, or structured observational data.
   
   Evaluations for cognitive processes will be chosen by the School Psychologist based on a determination of the most appropriate assessment for the child’s age and referral questions.
   
   Examples of psychological processes include but are not limited to:
   • Working Memory
   • Processing Speed
   • Attention
   • Executive Functioning (mental control)
   • Verbal and Nonverbal Reasoning skills
4. Review of Information Provided by Parents
   Parent input including, but not limited to, developmental and academic history, will be collected by school staff during the evaluation process. Assessments conducted outside of the school district from a private practitioner should be shared and will be considered by the MET. Schools determine the handicapping conditions by following special education laws that are established by the Federal government. The State of Michigan then establishes administrative rules for the schools to follow. Clinics and hospitals operate under guidelines that are given to them by medical definitions of disabilities and by the laws and policies for medical facilities. Sometimes, the medical definition of a condition is not in alignment with the educational setting and the criteria we use in our schools to a) determine that special education is necessary for a student to be successful, and b) create special education plans for students. A recommendation or a report from an independent or outside agency is good information but it is not a directive to the school to follow their opinion. Schools are obligated to conduct an appropriate evaluation. The team has the responsibility to review the information relative to State and Federal rules, County guidelines, local district procedures, and within the context of the multiple information sources that are integral to the determination of a specific learning disability. The multi- disciplinary team will then offer the appropriate recommendation as to whether or not the student is eligible for special education. Likewise, The IEP team will determine the goals, modifications, supports, services, and programs that are most appropriate to meeting the needs of the student. (Excerpt taken from Wayne RESA with modifications)

Step 4: Determining eligibility

A student may be eligible for certification in the area of Specific Learning Disability given the analysis of the evaluation results as outlined below.

1. Exclusionary Factors
   First and foremost, the MET is required to consider what are commonly referred to as “exclusionary” factors. The issue is one of “primary cause” for the SLD. With the changes in SLD eligibility criteria, serious consideration of these factors has become even more important. Though a student to whom one of these factors applies might still be appropriately determined as SLD eligible, the MET team must determine that an exclusionary factor is not the primary cause for underachievement.
   
   The IDEIA requires that the determination of SLD eligibility must not be determined based on findings that are primarily the result of:
   • Limited English proficiency
   • Lack of appropriate instruction in reading, including the essential components of reading instruction (as defined in section 1208(3) of the Elementary and Secondary Education Act);
   • Lack of appropriate instruction in math.
     
     What is “lack of appropriate instruction”?
     The team needs to consider:
     • The instruction that the student has been receiving has been appropriate to the area of concern, including fidelity of instruction and intervention implementation;
     • The qualifications and training of the person delivering the instruction; and
     • The student’s access to not only the core instruction but also to scientific research-based interventions. The team will need to consider whether a lack of access is impacted by poor attendance, frequent moves between schools, or other factors.
     • 
       Additional Exclusionary Factors
       The determination of SLD eligibility must NOT be based on findings of inadequate achievement and insufficient progress or patterns of strengths and weaknesses that are primarily the result of:
       • A visual, hearing, or motor disability
       • A cognitive impairment
       • An emotional impairment
       • Cultural factors
       • Environmental or economic disadvantage; or
       • Limited English proficiency
2. Defining a Pattern of Strengths and Weaknesses
   1. 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
   2. The student exhibits a pattern of strengths and weaknesses in performance and/or achievement relative to a) Age, b) State-approved grade-level standards, or c) Cognitive processing skills, if determined by the Multidisciplinary Evaluation Team (MET) to be relevant to the identification of a SLD
3. Evaluating a Pattern of Strengths and Weaknesses
   1. Strengths:
      • Demonstration of a minimum of two areas of strength(e.g, basic reading, math calculation, cognitive functioning, adaptive skills, etc.).
   2. Weaknesses:
      • Within each area of academic achievement domain suspected as deficient, demonstration of weaknesses within each given area including likely weaknesses in:
        • An area of academic achievement with respect to age-level expectations (norm referenced tests)
        • An area of academic achievement with respect to grade-level expectations reflecting a comparison to Michigan (or national) benchmarks or norms when grade-appropriate.
        • Curriculum-Based Measurement (CBM) results that include at least 6 data points (progress monitoring data)
        • Academic performance (i.e., classroom observations, grades, etc.)

Summary

In summary, Berkley School District utilizes a problem-solving approach to identify a pattern of underachievement plus a Pattern of Strengths and Weaknesses process (PSW) in the determination of a Specific Learning Disability. Efforts are currently underway to move toward a comprehensive Response To Intervention (RTI) process to not only identify students with disabilities, but to also improve outcomes for ALL students. RTI impacts all learners by improving instructional practices for students in general education, providing timely assistance to children experiencing learning difficulties, assuring that lack of appropriate instruction is not the reason for underachievement, and utilizing assessment data to inform and improve instruction (Best Practices in School Psychology V).

• Parents - The Anti-Drug
• The Partnership for Drug Free Kids
• Tri-Community Coalition

You can help slow the spread of colds, flu and other communicable diseases.  Always remember to:

• Cough or sneeze into a tissue and throw it away
• If you don't have a tissue, cough or sneeze into your sleeve
• Wash hands often

Other Good Health Habits

• Avoid close contact
  Avoid close contact with people who are sick. When you are sick, keep your distance from others to protect them from getting sick too.
• Stay home when you are sick
  If possible, stay home from work, school, and errands when you are sick. You will help prevent others from catching your illness.
• Avoid touching your eyes, nose or mouth
  Germs are often spread when a person touches something that is contaminated with germs and then touches his or her eyes, nose, or mouth.
• Take good care of yourself
  Make sure to exercise daily, eat healthy food, drink water and get plenty of sleep.

Immunization Information

Immunization Information

Use of Medication at School

If your child has a medical condition that requires a prescription medication be kept at school (such as an asthma inhaler, epi-pen, etc.), each school must have a medication authorization form on file. The form must be filled out by both the parent and your child's doctor and be signed by your doctor. Please bring the medication in the original container.

If your child needs over-the-counter medication during the school day, we must also have a medication authorization form on file, but it does not require a doctor's signature.  Medication should be brought to the office along with the completed form.

Please do not send your child to school with any medications without the form on file; the medication will not be given to your child.

When a Child would be Excluded from School

Important information from Nurse Rose on when a child may be excluded from school. This guidance has been shared with building administrators and secretaries.

Many illnesses do not require exclusion. However, children may be excluded if the illness prevents the child from participating comfortably in school activities or if there is risk of spread of harmful disease to others. 

Criteria include:

1. Severely ill: A child that is lethargic or less responsive, has difficulty breathing, or has a rapidly spreading rash.
2. Fever: A child with a temperature of 100.4°F or greater AND behavior changes or other signs or symptoms (e.g., sore throat, rash, vomiting, or diarrhea). The child cannot return until 24 hours of no fever, without the use of fever-reducing medications.
3. Diarrhea: A child has two loose or watery stools. The child should have no loose stools for 24 hours prior to returning to school. Exception: A healthcare provider has determined it is not infectious. Diarrhea may be caused by antibiotics or new foods a child has eaten. Discuss with a parent/guardian to find out if this is the likely cause.
4. Vomiting: A child that has vomited two or more times. The child should have no vomiting episodes for 24 hours prior to returning. Exception: A healthcare provider has determined it is not infectious and the parent/guardian provides a doctor's note.
5. Abdominal pain: A child with abdominal pain that continues for more than two hours or intermittent pain associated with fever or other symptoms. Students can return to school after stomach ache has subsided and fever is gone for 24 hours without fever reducing medications.
6. Rash: The child with a rash AND has a fever or a change in behavior. Exclude until the rash subsides or until a healthcare provider has determined it is not infectious. 
7. Skin sores: A child with weeping sores on an exposed area that cannot be covered with waterproof dressing. Exclude until sores subside or until a healthcare provider determines it is safe to return and is not infectious. If antibiotics are prescribed, they need to be on them for 24 hours before returning to school.
8. Certain communicable diseases: Students and staff diagnosed with certain communicable diseases (e.g strep, flu, pink eye) may have to be excluded for a certain period of time. If the disease is bacterial (e.g strep), the student can return after being on antibiotics for 24 hours from the start of the antibiotic. If the disease is viral (e.g flu), the student can return when they are feeling "well" and fever free for 24 hours without fever reducing medications. The definition of "well" seems to be different for everyone and is subjective. Not everyone who is sick presents with a fever. 
9. COVID-19: We are still no longer contract tracing for covid and do not need to quarantine for 5 days. Everyone is able to return when they are "well," meaning fever free for 24 hours, without fever reducing medications. It is left up to the individual when they feel well. Also, masks are optional and not required per OCHD.

Important Medical Forms and Links

Concussion Information Athletic Medical Form Health Appraisal Form Medication Permission Form Over the Counter Medication Form Self Administered Medication Form Food Allergy & Anaphylaxis Emergency Care Plan

Visit the Oakland County Health Division website for health information and fact sheets, like the ones listed below. Influenza Information Hand, Foot & Mouth Disease Head Lice Information COVID-19 Information

Berkley Schools has created a document to provide an overview of the Berkley School District’s curriculum, supports, advanced placement process, and high school course sequence.

View the District's Math Curriculum, Placement and Supports document to understand the process for math placement in all levels.

Resources On Vaping

Vaping has recently become a widespread problem at many middle schools and high schools across the region and nation.  Below is some information and resources, provided by the Tri-Community Coalition, to help parents to have a better understanding of the problem and tips for prevention .

What is Vaping?

Vaping is inhaling a water vapor that is produced by a battery-powered electronic cigarette, commonly referred to as an e-cigarette. The device has a cartridge of fluid, e-liquid or e-juice, which often contains nicotine and/or flavoring. The liquid is heated and converted into a mist that people inhale or “vape.” Currently, vapes or e-cigarettes are most commonly used by teens and young adults, more common than smoking cigarettes.

The 2015 National Youth Tobacco Survey found that 16 percent of high school kids vape. That means vaping has surpassed cigarette use in teenagers. It’s important to learn the facts about vaping so you can educate your kids about the risks. With names that make them sound like candy—like “Mint Chocolate” and “Frozen Lime Drop”—many young people report that they have used vapes or e-cigarettes because they are curious to test out these new flavors for themselves. They also believe that they are less harmful or are a safer alternative to traditional tobacco products.The American Academy of Pediatrics warns, “e-cigarettes are threatening to addict a new generation to nicotine.” The AAP recommends stricter laws to reduce minors from accessing e-cigarettes. They even recommend that the minimum age to purchase tobacco products, including e-cigarettes, be increased to age 21 nationwide. Nicotine may be more harmful to adolescents than adults. Brain development continues through about age 25 and nicotine may harm the developing brain.Even e-cigarettes that don’t contain nicotine can be harmful. The surgeon general warns that e-cigarettes may contain other potentially harmful ingredients, including Volatile organic compounds;

• Heavy metals such as nickel, lead, and tin;
• Ultrafine particles that could be inhaled deep into the lungs; and
• Flavorants such as diacetyl, a chemical that has been linked to lung disease.

E-cigarettes or vapes should be considered a gateway substance as they can also be used to deliver other drugs. A study published in the medical journal, Pediatrics, found that 1 in 5 high school students used e-cigarettes to vape concentrated THC extracted from marijuana, called hash oil. Vaping hash oil, which is analogous to “freebasing marijuana” causes an intense rapid high and increases the risk of addiction. It also increases the risk of severe side effects such as panic attacks and hallucinations.

Here are Some Important Key Points:

• Long-term implications of vape/e-cigarette use including nicotine addiction are not known fully.
• Many of the flavor water vapes are very high in nicotine.
• The devices are very undetectable and often look like pens, highlighters or USB devices.
• These devices are easy to purchase in local retail stores, online and from other students selling them at school.
• Students are vaping at home, in cars, and at school, unaware of the harm, the addictive nature of the nicotine and in the chemicals that the flavored vape water is treated with.
• Vapes/e-cigarettes are gateway delivery system of substances that can lead students to use traditional cigarettes, marijuana, etc.
• Student perception and wanting to fit-in can mean that many more students are likely to try vaping than the data suggests.

Signs Your Teen is Vaping:
 

If you suspect your teen might be vaping, chances are your instincts are right. Check for: The scent. You might begin to smell bubble gum, candy, tropical or other flavored scents wafting through the room even if your teenager has nothing in his or her mouth at the time. Don’t worry. You’re not imagining things. This sweet-smelling aroma may be the after-effects of cloud vapor. Vaping e-juices come in nearly any flavor combination imaginable. And teens tend to prefer the sweeter vape products.

• “Pens” that aren’t pens. E-cigarettes or vaporizers can look like many things; thumb drives, or pens, or like a stylus. If you spot something along these lines, take a closer look, and if there are holes on each end, you’ve probably got an e-cig or a vape on your hands.
• Lots of bathroom breaks, closed-door time in their rooms (more than usual), looking for or asking for additional chargers (many vape devices require charging the batteries).
• Copious sipping of liquids. One major ingredient in the vaporized liquid in e-cigs is propylene glycol, which is “hygroscopic” – meaning it attracts and holds water molecules from its environment, like the mouth. This can lead users to have a constant state of dry mouth, which can be alleviated by quaffing more drinks.
• Nosebleeds. The water-holding effect of e-cig vapor can also dry out the nasal passages, leading to bloody noses.
• Bloodshot eyes. There aren’t many physical signs that a teen is vaping, but bloodshot eyes can be a clue.
• Irritability. If your teen is moodier than usual, it could be a sign of nicotine withdrawal.
• Dry skin is another common side effect.

What Can Parents Do?

Talk to your teen about vaping and e-cigarettes.Your teen is likely to think e-cigarettes are much cooler than traditional cigarettes and your teen may insist you don’t know what you’re talking about since e-cigarettes probably weren’t around when you were young. But it’s important to hold conversations about the dangers of vaping. Most teens think e-cigarettes are harmless.Look for opportunities to bring up the subject of vaping naturally. Strike up a conversation when you see someone vaping or when you pass an e-cigarette shop. Get the conversation rolling by asking a question like, “Do kids at your school smoke e-cigarettes?” Here are some key talking points you might want to incorporate into your discussion:

• Your brain is still developing until about age 25. Using nicotine as a teen could be harmful to your brain.
• Using nicotine may make it harder for you to learn or to control your impulses.
• Nicotine may cause you to become more easily addicted to harder drugs.
• E-cigarettes that don’t contain nicotine still contain other harmful chemicals that are bad for your brain and your body.
• Hold specific conversations about how to resist peer pressure so your teen has a plan for what they can say if offered an e-cigarette.
• If your teen ever finds himself or herself in a situation where people are vaping, encourage them to excuse themselves from the situation.
• Talk about the health risks of being a bystander, as well as the temptation s/he may experience to try it for him/herself.
• To gain credibility, acknowledge the reasons your teen may want to vape—all his friends are doing it, vaping seems like the cool thing to do, the flavors are fun, etc. Then, discuss the downsides of doing it as well.
• If your teen doubts that vaping is harmful, do some online research together. Look at credible websites like the Centers for Disease Control and Prevention and talk about the facts and studies.
• Talk to other parents as well. If you suspect or have found evidence of vaping, chances are it is happening with their friends and you can find out what other parents are thinking and doing as well. 

College Prep

• College Prep-101: Advice and Checklists for College Planning
• How to Study

Kahn Academy

Watch. Practice. Learn almost anything—for free. What started out as Sal making a few algebra videos for his cousins has grown to over 2,100 videos and 100 self-paced exercises and assessments covering everything from arithmetic to physics, finance, and history. Learn More about Kahn Academy