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Student Services

Student Services

Welcome to Wyoming Public Schools…. Student Services Department. Wyoming Public Schools provides special education services for students from pre-school through age 26. We offer a full continuum of services from general education, teacher consultant, resource room and categorical programs to center and regional programs. Additionally, Wyoming has a full diagnostic staff to conduct evaluations and provide services to students, teachers and families.

Contact Information

3575 Gladiola Ave, SW Wyoming, MI 49519
Wyoming, MI 49519
Phone 616-530-7525
Fax 616-249-7647

  • Center and Regional Programs 
    • There are a variety of center and regional programs which serve students with more intensive physical, cognitive, learning and/or emotional impairments. The Individual Education Plan (IEP) determines eligibility for center and regional program placement in cooperation with parents.
  • Cognitively Impaired (CI) Classrooms 
    • Wyoming operates a continuum (K-12) of services for students who have mild cognitive impairments.
  • Early Childhood Special Education (ECSE) 
    • Our Early Childhood Special Education program is designed to meet the needs of preschool-aged children (3-5 years old) who have developmental delays. Eligibility for this program is determined through a parental referral and evaluation process.
  • Resource/Cross Categorical Classrooms 
    • Wyoming provides a full continuum of support services for students who experience mild to moderate learning difficulties. Students who require less than 50 percent support through special education are typically placed in resource rooms. Students who require more than 50 percent support through special education are typically placed in a self-contained/cross-categorical setting.Contact InformationHuntington Woods Early Childhood Center
      4334 Byron Center Ave SW
      Wyoming, MI 49519
      (616) 530-7525
      fax: (616) 249-7647
      Attendance Line: (616) 531-9596
  • Occupational and Physical Therapy
    • Occupational therapy and/or physical therapy is provided for students who require services per their Individual Education Plan (IEP).
  • School Psychology
    • Our school psychologists conduct comprehensive evaluations on students who experience learning or behavioral difficulties in the classroom. Written parental permission is required to conduct an evaluation and the results are discussed with parents and staff at an Individualized Education Plan (IEP) meeting.
  • School Social Work 
    • Our school social workers provide individualized or small group counseling to students experiencing learning or behavioral difficulties. Parental consult is required through the Individualized Education Plan (IEP) when ongoing counseling is needed.
  • Speech and Language Therapy 
    • After an initial speech evaluation is completed, an Individual Education Plan (IEP) is held to determine if a student is eligible for direct, consult, or monitored speech and language services.
  • Teacher Consultant Services 
    • Special education students who are included in all regular education classes may receive TC services. Teacher consultant services are driven by the student’s IEP and often include verbal testing accommodations, organizational support, and remediation of skills. The teacher consultant is also responsible for communicating the various disabilities of students to teachers and assisting them in preparing appropriate educational plans.

Eligibility

Wyoming Public Schools offers a continuum of programs and services for students who qualify for special education. Wyoming has a full diagnostic staff that conducts student evaluations and provides support services to students, teachers, and parents.

Typically, requests for individual student evaluations are generated through the building-level Child Study Team process when there is a question as to whether a student may have a disability that impedes or impacts the learning process. Parents may request a multi-disciplinary evaluation be completed if there is suspicion that their child may have a disability. For school or parent initiated referrals, signed parental permission is necessary, and an Individualized Education Plan (IEP) is conducted within 30 days of initial consent. Wyoming Public Schools adheres to state and federal policies and laws.

To determine eligibility for specific learning disabilities (LD) the Wyoming Public Schools utilizes an evaluative model commonly referred to as pattern of strengths and weaknesses (PSW).
The PSW model involves two main components.
The first component is to review the student’s response to targeted interventions in the general education setting.  Prior to considering LD eligibility it should be clear that intensive general education interventions were attempted but unsuccessful in correcting the academic delay(s).
The second component is to review existing data and administer assessments in an effort to determine if a pattern of strengths and weaknesses can be identified.
Consistent with commonly accepted practice, the eligibility determination team must identify at least four areas of weakness within a single LD category and three areas of strength in a separate LD category in order for eligibility to be considered.
The specific categories of LD eligibility as defined by the State of Michigan (Rule 340.1713) are: Basic Reading Skills, Reading Fluency, Reading Comprehension, Math Calculations, Math Problem Solving, Written Expression, Oral Expression, and Listening Comprehension.

Guidelines for Determining Strengths and Weaknesses

Assessment Type

Strength

Weaknesses

Benchmark Screening/CBM
(to serve as first of at least 4 data points)

At benchmark level

Below target range

Progress monitoring
(Should occur at least 1x per week at Tier 3)

Meeting/exceeding aimline

Falling below aimline for at least four consecutive data points on most recent tests

Criterion-referenced assessment

Skills at or above grade level

Skills well below grade level

MEAP

Level 1 or 2

Level 3 Low or Level 4 (using most recent available results)

Norm-referenced tests (Achievement & IQ)

Scores at or above 25th percentile

Scores at or below 9th percentile

Curriculum assessments
(reading & math)

Scores at or above 80%

Scores at or below 70%

Grades

A or B letter grades or meets/exceeds standards

D or E letter grades or does not meet expectations

Teacher Report
(Teacher will provide classroom chart of progress)

Based upon professional judgment of teacher in comparing student to others in classroom

Based upon professional judgment of teacher in comparing student to others in classroom

Observations – Academic

Student demonstrates average understanding of academic content in comparison to other students in classroom

Student demonstrates lack of understanding of academic content

 

Assessment Type

Examples

Benchmark screening/CBM

DIBELS, PSI, PASI, SRI, etc.

Progress monitoring

DIBELS, PSI, PASI, SRI, 6 Minute Solution, etc.

Criterion-referenced assessments

Brigance, DIBELS, PASI, PSI, etc.

Norm-referenced achievement tests

KTEA-2, WIAT-III, TOWL-4, TERA-3, etc.

IQ tests

WISV-IV, WASI, WPPSI-III, etc.

Curriculum assessments aligned with CE’s and classroom instruction

Common unit assessments (which will be selected by school psych team for relevance to each area)

Response To Intervention

An early identification and intervention approach to literacy in grades K-2

  • What is RtI?
    • RtI is a collaborative process of instruction, assessment, and intervention. It is designed for the early identification of students who are struggling in reading. RtI revolves around providing targeted instructional interventions with regular progress monitoring. The goal of RtI is to increase the likelihood of successfully mastering reading skills within the regular classroom.
  • What are the essential components of RtI?
    • High quality instruction and intervention:
      • assessment data shapes curriculum and classroom decisions, as well as individual student interventions.
    • Learning rate and level of performance:
      • progress monitoring provides both skill growth over time and relative standing on a dimension of reading achievement.
    • Informed education decisions:
      • Problem solving model used to develop appropriate interventions.
  • How does RtI work?
    • RtI depends upon a collaborative team consisting of the building principal, classroom teacher, speech and language pathologist, reading specialist, school psychologist, and resource room teacher and trained paraeducators. The team collects data on students from the universal screening conducted three times a year for all K-2 students and analyzes the data to determine if there are any students showing a need for more support in the area of reading. The team then makes commendations for how students will be grouped, what interventions will be provided, how students will be monitored for progress, and what staff member will be appointed to work with each student.
  • The RtI framework includes:
    • A three-tier system of intervention
    • A problem-solving method
    • An integrated data collection/assessment system to inform educational decisions

RtI in Action:
All students in grades K-2 are screened three times a year to monitor progress throughout the curriculum. Some students may show that they need additional assistance mastering the skills at their grade level. These students are then placed in intervention groups based on their skill needs.  Specific district reading assessments and The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are used as assessment tools.
Individual progress monitoring is done for each student in Tier II or Tier III. Interventions are modified/adjusted, or new interventions are implemented based on how students are performing.

Collaborative teams meet on a regular basis to evaluate what is being taught in the regular classroom and how skills are being taught. The team also looks at assessment data and intervention effectiveness for those students in Tier II and Tier III. Tier movement is happening all of the time. Students are able to move throughout the tiers during the entire school year depending on their current academic needs.

Intervention Team:

  • Classroom teacher
  • School psychologist
  • Speech and language pathologist
  • Resource room teacher
  • Paraeducators

Image of Response Intervention Chart

  • Arbor Circle Counseling Services
    • 1101 Ball Avenue NE
      Grand Rapids, MI 49505
      616.456.6571
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  • The ARC Kent County
    • 1331 Lake Drive SE
      Suite 2
      Grand Rapids, MI 49506
      616.459.3339
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  • Association for the Blind and Visually Impaired
    • 215 Sheldon Blvd SE
      Grand Rapids, MI 49503
      616.458.1187
      800.466.8084
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  • Autism Society of Kent County (ASK)
    • PO Box 150348
      Grand Rapids, MI 49515-0348
      616.852.8577
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  • Autism Society of Michigan (ASM)
    • 6035 Executive Drive
      Suite 109
      Lansing, MI 48911
      800.223.6722
      517.882.2800
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  • Child and Family Resource Council
    • 118 Commerce Avenue SW
      Suite 220
      Grand Rapids, MI 49503
      616.454.4673
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  • Children and Adults With AD/HD (CHADD)
    • 7269 DeCosta Drive NE
      Rockford, MI 49341
      616.874.5662
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  • Children’s Special Health Care Services
    • Kent County Health Department
      700 Fuller Avenue NE
      Grand Rapids, MI 49503
      616.336.3822
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  • Citizens Alliance to Uphold Special Education (CAUSE)
    • 6945 Madison Avenue SE
      Grand Rapids, MI 49548
      616.455.8719
      800.221.9105
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  • Cornerstone Mental Health Services
    • 833 Lake Drive SE
      Grand Rapids, MI 49506
      616.336.3909
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  • Community Mental Health and Substance Abuse Network of West Michigan
    • 728 Fuller Avenue NE
      Grand Rapids, MI 49503
      616.336.3765
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  • Comprehensive Therapy Center
    • 2505 Ardmore Street SE
      Grand Rapids, MI 49506
      616.559.1054
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  • Cystic Fibrosis Foundation
    • 3835 28th Street SE
      Suite 105
      Grand Rapids, MI 49512
      616.285.8140
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  • Disability Advocates of Kent County
    • 3600 Camelot Drive SE
      Grand Rapids, MI 49503
      616.949.1100
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  • Down Syndrome Association of West Michigan
    • PO Box 8804
      Grand Rapids, MI 49518
      616.956.3488
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  • Early On of Kent County
    • 1800 Leffingwell Avenue NE
      Grand Rapids, MI 49525
      616.365.2310
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  • Easter Seals Michigan, Inc.
    • 4065 Saladin Drive SE
      Grand Rapids, MI 49546
      616.942.2081
      800.292.2729
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  • Family Independence Agency
    • 415 Franklin Street SE
      Grand Rapids, MI 49507
      616.247.6000
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  • Gray Center for Social Understanding
    • c/o City on the Hill Ministries

100 Pine Street Suite 121
Zeeland, MI  49464
616.748.0630
Fax: 616.748.6029

  • Heart of West Michigan United Way
    • 118 Commerce Avenue SW
      Suite 100
      Grand Rapids, MI 49503
      616.459.6281
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  • Hispanic Center of Western Michigan
    • 730 Grandville Avenue SW
      Grand Rapids, MI 49503
      616.742.0200
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  • Kent County Health Department
    • 700 Fuller Avenue NE
      Grand Rapids, MI 49503
      616.336.3030
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  • Learning Disabilities Association of Michigan
    • 200 Museum Drive
      Suite 101
      Lansing, MI 48933
      517.485.8160
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  • Legal Aid of Western Michigan
    • 89 Ionia Avenue NW
      Suite 400
      Grand Rapids, MI 49503
      616.774.0672
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  • Life Guidance Services
    • 1400 Leonard Street NE
      Grand Rapids, MI 49505
      616.774.0633
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  • Mercy Respite Center
    • Hope network West Michigan
      1530 East Fulton Street
      Grand Rapids, MI 49503
      616.458.4559
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  • Michigan Department of Education
    • Office of Special Education and Early Intervention Services
      PO Box 30008
      Lansing, MI 48933
      517.373.0923
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  • Michigan Department of Career Development
    • Rehabilitation Services – Grand Rapids Central District
      750 Front Ave NW
      Suite 211
      Grand Rapids, MI 49504
      616.242.6450
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  • Michigan Protection and Advocacy
    • 4095 Legacy Parkway
      Suite 500
      Lansing, MI 48911-4263
      800.288.5923
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  • Muscular Dystrophy Association
    • 161 Ottawa Avenue NW
      Suite 305A
      Grand Rapids, MI 49503
      616.459.4331
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  • Native American Community Services
    • 671 Davis Avenue NW
      Suite 103
      Grand Rapids, MI 49504
      616.458.4078
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  • Neurofibromatosis Support Group of West Michigan
    • Attn: Rosemary Anderson
      PO Box 6026
      Grand Rapids, MI 49516
      616.451.3699
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  • Parent Advisors for Special Education (PASE)
  • Thresholds
    • 1225 Lake Drive SE
      Grand Rapids, MI 49506
      616.774.0853
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  • UCP Michigan
    • 3401 E Saginaw St
      Suite 216
      Lansing, MI 48912
      800.828.2714
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  • West Michigan Inclusion Network (WIN)
    • PO Box 889
      Ada, MI 49301
      616.954.9424
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Image of Director of Student Services Jason Maas

Director of Student Services
Jason Maas

Image of Secretary Special Education Renee Thomas

Secretary  Special Education
Renee Thomas

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