About Us
Welcome to Discovery Arts and Technology Academy
Design: We offer a classical private school education in a public school setting.
Curriculum: Our content-rich Paragon Curriculum converges high tech with the humanities, combining the rigors of a classical education with the relevance required by contemporary culture. Our interdisciplinary program instills in students a captivating conceptual understanding and chronological picture of history, as well as an awareness of the interrelationships between different domains of knowledge.
Technology: To master true computer literacy, students require hands-on access to computers as a tool for authenic learning. Discovery Arts and Technology Academy equips each classroom with a computer for every three children, a school computer lab and provides a laptop for each teacher and administrator.
Assessment: The barometers that gauge Discovery Arts and Technology Academy’s success include higher student standardized test scores, marked progress in the quality of performance-based assessments, improved student attendance, and retention as well as enhanced motivation, satisfaction, and morale on the part of students, teachers, and parents.
Teachers: Discovery Arts and Technology Academy hires, trains, and is committed to retaining star teachers and talented leaders in educational management. All teachers are certified and teaching within their certification, experienced individuals who have a strong sense of purpose, and a willingness to challenge themselves as life long learners, as they would challenge their students. They compel all students to excel by concentrating on engaging every child in learning and by holding students to high standards.
Parents: Because every child needs stability, continuity and a champion who believes in his or her human potential, Discovery Arts and Technology Academy works to foster a close connection between home and school. Specifically, Discovery Arts and Technology Academy works with parents and other adults with positive influence to improve attendance, to assist with homework, and to intercede at the first hint of difficulty.
Special Education Department :
Welcome to Discovery Arts and Technology Academy Special Education Department!
*The Discovery Arts and Technology Academy (DATA) has developed policies and procedures in concurrence with the federal and state regulations and guidelines to ensure a free and appropriate education in the least restrictive environment to all school-age children, including those with disabilities.
Screening Process
When students experience difficulties in school, teams will meet to develop interventions to help students be successful in regular education. At both the elementary and secondary levels, the Child Study Team (CST) accomplishes this work.
If a student continues to experience difficulties even with regular education interventions, the student may be referred for a multidisciplinary evaluation by the multidisciplinary team, which includes the student’s parents.
Evaluation Process
Parent permission is necessary before any evaluation can take place. The parent is notified in writing of the types of assessments that will be given and the proposed date(s) of the evaluation.
An evaluation team reviews all pertinent data and compiles a report called an Multidisciplinary Evaluation Team Report (MET Report) which states whether a disability or disabilities exist and if the student is in need of special education. Parents are members of the evaluation team and will be asked to provide relevant information.
The entire evaluation process must be completed within 30 school days from the date the DATA receives signed parent permission on the “Evaluation Review and Consent” form. A copy of the MET will be given to the parents and a summary of the report will be communicated to them.
If a student is found to be eligible for special education, the parents will be invited to an Individualized Education Plan (IEP) meeting. Students eligible for special education must meet one or more of the criteria established by Michigan Administrative Rules for Special Education that outlines the following categories:
- Autism Spectrum Disorder
- Deaf-blindness
- Emotional Impairment
- Hearing Impairment
- Cognitive Impairment
- Sever Multiple Impairment
- Physical Impairment
- Other Heath Impairment
- Specific Learning Disability
- Speech and Language Impairment
- Traumatic Brain Injury
- Visual Impairment
- Early Childhood Developmental Delay
A reevaluation is conducted at least every three years unless a student is disabled due to mental retardation, in which case reevaluations are conducted every two years.
Individual Education Program Process
The IEP is developed by a team, which includes some members of the evaluation team as well as the parent(s), the special education teacher, a school administrator, the regular education teacher(s) and sometimes the student. The IEP includes a description of the programs and services necessary to assist an eligible student. Information that is contained in the MET, as well as information collected from the student’s progress in the general curriculum is used to write the IEP.
The student’s program is reviewed every year at an IEP meeting or more frequently at the request of an IEP team member, which includes the parent(s).
The IEP team will write annual goals and short term objectives that can be measured and are designed to meet the needs of the student. The IEP team will determine special education services and programs. The annual goals and short term objectives will be evaluated on a regular schedule and parents will be notified of progress of these goals in writing.
The location and level of placement are determined at the IEP meeting and are based upon the least restrictive environment where the student can successfully achieve his/her goals. The Least Restrictive Environment would include providing special education services and programs provided outside the general education classroom only when supports and services can not be provided successfully within general education classroom.
DATA considers a full continuum of services when determining an appropriate program for every student with a disability.
FOR ADDITIONAL INFORMATION PLEASE FOLLOW THE LINKS BELOW:
Parental Procedural Safeguards for students in Wayne County: Parental Procedures safeguards
Parent Organizations in Wayne County: Wayne RESA
Wayne RESA Special Education: Wayne RESA SPED
Michigan Office of Special Education and Early Intervention Services:
http://www.michigan.gov/mde/0,1607,7-140-6530_6598—,00.html
US Department of Education: Office of Special Education Programs (OSEP): http://www.ed.gov/about/offices/list/osers/osep/index.html
FOR FURTHER INFORMATION REGARDING SPECIAL EDUCATION SERVICES AT DISCOVERY ARTS AND TECHNOLOGY ACADMEY CONTACT:
CAO/PRINCIPAL – Cheralyn Sanford, CAO
Resource Room Teacher- Joan Ruckhaber
27355 Woodsfield Rd
Inkster, MI 48141
p: 313-827-0762
f: 313-827-0763
DIRECTOR OF BEHAVIORAL SUPPORT AND SPECIAL EDUCATION
(MOSAICA EDUCATION, INC.) – John M. Jaquith
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