A Michigan charter school has the same special education obligations as a large district: timely evaluations, compliant IEPs, 504 plans that are followed, and a working system of tiered supports. What it usually does not have is a large central office to carry that work.
That is where outside consulting and staffing support earn their keep.
Where small teams get stretched
Evaluation timelines
In Michigan, no more than 30 school days may pass between parental consent and the notice of an offer of FAPE or ineligibility, unless extended by written agreement (Michigan rule R 340.1721b). With one psychologist or SLP, or none on staff, a few referrals at once can push a school past its deadlines. See the school psychologist shortage and evaluation timelines.
IEP quality and consistency
IEPs need measurable goals tied to present levels, services that match the goals, and progress reporting that actually happens. When paperwork falls to whoever has time, quality varies.
504 plans
Section 504 plans are often written once and forgotten. Accommodations need to reach every classroom and be reviewed as students change.
MTSS
A multi-tiered system of supports only works if interventions are documented and data drive decisions. It also matters for special education: good MTSS data make referrals stronger and evaluations clearer. Michigan's MiMTSS Technical Assistance Center has a free-access data system and openly licensed resources worth using.
English learners
Schools serving multilingual families need evaluations that can tell a language difference from a disability. Federal rules require evaluations in the child's native language and in the form most likely to yield accurate information (34 CFR 300.304). See IDEA's native-language evaluation rule, explained.
What outside support can look like
Consulting on 504, IEP and MTSS processes, documentation and team workflows.
Evaluations with written reports ready for the IEP team, including bilingual evaluations.
Related-service staff, such as SLPs, OTs, social workers and school psychologists, on site, virtually or both.
Instructional staff like resource room teachers and paraprofessionals for classroom and 1:1 support.
One partner covering several of these means fewer hand-offs and one point of contact.
How Anwar House of Therapy helps charter schools
We work with Michigan public districts, charter schools and online schools, providing 504, IEP and MTSS consulting alongside speech-language pathologists, occupational therapists, social workers, school psychologists, resource room teachers and paraprofessionals. We offer evaluations with written reports for the IEP team, including Arabic bilingual evaluations, and services can be on site, virtual or hybrid.
Frequently asked questions
Do you work with charter schools?
Yes. We work with Michigan public districts, charter schools and online or virtual schools.
What does 504, IEP and MTSS consulting include?
Support with processes, documentation and team workflows, alongside evaluations and related-service staff when you need them.
Can you help with evaluations for English learners?
Yes, including Arabic bilingual speech and language evaluations by clinicians who speak Arabic.
Need help keeping special education on track? See our school staffing and consulting services or call (734) 224-9121.
This post is general information, not legal advice.
