Annual Report

2021-2022 Annual Education Report

(For the 2020-2021 School Year)

DSISD Learning Center

Required Annual Report Assessment Data

January 19, 2022

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER), which provides key information on the 2021-22 educational progress for DSISD Learning Center. The AER addresses the complex reporting information required by federal and state laws. The school’s report contains information about student assessment, accountability, and teacher quality. If you have any questions about the AER, please contact your student's principal for assistance.

The AER is available for you to access electronically, or you may review a copy in the main office at your child’s school.

For the 2021-22 school year, schools were identified based on previous years' performance using definitions and labels as required in the Every Student Succeeds Act (ESSA). A Targeted Support and Improvement (TSI) school is one that has at least one underperforming student subgroup in 2018-19. An Additional Targeted Support (ATS) school is one that has a student subgroup performing at the same level as the lowest 5% of all schools in the state in 2017-18. A Comprehensive Support and Improvement (CSI) school is one whose performance is in the lowest 5% of all schools in the state or has a graduation rate at or below 67% in 2016-17. Some schools are not identified with any of these labels. In these cases, no label is given. Our center-based program has not been labeled.

It is important to understand that our center-based students' achievements each year are much different from those goals of a typical K-12 school system. Every student in our school has individual goals set annually through an Individualized Education Planning (IEP) meeting.  Specific goals and objectives are customized to each student through a team process involving parents, educators, and service providers.     Academic goals are developed, and additional objectives address increased student independence and socialization along with life skills and transition-related needs.  Behavioral and communication goals are also common for our students as they help create a strong foundation for learning.  While we have high expectations for our students, their accomplishments take a great deal of patience, determination, and persistence from both staff and students.  The success of our students does not happen by chance; it takes a dedicated classroom team, including a teacher, instructional aides, and service providers who work closely together toward the goals and objectives of every student at the Learning Center.   

We are very proud of our Learning Center Program and are pleased to celebrate the remarkable accomplishments of staff, students, and parents for the 2020-2021 school year.



Lacy Lauzon

Program Supervisor/Principal




State Law Requires That We Also Report Additional Information:


The DSISD Learning Center provides educational and therapeutic programming and services for students ages 3 to 26 with Severe Multiple Impairments (SXI) and Moderate (MOCI) to Severe Cognitively Impaired (SCI) students.  

The school facility includes eight classrooms for students placed according to age levels.  Each classroom has a certified teacher and instructional aides.  Two hallways allow intermediate and adult students to have some separation from the preschool through elementary students.  Each hallway also has a lunchroom.  In addition, we have a school library, sensory/therapy room, music room, and a workshop for our transition students.  All students have access to our gym and a large fenced-in playground along with a smaller fenced-in playground for preschoolers and early elementary students.  Students can also participate in field trips and outings in the community for recreation and instructional purposes.    

Placement Process:

Students are evaluated and placed at the Learning Center through the Individualized Education Plan (IEP) process. The IEP team considers the student’s eligibility and the Least Restrictive Environment (LRE). The IEP team must agree that the student’s educational needs would be better served in a center-based special education facility than through their local district.  Procedural guidelines for referring students to the Learning Center are available from the school principal.

Status Of The School Improvement Plan:

Alt+Shift has been integral in guiding our school improvement efforts.  The overarching goal for our three-year plan has been:  

The Learning Center will become an interactive, positive learning environment where all students have access to engaged communication partners fluent in the use of Augmentative and Alternative Communication.”  

In so doing, we have implemented use of a core communication board schoolwide and have provided individuals with readiness for various forms of AAC devices.  Despite the pandemic challenges, we are happy to see continued improvements in student use of a variety of communication strategies, which would not have been possible without the consistent efforts of ALL staff.  

Core Curriculum:

The Learning Center utilizes the Michigan Merit Curriculum Extended Grade Level Content Expectations (EGLCE’s), Unique Learning System (ULS), and extensive Teachers Pay Teachers resources that complement the core curriculum including English Language Arts, Science, Social Studies and Mathematics.  All learning is designed to stimulate student engagement and provide a hands-on interactive instructional experience that benefits the unique needs of our students.  Staff document student progress toward goals, which is shared in quarterly progress reports for each student.  Curriculum expectations and goals are in each student’s IEP, which is provided to parents annually.  

Parent-Teacher Conferences:

Teachers at the Learning Center conduct parent/teacher conferences as requested and needed to support continued student progress.  Annual IEPs are well attended by parents with rare exceptions.  Parent participation in the educational process is encouraged and most teachers utilize a notebook for each student that allows for communication between school and home.  

Parent Involvement Plan:

We strongly encourage and welcome the involvement of parents and guardians or caretakers at the Learning Center.  We recognize that parents are their child’s first teachers and are valuable historians and partners in working towards student goals and objectives.  Most parents visit the Learning Center on a regular basis which allows for the development of trusting relationships.  The Learning Center publishes a “Scoop” newsletter three times a year that includes pictures of all students, recognition of friends and donors, and updates from the Program Supervisor/Principal.  We also invite parents to attend our Christmas Program, Bi-annual Talent Show, and Graduation Ceremony for students receiving Certificates of Completion as well as Star Student Awards for students in all classrooms that have demonstrated significant academic, behavioral, or growth in other important areas unique to each student.    

Advanced Placement/International Baccalaureate/College Equivalent Courses:

Our Learning Center high school students have not participated in Advanced Placement, International Baccalaureate, Dual Enrollment or College Equivalent Courses due to the severity of their disabilities.