The Beaverton Rural Schools (BRS) District encompasses approximately 225 square miles. The central school campus is located in the southwest quarter of the City of Beaverton . The city is located on M-18, eight miles south of the county seat of Gladwin , Michigan , and approximately thirty miles northwest of Midland . The local tax base is made up of agricultural and residential property, light industry, and small businesses.
Townships served are all or parts of Billings , Tobacco, Beaverton , Grout, Buckeye, Grim, and Hay of Gladwin County and Arthur Township of Clare County.
There are three school sites within the District. As of 2006-2007, the Primary houses K-3 students; The Middle School includes Grades 4-8 and the High School serves students in Grades 9-12. Oldest is the Primary, built in 1953 with three additions: the North Wing in 1962-63, the "C" unit in 1963, and connecting corridors and other improvements in 1998. The south portion of the present Middle School was constructed in 1965 as the previous High School; the north portion of the Middle School was erected in 1985. The current Beaverton High School opened on August 24, 1998.
Beaverton Rural Schools is located within the Clare Gladwin Regional Educational Service District (CGRESD). A number of BRS students participate in the Special Education, Career and Technical Education program, or Middle College program offered by CGRESD. Beaverton Rural School District is about 24 miles from MidMichigan Community College (MMCC) which offers our students dual enrollment classes.
Beaverton Rural Schools Procedures for Determination of a Specific Learning Disability
This notice is designed to comply with the current State of Michigan requirement that each local school district publish its procedure for determining whether a student has, or continues to have, a specific learning disability. A Specific learning disability (SLD) is defined in law 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; cognitive impairment; emotional disturbance; or of environmental, cultural, or economic disadvantage. Commencing with the 2010/2011 school year, the Beaverton Rural Schools will use a Pattern of Strengths and Weaknesses model to determine whether a student exhibits a SLD in the areas of oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation, and mathematics problem solving. The determination of a SLD will be based upon multiple sources of information including parent input; classroom teacher input; individually administered tests of academic achievement and intellectual development; classroom observation; student performance on State-approved grade-level standards; and other sources of information required by law or deemed pertinent by the evaluation team. A multidisciplinary evaluation team (MET) consisting of a certified teacher, a certified school psychologist, and possibly other members determined to be critical to the process, will prepare a written report documenting its analysis of the data gathered and its recommendation regarding SLD certification. That recommendation shall be based on whether the student exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development that is determined by the MET to be indicative of a SLD. The procedures outlined in this notice will be implemented in a manner consistent with all applicable Federal regulations and State rules regarding the evaluation and identification of specific learning disabilities. More information on Federal regulations and State rules regarding this process may be obtained by contacting the Clare-Gladwin RESD Special Education Compliance Monitor.