Board hears detailed Cook School presentation on specialized instruction for students with significant disabilities

Cook School staff gave the Northville Board of Education a detailed overview of services and instruction for students with significant disabilities on the district's Cook campus. Presenters said Cook serves about 180 students (ages approximately 2— to 26) from nine sending districts and employs roughly 130 staff to deliver specialized programming that includes dually diagnosed classrooms, a severely multiply impaired (SXI) program, and severely cognitively impaired classrooms.

The presentation emphasized the district's use of "essential elements," simplified versions of Common Core standards provided by Wayne County RESA, paired with individualized education program (IEP) goals. Presenters described four modification levels and noted that most Cook students receive instruction at levels one through three. Assistant supervisor Erin Nido said approximately 73% of Cook students are served at level one, 21% at level two and 6% at level three. Staff described multiple modalities for access, including eye-gaze devices, single-message switches, and mounted communication systems.

Classroom examples illustrated level-one work (picture/object matching and heavily prompted responses), level-two choices (three or more options, reduced prompting) and level-three expectations (independent comprehension responses, multiple modes of expression). Presenters repeatedly stressed that teams measure incremental progress toward independence rather than only counting correct answers.

Ancillary services were presented as integral to instruction. The speech-language team, occupational therapists and physical therapists described supports such as mounting systems, communication-device adaptation, compression vests and standers. Nursing staff provide medical interventions and health-care plans; district staff noted annual training in seizure protocols, medication management and tube feeding to ensure student safety.

Presenters described the RISE room (Resource room for Independence, Self-regulation and Emotional skills) as a space to support regulation, de-escalation and private conferencing with trusted staff. Staff also discussed common assessments and said Cook will move to the TeachTown curriculum next year and assess students three times annually (October, January and April) to better track growth and align with county recommendations.

Board members asked how essential elements integrate with individualized IEP goals and whether off-the-shelf tools like TeachTown can be adapted. Presenters said TeachTown's materials are helpful but require adjustments for the Cook population (larger visuals, simplified language, incorporation of district core words and teacher-selected songs). Staff stressed assessment and instructional decisions are driven by teams and IEP processes.

The presentation closed with district leadership praising Cook staff for day-to-day dedication. The board did not take action on the presentation itself; follow-up materials and continued reporting were invited.