The Strategic Priorities of MAASE are to provide...

  • Technical assistance and information
  • Professional learning
  • Networking among members
  • A mechanism for political action
  • Encouragement and support for educational innovation
  • Communication and collaboration with all educators and community partners

Four Focus Areas

We will align and organize the MAASE Strategic Priorities and work to focus on the following four elements:

High Quality Student Evaluations are based on rules established through both State and Federal Special Education Law, along with best practice standards, and conducted by a highly skilled educational team.  Evaluations require a systematic process that includes a thorough collection and review of relevant data from a variety of sources and result in the rejection or establishment of one of the 13 Michigan special education eligibility categories.  Eligibility is contingent upon ruling out a number of confounding factors that may account for the student’s diminished performance including limited English proficiency, lack of appropriate instruction, and/or environmental, economic, or cultural disadvantage. Further, eligibility for special education exists only if both eligibility and need for special education services are present.  

Specially Designed Instruction (SDI) means organized and planned instructional activities typically provided by a qualified special education professional that modify, as appropriate, the content, methodology, or delivery of instruction. What makes instruction truly individualized and specially designed for a student with an IEP and different from what a student without an IEP receives is how the instruction is linked to the student's IEP goals and objectives. SDI is planned, organized and meaningful in that it is an intentional and systematic process that specifically addresses the student's needs as expressed in the IEP goals and objectives.

Skilled Staff systematically individualize instructional variables to maximize the learning outcomes of students with IEPs.  They identify and use evidence-based practices appropriate to their professional preparation and are most effective.  Skilled staff use regular progress monitoring to accurately measure the learning progress of students with IEPs, and they individualize instruction variables in response to assessment results.  They create safe, effective, and culturally responsive learning environments by using behavior change practices that are evidence-based, embracing the use of positive behavior supports that respect the culture, dignity, and basic human rights of students with IEPs. Skilled staff engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance.  They promote opportunities for parent education using accurate, culturally appropriate information and professional methods.

Program Evaluation is the use of research-based methods to systematically investigate the effectiveness of programs/services, to inform decision-making, and to ultimately improve educational outcomes.  Program evaluation entails asking questions in one or more of four different domains: (1) program/service need and design; (2) program implementation; (3) program impact; (4) and program efficiency.


As a CASE affiliate, we believe:

  • The community should celebrate human diversity as enriching the whole society.
  • All students have a right to a quality education that will enable them to develop to their maximum potential.
  • Local administrators are critical change agents who affect the quality and future of special education and the education of students with exceptionalities.
  • Educational benefits, measured by individual achievements relative to ability and circumstances should be documented and promoted.
  • CASE produces an international, collegial network and opportunities for professional growths.
  • Special Education is an interdisciplinary, student support system committed to innovation in education.
  • Local administrators make a difference in the quality and future of the lives of individuals with exceptionalities and their families within the educational system and the community.
  • CASE is an integral part of the Council for Exceptional Children and provides a unique vehicle to accomplish our respective missions.

CASE Statement of Ethics:

The development of a Statement of Ethics is an essential characteristic of a profession and provides one means for the exercise of professional self-regulation. It indicates a profession's acceptance of the responsibility and trust with which it has been invested by society. Each Special Education Administrator entering the profession inherits a measure of that responsibility and trust and the obligation to adhere to the profession's code of ethical conduct.

It is the responsibility of a professional association to provide measures to judge the competency of its membership and to evaluate the quality of its services. This concern for quality is the heart of a professional association's responsibility to the public. A profession must seek control of its practice to guarantee the quality of service. Behind that guarantee are the standards and ethics that offer assurance to the public we serve.

In recognition of the importance of ethics and standards and the need to guarantee quality special education services, the Council of Administrators of Special Education has formulated a set of ethical statements to guide the practice of our profession.


CASE Standards:

The Special Education Administrator:

  • Makes serving and supporting exceptional children and their parents the primary responsibility;
  • Strives to be proficient in current professional practice;
  • Supports study and research guided by the conventions of scholarly inquire;
  • Respects the privacy of students and parents and holds as confidential information in accordance with State/Provincial and Federal laws;
  • Regards colleagues, parents and students with respect, courtesy, fairness, and good faith;
  • Upholds and advances the values, ethics knowledge and mission of the profession;
  • Fosters and supports maximum self-determination and independence on the part of exceptional children;
  • Utilizes impartial professional judgment in evaluating the needs of exceptional children and their parents;
  • Accepts the responsibility to provide meaningful training experiences to colleagues, general educators, and the public;
  • Promotes the general welfare of exceptional children.

For more information, please contact us