Let us reinvent your workforce for the better. Expect to receive effective and reliable staffing solutions from us.
Positive Relationships
Because METROstaffing is therapist-owned and operated, we know how important your needs are. We will handle finding and retaining your therapist and supporting them clinically so you are free to focus on running your facility!
By working with METROstaffing, we take care of everything and immediately begin to reduce your costs at the outset of our relationship.
Your facility will no longer bear the concerns and overhead for items such as pensions, disability insurance, healthcare, and administrative costs. Our experience shows an average savings of 8–10%, in payroll alone for each full-time employee.
We provide maternity, medical leave, and FMLA coverage for all of your related service needs: Speech, OT, PT, Psych & Special Ed Teachers.
We provide therapists for part and full time and can also cover both short and long term placements. We also offer Tele-Therapy services that can be used as a bridge until a ‘live’ therapist is procured; to keep students in IEP compliance and prohibit litigation possibilities.
Building A Better Business
We have developed a highly successful model that enables facilities and therapists to work together in ways that benefit both parties. Granting job satisfaction for the therapist translates into the longevity of your facility.
We provide therapists for part and full time and can also cover both short and long term placements.
From our web-based billing and payroll system to our clinical support team, we support our therapists completely so your time and effort can be directed to other areas of your business.
Innovative Remote Services
METROstaffing offers unique Tele-Practice Therapy services for rural, remote, and underserved communities, as well as to culturally and linguistically diverse populations. Through the application of telecommunication technologies, we can provide therapy services at a distance.
If your facility falls into one of these categories or if you would like more information on this great service, call us today! We would love to answer your questions about our other services such as teletherapy and pediatric therapy in Metropolitan Detroit.
A Comprehensive Guide for Parents on the Individualized Education Program
Navigating the world of special education can be overwhelming for parents, especially when faced with terms and processes that are unfamiliar but crucial for their child's education. One of the most crucial tools in supporting children with developmental needs is the Individualized Education Plan (IEP). But what exactly is an IEP, and how can it benefit your child? In this post, we’ll break down the IEP process into four essential points to help you understand how it works and how it can support your child’s educational journey. Plus, we’ll highlight how MetroEHS Pediatric Therapy leverages IEPs to providecomprehensive care for families.
1. Understanding the Basics: What Is an IEP?
An IEP, or Individualized Education Program, is a legally binding document developed for children who qualify for special education services in public schools. The child's IEP outlines specific educational goals, the services the child will receive, and the setting in which those services will be delivered. The IEP is designed to meet the unique needs of each student and is developed by a team that includes parents, teachers, school administrators, and specialists. The IEP is mandated by federal law to ensure that children with disabilities receive a free appropriate public education tailored to their unique needs.
An IEP is provided for students who are aged 3-26 in the state of Michigan. This is Part B of IDEA which is the Individuals with Disabilities Education Act, a federal law that provides free public education and special services to children with disabilities. IDEA entitles children to special education services if their disability significantly impacts their ability to access education, and if a specially designed program is needed. Part C of IDEA includes a special education law that governs special education programs and services for children who are birth to 3 years old. Special needs children in this age grouping and their families receive an Individualized Family Service Plan, and parents/caregivers are integral to the assessment and intervention process. This program is often called “Early On”.
At MetroEHS Pediatric Therapy, our specialists understand the critical role an IEP plays in a child’s education. We work closely with families and school districts to ensure that the IEP aligns with the child’s developmental goals, ensuring a smooth transition between therapy and the classroom environment.
2. The Evaluation Process: How Does It Start?
The IEP process begins with an initial evaluation with a MET (Multidisciplinary Evaluation Team). The MET only includes the required personnel for areas being assessed, which always includes a district representative, and a general education teacher in addition to other special education staff (special education teacher, speech and language pathologist, occupational therapist, and teacher consultants). This initial evaluation is a crucial step in the special education process to assess whether a child qualifies for special education services. In order to be eligible for special education programs and services, the child must have needs that pose an adverse academic impact. If your child has been diagnosed with a developmental disorder, such as autism, you should contact your local school district to request a special education evaluation. If parents disagree with the school's evaluation, they have the right to request an Independent Educational Evaluation (IEE) at the school district's expense. This request must be made in writing, as it ensures a documented trail of your efforts to seek assistance.
Once the request is made, the school district has 30 school days to complete the initial evaluation. MetroEHS is proud to assist families during this process, offering insights and support to ensure that every evaluation considers the child’s full range of needs.
3. Developing the IEP: Collaborating for Special Education Services Success
Once the evaluation is complete and eligibility is confirmed, the IEP team—including parents, teachers, and specialists—convenes for an IEP meeting to develop the IEP. During the IEP meeting, various school personnel, including teachers and administrators, collaborate to create a plan that addresses the child's unique needs. The plan outlines specific goals for the school year, the type of classroom environment the child will be placed in, and any additional services they will receive to support the child's educational development. An IEP meeting should be held at least once per year and can occur more often at the discretion of any IEP team member.
At MetroEHS, we emphasize the importance of parental involvement in this process. Parents are the experts on their child’s needs, and their input is crucial in creating an effective IEP. We work with families to ensure their voices are heard, advocating for the services and accommodations that will best support their child’s growth and learning.
4. Ongoing Monitoring and Adjustments: Keeping the IEP Relevant under the Disabilities Education Act
An IEP is not a static document; it is reviewed annually and adjusted as needed to reflect the child's educational progress and any changes in their needs. Every three years, a full reevaluation is conducted to reassess the child’s eligibility and to update the IEP accordingly. However, parents can request an IEP review at any time if they feel the current plan isn’t meeting their child’s needs. The 3 year Reevaluation may be waived, and the child’s eligibility at that time may be continued. This occurs if there is not a concern about the child’s eligibility, (e.g., the child’s condition is chronic).
MetroEHS is dedicated to ongoing collaboration with schools and families. We monitor the effectiveness of the IEP and make recommendations for adjustments when necessary. This commitment ensures that the child receives the most appropriate education and therapeutic services at every stage of their development.
MetroEHS: Your Partner in the IEP Process with a Special Education Teacher
At MetroEHS Pediatric Therapy, we are committed to helping children with developmental needs reach their full potential. We understand that the IEP is a vital tool in achieving this goal, and we work tirelessly to support families through every step of the process. From initial evaluations to IEP development and ongoing adjustments, our team is here to provide the expertise and advocacy needed to ensure your child’s success in school and beyond.
The best start for your child is for a family member or caregiver to contact their local school district to get the IEP ball rolling. They can call their district’s special education department and seek an evaluation/support as needed.
The Procedural Safeguards is a document given to parents/caregivers at every special education meeting. This includes specific guidance for special education for children in Michigan. You can access this information here: State of Michigan's Website
If you’re seeking more information about the IEP process or need support navigating special education services, contact MetroEHS today. Our experienced professionals are ready to assist you in unlocking the full potential of your child’s educational journey.
Parents often ask one important question before preschool or kindergarten begins:
"Is my child ready?"
Many people think school readiness simply means knowing letters, numbers, or colors. While those skills are certainly helpful, they are only one small piece of the puzzle.
The truth is that successful classroom participation depends on many developmental skills working together.
Can your child:
✔ Follow simple directions?
✔ Transition between activities?
✔ Sit with a group?
✔ Ask for help?
✔ Play alongside peers?
✔ Manage big emotions?
✔ Hold crayons and scissors?
✔ Listen during story time?
✔ Walk safely in a classroom?
These everyday abilities often have a much bigger impact on classroom success than academic knowledge alone.
Why School Readiness Matters
The first few years of school help shape confidence, friendships, communication, and lifelong learning habits.
When children enter school with strong foundational skills, they're often able to:
Participate confidently
Build friendships
Follow classroom routines
Learn alongside peers
Become more independent
For children with autism, these foundational skills often benefit from early, coordinated support.
Introducing Superhero Academy
MetroEHS created Superhero Academy to help children ages 2-6 develop the skills needed for preschool and kindergarten through integrated therapy.
Unlike traditional therapy where each discipline works independently, Superhero Academy combines:
Every milestone helps prepare them for the classroom.
Celebrating Every Hero
Children earn Hero Badges as they master new skills throughout the year.
At graduation, every child receives a Superhero Cape or Hero Champion Medal and a diploma celebrating everything they've accomplished.
Because every child deserves to feel like a superhero.
Ready to Begin?
If your child is between the ages of 2 and 6 and has been diagnosed with autism and you’ve been interested in an ABA program, Superhero Academy may be the perfect next step.
Pediatric Dynamic Movement Intervention (DMI) therapy is a specialized treatment aimed at improving the gross motor skills, movement control, and overall functional mobility of children with developmental delays. DMI therapy is designed to promote and enhance the natural ability of children to develop motor skills through structured, targeted interventions.
What is Dynamic Movement Intervention (DMI)?
Dynamic Movement Intervention (DMI) is a cutting-edge therapeutic approach focusing on improving strength, coordination, balance, and motor planning in children with developmental delays. DMI therapy is based on neuroplasticity principles—the brain’s ability to reorganize itself by forming new neural connections. This means that with consistent and well-targeted interventions, children with motor impairments could make significant gains in motor function.
Without disruption or intervention, unhealthy habits (the types of learned patterns of movement a child relies on rather than reflexive movements) become engrained in the child’s behavior repertoire. Neuroplasticity is defined as the ability of the brain to form and reorganize synaptic connections, especially in response to learning, experience, or following an injury. Neuroplasticity is at its height in young children. Without novelty and challenge, well-established habits always dominate. Due to this natural neuroplasticity, it is often better to start children young with any kind of therapeutic care.
The primary theory behind DMI is the use of the body's automatic postural responses. In DMI therapy, we place the child in a position where gravity provides information requiring a response. We then wait for the child to complete the movement, with gradually less assistance over time.
Who Needs DMI Therapy?
DMI is beneficial for children with and without a specific diagnosis. However, those with specific diagnoses include, but are not limited to:
Cerebral Palsy: Children with cerebral palsy often struggle with motor control, muscle tone, and balance, all of which can be targeted by DMI therapy.
Developmental Delays: Children experiencing delays in reaching motor milestones (such as crawling, walking, or standing) may benefit from DMI’s movement-based approach.
Genetic Disorders: Certain genetic conditions that affect motor development, such as Down syndrome or muscular dystrophy, may be candidates for DMI.
Spina Bifida: This congenital condition affecting the spinal cord can cause motor deficits, and DMI can be useful in strengthening movement capabilities.
Brain Injuries: Traumatic or acquired brain injuries in children that result in impaired motor functions can be addressed through DMI therapy.
Other symptoms of a child who could benefit from DMI include:
Difficulty with postural control (e.g., sitting, standing, or balancing)
Delayed or atypical motor development (not crawling or walking at the expected age)
Limited muscle tone or spasticity
Challenges in coordination and movement precision
Fatigue or weakness during movement activities
This is not an exhaustive list. There are many other conditions that may benefit from Dynamic Movement Intervention. DMI therapy is typically recommended for children who have developmental motor disorders or neuromuscular challenges that affect their ability to move, balance, or coordinate their body movements.
Identifying the Need for DMI
The need for DMI therapy is typically identified by healthcare professionals such as neurologists, rehabilitation specialists or physical therapists, often after a comprehensive evaluation of the child’s motor function. Parents may also notice signs that their child is not reaching developmental motor milestones and seek medical advice.
Any physical therapy diagnosis can result in the use of DMI, and this is often very useful for children under 1 to help with head control, children under 2 to help with standing, walking, and posture control, and children 5 and under with more involved diagnoses. Early identification and intervention are extremely beneficial in maximizing the effectiveness of DMI therapy and improving the child’s functional outcomes.
