Transcript Michigan Department of Education IDEA Partnership

Michigan Department of Education
IDEA Partnership Grant
Welcome
Jane Jacobs
Pat Keller
Fran Loose
Tony Thaxton
1-20-05
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Today’s session objectives
Clarify Michigan’s IDEA Partnership’s

Purpose

Partners

Work to date

Intended outcomes
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Grant Purpose
Help transform adult learning
in Michigan to support
implementation of IDEA and
improve child/student
achievement.
January, 2005 clarification
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Adult Learning*
Learning among adults
that supports learning
among infants through young adults
with delays and disabilities
using sustained, capacity building formats
* includes PD (professional/personnel development), training…
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Key Design Partners
State Improvement Grant
 MDE Personnel -- multiple units
 State Board of Education
 Other state agencies
 Legislators
 NEA Foundation grantee

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Key Design Partners (continued)
Michigan Staff Development Council
 State Advisory Panel (Part B)
 State Interagency Coordinating
Council (Part C)
 Universal Education referent group
 Parent Training and Information
Center

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Parents in Stakeholder Groups
Who counts as a parent of a child with a
disability?
Different perspectives re: engaging parents-





whose child receives special education
services
whose child is too old for special education
whose child has disabilities, but does not
receive special education services
who represent parent groups/organizations
who are also educators
who are also in related professions
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Core Work
This grant
offers the
opportunity to
link the varied
adult learning
efforts into a
more
comprehensive
statewide
system
State
Board of
Education
Strategic
Goal
Individuals
with
Disabilities
Education
Act
1-20-05
State
Board of
Education
PD Vision
and
Standards
No Child
Left
Behind
Act
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Partnership Outcomes:
Initial Outcome
IDEA
Partnership
Learning
Community
Intermediate Outcomes
Final Outcomes
IDEA
Implementation
State PD
System
PD Vision
and Standards
Improve Child/Student
Achievement
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Partnership Outcomes:
Initial Outcome
IDEA
Partnership
Learning
Community
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Measurable Community Outcomes
A learning community with
established commitments to
 Purposeful
integration of adult
learning,
 Clarified communication structures
and practices to impact statewide
implementation of the IDEA
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Learning Community Norms

Represent the views of constituent
communities

Engage in “open and focused dialogue”


Actively contribute to individual and collective
learning




Honor diversity (of persons, partners, viewpoints, ideas)
Protect the focus (target the task; silence cell phones;
avoid sidebar conversations)
Actively learn
Actively teach
Contribute to the design and ownership of our
Partnership work
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As a Result of This Grant so far
We have expanded the learning
community to include more
 Parents
 Higher
education representatives
 Public and private agencies
 Professional associations and
organizations
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As a Result of This Grant so far
All participants contributed to an
affiliation grid that maps the reach of the
Partnership.
Two subcommittees have begun work to
move the full Partnership’s work forward
relative to:


Implementing Standards for adult learning
Using Technology to support learning for
students and adults
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As a Result of This Grant so far
Learning Community Rubric draft-Partners help transform adult
learning in Michigan to support
implementation of IDEA and improve
child/student achievement by:
(purpose)

Developing relationships (context);

Engaging in group processes; and

Completing tasks (content).
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Your learning community:
Potential Purpose And Partners:
Consider a potential, comparable activity
in your state, district, or CASE affiliate.
 Who would be the key partners?
 For
what purpose would they
convene?
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Partnership Outcomes:
Initial Outcome
IDEA
Partnership
Learning
Community
Intermediate Outcomes
State PD
System
PD Vision
and Standards
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Measurable System Outcomes
Comprehensive integration of adult
learning:

Increases integration among groups:





The Office of Special Education and Early
Intervention Services
The Michigan Department of Education (MDE)
The broader community
Meets the spirit & letter of both IDEA & NCLB,
Aligns with State Board PD Vision/Standards.
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Adult Learning System Standards
Resources:
State Board PD Vision and Standards
 NSDC Standards (attached)
 NSDC Innovation Configurations
 IDEA Partnership rubric
 Michigan Collaborative Position
Statement (attached)

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As a Result of This Grant so far

Partners have increased familiarity
with the resource documents

We have explored our current status
relative to implementing the PD
Vision and Standards
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Braided Resources:
Partners and Learning Design
Service
Providers
Families
Policy Makers
Others
Administrators
Context: What in the
local environment affects
the learning plan?
Content: What is to
be learned?
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Process: How should
we structure the
learning?
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Your state’s adult learning system
Consider the resources in your
state, district, or CASE affiliate that
could serve as a base for the
learning community initiative that
you discussed earlier. (See slide 16.)
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Partnership Outcomes
Initial Outcome
IDEA
Partnership
Learning
Community
Intermediate Outcomes
Final Outcomes
IDEA
Implementation
State PD
System
PD Vision
and Standards
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IDEIA Reauthorization
Identify adult learning implications of
the IDEIA reauthorization.
January 25th meeting questions:
 What changes in IDEIA 2004 directly relate to
adult learning?

What statewide technical assistance does the
OSE/EIS project to support IDEIA 2004
implementation?
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IDEIA 2004 Discussion
To support implementation of IDEIA 2004

How can my organization help with
communication and adult learning?

How can the IDEA Partnership help, as
it continues to develop as a learning
community?
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Core Adult Learning Responsibilities
Individuals
with
Disabilities
Education Act
Recent initiatives support adult
learning in high priority buildings

State Improvement Grant







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Mathematics AYP Study Groups
Root Cause Analysis
English Language Arts AYP Study Group
Behavior and Learning Support Initiative
Autism personnel preparation
Early identification/intervention
Successful transitions from secondary
programming
Comprehensive Parent Service System
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Partnership Outcomes:
Initial Outcome
IDEA
Partnership
Learning
Community
Intermediate Outcomes
Final Outcomes
IDEA
Implementation
State PD
System
PD Vision
and Standards
Improve Child/Student
Achievement
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State Board of Education
We are responsible to the
Board’s Strategic Goal.
State
Board of
Education
Strategic
Goal
“Attain substantial and meaningful improvement in
academic achievement for all students/children
with primary emphasis on high priority schools and
students.”
What’s New?--January 11, 2005 Universal
Education State Board Presentation and field
review
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Learner Support System
State Board
of
Education
Parent/
Student
Organizations
Educational
Organizations
& Associations
Business &
Community
Organizations
Youth in
Transition *
Other
Factors
Advocacy/
Groups
Organizations
Academically
Advanced &
Accelerated
Human
Services
System
Executive
Branch of
Government
Court
Involved
Suspended /
Expelled
Criminal/
Juvenile
Justice System
Teacher Training
& Pre-Service
Organizations
Disability
Socioeconomic
Status
Dropout
Sexual
Orientation
Emotional &
Mental Health
Runaway /
Throw-Away
English
Language
Learners
Religious
Beliefs
Other
Stakeholders
Foster Care
Gender Identity
& Expression
Race / Ethnicity
Neighborhood
Schools
Legislature
Pregnant /
Parenting
Teens
Other
Educational
Settings
Homelessness
Physical
Health
Learning
Styles
Juvenile Justice
System
Involvement
Public School
Academies
Agency/Court
Placements
Alternative
Education
Non-Public
Schools
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Home
Schools
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Universal Education Vision
Every individual’s success is important to our
society.
Each person deserves and needs a concerned,
accepting educational community that values
diversity and provides a comprehensive system
of individual supports from birth to adulthood.
Universal Education removes barriers, provides
flexible and responsive supports, and facilitates
life-long learning for all.
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Universal Education Vision
In order to support the learning of ALL in achieving
desired educational outcomes, there must be:
 A learning community in which diverse stakeholders play an
essential role in the development and education of infants
through young adults.
 A safe and accepting learning environment characterized by our
commitment to educational excellence and mutual support,
respect and responsibility.
 A foundation of comprehensive and flexible human and fiscal
resources designed to prevent learning problems and to build on
strengths.
 Ongoing adult and student learning resulting in effective,
customized, instructional practices informed by student
performance data.
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Universal Education Vision
Learners in all of their diversity come from a
variety of backgrounds and life situations that
may pose barriers to their access to, experience
with, and progress in public education.
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Principles: The learning community
Universal education...

Builds a community that values diversity among all stakeholders
and students, birth through adulthood.

Engages broad-based working partnerships in removing all barriers
which interfere, impede and/or prohibit access to the full range of
learning opportunities.

Recognizes and supports the critical, essential role that
families/primary caregivers, in all of their diversity, play in the
development and education of their children.

Necessitates involvement of a broad-base of stakeholders that
influence public policy and practice:
-
State Board of Education
Educational organizations
Executive branch of government
Teacher training/preservice institutions
Human service system
- Parent/teacher/student groups
- Advocacy groups/organizations
- Legislature
- Business & community organizations
- Corrections/juvenile justice system
- Other stakeholders
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Principles: Adult and student learning
Universal education...

Ensures effective educator preservice and ongoing
professional development.

Implements effective, instructional practices, which
align with individual learning styles, interests, and
strengths moving the student from the edge of
competence forward.

Uses student performance and growth data to design,
implement, evaluate, and adjust instruction, school
environment and professional development.

Ensures that students will be assessed based on growth
in addition to broad, standardized tests or benchmarks
of achievement.
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Additional Opportunities to Impact
Learning in Michigan
Seclusion Restraint Policy
 Social Studies Grade Level Content
Expectations
 School Improvement Framework
 Parent Involvement Practices
 High School Reform


Graduation/dropout rates
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Your Learning Community
As a member of CASE, or a district
team…
As your learning community evolves
as a partnership, what evidence would
document your being an effective learning
community, accomplishing important
work? (See slides 16 and 22)
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