Transcript Michigan Department of Education IDEA Partnership

Michigan Department of Education
IDEA Partnership
Welcome
10/29/04
1
Session Purpose
Establishing learning
community connections
around adult learning
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Session Outcomes

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Engage the team in becoming a learning
community (explore our connections to each
other and to adult learning in service of
children’s learning)
Clarify our collective purpose regarding the
IDEA Partnership grant
Increase familiarity with the State Board
approved Professional Development Vision
and Standards
Explore our current status (including points of
pride and barriers) relative to the Professional
Development Vision and Standards
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Learning Community Norms

Represent the views of constituent
communities
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Engage in “open and focused dialogue”
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
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Actively contribute to individual and collective
learning
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Honor diversity (of persons, partners, viewpoints, ideas)
Protect the focus (target the task; silence cell phones;
avoid sidebar conversations)
Actively teach
Actively learn
Contribute to the design and ownership of our
partnership work
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Elements of Quality Adult Learning
Engage the team in becoming a
learning community (connect to
adult learning)
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A Powerful Learning Experience…
 Think
about a powerful learning
experience in your life

What was the experience?

Where were you?

Who were you with?

What impact did it have on you?

What were the elements that made the
experience powerful?
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The IDEA Partnership Purpose and
Framework

Engage the team in becoming a learning
community (connect to each other and
to adult learning)

Clarify our collective purpose regarding
the IDEA Partnership grant

Increase familiarity with the State Board
approved Professional Development
Vision and Standards
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Grant Source

The U.S. Dept of Education awarded the
national IDEA Partnership grant to the



Council of Chief State School Officers
(CCSSO)
National Association of State Directors of
Special Education (NASDSE)
Michigan is one of 11 states receiving a
$10,000 sub-grant
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Federal Partnership

Michigan’s participation began in 1999 in
an earlier Title I/IDEA Partnership grant
to the:
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
CCSSO
NASDSE
The Title I/IDEA Partnership is now one
component of the new, broader grant
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Purpose of Michigan’s Grant
Establish and engage a learning
community
•
•
•
that identifies the practices of a
comprehensive system
for the purposeful integration of adult
learning
to support child/student achievement
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IDEA Partnership Meetings:

October: Establish learning community
connections around adult learning
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February: Identify the practices of a
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May: Identify accountability/evaluation
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August: Identify continuing opportunities
comprehensive adult learning system
components of an evidence-based adult
learning system
for purposeful integration of adult learning
to impact child/student achievement
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Adult Learning
Learning among adults
that supports learning
among infants through young adults
with delays and disabilities
using sustained and
capacity building formats
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Factors Affecting Today’s Children and Adolescents
Youth in
Transition *
Other
Factors
Academically
Advanced &
Accelerated
Court
Involved
Suspended /
Expelled
Disability
Socioeconomic
Status
Dropout
Emotional &
Mental Health
Sexual
Orientation
English
Language
Learners
Runaway /
Throw-Away
Religious
Beliefs
Foster Care
Gender Identity
& Expression
Race / Ethnicity
Pregnant /
Parenting
Teens
Homelessness
Physical
Health
Juvenile Justice
System
Involvement
* Youth in Transition are young people in temporary placements: awaiting foster care placement or institutional placement,
staying temporarily with friends or relatives, etc.
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Educational Settings
Neighborhood
Schools
Other
Educational
Settings
Youth in
Transition *
Other
Factors
Academically
Advanced &
Accelerated
Suspended /
Expelled
Public School
Academies
Court Involved
Disability
Socioeconomic
Status
Dropout
Sexual
Orientation
Emotional &
Mental Health
English
Language
Learners
Runaway /
Throw-Away
Agency /
Court
Placements
Religious
Beliefs
Foster Care
Gender Identity
& Expression
Race / Ethnicity
Pregnant /
Parenting
Teens
Home
Schools
Alternative
Schools
Homelessness
Physical
Health
Juvenile Justice
System
Involvement
Non-Public
Schools
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Educational Stakeholders
State Board
of Education
Parent /
Student
Organizations
Youth in
Transition *
Educational
Organizations
& Associations
Other
Factors
Advocacy
Groups /
Organizations
Academically
Advanced &
Accelerated
Court Involved
Suspended /
Expelled
Socioeconomi
c Status
Dropout
Sexual
Orientation
Emotional &
Mental Health
English
Language
Learners
Runaway /
Throw-Away
Business &
Community
Organizations
Foster Care
Religious
Beliefs
Executive
Branch of
Government
Gender Identity
& Expression
Race / Ethnicity
Criminal /
Juvenile
Justice System
Teacher Training
& Pre-Service
Organizations
Disability
Pregnant /
Parenting
Teens
Homelessness
Physical
Health
Juvenile Justice
System
Involvement
Legislature
Human
Services
System
Other
Stakeholders
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Educational
Organizations
& Associations
Business &
Community
Organization
s
Youth in
Transition *
State Board
of Education
Other
Factors
Advocacy
Groups /
Organization
s
Teacher Training
& Pre-Service
Organizations
Executive
Branch of
Government
Academically
Advanced &
Accelerated
Court Involved
Suspended /
Expelled
Criminal /
Juvenile Justice
System
Human
Services
System
Parent /
Student
Organization
s
Disability
Legislature
Socioeconomi
c Status
Dropout
Sexual
Orientation
Emotional &
Mental Health
Runaway /
Throw-Away
Religious
Beliefs
Neighborhood
Schools
Other
Stakeholders
English
Language
Learners
Foster Care
Gender Identity
& Expression
Race / Ethnicity
Pregnant /
Parenting
Teens
Other
Educational
Settings
Homelessness
Physical
Health
Juvenile Justice
System
Involvement
Agency /
Court
Placements
Public School
Academies
Alternative
Education
Non-Public
Schools
Home
Schools
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Michigan’s IDEA Partnership
Purpose: Establish and engage a learning community that identifies the practices of a comprehensive system for the
purposeful integration of adult learning to support child/student achievement
Learning Community
Members include breadth of stakeholders who
provide, advocate for, and coordinate quality
adult learning for those who serve infants
through young adults
The team, together, contributes to the
transformation of adult learning:
* Clarify structure of how community
 interacts
* Reach out to additional partners
* Gain commitments on work
Purposeful integration of adult learning to
support child/student achievement
A Comprehensive System
To be defined by the learning community
Connect
* Partner with related initiatives, such as the Michigan
Education Association/Education Alliance professional
development infrastructure grant
* Establish communication procedures for Michigan
stakeholders, national partners, and other states
Support systemic change
* Develop leadership pool necessary to implement and
sustain systemic change in organizations
* Identify and facilitate continuation, replication of
models, and key criteria or elements that work
Scale up
* Build awareness of collaborative effort
* Use internal discretionary funds and in-kind
* Communicate with partners who influence
 policy/legislation/funding
* Establish communication system to impact statewide
 implementation of IDEA
Localize
* Help schools/local education agencies see the need fo
 and value of adult learning to support organizational
 change and improve instruction
* Respond to issues by using, implementing MI
 Professional Development Vision and Standards and
 National Staff Development Council Standards for Staff
 Development
* Provide technical assistance and follow up activities to
 support capacity building
 * Clarify the process, content, and context support
 resources
Realize student results
* Progress toward adult learning design to increase
student
 achievement
•
Relates to the core work of the State Education Agency:
• Promotes the 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
• Aligns with the State Board of Education Professional Development
Vision and Standards
• Responds to spirit and letter of the responsibilities embodied in both the
IDEA and NCLB Acts
• Contributes to the transformation of adult learning
• Is supported by a flexible infrastructure
• Evaluates the impact of adult learning structures, practices, and content
Focuses on:
• Birth to Five: Early identification in targeted service areas
• School age students:
* Schools and/or districts not making Adequate Yearly
Progress because of special education subgroup (Note:
Consider implications for elementary schools with fewer
than 30 students with disabilities per grade level)*
•Young adults: Dropout prevention/reduction
*121 elementary and middle schools did not make AYP because of state
assessment performance by students with disabilities
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Michigan’s IDEA Partnership Activities
Communication
•* Establish communication procedures using an
array
• of modalities with Michigan stakeholders, national
• partners, and other states
* Create common understanding and language that
 encompasses all adult learners
* Utilize technology to support communication
Project Evaluation
Formative evaluation:
* Work with national Partnership Evaluation team to
 identify learning and data sets
* Design evaluation (variety of tools &
 methodologies)
* Identify evaluation components and criteria of an
 evidence-based adult learning system
* Use evaluation components and criteria of an
 evidence-based adult learning system
Summative evaluation:
* Work with national Partnership Evaluation team to
 identify learning and data sets
* Design evaluation (variety of tools &
 methodologies)
* Coordinate evaluation design with Continuous
 Improvement and Monitoring System
* Collect data
* Analyze and use data
* Report findings.
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Funding/Resources
* Find human, technical, and financial resources
* Eliminate redundancy and gaps in resources
* Repurpose redundant funds for the “greater good”
Measurable 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
Meeting the spirit and letter of the
responsibilities embodied in both the
IDEA and NCLB Acts
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Measurable Outcomes
Increased integration among the groups/
initiatives supporting adult learning across
The Office of Special Education and Early
Intervention Services
 The Michigan Department of Education
(MDE)
 The broader community

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The Core Work Supported by
the IDEA Partnership Grant
State
Board of
Education
Strategic
Goal
Individuals
with
Disabilities
Education
Act
State
Board of
Education
PD Vision
and
Standards
No Child
Left
Behind
Act
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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.”
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State
Board of
Education
PD Vision
and
Standards
State Board of Education
We are responsible to
the SBE approved
Professional Development Vision and
Standards for Michigan Educators,
prepared


With broad public input and
With leadership from the MDE
Consultant for Professional
Development
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State
Board of
Education
PD Vision
and
Standards
State Board of Education
It is the vision of the Michigan
Department of Education that
quality professional development
results in the improvement of
student learning.
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State
Board of
Education
PD Vision
and
Standards
State Board of Education
Quality professional development
is characterized by meaningful,
collegial dialogue that

Explores current content knowledge,
inquiry learning processes, and student
thinking.

Contributes to a school culture that
promotes learning at high levels for both
students and educators.
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Information
Knowledge
Information
Social Processes = Knowledge
Knowledge
Sustained Interaction=Wisdom
Michael Fullan
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IDEA
State
Board of
Education
Strategic
Goal
Individuals
with
Disabilities
Education
Act
State
Board of
Education
PD Vision
and
Standards
No Child
Left
Behind
Act
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Core Adult Learning Responsibilities

Services in the
•
•



Individuals
with
Disabilities
Education
Act
Natural environment (infants/toddlers)
Least restrictive environment with access
to general curriculum
Parent involvement in planning
Participation in state assessment
Comprehensive system of personnel
development
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Core Adult Learning Responsibilities
Individuals
with
Disabilities
Education
Act
 Comprehensive
System of
Personnel Development (CSPD)
Team reorganization
 Putting
the “CS” into the “PD”
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Core Adult Learning Responsibilities
Individuals
with
Disabilities
Education
Act
A CSPD advisory team subcommittee
does core planning for this IDEA
Partnership Grant
There
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




are voices from:
Early Childhood
Federal Programs (including Title I)
School Improvement
Teacher Preparation
Community Partners
State Improvement Grant
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Core Adult Learning Responsibilities
Individuals
with
Disabilities
Education
Act
 Recent
initiatives support adult
learning within
 Agencies/organizations
 Intermediate
districts
 Buildings
and local school
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Core Adult Learning Responsibilities
Individuals
with
Disabilities
Education
Act
 Recent
initiatives support PD
content such as
 Early
identification/intervention
 Mathematics and English Language
Arts
 Universal Education
 Integrated Behavior and Learning
Support
 Autism personnel preparation
 Successful transitions from secondary
programming
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No Child Left Behind Act
State
Board of
Education
Strategic
Goal
Individuals
with
Disabilities
Education
Act
State
Board of
Education
PD Vision
and
Standards
No Child
Left
Behind
Act
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No Child
Left
Behind
Act
Core Adult Learning Responsibilities
NCLB requirements for



assessment and increased
student achievement
highly qualified personnel
parent involvement and
partnership
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No Child
Left
Behind
Act
Core Adult Learning Responsibilities
 NCLB


grant team
created statewide awareness re: special
education considerations in implementing
NCLB Act
continue to contribute guidance re:
personnel becoming highly qualified
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IDEA Partnership Grant
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
10/29/04
State
Board of
Education
PD Vision
and
Standards
No Child
Left
Behind
Act
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As a Result of This Grant
 We anticipate more
 Thoughtful use of IDEA flow-through
funds
 Thoughtful use of Title I and Title II funds
and/or set-asides
 Effective use of the school improvement
planning process for all students
To support integrated, sustained capacity
building adult learning opportunities across
the state through learning communities
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As a Result of This Grant
 We
anticipate continued expansion
of the learning community to include
more
 Families
 Higher
education representatives
 Community service organizations
 Public and private agencies
 Business and industry
 Professional associations and
organizations
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Braided Resources: Partners and
Learning Design
Administrators
Practitioners
Families
Policy Makers
Others
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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We’re at the Beginning
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Vision for High Quality Professional
Development

Student learning focus

Educator focus

Standards focus

Information-rich collaborative inquiry

Commitment to systemic alignment
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Key Strategies for Enacting the Vision

Developing standards

Implementing standards

Aligning systemic policies and practices

Developing culture and common
understanding

Data and learning from data

Fostering statewide partnerships between
K-12, higher education and other education
resources
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Strategies, cont.

Using Data Issues to Foster K-12/
University Collaboration

Developing Funding to Sustain Strategy
Implementation

Developing Infrastructure, Partnerships,
Leadership and Governance

Evaluation, Quality Control, and Renewal
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Date Selector Chart
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Feb. 14
Feb. 15
Feb. 16
Feb. 17
Feb. 18
May 2
May 3
May 5
May 6
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

Aug.
Aug.
Aug.
Aug.
Aug.
8
9
10
11
12
During lunch, please
write your name
beside any dates that
you can NOT attend.
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The IDEA Partnership Network

Engage the team in becoming a learning
community (connect to each other and
to adult learning)

Increase familiarity with the State Board
approved Professional Development
Vision and Standards

Explore our current status (including
points of pride and barriers) relative to
the Professional Development Vision
and Standards
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Identify the Partners
In what groups/organizations do
you have a role where you help
other adults learn so that they can
help infants through young adults
learn?
Write 1 post-it for each group/
organization.
 Put your name on each post-it.

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Connect around adult learning.
What group/organization/role do
you see as the primary hat that you
wear in our partnership?
Put a border on the post-it with your
primary role connection.
 Set all of your post-its aside for now.
 Introduce yourself to your tablemates
using the affiliations grid.

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Affiliations Grid
Write in: My primary role that
relates to the partnership is…
 Also write your name in that box.
Check off:

Form: This is a…
 Members of this group include…
 Age groups impacted by this group
include…
 Target audience: We directly serve…

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Connect within national partner
framework.

Sort each of your post-its by the
national partnership framework
(administrators; practitioners;
families/advocacy groups; policymakers; other)

Find a seat with the partners where
you place your primary role post-it
note
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Explore current points of pride
and barriers to powerful learning.
Recall our work from this morning
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
Personal powerful learning experiences
Introduction of Michigan’s Professional
Development Vision and Standard
Now, think of the most recent adult
learning opportunity that you
participated in, or that your
organization provided.
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Quantitatively rate current status.
Given your current understanding of the
Michigan PD Vision and Standards, how
would you rate the most recent adult
learning opportunity that you participated
in, or that your organization provided?



Write your rating 1 (low) to 5 (high).
Write how many people were involved.
Was it a single event (post on left) or part of
an ongoing learning opportunity (post on
right)?
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Qualitatively discuss with partners.

What meaning, if any, do you draw
overall from our ratings?

What are some of our current points of
pride in adult learning opportunities?

What are some of the barriers
(practically, structurally, politically,
philosophically, fiscally or otherwise) to
powerful adult learning opportunities?
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Michigan’s Professional Development
through Learning Communities

Engage the team in becoming a
learning community (connect to each
other and to adult learning)

Increase familiarity with the State
Board approved Professional
Development Vision and Standards

Explore our current status relative to
the Professional Development Vision
and Standards (time permitting)
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NSDC Standards
Overview of the NSDC Standards
Study guide
 Read about the standard
 Chart: What and So What
 Time permitting, anticipate connections
between the standard and future partnership
work
 Teach small group about the standard, and
discuss its cluster
 Do Carousel walk networking and learning
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Reflective Practice and Evaluation

Engage the team in becoming a
learning community (connect to
each other and to adult learning)

Explore our current status relative
to the Professional Development
Vision and Standards
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Reflective Practice and Evaluation
Complete evaluation
Reflective practice: How can we sustain our engagement as
a learning community?

Warm up: As we evolve as a partnership what would be
evidence or examples of our being an effective learning
community? (evaluation question 3 – already documented)

Chart: What evidence, if any, do we currently demonstrate
as a learning community/partnership?

Chart: How can we continue to grow as an effective
learning community? (Ideas for including missing partners;
engaging interim communication; building individual and
collective learning; possibilities for purposeful integration)
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IDEA Partnership Meetings:

October 29: Establish learning community

February ____: Identify the practices of a

May ____: Identify accountability/

August ____: Identify continuing
connections around adult learning
comprehensive adult learning system
evaluation components of an evidence-based
adult learning system
opportunities for purposeful integration of
adult learning to impact child/student
achievement
10/29/04
57