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Michigan Department of Education, Office of Special Education
Welcomeon behalf of Teri Chapman
Director of Special Education
Joanne Winkelman, Office of Special Education
Region 4 Parent Technical Assistance Center Summer Workshop 2015
Michigan Department of Education, Office of Special Education
Major System Alignments taking place:
Alignment at the federal levelAlignment among governmental agencies
in MichiganAlignment within the Michigan
Department of Education
It’s all coming together…
Michigan Department of Education, Office of Special Education
Congress said, “The days of students with disabilities leaving school poorly education with no employment experience, no job prospects, living lives of poverty and too often ending up in segregated programs, need to come to an end.”
What does it mean for students with disabilities?
Michigan Department of Education, Office of Special Education
The 2020 Federal Transition Plan: A Federal Interagency Strategy
The 2020 Plan outlines how Federal Partners in Transition (FPT) will: enhance interagency coordination through:
Identification of compatible outcome goals Policy priorities Improved outcomes for youth with disabilities by 2020
“To improve the provision of transition services to students with disabilities through enhanced coordination among the multiple federal programs that support this population, we recommend that the Secretaries of Education, Health and Human Services, and Labor, and the Commissioner of Social Security Administration direct the appropriate program offices to work collaboratively to develop a federal interagency transition strategy.” (GAO, 2012)
Michigan Department of Education, Office of Special Education
Access health care services and integrated work-based experiences in high school
Develop self-determination and engage in self-directed individualized planning
Be connected to programs, services, activities, information, and supports
Develop leadership and advocacy skills Have involvement from families and other caring
adults with high expectations
The 2020 Federal Transition Plan: Five Goals
Michigan Department of Education, Office of Special Education
This process involves multiple domains including:
Community engagement Education Employment Health Independent living
This includes vocational training, obtaining employment, finding stable housing, and accessing health care and other resources to support their future planning and development into adulthood.
What does this include?
Michigan Department of Education, Office of Special Education
No single system or agency is responsible for providing all the necessary supports to help youth develop those skills.
As youth move from the classroom into the workplace, they often need to access services from several different agencies at one time.
Cross-agency coordination and collaboration are needed both within and across child-and adult-service systems in order to effectively meet the diverse and complex needs of transitioning youth with disabilities.
A Case for Collaboration
Michigan Department of Education, Office of Special Education
The Michigan Transition Project is being redesigned around the 2020 Federal Transition Plan
Collaborate, communicate, coordinate the grant requirements in: Individuals with Disabilities Education Act Workforce Innovation and Opportunities Act Carl D. Perkins Career and Technical Education Act Section 504 of the Rehabilitation Act Office for Civil Rights Guidelines for eliminating
discrimination in Vocational Education Program
Redesigning transition in Michigan
Michigan Department of Education, Office of Special Education
Last week the Transition Coordinators, Michigan Rehabilitation Counselors, and Career and Technical Education Coordinators from around Michigan came together for two days to discuss their respective mandates
Create models for strengthening Interagency Collaboration and system alignment
Stay tuned…
Recent Collaborative Conference
Michigan Department of Education, Office of Special Education
Workforce Innovation and Opportunity ActSigned into law July 22, 2014Reauthorizes the Workforce Investment Act of
1998, including the Rehabilitation ActRequires Vocational Rehabilitation (Michigan
Rehabilitation Services in MI) (to assist students with disabilities while they are still in school
15% of state Title 1 VR Funds must be used for “pre-employment transition services”
Another Collaborative Initiative
Michigan Department of Education, Office of Special Education
Job explorationWork based learning experiencesCounseling on post-secondary opportunitiesWorkplace readiness trainingInstruction in self-advocacy
Required Services for MRS
Michigan Department of Education, Office of Special Education
Attend IEP meetingsWork with workforce boards, One-tops, and
employers to develop employment opportunities
Work with schools to ensure provision of pre-employment transition services
MRS Employment transition coordination requirements
Michigan Department of Education, Office of Special Education
The Developmental Disabilities Council of Michigan received a grant through the Office for Disability Employment Policy to work with Michigan on a Landscape Assessment
Report will be a plan for implementation of systems change efforts aligned with Employment First in the area of workforce development in the State of Michigan
Working on a plan…
Michigan Department of Education, Office of Special Education
Everyone needs to collaborate, communicate, and coordinate
Michigan Department of Education, Office of Special Education
Constructing a State Systemic Improvement Plan
Another collaborative endeavor
State Systemic Improvement Plan
Data & Infrastructure Analysis
guides selection of coherent improvement strategies
increase the State’s capacity to lead meaningful change with Local Educational Agencies (LEAs) to
that
to
improve results for ALL children.
to
Year 1—FFY 2013
Delivered by April 2015
Year 2—FFY 2014
Delivered by April 2016
Years 3-6—FFY 2015-18
Feb 2017- Feb 2020
Phase IAnalysis
Phase IIPlan
Phase IIIEvaluation
‣ Data Analysis;
‣ Infrastructure Analysis;
‣ State-identified Measureable Result (S-iMR);
‣ Coherent Improvement Strategies;
‣ Theory of Action.
Multi-year plan addressing:
‣ Infrastructure Development;
‣ Support EIS Program/LEA in Implementing Evidence-Based Practices;
‣ Evaluation Plan.
‣ Reporting on Progress including:✔ Results of Ongoing
Evaluation;✔ Extent of Progress
‣ Revisions to the SPP
SSIP Activities by Phase
Third Grade Reading Proficiency
Group 2008-9 2012-13 Avg Change/yr
Number of years to 80%
All 58.9 66.7 1.9 6.11
African American
38.3 44.8 1.6 20.66
Migrant* 43.9 3.8 8.5
Economically Disadvantaged
44.4 53.8 2.4 10.15
English Learners
32.6 41.5 2.2 16.3
Students with Disabilities
29.1 37.9 2.2 18.14
* Migrant is based on one year change
Fifth Grade Reading Proficiency
Group 2008-9 2012-13 Avg Change/yr
Number of years to 80%
All 58.6 70.4 3.0 2.25
African American
33.1 47.8 3.7 7.76
Migrant* 46.6 3.7 8.03
Economically Disadvantaged
41.2 57.9 4.2 4.29
English Learners
21.9 36.3 3.6 11.14
Students with Disabilities
24.8 36.6 3.0 13.71
* Migrant is based on one year change
Eighth Grade Reading Proficiency
Group 2008-9 2012-13 Avg Change/yr
Number of years to 80%
All 52.1 65.7 3.4 3.21
African American
29.0 45.2 4.1 7.59
Migrant* 50.5 13.7 2.15
Economically Disadvantaged
35.8 53.0 4.3 5.28
English Learners
19.2 31.6 3.1 14.61
Students with Disabilities
15.5 26.4 2.7 18.67
* Migrant is based on one year change
Eleventh Grade Reading Proficiency
Group 2008-9 2012-13 Avg Change/yr
Number of years to 80%
All 49.1 54.0 1.2 20.22
African American
23.1 29.0 1.5 33.58
Migrant* 27.1 2.5 20.16
Economically Disadvantaged
31.5 38.0 1.6 24.85
English Learners
11.4 13.0 0.4 166.5
Students with Disabilities
15.5 19.0 0.9 68.71
* Migrant is based on one year change
Not Proficient at an early grade leads to an increased probability of not being proficient at a subsequent grade
Effective intervention at any grade makes a difference - success after failure increases probability of later success
Proficiency at an early grade leads to an increased probability of proficiency at a subsequent grade
The SSIP Data Analysis Story
Not Proficient at an early grade leads to an increased probability of not being proficient at a subsequent grade
Effective intervention at any grade makes a difference - success after failure increases probability of later success
Proficiency at an early grade leads to an increased probability of proficiency at a subsequent grade
The SSIP Data Analysis Story
Not Proficient at an early grade leads to an increased probability of not being proficient at a subsequent grade
Effective intervention at any grade makes a difference - success after failure increases probability of later success
Proficiency at an early grade leads to an increased probability of proficiency at a subsequent grade
The SSIP Data Analysis Story
Michigan Department of Education, Office of Special Education
4: Lack of adequate infrastructure (state, regional, district and building) to deliver the technical assistance needed to implement effective instruction
Michigan Department of Education, Office of Special Education
Provides guidance, visibility, funding, political support
Students
Building Staff
Building Leadership
Team
LEA Implementatio
n Team
Across State
Multiple ISD/LEA Teams
All staff
All students
Multiple schools w/in local district Provides guidance, visibility, funding,
political support, and implementation supports
Provides coaching and TA for LEA and/or ISD Teams
Provides guidance and manages implementation
Provides effective practices to support students
Improved reading
ISD Implementatio
n Team
Regional Support Teams
MichiganDepartment of
Education
Multiple LEAs w/in intermediate district Provides guidance, visibility, funding,
political support, and implementation supports
Who is supported?
What support is provided to build capacity at each
level?
Michigan Department of Education, Office of Special Education
Phase One - data analysisPhase Two - planning Greg Corr will explain the process further in
the next presentation
Actions needed – Be receptive to calls for engagement and input as these initiatives are designed and implemented
Submitted Phase One…