maase update framework for the future project: phase i
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MAASE UPDATE Framework for the Future Project: Phase I. December 12, 2007. Review of Background & Purpose. Era of increased expectations Many previous efforts toward reform Commitment to actively engage with stakeholders. Beliefs. - PowerPoint PPT PresentationTRANSCRIPT
MAASE UPDATE
Framework for the Future Project: Phase I
December 12, 2007
Review of Background & Purpose
Era of increased expectations
Many previous efforts toward reform
Commitment to actively engage with stakeholders
Beliefs
SE must be proactive and promote achievement leading to adult independence and positive post-school outcomes for SWDSE systems design must be supported by state and local implementation of policy and proceduresSE must embrace parents as partners in their child’s education
Activities CompletedTable 1 – Stakeholder Organizations / Members Surveyed and Interviewed
Stakeholders Surveyed Stakeholder Representatives Invited for Interviews
Intermediate School District (ISD) and Local Education Agency (LEA)
Superintendents Early Childhood Directors Business Officials Special Education Administrators Curriculum Directors Elementary Administrators Middle School Administrators High School Administrators Special Education Teachers General Education Teachers Ancillary Staff Michigan Department of Education Special Education Attorneys Parents Advocacy Organizations Institutions of Higher Education Community Agency RepresentativeAll stakeholders were represented in survey
responses
Michigan Association of School Administrators Michigan Association Intermediate School Administrators Michigan Association Secondary School Principals Michigan School Business Officials Michigan Association of School Boards Michigan Education Association & American Federation
of Teachers Citizens Alliance to Uphold Special Education Special Education Advisory Committee Michigan Protection & Advocacy Michigan Alliance for Families Michigan Department of Education Special Education Attorneys Institutions of Higher Education ARC* See appendix for list questions and list of interviewees
1994 Task Force Report 1999 LB Chaired Work with others for JT & Dept
2001 Design for Results; OSE/EIS
2005 LB Work for MDE
30 Recommendations regarding: → statutory changes→ School State Aid Act→ Michigan School Code106 Recommendations regarding→ MI Administrative rules→ Pupil Accounting rules→ Professional Certification30 Recommendation regarding: →MDE policy38 Recommendation regarding: →additional studies for MDE to do
Areas of Recommendations within report:A.P/services recommendationsB.Interagency ReferralsC.Systems AccountabilityD.Eligibility/AssessmentE.Personnel TrainingF.Rights & ResponsibilitiesG.FinanceH.Additional
a.MSB&Db.Maximum potentialc.Schools of Choice
Recommended Changeto sections of Michigan School Code:380.4380.6380.514380.1178380.1296 *Auxiliary Services380.1311380.1323380.1561380.1701380.1702380.1703 *Personnel Qualifications380.1711 *ISD responsibilities380.1742380.1743380.1751380.1757380.1761380.1767ADD380.1767380.1768380.1769
Areas of Improvement Plans:B-5 ServicesRecommended systems changes related to policy, funding, data, personnel development, public awareness, and local self-assessmentGeneral SupervisionCreated GS improvement plan framework around ideal due process systemSchool AgePrioritized 12 state actions & proposed 4 drivers: common vision; capacity building; personnel development; combining monitoring & auditing systems Secondary TransitionThree strategic directives of: data-driven decision making, collaborate & multi-agency coordination, and supporting stakeholders in transition.
Rewrite of Michigan Auxiliary Services Act
Top Issues: Personnel
Definition• Challenges in recruitment & retention
• Endorsements driven by state’s categorical eligibility
• Ancillary service personnel obligated to certification criteria of professional organizations
Top Issues: Personnel
Survey results• 96% of all respondents=critical
• 76% of middle school administrators = important.
Top Issues: Personnel
Findings• Educator training programs must keep pace
• IHEs need to collaborate
• Continuing education needs to reflect current best practice
Top Issues: Service Delivery
Definition• Implementation of programs & services birth
through age 25 based on categorical distinctions
Top Issues: Service Delivery
Survey results• 96% of all respondents=critical
• 75% of elementary principals = critical
Top Issues: Service Delivery Findings• Responses were identical to task force Final
report of 1994
• Cooperative services with general ed, other agencies and community services
Top Issues: Service Delivery Findings (con’t)• Radical change of service delivery is necessary
• Assessments should inform teaching & learning
• Flexibility in service delivery options
• Rules should not limit options
• System needs to be simpler
• Students 21-26 should have flexibility for transitioning
• Easy transition in and out of SE
• Need for radical change to meet student needs
Top Issues: Silo System
Definition• “silos” operate independently of each other
• Extend beyond education
Top Issues: Silo System
Survey results• 83% of all respondents=critical
• 69% of high school administrators = important
Top Issues: Silo System
Findings• Silo systems were created and are driven by
funding
• Create problems of ownership of all students
Top Issues: Regulations
Definition• Federal and State rules & regulations
Top Issues: Regulations
Survey results• 91% of all respondents identified excessive
and/or conflicting regulations =critical
Top Issues: Regulations
Findings• SE system is over-regulated
• Conflicting sets of regulations create barriers
• Some regulations have outlived their usefulness
Top Issues: funding
Definition• SE expensive and under-funded
Top Issues: Funding
Survey results• 97% of all respondents = critical
• 80% of attorneys = critical
Top Issues: Funding
Findings• Every subgroup indicated that federal full
funding is needed
• Concerns about real and perceived separate funding streams
• Funding discrepancies between individual school districts and between ISD/RESAs
Top Issues: Funding
Findings (con’t)• Decisions are made without the basis of law or
best practice
• Significant confusion about the SE funding process
• Cost/benefit does not support the money spent
• Non-special rules drive up the cost
Top Issues: Administration of SE
Definition• Administration of SE increasingly complex and
legalistic
Top Issues: Administration of SE
Survey results• 93% of all respondents = critical
Top Issues: Administration of SE
Findings • Administrators need to increase skills that will
lead to more productive relationships with parents
• Administrators need to build collaborative relationships within the educational system
Top Issues: Administration of SE
Findings (con’t)• Administrators need skills for district level
leadership
• Compliance driven system diverts attention from leadership to management
Top Issues: SE Paperwork
Definition• Documentation required to meet mandates
Top Issues: SE Paperwork
Survey results• 88% of all respondents = critical
• 60% attorneys & 68% of parents or advocates = critical
TRUST IS MORE IMPORTANT
THAN PAPERWORK
Top Issues: SE Paperwork
Findings • Decrease in paperwork is needed
• Use technology to simplify and streamline
• State level leadership to unify paperwork
Top Issues: Data Management
Definition• Multiple systems
• Various data entry and reporting systems
• Distributed between local, intermediate and state agencies
Top Issues: Data Management
Survey results• 84% of all respondents = critical
• 96% of superintendents & 94% of SE administrators = important
Top Issues: Data Management
Findings • Central state source for all data
• Training and information on data management
Top Issues: Attitudes & Beliefs
Definition• Belief that having a disability minimizes
capabilities and results in lowered expectations
• Many educators unsure of their roles and responsibilities
Top Issues: Attitudes and Beliefs
Survey results• 91% of all respondents = critical
• 71% of elementary administrators = critical
Top Issues: Attitudes & Beliefs
Findings • Teachers need to believe all students can learn
and teach all with high expectations
• Training for general education and special education to foster cultural shift
Top Issues: Attitudes & Beliefs
Findings (con’t)• Implement best practices and data driven
decision making
• Special Education is a service, not a place
Top Issues: Systemic Change
Definition• Potential barriers to the implementation of any
change
Top Issues: Systemic Change
Survey results• None collected; topic emerged from interviews
Top Issues: Systemic Change
Findings • System will tend to resist change
• Change will require coordinated efforts
Summary
Immediate need to:• Engage all stakeholders
• Establish comprehensive vision
• Proceed with an articulated plan
• Identify strategies, goals and timeline
• Identify research based models implemented in other states
SummaryStakeholders interviewed support further efforts and offered continued engagement
Responsibility for leadership rests with MAASE• SE administrators are the education advocates
• SE administrators are in pivotal position as steward of resources
• SE administrators bear the daily impact of the systemic issues
Recommendations
Move forward• With clearly defined agenda
• Create comprehensive new vision
• Align with the beliefs
• Provide the foundation of reform efforts
• Address all of the issues
• Work in phases
Responsible Reform
If not now……when?
If not MAASE…who?
Children, parents, educators of Michigan cannot continue to
wait!