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…