Presentation is loading. Please wait.

Presentation is loading. Please wait.

Office of Special Education and Early Intervention Services Program Accountability Making Education Work for All Children.

Similar presentations


Presentation on theme: "Office of Special Education and Early Intervention Services Program Accountability Making Education Work for All Children."— Presentation transcript:

1 Office of Special Education and Early Intervention Services Program Accountability Making Education Work for All Children

2 Office of Special Education and Early Intervention Services Kenneth W. Howell, Ph.D. What is important? How can you have prior knowledge on something if you’ve never had access to it? Learning is about the interaction.

3 Office of Special Education and Early Intervention Services Kathy Barker What is important? Identification Rates LRE Performance Results Drop Out Disproportionality

4 Office of Special Education and Early Intervention Services MDE OSE/EIS Leadership Commitment We are striving to ensure that public education works for students with disabilities by examining the health of the public school system for the students we serve. Kathy Barker November 2005

5 Office of Special Education and Early Intervention Services Paying Attention Why is it important?

6 Office of Special Education and Early Intervention Services Background The No Child Left Behind Act (NCLB) The Individuals with Disabilities Education Act (IDEA 2004)

7 Don’t fight forces. Use them. --R. Buckminster Fuller

8 Office of Special Education and Early Intervention Services Response to Intervention MDE OSE/EIS Message to the MASP Membership November 8, 2005

9 Office of Special Education and Early Intervention Services A New Era Student progress monitoring Use of research-based instructional practices

10 Office of Special Education and Early Intervention Services RtI Cornerstones A school-wide educational practice A way of supporting the achievement of each and every child Not a special education-only practice Each student's progress is continuously monitored When particular skills are not being developed, new interventions (instructional strategies) are tried Research-based and implemented with fidelity

11 Office of Special Education and Early Intervention Services What MDE Decisions Have Been Made? None yet Final regulations not released Stakeholders are on standby MASP has been asked to participate

12 Office of Special Education and Early Intervention Services What to do in the meanwhile? Federal statute and regulations must be followed Until policies and practices are finalized, the best approach is to do what we are currently doing. Follow MiBLSi’s progress Recommend NASDSE’s Book on RtI

13 RESPONSE TO INTERVENTION POLICY CONSIDERATIONS AND IMPLEMENTATION Order at: Cost: $15 with discounts for large orders

14 Office of Special Education and Early Intervention Services National Association: 09/02/05 NASP appreciates the new emphasis on the need for scientific research-based interventions to be implemented and evaluated within general education settings as part of the evaluation process. We support the language in (a) (2) and (3) that shifts the emphasis of an evaluation away from the use of a discrepancy formula and toward a process that includes investigating the effectiveness of interventions for remediating academic and learning concerns.

15 Office of Special Education and Early Intervention Services Response to Intervention The Opportunity and the Reality CREDITS: Some of the slides from this part of the presentation were from: National Association of State Directors of Special Education Annual Conference, Minneapolis, Minnesota, October 25, 2005 Judy Schrag, Ed.D. Seattle, WA George Batsche, Ed.D. Tampa, FL Judy Elliott, Ph.D. Long Beach, CA W. David Tilly, Ph.D. Johnston, IA

16 Office of Special Education and Early Intervention Services Why RtI? The Pushes: Final Purpose of IDEA 2004 To assess and ensure the effectiveness of efforts to educate children with disabilities

17 Office of Special Education and Early Intervention Services Why RtI? : The Pushes: Need to Meet AYP, SWD in high stakes testing, disaggregations RtI is about maximizing results RtI provides the mechanism for schools to take control of their outcomes One of the keys of RtI is that it provides an iterative, self-correcting mechanism, driven by student results

18 Office of Special Education and Early Intervention Services Core Principles We can effectively teach all children. Intervene early. Use a multi-tier model of service delivery Use a problem solving method to make decisions within a multi-tier model.

19 Office of Special Education and Early Intervention Services Core Principles – Cont. Use research-based, scientifically validated interventions/instruction to the extent available. Monitor student progress to inform instruction. Use data to make decisions. Use assessment in screening, diagnosis, and progress monitoring.

20 Office of Special Education and Early Intervention Services Multi-Tier Model of Service Delivery Academic Systems Behavioral Systems 1-5% 5-10% 80-90% Tier 3: Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Tier 3: Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Tier 1: Universal Interventions All students Preventive, proactive Tier 1: Universal Interventions All settings, all students Preventive, proactive Three Tier Model of School Supports Students

21 Office of Special Education and Early Intervention Services What we also hope to see... Thoughtful Transition Wraparound Use of the System’s Greatest Talent, No Matter What Individualized Needs Must Be Addressed A “Permeable” System At All Levels SOLID LINES SEEM SO PERMANENT: WE PREFER A “DASHED” FLOW-THROUGH VERSION! Access to the General Curriculum and Help, Regardless of Setting Deliberate Fellowship Between School, Home, and Community All Students Get What They Need, When They Need it

22 The significant problems we have cannot be solved at the same level of thinking with which we created them. Albert Einstein, (attributed) US (German-born) physicist ( )

23 Office of Special Education and Early Intervention Services Paying Attention How are we doing?

24

25

26

27

28 Office of Special Education and Early Intervention Services A Few Data Points Graduation Dropout Disproportionality

29 Office of Special Education and Early Intervention Services Graduation and Dropout Rates for Students with IEPs (December 2004) Source: MI-CIS

30 Office of Special Education and Early Intervention Services Graduation and Dropout Rates for Students with IEPs: A Trend Analysis ( ) Source: MI-CIS

31 Office of Special Education and Early Intervention Services Graduation and Dropout Rates of Students with IEPs per Disability Category (December 2004) Source: MI-CIS

32 Office of Special Education and Early Intervention Services Disproportionality A statewide view of “risk” for selected disabilities, by race-ethnicity Risk = (Number of students from racial/ethnic group in disability category / Number of all students from racial/ethnic group) * 100

33 Office of Special Education and Early Intervention Services Cognitive Impairment: African Americans Show Higher Risk for being Identified with Cognitive Impairment than other Race Ethnicities Source: MICIS

34 Office of Special Education and Early Intervention Services Learning Disabilities: Native Americans and Hispanics Show Higher Risk for Being Identified as Learning Disabled Student Source: MICIS

35 Office of Special Education and Early Intervention Services Emotional Impairment: Native Americans Show Higher Risk for being Identified with Emotional Impairment Source: MICIS

36 Office of Special Education and Early Intervention Services Speech and Language: White Students Show Higher Risk for being Identified with Speech and Language Impairments Source: MICIS

37 Office of Special Education and Early Intervention Services Assessment Participation and Proficiency of students with IEPs

38 Office of Special Education and Early Intervention Services English Language Arts: Participation Rate of Students with IEPs (MEAP and MI-Access combined) Source: MDE / OEAA

39 Office of Special Education and Early Intervention Services Mathematics: Participation Rate of Students with IEPs (MEAP and MI-Access combined) Source: MDE / OEAA

40 Office of Special Education and Early Intervention Services Proficiency (% students with IEPs proficient on MEAP) Source: MDE / OEAA

41 Office of Special Education and Early Intervention Services Facts About Special Education

42 Office of Special Education and Early Intervention Services Facts about CIMS

43 Office of Special Education and Early Intervention Services Facts about Disporportionality

44 Office of Special Education and Early Intervention Services Facts about Graduation and Drop Out

45 Office of Special Education and Early Intervention Services Facts about LRE

46 Office of Special Education and Early Intervention Services Facts about Assessments

47 Office of Special Education and Early Intervention Services Facts about State Performance Plan

48 Office of Special Education and Early Intervention Services State Performance Plan How do we set targets for improvement in Special Education?

49 Office of Special Education and Early Intervention Services MDE SPP Rigorous Targets How should we select a target?

50 Specific - related to a service and corporate objectives Measurable – input – output - outcome Achievable - but also stretch the organization Realistic – able to reach the target Timely and Time-scaled – clearly setting out by when the expected standard or level of service will be achieved. Source: Her Majesty’s Treasury Dept. Website

51 Office of Special Education and Early Intervention Services Targets are to be SMA RT!--OSEP SPECIFIC MEASURABLE ACHIEVABLE, BUT CHALLENGING (Abc) RELEVANT TIMED bc

52 Office of Special Education and Early Intervention Services Targets - How aggressive? It depends: Stretch targets - you may not meet them but trying may get you further Minimal targets - you will get there - likely to only maintain status quo - little improvement Be Realistic: you may need additional info to address ability to measure success towards objective This is from an Environmental Management System presentation—Office of the Federal Environmental Executive

53 Office of Special Education and Early Intervention Services Some Sources of These Challenging Targets General Education Goals National Performance Comparable States Standard Deviations Relative to State LEA Average Trend

54 Office of Special Education and Early Intervention Services What indicators were we asked to examine? Graduation Rate Dropout Rate LRE 3-5 LRE 6-12 Suspension/ Expulsion AYP/ Assessment Hearings—Little Data

55

56 Office of Special Education and Early Intervention Services Graduation Rate: Comparable States Comparing to other states Graduation Rates at highs of 82% data i.e. reported in Dec. 04, including Spring 03 graduations

57 Office of Special Education and Early Intervention Services Graduation Rate: Comparable States

58

59 Office of Special Education and Early Intervention Services Graduation Rate: Trend

60 Office of Special Education and Early Intervention Services Graduation Rate: Summary Current Statewide Baseline Mean=67.1% General Education Goals—80 % National Performance—1 S.D.+ = 68.2% Comparable States—Current Highs 82% Standard Deviations Relative to State LEA Average 1S.D.+=97% Trend—89 to 90%

61

62 Office of Special Education and Early Intervention Services Dropout Rate: Comparable States

63 Office of Special Education and Early Intervention Services Dropout Rate: Comparable States

64

65 Office of Special Education and Early Intervention Services Dropout Rate: Trend

66 Office of Special Education and Early Intervention Services Dropout Rate: Regression Analysis

67 Office of Special Education and Early Intervention Services Dropout Rate: Summary Current Statewide Baseline Mean=26.7% General Education Goals—20 % (2010) National Performance—1 S.D.- = 25.7%--old data Comparable States—Current Highs 2.6 to 5.2% Standard Deviations Relative to State LEA Average— 1 S.D.-=3.5% Trends—0%

68

69 Office of Special Education and Early Intervention Services LRE 3-5: Comparable States

70 Office of Special Education and Early Intervention Services LRE 3-5: Comparable States

71

72 Office of Special Education and Early Intervention Services LRE 3-5: Trends Percent in Early Child Setting 100% of Time Trend is declining

73 Office of Special Education and Early Intervention Services LRE 3-5: Summary Current Statewide Baseline Mean=47.7% General Education Goals—66% (2010) National Performance—1 S.D.+ = 53.17% Comparable States—Michigan is ahead Standard Deviations Relative to State LEA Average— + 1 S.D.=85.2% Trends—Trend is down. So the problem is to reverse the trend.

74

75 Office of Special Education and Early Intervention Services LRE 6-21: Comparable States

76 Office of Special Education and Early Intervention Services LRE 6-21: Comparable States

77

78 Office of Special Education and Early Intervention Services LRE 6-21: Trends Data not available to permit this.

79 Office of Special Education and Early Intervention Services LRE 6-21: Summary Current Statewide Baseline Mean=44.9% General Education Goals—53 % (2010) National Performance— +1 S.D. = 63.1% Comparable States—Current Highs 61.4% (Minn.) Standard Deviations Relative to State LEA Average— + 1 S.D.=70.7% Trends—Data N.A.

80 Office of Special Education and Early Intervention Services Suspension/ Expulsion: Comparable States

81

82

83 Office of Special Education and Early Intervention Services Suspension/ Expulsion: Trends Not enough cases to use this approach.

84 Office of Special Education and Early Intervention Services Suspension/ Expulsion: Summary Current Statewide Baseline Mean=2.4% Draft text (Gen. Ed.)—0% (2010) National Performance—No data Comparable States—Different Reporting Approaches Standard Deviations Relative to State LEA Average— 1 S.D.=0% Trends—Not enough data.

85 Office of Special Education and Early Intervention Services AYP/ Assessment: General Education FFY Measurable and Rigorous Target 2005 ( ) Middle School Math43% 2006 ( ) Middle SchoolMath43% 2007 ( ) Middle School Math54% 2008 ( ) Middle SchoolMath54% 2009 ( ) Middle SchoolMath54% 2010 ( ) Middle SchoolMath66%

86

87 Office of Special Education and Early Intervention Services AYP/ Assessment: Trends

88 Office of Special Education and Early Intervention Services AYP/ Assessment: Regression Analysis

89 Office of Special Education and Early Intervention Services AYP/ Assessment: Summary Current Statewide Baseline Mean=32.4% General Education Goals—66 % (2010) National Performance—No Data Comparable States—No Data Standard Deviations Relative to State LEA Average— + 1 S.D.=61.5% Trends—50+%

90 Office of Special Education and Early Intervention Services Hearings No Data

91 Office of Special Education and Early Intervention Services Processing Summary

92 Office of Special Education and Early Intervention Services Supporting General Education IDEA Flow -Through funds for PD and TA School Improvement Teams and Plans can be supported by Sp Ed IF Sp Ed is a service, not a place, what services are in place? Examples from the field: Ingham ISD

93 Office of Special Education and Early Intervention Services Supporting General Education (Continued) System Improvement: Teaming with General Education and Community Resources Examples…early intervening, school improvement teams, Statewide Assessment Planning, CIMS, Transition Services & HS supports to assure graduation

94 Office of Special Education and Early Intervention Services Assessment and Accommodations : What’s Next? Assessment Guidelines Revision HS Merit Exam and the ACT

95 Whether or not we support a solution depends a lot on whether it is being done to us—or by us.” Sam Horn Author, Tongue Fu !

96 Office of Special Education and Early Intervention Services Paying Attention How do we improve?

97 Office of Special Education and Early Intervention Services Paying Attention Michigan’s CIMS

98 Office of Special Education and Early Intervention Services Beliefs There is one set of curricular standards There is one set of behavioral expectations Effective schools use effective practices Learning differences are individual

99 Office of Special Education and Early Intervention Services Michigan’s Continuous Improvement and Monitoring System

100 Office of Special Education and Early Intervention Services Continuous Improvement and Monitoring System Is concerned with Educational Benefit Regards the child as part of the whole school Targets areas of greatest concern

101 Office of Special Education and Early Intervention Services Paying Attention The Service Provider Self-Review

102 Office of Special Education and Early Intervention Services Why the SPSR? To improve student performance To ensure compliance To inform the Michigan Department of Education (MDE) and Intermediate School District (ISD) of local district (LEA) and public school academy (PSA) needs

103 Office of Special Education and Early Intervention Services SPSR Highlights This is a process required by IDEA The process is moving away from paper and moving toward local people Local implementation begins in the school year ISD monitors will assist districts with facilitation, technical assistance, and training

104 Office of Special Education and Early Intervention Services The Service Provider Self-Review

105 Office of Special Education and Early Intervention Services 12 Key Performance Indicators Child Find Positive Behavior Support Student Assistance Teams Family Participation Curriculum Least Restrictive Environment Participation in the State General Assessment Preparation and Planning for Adult Life IEP Development, Implementation, and Timelines Peer Reviewed Research and Instructional Practices Highly Qualified Personnel Data Use

106 Office of Special Education and Early Intervention Services Map of Influences Among Key Performance Indicators (May 18, 2005)

107 Office of Special Education and Early Intervention Services Map of Influences Among Key Performance Indicators (May 18, 2005)

108 Office of Special Education and Early Intervention Services Map of Influences Among Key Performance Indicators (May 18, 2005)

109 Office of Special Education and Early Intervention Services Paying Attention Educational Benefit

110 Office of Special Education and Early Intervention Services Educational Benefit Reviews Used to determine if the Individual Education Program (IEP) was reasonably calculated to ensure educational benefit Used to look at how and how well the IEP Team made its decisions

111 PLEP (needs) G & OP/SPROGRESS EDUCATIONAL BENEFIT Year 1 – 8 th GradeYear 2 – 9 th GradeYear 3 – 10 th Grade PLEP (needs) G & OP/SPROGRESSPLEP (needs) G & OP/SPROGRESS Reading Comp 3.0 Readin g Comp 4.0 Written Express 2.0 Needs accom. in Gen. Ed. TSW answer questions about passages at the 4.0 reading level. Readin g Comp 4.0 Tests read if written at higher then reading comprehen sion level, note taker and chapter outlines in all GE classes and writing assignment s modified to student’s writing level. Written Express 3.0 TSW write a paragraph that meets the 3.0 writing rubric. Resource Program min./1-2 X’s/week. End of year assessment indicates Reading Comprehen sion level at 4.0. Reading Comprehen sion goals were accomplishe d. Written expression is at 3.0 grade level with goals being accomplishe d. GE grades: B in math, C in ELA, B in PE, C in science, and C in Social Studies. On the MEAP, using accommoda tions, Danielle Met the Standards in Math and Science and scored in the Basic range for Social Studies. Written Expres s3.0 ?? Readin g Comp 5.0 Written Expres s4.0 TSW answer questions about written material at the 5.0 grade level. TSW write a multiple paragraph essay meeting the requirements of the 4.0 rubric. Resource Program min./1-2 X’s/week. End of year Reading Compreh ension 4.0 and written expressio n 3.0. The student did not accompli sh her goals and objective s. Report card grades: D in math, F in ELA, F in science, D in Social Studies and B in Art Readin g Comp 4.0 Written Expres s3.0 Student is struggling in all of her Gen. Ed. classes TSW write a paragraph meeting the 4.0 grade level rubric. TSW answer questions about material at the 6.0 reading level. Readin g Comp 6.0 Written Expres s4.0 Resource Program min./1-2 X’s/week. Reading comprehen sion at the 4.0 grade level and written expression at the 3.0 grades level. In Gen. Ed. received a D in Math, F in ELA, B in PE, F in Science and D in Social Studies.

112 PLEP (needs) G & OP/SPROGRESS EDUCATIONAL BENEFIT Year 1 – 8 th GradeYear 2 – 9 th GradeYear 3 – 10 th Grade PLEP (needs) G & OP/SPROGRESSPLEP (needs) G & OP/SPROGRESS TSW answer questions about passages at the 4.0 reading level. Tests read if written at higher then reading comprehen sion level, note taker and chapter outlines in all GE classes and writing assignment s modified to student’s writing level. TSW write a paragraph that meets the 3.0 writing rubric. Resource Program min./1-2 X’s/week. End of year assessment indicates Reading Comprehen sion level at 4.0. Reading Comprehen sion goals were accomplishe d. Written expression is at 3.0 grade level with goals being accomplishe d. GE grades: B in math, C in ELA, B in PE, C in science, and C in Social Studies. On the MEAP, using accommoda tions, Danielle Met the Standards in Math and Science and scored in the Basic range for Social Studies. Readin g Comp 5.0 Written Expres s4.0 TSW answer questions about written material at the 5.0 grade level. TSW write a multiple paragraph essay meeting the requirements of the 4.0 rubric. Resource Program min./1-2 X’s/week. End of year Reading Compreh ension 4.0 and written expressio n 3.0. The student did not accompli sh her goals and objective s. Report card grades: D in math, F in ELA, F in science, D in Social Studies and B in Art TSW write a paragraph meeting the 4.0 grade level rubric. TSW answer questions about material at the 6.0 reading level. Readin g Comp 6.0 Written Expres s4.0 Resource Program min./1-2 X’s/week. Reading comprehen sion at the 4.0 grade level and written expression at the 3.0 grades level. In Gen. Ed. received a D in Math, F in ELA, B in PE, F in Science and D in Social Studies. Reading Comp 4.0 ?? Written Express 3.0 Student is struggling in all of her Gen. Ed. classes Reading Comp 4.0 Written Express 3.0 Written Express 2.0 Needs accom. in Gen. Ed. Reading Comp 3.0

113 PLEP (needs) G & OP/SPROGRESS EDUCATIONAL BENEFIT Year 1 – 8 th GradeYear 2 – 9 th GradeYear 3 – 10 th Grade PLEP (needs) G & OP/SPROGRESSPLEP (needs) G & OP/SPROGRESS Reading Comp 3.0 Readin g Comp 4.0 Written Express 2.0 Needs accom. in Gen. Ed. TSW answer questions about passages at the 4.0 reading level. Readin g Comp 4.0 Tests read if written at higher then reading comprehen sion level, note taker and chapter outlines in all GE classes and writing assignment s modified to student’s writing level. Written Express 3.0 TSW write a paragraph that meets the 3.0 writing rubric. Resource Program min./1-2 X’s/week. End of year assessment indicates Reading Comprehen sion level at 4.0. Reading Comprehen sion goals were accomplishe d. Written expression is at 3.0 grade level with goals being accomplishe d. GE grades: B in math, C in ELA, B in PE, C in science, and C in Social Studies. On the MEAP, using accommoda tions, Danielle Met the Standards in Math and Science and scored in the Basic range for Social Studies. Written Expres s3.0 ?? Readin g Comp 5.0 Written Expres s4.0 TSW answer questions about written material at the 5.0 grade level. TSW write a multiple paragraph essay meeting the requirements of the 4.0 rubric. Resource Program min./1-2 X’s/week. End of year Reading Compreh ension 4.0 and written expressio n 3.0. The student did not accompli sh her goals and objective s. Report card grades: D in math, F in ELA, F in science, D in Social Studies and B in Art Readin g Comp 4.0 Written Expres s3.0 Student is struggling in all of her Gen. Ed. classes TSW write a paragraph meeting the 4.0 grade level rubric. TSW answer questions about material at the 6.0 reading level. Readin g Comp 6.0 Written Expres s4.0 Resource Program min./1-2 X’s/week. Reading comprehen sion at the 4.0 grade level and written expression at the 3.0 grades level. In Gen. Ed. received a D in Math, F in ELA, B in PE, F in Science and D in Social Studies.

114 EDUCATIONAL BENEFIT Year 1Year 2Year 3 PLEP (needs) G & OP/SPROGRESS PLEP (needs) G & OP/SPROGRESSPLEP (needs) G & OP/SPROGRESS Your text here

115 We should learn from the mistakes of others. We don’t have time to make them all ourselves. --Groucho Marx

116 Office of Special Education and Early Intervention Services Paying Attention The MDE and State Board of Education

117 Office of Special Education and Early Intervention Services State Board Beliefs All children can learn at high levels, and that A complete education helps all of our children become participating citizens who are creative, caring, and critical thinkers, and to accomplish this The State Board of Education and the Michigan Department of Education must work in collaboration with the Governor, the Legislature, and the community of stakeholders to achieve the Vision.

118 Office of Special Education and Early Intervention Services State Board Vision Statement The State Board of Education and Department of Education, with their partners, are the driving forces to create learning environments that prepare students to be successful in the 21 st Century knowledge economy.

119 Office of Special Education and Early Intervention Services State Board Initiatives Seclusion and Restraint (In progress) Suspension and Expulsion (In progress) School Improvement Framework High School Reform (In progress) NCLB, Assessment and AYP Discussions and Decisions (Ongoing) MDE Strategic Plan (Completed) Visions and Principles of Universal Education (Approved 10/11/05)

120 Office of Special Education and Early Intervention Services 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.

121 Office of Special Education and Early Intervention Services 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.

122 Office of Special Education and Early Intervention Services Universal Education Vision In order to support the learning of ALL in achieving desired educational outcomes, there must be: F A learning community in which diverse stakeholders play an essential role in the development and education of infants through young adults. F A safe and accepting learning environment characterized by our commitment to educational excellence and mutual support, respect and responsibility. F A foundation of comprehensive and flexible human and fiscal resources designed to prevent learning problems and to build on strengths. F Ongoing adult and student learning resulting in effective, customized, instructional practices informed by student performance data.

123 Office of Special Education and Early Intervention Services Universal Education Vision Agency/Court Placements Educational Organizations & Associations Business & Community Organizations Parent/ Student Organizations Criminal/ Juvenile Justice System State/Local Boards of Education Advocacy Groups/ Organizations Teacher Training & Pre-Service Organizations Executive Branch of Government Legislature Other Stakeholders Human Services System Alternative Education Home Schools Non-Public Schools Other Educational Settings Neighborhood Schools Public School Academies Other Factors Juvenile Justice System Involvement Disability Physical Health Pregnant / Parenting Teens/Youth Youth in Transition Socioeconomic Status Academically Advanced & Accelerated Sexual Orientation Religious Beliefs Runaway / Throw-Away Dropout Court Involved Foster Care Suspended / Expelled Homelessness Gender Identity & Expression Emotional & Mental Health English Language Learners Race / Ethnicity Learning Style Differences

124 Office of Special Education and Early Intervention Services Universal Education aligns with: The State Board Strategic Goal The State Board Task Forces: – Early Childhood Literacy – Elevating Educational Leadership – Embracing the Information Age – Ensuring Excellent Educators – Integrating Schools and Communities The High School Reform Team The Lieutenant Governor’s Commission on –Higher Education and Economic Growth Yardstick for Success Aligning for Leadership

125 Office of Special Education and Early Intervention Services Paying Attention School Improvement Framework

126 Would you tell me, please, which way I ought to walk from here? That depends a good deal on where you want to get to, said the cat. I don't much care where, said Alice. Then it doesn't matter which way you walk, said the Cat. -so long as I get somewhere, Alice added. Oh, you're sure to do that, said the Cat, if you only walk long enough. -- Lewis Carroll...Alice in Wonderland

127 Office of Special Education and Early Intervention Services The Vision… Provide a comprehensive framework based on current research and best practice to serve as a road map to support continuous school improvement.

128 Office of Special Education and Early Intervention Services Requirements: Develop a framework that is based on research yet can be individualized to support the unique needs of each school. The Vision…

129 Office of Special Education and Early Intervention Services Strand I - TEACHING & LEARNING Strand II – LEADERSHIP Strand III - PERSONNEL & PROFESSIONAL LEARNING Strand V - DATA & INFORMATION MANAGEMENT Strand IV – SCHOOL & COMMUNITY RELATIONS The 5 Strands

130 Office of Special Education and Early Intervention Services Strand II - LEADERSHIP INSTRUCTIONAL LEADERSHIP OPERATIONAL RESOURCE MNGT. SHARED LEADERSHIP CURRICULUM INSTRUCTION ASSESSMENT Strand I – TEACHING & LEARNING Strand III - PERSONNEL & PROF. LEARNING PERSONNEL QUALIFICATIONS PROFESSIONAL LEARNING Strand IV - SCHOOL/ COMMUNITY RELATIONS PARENT/FAMILY INVOLVEMENT COMMUNITY INVOLVEMENT Strand V - DATA & INFORMATION MANAGEMENT DATA MANAGEMENT INFORMATION MANAGEMENT The 12 Standards

131 Office of Special Education and Early Intervention Services Paying Attention Opportunities and Conclusions

132 Office of Special Education and Early Intervention Services MDE Office of Special Education and Early Intervention Services: Opportunities NCLB and IDEA 2004 School Reform Initiatives MDE and State Board Plans and Work OSE/EIS State Performance Plan Grantees’ Successes, such as MiBLSi Monitoring that is Moving from Paper to People (CIMS)

133 Office of Special Education and Early Intervention Services MDE Office of Special Education and Early Intervention Services: Conclusions Committed to enhancing our dialogue with general educators for the benefit of ALL students Data is informing our decisions and work Using technology to save time and dollars (for all) in disseminating information Looking at fresh and effective ways to exchange ideas with stakeholders

134 Office of Special Education and Early Intervention Services The MDE is Paying Attention Because it is all important!

135 Office of Special Education and Early Intervention Services Web site


Download ppt "Office of Special Education and Early Intervention Services Program Accountability Making Education Work for All Children."

Similar presentations


Ads by Google