Michigan Department of Education, Office of Special Education Strengthening a Partnership: The OSE & ISD Monitors April 13, 2015

Michigan Department of Education, Office of Special Education Civics 101  Michigan’s 3 Branches of Government  Executive  Governor  Lt. Governor  Legislative  Senate  House of Representatives  Judicial  Supreme Court  Appellate Court  Trial Court and Judges

Michigan Department of Education, Office of Special Education Michigan’s Executive Branch  Agriculture  Attorney General  Civil Rights  Community Health  Corrections  Education  Environmental Quality  Human Services  Insurance & Financial Services  Licensing And Regulatory Affairs  Military & Veterans Affairs  Natural Resources  Secretary of State  State Police  DTMB  Transportation  Treasury

Michigan Department of Education, Office of Special Education Michigan Department of Education  4 Divisions  Division of Education Services  Office of Special Education  Office of Field Services (Title Programs)  Offices of Education Innovation & Improvement  Office of Career & Technical Education  School Reform Office  Division of Accountability  4 Offices Related to State Assessment  Office of Professional Preparation  Division of the Office of Great Start  Division Administrative and Support Services

Michigan Department of Education, Office of Special Education Michigan’s Educational Structure  Approximately 1.5 million students are served in the public education system in Michigan  56 Intermediate School Districts  547 traditional local school districts  302 public school academies  Education Achievement Authority of Michigan  Approximately 3800 buildings  Approximately 113,128 students are educated in private schools  705 students are educated in home schools

Michigan Department of Education, Office of Special Education Intermediate School Districts  56 ISDs cover the entire state  Established by state legislation in 1962 to serve as educational service agencies providing services to:  Local districts  The state  Students directly  Responsible for developing, establishing, evaluating and modifying a plan for the delivery of special education within their boundaries

I am dedicated to improving outcomes for kids

I have necessary support to effectively do my job

I am dedicated to improving outcomes for kids I have necessary support to effectively do my job The educational system, at all levels, is aligned and coordinated to support efforts to help kids

Michigan Department of Education, Office of Special Education Framework for CHANGE ESEA & SSIP…an impetus

U.S. Department of Education Office of Elementary & Secondary Education Student Achievement School Accountability Office of School Turnaround MISSION to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access to promote academic excellence, enhance educational opportunities and equity for all of America's children and families, and to improve the quality of teaching and learning by providing leadership, technical assistance and financial support to promote accountability for improving student achievement by ensuring that States implement rigorous systems of standards, assessments, and accountability that motivate educators to assume responsibility for getting each and every student to achieve at high levels to build the capacity of States and districts to improve student outcomes, and sustain the reforms, in their lowest-performing schools ALIGNMENT ACROSS OFFICES

Change…

Levels of Responsibility Michigan Department of Education Intermediate School Districts Local Educational Agencies School Buildings Coordination Support Intervention Change

Data sets reviewed All Students Students with IEPs Economic Disadvantaged Educational Environment Locale Proficiency Rates – Reading GenderDisciplineRaceDistrict Disability Eligibility Category English Language Proficiency

Third Grade Reading Proficiency Group Avg Change/yr Number of years to 85% All African American ?? Hispanic of Any Race Economically Disadvantaged English Learners Students with Disabilities

Fifth Grade Reading Proficiency Group Avg Change/yr Number of years to 85% All African American Hispanic of Any Race Economically Disadvantaged English Learners Students with Disabilities

Eighth Grade Reading Proficiency Group Avg Change/yr Number of years to 85% All African American Hispanic of Any Race Economically Disadvantaged English Learners Students with Disabilities

Eleventh Grade Reading Proficiency Group Avg Change/yr Number of years to 85% All African American Hispanic of Any Race Economically Disadvantaged English Learners Students with Disabilities

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 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 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 story…

Michigan Department of Education, Office of Special Education The State Systemic Improvement Plan (SSIP) A Process for Change

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

Infrastructure Analysis of System Components Governance Fiscal Quality Standards PD & TA Data Communication Monitoring & Accountability

Coherent Improvement Strategy Construction of a logical, collaborative, tiered problem- solving process at the state level to support local districts in their efforts to improve outcomes for students (the cake) The toothpick symbolizes reading as the State-identified Measurable Result (S-iMR – Indicator B-17)

Stakeholder Engagement Development and implementation of the SSIP requires that the state: Build partnerships where they do not exist Strengthen existing partnerships with internal and external groups involved in the education of children and youth with disabilities

Michigan Department of Education, Office of Special Education Strengthening A Partnership The OSE & ISD Planner/Monitors

Michigan Department of Education, Office of Special Education OSE & ISD Planner/Monitor  The OSE provides funding to support the ISD Planner/Monitor position  The ISD Planner/Monitor has specific responsibilities to fulfill on behalf of MDE  There are three areas of responsibility Accountability Monitoring Data Collection

Michigan Department of Education, Office of Special Education The Role of the ISD Planner/Monitor  Accountability:  Attend trainings offered by MDE-OSE  Inform OSE when a local receives a due process complaint  Assist locals in complying with an Administrative Law Judge decision and order  Coordinate with OSE staff in the submission of  Waivers  Deviations  ISD Plans  Submit the ISD Plan to the OSE for approval  Coordinate with Human Resources regarding credentialing of special education staff  Process special education personnel approval requests  Provide assistance with approval requests to locals

Michigan Department of Education, Office of Special Education The Role of the ISD Planner/Monitor  Accountability Continued:  Assist persons who wish to file a complaint  Collaborate with the OSE Case Manager to:  Conduct complaint investigations  Complete a State Complaint final report  Monitor the status of state complaints  Assist locals in completion of corrective actions and submission of proof of compliance

Michigan Department of Education, Office of Special Education The Role of the ISD Planner/Monitor  Monitoring:  Participate in Community of Practice Calls with OSE  Ensure compliance with MARSE and IDEA 2004  Tracking required activities in the Continuous Improvement and Monitoring System (CIMS)  Participate in focused and general supervision monitoring activities  Conduct data verification and validation activities  Review, analyze and use ISD and/or local data that has been submitted and certified by the local to the state  Access and support personnel use of Michigan School Data special education reports

Michigan Department of Education, Office of Special Education The Role of the ISD Planner/Monitor  Data Component:  Participate in data learning opportunities related to special education child count and other mandatory special education data collection, verification, and reporting  Ensure timeliness, accuracy and completeness of the annual special education data submitted in the MSDS data collection  Support timely, accurate collection and analysis of State Performance Plan indicator data to assist local with compliance/improvement activities

Michigan Department of Education, Office of Special Education The Role of the ISD Planner/Monitor  Consider the PLANNER aspect of the role:  What have we learned about effective compliance that can inform us about technical assistance needs leading to improved student outcome?  How might the work change?  How might the redesigned electronic communication vehicle be used in this context?  How might our efforts be leveraged differently within the educational community?

Michigan Department of Education, Office of Special Education Updates & Changes…  Results Transmittals  DISCONTINUED until further notice  Will NOT be in the April 15 workbook  Initially designed to address improved results  No accountability; No follow-up  Expanded version of compliance related system design  Plan is to create a meaningful connection embedded in the School Improvement Plan process underway  Stay tuned for work group input

Michigan Department of Education, Office of Special Education Redesign High Level Update  Current workbook updates  The CIMS Operations Team will be launching the April workbook in the current system as planned on April 15,  The Monitoring and Technical Assistance Team has completed the Winter Focused Monitoring activities and plans to launch the Spring FM Module in the current system in April.  At this time, CIMS is expected to continue normal operations at least through the current academic year. For more information, see the CIMS training website.

Michigan Department of Education, Office of Special Education Redesign High Level Update  Redesign Updates  The Redesign Team has held an initial scheduling meeting with the Monitoring Team to discuss the timing of when items will be released within the new system  An exploratory design meeting with the Program Accountability unit, Program Finance unit and an exploratory meeting with the Early On team within the Office of Great Start are underway  The Redesign Team is drafting a complete project calendar for the upcoming year

Michigan Department of Education, Office of Special Education Q & A We will be right back!

Michigan Department of Education, Office of Special Education Systems Thinking Activity Draw Toast!!

Michigan Department of Education, Office of Special Education Thank you! OSE Information Help Desk I Monday-Friday 8:00 AM-5:00 PM Teri Johnson Chapman, Ed.S. Director