Jane%20Jacobs

1
Michigan Department of Education IDEA
Partnership Grant

• Welcome
• Jane Jacobs
• Pat Keller
• Fran Loose
• Tony Thaxton

2
Todays session objectives

• Clarify Michigans IDEA Partnerships
• Purpose
• Partners
• Work to date
• Intended outcomes

3
Grant Purpose

• Help transform adult learning
• in Michigan to support
• implementation of IDEA and improve child/student
  achievement.
• January, 2005 clarification

4
Adult Learning

• Learning among adults
• that supports learning
• among infants through young adults
• with delays and disabilities
• using sustained, capacity building formats
• includes PD (professional/personnel
  development), training

5
Key Design Partners

• State Improvement Grant
• MDE Personnel -- multiple units
• State Board of Education
• Other state agencies
• Legislators
• NEA Foundation grantee

6
Key Design Partners (continued)

• Michigan Staff Development Council
• State Advisory Panel (Part B)
• State Interagency Coordinating Council (Part C)
• Universal Education referent group
• Parent Training and Information Center

7
Parents in Stakeholder Groups

• Who counts as a parent of a child with a
  disability?
• Different perspectives re engaging parents--
• whose child receives special education services
• whose child is too old for special education
• whose child has disabilities, but does not
  receive special education services
• who represent parent groups/organizations
• who are also educators
• who are also in related professions

8
Core Work

• This grant offers the opportunity to link the
  varied adult learning efforts into a more
  comprehensive statewide system

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Partnership Outcomes
10
Partnership Outcomes
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Measurable Community Outcomes

• A learning community with established
  commitments to
• Purposeful integration of adult learning,
• Clarified communication structures and practices
  to impact statewide implementation of the IDEA

12
Learning Community Norms

• Represent the views of constituent communities
• Engage in open and focused dialogue
• Honor diversity (of persons, partners,
  viewpoints, ideas)
• Protect the focus (target the task silence cell
  phones avoid sidebar conversations)
• Actively contribute to individual and collective
  learning
• Actively learn
• Actively teach
• Contribute to the design and ownership of our
  Partnership work

13
As a Result of This Grant so far

• We have expanded the learning community to
  include more
• Parents
• Higher education representatives
• Public and private agencies
• Professional associations and organizations

14
As a Result of This Grant so far

• All participants contributed to an affiliation
  grid that maps the reach of the Partnership.
• Two subcommittees have begun work to move the
  full Partnerships work forward relative to
• Implementing Standards for adult learning
• Using Technology to support learning for students
  and adults

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As a Result of This Grant so far

• Learning Community Rubric draft--
• (purpose) Partners help transform adult learning
  in Michigan to support implementation of IDEA and
  improve child/student achievement by
• Developing relationships (context)
• Engaging in group processes and
• Completing tasks (content).

16
Your learning community

• Potential Purpose And Partners
• Consider a potential, comparable activity in your
  state, district, or CASE affiliate.
• Who would be the key partners?
• For what purpose would they convene?

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Partnership Outcomes
Intermediate Outcomes
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Measurable System Outcomes

• Comprehensive integration of adult
• learning
• Increases integration among groups
• The Office of Special Education and Early
  Intervention Services
• The Michigan Department of Education (MDE)
• The broader community
• Meets the spirit letter of both IDEA NCLB,
• Aligns with State Board PD Vision/Standards.

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Adult Learning System Standards

• Resources
• State Board PD Vision and Standards
• NSDC Standards (attached)
• NSDC Innovation Configurations
• IDEA Partnership rubric
• Michigan Collaborative Position Statement
  (attached)

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As a Result of This Grant so far

• Partners have increased familiarity with the
  resource documents
• We have explored our current status relative to
  implementing the PD Vision and Standards

21
Braided Resources Partners and Learning Design
Service Providers
22
Your states adult learning system

• Consider the resources in your state, district,
  or CASE affiliate that could serve as a base for
  the learning community initiative that you
  discussed earlier. (See slide 16.)

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Partnership Outcomes
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IDEIA Reauthorization

• Identify adult learning implications of the IDEIA
  reauthorization.
• January 25th meeting questions
• What changes in IDEIA 2004 directly relate to
  adult learning?
• What statewide technical assistance does the
  OSE/EIS project to support IDEIA 2004
  implementation?

25
IDEIA 2004 Discussion

• To support implementation of IDEIA 2004
• How can my organization help with communication
  and adult learning?
• How can the IDEA Partnership help, as it
  continues to develop as a learning community?

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Core Adult Learning Responsibilities

• Recent initiatives support adult learning in
  high priority buildings
• State Improvement Grant
• Mathematics AYP Study Groups
• Root Cause Analysis
• English Language Arts AYP Study Group
• Behavior and Learning Support Initiative
• Autism personnel preparation
• Early identification/intervention
• Successful transitions from secondary programming
• Comprehensive Parent Service System

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Partnership Outcomes
Final Outcomes
IDEA Implementation
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State Board of Education

• We are responsible to the
• Boards Strategic Goal.
• Attain substantial and meaningful improvement in
  academic achievement for all students/children
  with primary emphasis on high priority schools
  and students.
• Whats New?--January 11, 2005 Universal Education
  State Board Presentation and field review

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Learner Support System
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Universal Education Vision
Every individuals 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.
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Universal Education Vision
In order to support the learning of ALL in
achieving desired educational outcomes, there
must be

• A learning community in which diverse
  stakeholders play an essential role in the
  development and education of infants through
  young adults.
• A safe and accepting learning environment
  characterized by our commitment to educational
  excellence and mutual support, respect and
  responsibility.
• A foundation of comprehensive and flexible human
  and fiscal resources designed to prevent learning
  problems and to build on strengths.
• Ongoing adult and student learning resulting in
  effective, customized, instructional practices
  informed by student performance data.

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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.
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Principles The learning community

• Universal education...
• Builds a community that values diversity among
  all stakeholders and students, birth through
  adulthood.
• Engages broad-based working partnerships in
  removing all barriers which interfere, impede
  and/or prohibit access to the full range of
  learning opportunities.
• Recognizes and supports the critical, essential
  role that families/primary caregivers, in all of
  their diversity, play in the development and
  education of their children.
• Necessitates involvement of a broad-base of
  stakeholders that influence public policy and
  practice
• - State Board of Education - Parent/teacher/stud
  ent groups
• - Educational organizations - Advocacy
  groups/organizations
• - Executive branch of government - Legislature
• - Teacher training/preservice institutions
  - Business community organizations
• - Human service system - Corrections/juvenile
  justice system
• - Other stakeholders

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Principles Adult and student learning

• Universal education...
• Ensures effective educator preservice and ongoing
  professional development.
• Implements effective, instructional practices,
  which align with individual learning styles,
  interests, and strengths moving the student from
  the edge of competence forward.
• Uses student performance and growth data to
  design, implement, evaluate, and adjust
  instruction, school environment and professional
  development.
• Ensures that students will be assessed based on
  growth in addition to broad, standardized tests
  or benchmarks of achievement.

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Additional Opportunities to Impact Learning in
Michigan

• Seclusion Restraint Policy
• Social Studies Grade Level Content Expectations
• School Improvement Framework
• Parent Involvement Practices
• High School Reform
• Graduation/dropout rates

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Your Learning Community
As a member of CASE, or a district team As
your learning community evolves as a partnership,
what evidence would document your being an
effective learning community, accomplishing
important work? (See slides 16 and 22)