Michigan Department of Education IDEA Partnership

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Michigan Department of Education IDEA Partnership

• Welcome

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Session Purpose

• Establishing learning community connections
  around adult learning

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Session Outcomes

• Engage the team in becoming a learning community
  (explore our connections to each other and to
  adult learning in service of childrens learning)
• Clarify our collective purpose regarding the IDEA
  Partnership grant
• Increase familiarity with the State Board
  approved Professional Development Vision and
  Standards
• Explore our current status (including points of
  pride and barriers) relative to the Professional
  Development Vision and Standards

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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 teach
• Actively learn
• Contribute to the design and ownership of our
  partnership work

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Elements of Quality Adult Learning

• Engage the team in becoming a learning community
  (connect to adult learning)

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A Powerful Learning Experience

• Think about a powerful learning experience in
  your life
• What was the experience?
• Where were you?
• Who were you with?
• What impact did it have on you?
• What were the elements that made the experience
  powerful?

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The IDEA Partnership Purpose and Framework

• Engage the team in becoming a learning community
  (connect to each other and to adult learning)
• Clarify our collective purpose regarding the IDEA
  Partnership grant
• Increase familiarity with the State Board
  approved Professional Development Vision and
  Standards

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Grant Source

• The U.S. Dept of Education awarded the national
  IDEA Partnership grant to the
• Council of Chief State School Officers (CCSSO)
• National Association of State Directors of
  Special Education (NASDSE)
• Michigan is one of 11 states receiving a 10,000
  sub-grant

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Federal Partnership

• Michigans participation began in 1999 in an
  earlier Title I/IDEA Partnership grant to the
• CCSSO
• NASDSE
• The Title I/IDEA Partnership is now one component
  of the new, broader grant

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Purpose of Michigans Grant

• Establish and engage a learning community
• that identifies the practices of a comprehensive
  system
• for the purposeful integration of adult learning
  
• to support child/student achievement

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IDEA Partnership Meetings

• October Establish learning community connections
  around adult learning
• February Identify the practices of a
  comprehensive adult learning system
• May Identify accountability/evaluation
  components of an evidence-based adult learning
  system
• August Identify continuing opportunities for
  purposeful integration of adult learning to
  impact child/student achievement

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Adult Learning

• Learning among adults
• that supports learning
• among infants through young adults
• with delays and disabilities
• using sustained and
• capacity building formats

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Factors Affecting Todays Children and Adolescents
Youth in Transition are young people in
temporary placements awaiting foster care
placement or institutional placement, staying
temporarily with friends or relatives, etc.
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Educational Settings
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Educational Stakeholders
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(No Transcript)
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Michigans IDEA Partnership Purpose Establish
and engage a learning community that identifies
the practices of a comprehensive system for the
purposeful integration of adult learning to
support child/student achievement
Learning Community A Comprehensive System Purposeful integration of adult learning to support child/student achievement
Members include breadth of stakeholders who provide, advocate for, and coordinate quality adult learning for those who serve infants through young adults The team, together, contributes to the transformation of adult learning Clarify structure of how community interacts Reach out to additional partners Gain commitments on work To be defined by the learning community Relates to the core work of the State Education Agency Promotes the State Board of Education strategic goal Attain substantial and meaningful improvement in academic achievement for all students/children with primary emphasis on high priority schools and students Aligns with the State Board of Education Professional Development Vision and Standards Responds to spirit and letter of the responsibilities embodied in both the IDEA and NCLB Acts Contributes to the transformation of adult learning Is supported by a flexible infrastructure Evaluates the impact of adult learning structures, practices, and content Focuses on Birth to Five Early identification in targeted service areas School age students Schools and/or districts not making Adequate Yearly Progress because of special education subgroup (Note Consider implications for elementary schools with fewer than 30 students with disabilities per grade level) Young adults Dropout prevention/reduction 121 elementary and middle schools did not make AYP because of state assessment performance by students with disabilities Connect Partner with related initiatives, such as the Michigan Education Association/Education Alliance professional development infrastructure grant Establish communication procedures for Michigan stakeholders, national partners, and other states Support systemic change Develop leadership pool necessary to implement and sustain systemic change in organizations Identify and facilitate continuation, replication of models, and key criteria or elements that work Scale up Build awareness of collaborative effort Use internal discretionary funds and in-kind Communicate with partners who influence policy/legislation/funding Establish communication system to impact statewide implementation of IDEA Localize Help schools/local education agencies see the need fo and value of adult learning to support organizational change and improve instruction Respond to issues by using, implementing MI Professional Development Vision and Standards and National Staff Development Council Standards for Staff Development Provide technical assistance and follow up activities to support capacity building Clarify the process, content, and context support resources Realize student results Progress toward adult learning design to increase student achievement
10/29/04
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Michigans IDEA Partnership Activities
Communication Project Evaluation Funding/Resources
Establish communication procedures using an array of modalities with Michigan stakeholders, national partners, and other states Create common understanding and language that encompasses all adult learners Utilize technology to support communication Formative evaluation Work with national Partnership Evaluation team to identify learning and data sets Design evaluation (variety of tools methodologies) Identify evaluation components and criteria of an evidence-based adult learning system Use evaluation components and criteria of an evidence-based adult learning system Summative evaluation Work with national Partnership Evaluation team to identify learning and data sets Design evaluation (variety of tools methodologies) Coordinate evaluation design with Continuous Improvement and Monitoring System Collect data Analyze and use data Report findings. Find human, technical, and financial resources Eliminate redundancy and gaps in resources Repurpose redundant funds for the greater good
10/29/04
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Measurable 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
• Meeting the spirit and letter of the
  responsibilities embodied in both the IDEA and
  NCLB Acts

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Measurable Outcomes

• Increased integration among the groups/
  initiatives supporting adult learning across
• The Office of Special Education and Early
  Intervention Services
• The Michigan Department of Education (MDE)
• The broader community

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The Core Work Supported by the IDEA Partnership
Grant
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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.

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State Board of Education

• We are responsible to
• the SBE approved
• Professional Development Vision and Standards for
  Michigan Educators, prepared
• With broad public input and
• With leadership from the MDE Consultant for
  Professional Development

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State Board of Education

• It is the vision of the Michigan Department of
  Education that quality professional development
  results in the improvement of student learning.

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State Board of Education

• Quality professional development
• is characterized by meaningful,
• collegial dialogue that
• Explores current content knowledge, inquiry
  learning processes, and student thinking.
• Contributes to a school culture that promotes
  learning at high levels for both students and
  educators.

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Information Knowledge

• Information Social Processes Knowledge
• Knowledge Sustained InteractionWisdom
• Michael Fullan

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IDEA
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Core Adult Learning Responsibilities

• Services in the
• Natural environment (infants/toddlers)
• Least restrictive environment with access to
  general curriculum
• Parent involvement in planning
• Participation in state assessment
• Comprehensive system of personnel development

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Core Adult Learning Responsibilities

• Comprehensive System of Personnel Development
  (CSPD) Team reorganization
• Putting the CS into the PD

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Core Adult Learning Responsibilities

• A CSPD advisory team subcommittee does core
  planning for this IDEA Partnership Grant
• There are voices from
• Early Childhood
• Federal Programs (including Title I)
• School Improvement
• Teacher Preparation
• Community Partners
• State Improvement Grant

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Core Adult Learning Responsibilities

• Recent initiatives support adult learning within
• Agencies/organizations
• Intermediate and local school districts
• Buildings

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Core Adult Learning Responsibilities

• Recent initiatives support PD content such as
• Early identification/intervention
• Mathematics and English Language Arts
• Universal Education
• Integrated Behavior and Learning Support
• Autism personnel preparation
• Successful transitions from secondary programming

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No Child Left Behind Act
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Core Adult Learning Responsibilities

• NCLB requirements for
• assessment and increased student achievement
• highly qualified personnel
• parent involvement and partnership

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Core Adult Learning Responsibilities

• NCLB grant team
• created statewide awareness re special education
  considerations in implementing NCLB Act
• continue to contribute guidance re personnel
  becoming highly qualified

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IDEA Partnership Grant

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

State Board of Education Strategic Goal
State Board of Education PD Vision and Standards
No Child Left Behind Act
Individuals with Disabilities Education Act
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As a Result of This Grant

• We anticipate more
• Thoughtful use of IDEA flow-through funds
• Thoughtful use of Title I and Title II funds
  and/or set-asides
• Effective use of the school improvement planning
  process for all students
• To support integrated, sustained capacity
  building adult learning opportunities across the
  state through learning communities

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As a Result of This Grant

• We anticipate continued expansion of the learning
  community to include more
• Families
• Higher education representatives
• Community service organizations
• Public and private agencies
• Business and industry
• Professional associations and organizations

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Braided Resources Partners and Learning Design
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Were at the Beginning
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Vision for High Quality Professional Development

• Student learning focus
• Educator focus
• Standards focus
• Information-rich collaborative inquiry
• Commitment to systemic alignment

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Key Strategies for Enacting the Vision

• Developing standards
• Implementing standards
• Aligning systemic policies and practices
• Developing culture and common understanding
• Data and learning from data
• Fostering statewide partnerships between K-12,
  higher education and other education resources

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Strategies, cont.

• Using Data Issues to Foster K-12/
• University Collaboration
• Developing Funding to Sustain Strategy
  Implementation
• Developing Infrastructure, Partnerships,
  Leadership and Governance
• Evaluation, Quality Control, and Renewal

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Date Selector Chart

• Feb. 14
• Feb. 15
• Feb. 16
• Feb. 17
• Feb. 18
• May 2
• May 3
• May 5
• May 6

• Aug. 8
• Aug. 9
• Aug. 10
• Aug. 11
• Aug. 12
• During lunch, please
• write your name
• beside any dates that
• you can NOT attend.

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The IDEA Partnership Network

• Engage the team in becoming a learning community
  (connect to each other and to adult learning)
• Increase familiarity with the State Board
  approved Professional Development Vision and
  Standards
• Explore our current status (including points of
  pride and barriers) relative to the Professional
  Development Vision and Standards

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Identify the Partners

• In what groups/organizations do you have a role
  where you help other adults learn so that they
  can help infants through young adults learn?
• Write 1 post-it for each group/ organization.
• Put your name on each post-it.

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Connect around adult learning.

• What group/organization/role do you see as the
  primary hat that you wear in our partnership?
• Put a border on the post-it with your primary
  role connection.
• Set all of your post-its aside for now.
• Introduce yourself to your tablemates using the
  affiliations grid.

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Affiliations Grid

• Write in My primary role that relates to the
  partnership is
• Also write your name in that box.
• Check off
• Form This is a
• Members of this group include
• Age groups impacted by this group include
• Target audience We directly serve

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Connect within national partner framework.

• Sort each of your post-its by the national
  partnership framework (administrators
  practitioners families/advocacy groups
  policy-makers other)
• Find a seat with the partners where you place
  your primary role post-it note

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Explore current points of pride and barriers to
powerful learning.

• Recall our work from this morning
• Personal powerful learning experiences
• Introduction of Michigans Professional
  Development Vision and Standard
• Now, think of the most recent adult
• learning opportunity that you
• participated in, or that your
• organization provided.

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Quantitatively rate current status.

• Given your current understanding of the
• Michigan PD Vision and Standards, how
• would you rate the most recent adult
• learning opportunity that you participated
• in, or that your organization provided?
• Write your rating 1 (low) to 5 (high).
• Write how many people were involved.
• Was it a single event (post on left) or part of
  an ongoing learning opportunity (post on right)?

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Qualitatively discuss with partners.

• What meaning, if any, do you draw overall from
  our ratings?
• What are some of our current points of pride in
  adult learning opportunities?
• What are some of the barriers (practically,
  structurally, politically, philosophically,
  fiscally or otherwise) to powerful adult learning
  opportunities?

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Michigans Professional Development through
Learning Communities

• Engage the team in becoming a learning community
  (connect to each other and to adult learning)
• Increase familiarity with the State Board
  approved Professional Development Vision and
  Standards
• Explore our current status relative to the
  Professional Development Vision and Standards
  (time permitting)

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NSDC Standards

• Overview of the NSDC Standards
• Study guide
• Read about the standard
• Chart What and So What
• Time permitting, anticipate connections between
  the standard and future partnership work
• Teach small group about the standard, and discuss
  its cluster
• Do Carousel walk networking and learning

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Reflective Practice and Evaluation

• Engage the team in becoming a learning community
  (connect to each other and to adult learning)
• Explore our current status relative to the
  Professional Development Vision and Standards

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Reflective Practice and Evaluation

• Complete evaluation
• Reflective practice How can we sustain our
  engagement as a learning community?
• Warm up As we evolve as a partnership what would
  be evidence or examples of our being an effective
  learning community? (evaluation question 3
  already documented)
• Chart What evidence, if any, do we currently
  demonstrate as a learning community/partnership?
• Chart How can we continue to grow as an
  effective learning community? (Ideas for
  including missing partners engaging interim
  communication building individual and collective
  learning possibilities for purposeful
  integration)

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IDEA Partnership Meetings

• October 29 Establish learning community
  connections around adult learning
• February ____ Identify the practices of a
  comprehensive adult learning system
• May ____ Identify accountability/ evaluation
  components of an evidence-based adult learning
  system
• August ____ Identify continuing opportunities
  for purposeful integration of adult learning to
  impact child/student achievement