10/29/04 1 michigan department of education idea partnership welcome
TRANSCRIPT
10/29/04 1
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 children’s 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
Michigan’s 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 Michigan’s 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 Today’s 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.
OtherFactors
Juvenile Justice System
Involvement
Disability
Physical Health
Pregnant / Parenting
Teens
Youth in Transition *
Socioeconomic Status
AcademicallyAdvanced &Accelerated
Sexual Orientation
Religious Beliefs
Runaway / Throw-Away
Dropout
Court Involved
Foster Care
Suspended / Expelled
Homelessness
Gender Identity& Expression
Emotional & Mental Health
EnglishLanguage Learners
Race / Ethnicity
14
Educational Settings
Agency / Court
Placements AlternativeSchools
HomeSchools
Non-Public Schools
OtherEducational
Settings
Neighborhood Schools
Public SchoolAcademies
Juvenile Justice System
Involvement
Disability
Physical Health
Pregnant / Parenting
Teens
OtherFactorsYouth in
Transition *
Socioeconomic Status
AcademicallyAdvanced &Accelerated
Sexual Orientation
Religious Beliefs
Runaway / Throw-Away
Dropout
Court Involved
Foster Care
Suspended / Expelled
Homelessness
Gender Identity& Expression
Emotional & Mental Health
EnglishLanguage Learners
Race / Ethnicity
15
Educational Stakeholders
EducationalOrganizations& Associations
Business &Community
Organizations
Teacher Training
& Pre-ServiceOrganizations
Parent / Student
Organizations
Human ServicesSystem
Criminal / JuvenileJustice System
Legislature
OtherStakeholder
s
AdvocacyGroups /
Organizations
ExecutiveBranch of
Government
State Boardof Education
Juvenile Justice System
Involvement
Disability
Physical Health
Pregnant / Parenting
Teens
OtherFactorsYouth in
Transition *
Socioeconomic Status
AcademicallyAdvanced &Accelerated
Sexual Orientation
Religious Beliefs
Runaway / Throw-Away
Dropout
Court Involved
Foster Care
Suspended / Expelled
Homelessness
Gender Identity& Expression
Emotional & Mental Health
EnglishLanguage Learners
Race / Ethnicity
16
EducationalOrganization
s&
AssociationsBusiness &CommunityOrganizatio
ns
Parent / Student
Organizations
Criminal / Juvenile Justice System
State Boardof
Education
AdvocacyGroups /
Organizations
Teacher Training
& Pre-ServiceOrganizations
ExecutiveBranch of
Government
Legislature
OtherStakeholder
s
Human ServicesSystem
Agency / Court
Placements
AlternativeEducation
HomeSchoolsNon-Public
Schools
OtherEducational
SettingsNeighborhood Schools
Public SchoolAcademies
Juvenile Justice System
Involvement
Disability
Physical Health
Pregnant / Parenting
Teens
OtherFactorsYouth in
Transition *
Socioeconomic Status
AcademicallyAdvanced &Accelerated
Sexual Orientation
Religious Beliefs
Runaway / Throw-Away
Dropout
Court Involved
Foster Care
Suspended / Expelled
Homelessness
Gender Identity& Expression
Emotional & Mental Health
EnglishLanguage Learners
Race / Ethnicity
Michigan’s IDEA PartnershipPurpose: 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 tosupport 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 statesSupport 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 workScale 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 IDEALocalize* 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 resourcesRealize student results* Progress toward adult learning design to increase student achievement
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Michigan’s 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 systemSummative 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”
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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
No Child Left Behind Act
State Board of
Education Strategic
Goal
State Board of Education PD Vision and Standards
Individuals with
Disabilities Education
Act
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State Board of Education
We are responsible to theBoard’s Strategic Goal.
“Attain substantial and meaningful improvement in academic achievement for all students/children with primary emphasis on high priority schools and students.”
State Board of
Education Strategic
Goal
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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
State Board of Education PD Vision and Standards
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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.
State Board of Education PD Vision and Standards
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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.
State Board of Education PD Vision and Standards
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Information Knowledge
Information Social Processes = Knowledge
Knowledge Sustained Interaction=Wisdom
Michael Fullan
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IDEA
No Child Left Behind Act
State Board of
Education Strategic
Goal
State Board of Education PD Vision and Standards
Individuals with
Disabilities Education
Act
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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
Individuals with
Disabilities Education
Act
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Core Adult Learning Responsibilities
Comprehensive System of Personnel Development (CSPD) Team reorganization
Putting the “CS” into the “PD”
Individuals with
Disabilities Education
Act
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Core Adult Learning Responsibilities
A CSPD advisory team subcommittee does core planning for this IDEA Partnership GrantThere are voices from:
Early Childhood Federal Programs (including Title I) School Improvement Teacher Preparation Community Partners State Improvement Grant
Individuals with
Disabilities Education
Act
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Core Adult Learning Responsibilities
Recent initiatives support adult learning within
Agencies/organizations Intermediate and local school
districts Buildings
Individuals with
Disabilities Education
Act
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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
Individuals with
Disabilities Education
Act
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No Child Left Behind Act
No Child Left Behind Act
State Board of
Education Strategic
Goal
State Board of Education PD Vision and Standards
Individuals with
Disabilities Education
Act
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Core Adult Learning Responsibilities
NCLB requirements for assessment and increased
student achievement highly qualified personnel parent involvement and
partnership
No Child Left Behind Act
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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
No Child Left Behind Act
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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
No Child Left Behind Act
State Board of
Education Strategic
Goal
State Board of Education PD Vision and Standards
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
AdministratorsPractitioners
Families Policy MakersOthers
Context: What in the local environment affects
the learning plan? Content: What is to be learned?
Process: How should we structure the
learning?
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We’re 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, pleasewrite your name beside any dates thatyou 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 Michigan’s Professional
Development Vision and Standard
Now, think of the most recent adult learning opportunity that youparticipated 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, howwould you rate the most recent adult learning opportunity that you participatedin, 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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Michigan’s 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