MAASE UPDATE

Framework for the Future Project: Phase I

December 12, 2007

Review of Background & Purpose

Era of increased expectations

Many previous efforts toward reform

Commitment to actively engage with stakeholders

Beliefs

SE must be proactive and promote achievement leading to adult independence and positive post-school outcomes for SWDSE systems design must be supported by state and local implementation of policy and proceduresSE must embrace parents as partners in their child’s education

Activities CompletedTable 1 – Stakeholder Organizations / Members Surveyed and Interviewed

Stakeholders Surveyed Stakeholder Representatives Invited for Interviews

Intermediate School District (ISD) and Local Education Agency (LEA)

Superintendents Early Childhood Directors Business Officials Special Education Administrators Curriculum Directors Elementary Administrators Middle School Administrators High School Administrators Special Education Teachers General Education Teachers Ancillary Staff Michigan Department of Education Special Education Attorneys Parents Advocacy Organizations Institutions of Higher Education Community Agency RepresentativeAll stakeholders were represented in survey

responses

Michigan Association of School Administrators Michigan Association Intermediate School Administrators Michigan Association Secondary School Principals Michigan School Business Officials Michigan Association of School Boards Michigan Education Association & American Federation

of Teachers Citizens Alliance to Uphold Special Education Special Education Advisory Committee Michigan Protection & Advocacy Michigan Alliance for Families Michigan Department of Education Special Education Attorneys Institutions of Higher Education ARC* See appendix for list questions and list of interviewees

1994 Task Force Report 1999 LB Chaired Work with others for JT & Dept

2001 Design for Results; OSE/EIS

2005 LB Work for MDE

30 Recommendations regarding: → statutory changes→ School State Aid Act→ Michigan School Code106 Recommendations regarding→ MI Administrative rules→ Pupil Accounting rules→ Professional Certification30 Recommendation regarding: →MDE policy38 Recommendation regarding: →additional studies for MDE to do

Areas of Recommendations within report:A.P/services recommendationsB.Interagency ReferralsC.Systems AccountabilityD.Eligibility/AssessmentE.Personnel TrainingF.Rights & ResponsibilitiesG.FinanceH.Additional

a.MSB&Db.Maximum potentialc.Schools of Choice

Recommended Changeto sections of Michigan School Code:380.4380.6380.514380.1178380.1296 *Auxiliary Services380.1311380.1323380.1561380.1701380.1702380.1703 *Personnel Qualifications380.1711 *ISD responsibilities380.1742380.1743380.1751380.1757380.1761380.1767ADD380.1767380.1768380.1769

Areas of Improvement Plans:B-5 ServicesRecommended systems changes related to policy, funding, data, personnel development, public awareness, and local self-assessmentGeneral SupervisionCreated GS improvement plan framework around ideal due process systemSchool AgePrioritized 12 state actions & proposed 4 drivers: common vision; capacity building; personnel development; combining monitoring & auditing systems Secondary TransitionThree strategic directives of: data-driven decision making, collaborate & multi-agency coordination, and supporting stakeholders in transition.

Rewrite of Michigan Auxiliary Services Act

Top Issues: Personnel

Definition• Challenges in recruitment & retention

• Endorsements driven by state’s categorical eligibility

• Ancillary service personnel obligated to certification criteria of professional organizations

Top Issues: Personnel

Survey results• 96% of all respondents=critical

• 76% of middle school administrators = important.

Top Issues: Personnel

Findings• Educator training programs must keep pace

• IHEs need to collaborate

• Continuing education needs to reflect current best practice

Top Issues: Service Delivery

Definition• Implementation of programs & services birth

through age 25 based on categorical distinctions

Top Issues: Service Delivery

Survey results• 96% of all respondents=critical

• 75% of elementary principals = critical

Top Issues: Service Delivery Findings• Responses were identical to task force Final

report of 1994

• Cooperative services with general ed, other agencies and community services

Top Issues: Service Delivery Findings (con’t)• Radical change of service delivery is necessary

• Assessments should inform teaching & learning

• Flexibility in service delivery options

• Rules should not limit options

• System needs to be simpler

• Students 21-26 should have flexibility for transitioning

• Easy transition in and out of SE

• Need for radical change to meet student needs

Top Issues: Silo System

Definition• “silos” operate independently of each other

• Extend beyond education

Top Issues: Silo System

Survey results• 83% of all respondents=critical

• 69% of high school administrators = important

Top Issues: Silo System

Findings• Silo systems were created and are driven by

funding

• Create problems of ownership of all students

Top Issues: Regulations

Definition• Federal and State rules & regulations

Top Issues: Regulations

Survey results• 91% of all respondents identified excessive

and/or conflicting regulations =critical

Top Issues: Regulations

Findings• SE system is over-regulated

• Conflicting sets of regulations create barriers

• Some regulations have outlived their usefulness

Top Issues: funding

Definition• SE expensive and under-funded

Top Issues: Funding

Survey results• 97% of all respondents = critical

• 80% of attorneys = critical

Top Issues: Funding

Findings• Every subgroup indicated that federal full

funding is needed

• Concerns about real and perceived separate funding streams

• Funding discrepancies between individual school districts and between ISD/RESAs

Top Issues: Funding

Findings (con’t)• Decisions are made without the basis of law or

best practice

• Significant confusion about the SE funding process

• Cost/benefit does not support the money spent

• Non-special rules drive up the cost

Top Issues: Administration of SE

Definition• Administration of SE increasingly complex and

legalistic

Top Issues: Administration of SE

Survey results• 93% of all respondents = critical

Top Issues: Administration of SE

Findings • Administrators need to increase skills that will

lead to more productive relationships with parents

• Administrators need to build collaborative relationships within the educational system

Top Issues: Administration of SE

Findings (con’t)• Administrators need skills for district level

leadership

• Compliance driven system diverts attention from leadership to management

Top Issues: SE Paperwork

Definition• Documentation required to meet mandates

Top Issues: SE Paperwork

Survey results• 88% of all respondents = critical

• 60% attorneys & 68% of parents or advocates = critical

TRUST IS MORE IMPORTANT

THAN PAPERWORK

Top Issues: SE Paperwork

Findings • Decrease in paperwork is needed

• Use technology to simplify and streamline

• State level leadership to unify paperwork

Top Issues: Data Management

Definition• Multiple systems

• Various data entry and reporting systems

• Distributed between local, intermediate and state agencies

Top Issues: Data Management

Survey results• 84% of all respondents = critical

• 96% of superintendents & 94% of SE administrators = important

Top Issues: Data Management

Findings • Central state source for all data

• Training and information on data management

Top Issues: Attitudes & Beliefs

Definition• Belief that having a disability minimizes

capabilities and results in lowered expectations

• Many educators unsure of their roles and responsibilities

Top Issues: Attitudes and Beliefs

Survey results• 91% of all respondents = critical

• 71% of elementary administrators = critical

Top Issues: Attitudes & Beliefs

Findings • Teachers need to believe all students can learn

and teach all with high expectations

• Training for general education and special education to foster cultural shift

Top Issues: Attitudes & Beliefs

Findings (con’t)• Implement best practices and data driven

decision making

• Special Education is a service, not a place

Top Issues: Systemic Change

Definition• Potential barriers to the implementation of any

change

Top Issues: Systemic Change

Survey results• None collected; topic emerged from interviews

Top Issues: Systemic Change

Findings • System will tend to resist change

• Change will require coordinated efforts

Summary

Immediate need to:• Engage all stakeholders

• Establish comprehensive vision

• Proceed with an articulated plan

• Identify strategies, goals and timeline

• Identify research based models implemented in other states

SummaryStakeholders interviewed support further efforts and offered continued engagement

Responsibility for leadership rests with MAASE• SE administrators are the education advocates

• SE administrators are in pivotal position as steward of resources

• SE administrators bear the daily impact of the systemic issues

Recommendations

Move forward• With clearly defined agenda

• Create comprehensive new vision

• Align with the beliefs

• Provide the foundation of reform efforts

• Address all of the issues

• Work in phases

Responsible Reform

If not now……when?

If not MAASE…who?

Children, parents, educators of Michigan cannot continue to

wait!