1-20-05 1 Welcome Jane Jacobs Pat Keller Fran Loose Tony Thaxton Michigan Department of Education...
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![Page 1: 1-20-05 1 Welcome Jane Jacobs Pat Keller Fran Loose Tony Thaxton Michigan Department of Education IDEA Partnership Grant.](https://reader036.fdocuments.net/reader036/viewer/2022081515/56649ece5503460f94bdb129/html5/thumbnails/1.jpg)
1-20-05 1
WelcomeJane Jacobs Pat KellerFran Loose Tony Thaxton
Michigan Department of Education IDEA Partnership Grant
![Page 2: 1-20-05 1 Welcome Jane Jacobs Pat Keller Fran Loose Tony Thaxton Michigan Department of Education IDEA Partnership Grant.](https://reader036.fdocuments.net/reader036/viewer/2022081515/56649ece5503460f94bdb129/html5/thumbnails/2.jpg)
1-20-05 2
Today’s session objectives
Clarify Michigan’s IDEA Partnership’s Purpose
Partners
Work to date
Intended outcomes
![Page 3: 1-20-05 1 Welcome Jane Jacobs Pat Keller Fran Loose Tony Thaxton Michigan Department of Education IDEA Partnership Grant.](https://reader036.fdocuments.net/reader036/viewer/2022081515/56649ece5503460f94bdb129/html5/thumbnails/3.jpg)
1-20-05 3
Grant Purpose
Help transform adult learning
in Michigan to support implementation of IDEA and improve child/student achievement.
January, 2005 clarification
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1-20-05 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…
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1-20-05 5
Key Design Partners
State Improvement GrantMDE Personnel -- multiple unitsState Board of Education Other state agencies LegislatorsNEA Foundation grantee
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1-20-05 6
Key Design Partners (continued)
Michigan Staff Development CouncilState Advisory Panel (Part B) State Interagency Coordinating
Council (Part C)
Universal Education referent groupParent Training and Information
Center
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1-20-05 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
![Page 8: 1-20-05 1 Welcome Jane Jacobs Pat Keller Fran Loose Tony Thaxton Michigan Department of Education IDEA Partnership Grant.](https://reader036.fdocuments.net/reader036/viewer/2022081515/56649ece5503460f94bdb129/html5/thumbnails/8.jpg)
1-20-05 8
Core Work
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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1-20-05 9
IDEA Partnership
LearningCommunity
Initial Outcome
Partnership Outcomes:
State PD System
PD Vision and Standards
Intermediate Outcomes
Improve Child/StudentAchievement
IDEA Implementation
Final Outcomes
![Page 10: 1-20-05 1 Welcome Jane Jacobs Pat Keller Fran Loose Tony Thaxton Michigan Department of Education IDEA Partnership Grant.](https://reader036.fdocuments.net/reader036/viewer/2022081515/56649ece5503460f94bdb129/html5/thumbnails/10.jpg)
1-20-05 10
IDEA Partnership
LearningCommunity
Initial Outcome
Partnership Outcomes:
![Page 11: 1-20-05 1 Welcome Jane Jacobs Pat Keller Fran Loose Tony Thaxton Michigan Department of Education IDEA Partnership Grant.](https://reader036.fdocuments.net/reader036/viewer/2022081515/56649ece5503460f94bdb129/html5/thumbnails/11.jpg)
1-20-05 11
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
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1-20-05 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
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1-20-05 13
As a Result of This Grant so far
We have expanded the learning community to include more
ParentsHigher education representativesPublic and private agenciesProfessional associations and
organizations
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1-20-05 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 Partnership’s work forward relative to:
Implementing Standards for adult learning Using Technology to support learning for
students and adults
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1-20-05 15
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).
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1-20-05 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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1-20-05 17
IDEA Partnership
LearningCommunity
Initial Outcome
Partnership Outcomes:
State PD System
PD Vision and Standards
Intermediate Outcomes
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1-20-05 18
Measurable System Outcomes
Comprehensive integration of adultlearning:
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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1-20-05 19
Adult Learning System Standards
Resources:State Board PD Vision and StandardsNSDC Standards (attached)
NSDC Innovation Configurations IDEA Partnership rubricMichigan Collaborative Position
Statement (attached)
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1-20-05 20
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
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1-20-05 21
Braided Resources: Partners and Learning Design
Administrators
Service Providers
Families Policy Makers
Others
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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1-20-05 22
Your state’s 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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1-20-05 23
IDEA Partnership
LearningCommunity
Initial Outcome
Partnership Outcomes
State PD System
PD Vision and Standards
Intermediate Outcomes
IDEA Implementation
Final Outcomes
![Page 24: 1-20-05 1 Welcome Jane Jacobs Pat Keller Fran Loose Tony Thaxton Michigan Department of Education IDEA Partnership Grant.](https://reader036.fdocuments.net/reader036/viewer/2022081515/56649ece5503460f94bdb129/html5/thumbnails/24.jpg)
1-20-05 24
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?
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1-20-05 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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1-20-05 26
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
Individuals with
Disabilities Education Act
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1-20-05 27
IDEA Partnership
LearningCommunity
Initial Outcome
Partnership Outcomes:
State PD System
PD Vision and Standards
Intermediate Outcomes
Improve Child/StudentAchievement
IDEA Implementation
Final Outcomes
![Page 28: 1-20-05 1 Welcome Jane Jacobs Pat Keller Fran Loose Tony Thaxton Michigan Department of Education IDEA Partnership Grant.](https://reader036.fdocuments.net/reader036/viewer/2022081515/56649ece5503460f94bdb129/html5/thumbnails/28.jpg)
1-20-05 28
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.”
What’s New?--January 11, 2005 Universal Education State Board Presentation and field review
State Board of
Education Strategic
Goal
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1-20-05 29
Learner Support System
EducationalOrganizations& Associations
Business &Community
Organizations
Parent/Student
Organizations
Criminal/Juvenile
Justice System
State Boardof
Education
Advocacy/Groups
Organizations Teacher Training& Pre-ServiceOrganizations
ExecutiveBranch of
Government
Legislature
OtherStakeholders
Human Services System
Agency/Court Placements
AlternativeEducation
HomeSchoolsNon-Public
Schools
OtherEducational
SettingsNeighborhood
Schools
Public SchoolAcademies
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
Learning Styles
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1-20-05 30
Universal Education Vision
Every individual’s 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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1-20-05 31
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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1-20-05 32
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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1-20-05 33
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/student 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
Principles: The learning community
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1-20-05 34
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.
Principles: Adult and student learning
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1-20-05 35
Additional Opportunities to Impact Learning in Michigan
Seclusion Restraint PolicySocial Studies Grade Level Content
ExpectationsSchool Improvement FrameworkParent Involvement PracticesHigh School Reform
Graduation/dropout rates
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1-20-05 36
Your Learning Community
As a member of CASE, or a district team…
As your learning community evolvesas a partnership, what evidence would document your being an effective learning community, accomplishing important work? (See slides 16 and 22)