1. Michigan Department of Education, Office of Special Education Welcome on behalf of Teri Chapman Director of Special Education Joanne Winkelman, Office of Special Education Region 4 Parent Technical Assistance Center Summer Workshop 2015

2. Michigan Department of Education, Office of Special Education Major System Alignments taking place:  Alignment at the federal level  Alignment among governmental agencies in Michigan  Alignment within the Michigan Department of Education It’s all coming together…

3. Michigan Department of Education, Office of Special Education  Congress said, “The days of students with disabilities leaving school poorly education with no employment experience, no job prospects, living lives of poverty and too often ending up in segregated programs, need to come to an end.” What does it mean for students with disabilities?

4. Michigan Department of Education, Office of Special Education The 2020 Federal Transition Plan: A Federal Interagency Strategy  The 2020 Plan outlines how Federal Partners in Transition (FPT) will: enhance interagency coordination through:  Identification of compatible outcome goals  Policy priorities  Improved outcomes for youth with disabilities by 2020 “To improve the provision of transition services to students with disabilities through enhanced coordination among the multiple federal programs that support this population, we recommend that the Secretaries of Education, Health and Human Services, and Labor, and the Commissioner of Social Security Administration direct the appropriate program offices to work collaboratively to develop a federal interagency transition strategy.” (GAO, 2012)

5. Michigan Department of Education, Office of Special Education  Access health care services and integrated work- based experiences in high school  Develop self-determination and engage in self- directed individualized planning  Be connected to programs, services, activities, information, and supports  Develop leadership and advocacy skills  Have involvement from families and other caring adults with high expectations The 2020 Federal Transition Plan: Five Goals

6. Michigan Department of Education, Office of Special Education This process involves multiple domains including:  Community engagement  Education  Employment  Health  Independent living This includes vocational training, obtaining employment, finding stable housing, and accessing health care and other resources to support their future planning and development into adulthood. What does this include?

7. Michigan Department of Education, Office of Special Education  No single system or agency is responsible for providing all the necessary supports to help youth develop those skills.  As youth move from the classroom into the workplace, they often need to access services from several different agencies at one time.  Cross-agency coordination and collaboration are needed both within and across child-and adult-service systems in order to effectively meet the diverse and complex needs of transitioning youth with disabilities. A Case for Collaboration

8. Michigan Department of Education, Office of Special Education  The Michigan Transition Project is being redesigned around the 2020 Federal Transition Plan  Collaborate, communicate, coordinate the grant requirements in:  Individuals with Disabilities Education Act  Workforce Innovation and Opportunities Act  Carl D. Perkins Career and Technical Education Act  Section 504 of the Rehabilitation Act  Office for Civil Rights Guidelines for eliminating discrimination in Vocational Education Program Redesigning transition in Michigan

9. Michigan Department of Education, Office of Special Education  Last week the Transition Coordinators, Michigan Rehabilitation Counselors, and Career and Technical Education Coordinators from around Michigan came together for two days to discuss their respective mandates  Create models for strengthening Interagency Collaboration and system alignment  Stay tuned… Recent Collaborative Conference

10. Michigan Department of Education, Office of Special Education  Workforce Innovation and Opportunity Act  Signed into law July 22, 2014  Reauthorizes the Workforce Investment Act of 1998, including the Rehabilitation Act  Requires Vocational Rehabilitation (Michigan Rehabilitation Services in MI) (to assist students with disabilities while they are still in school  15% of state Title 1 VR Funds must be used for “pre-employment transition services” Another Collaborative Initiative

11. Michigan Department of Education, Office of Special Education  Job exploration  Work based learning experiences  Counseling on post-secondary opportunities  Workplace readiness training  Instruction in self-advocacy Required Services for MRS

12. Michigan Department of Education, Office of Special Education  Attend IEP meetings  Work with workforce boards, One-tops, and employers to develop employment opportunities  Work with schools to ensure provision of pre-employment transition services MRS Employment transition coordination requirements

13. Michigan Department of Education, Office of Special Education  The Developmental Disabilities Council of Michigan received a grant through the Office for Disability Employment Policy to work with Michigan on a Landscape Assessment  Report will be a plan for implementation of systems change efforts aligned with Employment First in the area of workforce development in the State of Michigan Working on a plan…

14. Michigan Department of Education, Office of Special Education Everyone needs to collaborate, communicate, and coordinate

15. Michigan Department of Education, Office of Special Education Constructing a State Systemic Improvement Plan Another collaborative endeavor

16. State Systemic Improvement Plan Data & Infrastructure Analysis guides selection of coherent improvement strategies increase the State’s capacity to lead meaningful change with Local Educational Agencies (LEAs) to that to improve results for ALL children. to

17. Year 1— FFY 2013 Delivered by April 2015 Year 2— FFY 2014 Delivered by April 2016 Years 3-6— FFY 2015-18 Feb 2017- Feb 2020 Phase I Analysis Phase II Plan Phase III Evaluation ‣ Data Analysis; ‣ Infrastructure Analysis; ‣ State-identified Measureable Result (S-iMR); ‣ Coherent Improvement Strategies; ‣ Theory of Action. Multi-year plan addressing: ‣ Infrastructure Development; ‣ Support EIS Program/LEA in Implementing Evidence-Based Practices; ‣ Evaluation Plan. ‣ Reporting on Progress including: ✔ Results of Ongoing Evaluation; ✔ Extent of Progress ‣ Revisions to the SPP SSIP Activities by Phase

18. Third Grade Reading Proficiency Group2008-92012-13Avg Change/yr Number of years to 80% All58.966.71.96.11 African American 38.344.81.620.66 Migrant*43.93.88.5 Economically Disadvantage d 44.453.82.410.15 English Learners 32.641.52.216.3 Students with Disabilities 29.137.92.218.14 * Migrant is based on one year change

19. Fifth Grade Reading Proficiency Group2008-92012-13Avg Change/yr Number of years to 80% All58.670.43.02.25 African American 33.147.83.77.76 Migrant*46.63.78.03 Economically Disadvantage d 41.257.94.24.29 English Learners 21.936.33.611.14 Students with Disabilities 24.836.63.013.71 * Migrant is based on one year change

20. Eighth Grade Reading Proficiency Group2008-92012-13Avg Change/yr Number of years to 80% All52.165.73.43.21 African American 29.045.24.17.59 Migrant*50.513.72.15 Economically Disadvantage d 35.853.04.35.28 English Learners 19.231.63.114.61 Students with Disabilities 15.526.42.718.67 * Migrant is based on one year change

21. Eleventh Grade Reading Proficiency Group2008-92012-13Avg Change/yr Number of years to 80% All49.154.01.220.22 African American 23.129.01.533.58 Migrant*27.12.520.16 Economically Disadvantage d 31.538.01.624.85 English Learners 11.413.00.4166.5 Students with Disabilities 15.519.00.968.71 * Migrant is based on one year change

22. Not Proficient at an early grade leads to an increased probability of not being proficient at a subsequent grade Effective intervention at any grade makes a difference - success after failure increases probability of later success Proficiency at an early grade leads to an increased probability of proficiency at a subsequent grade The SSIP Data Analysis Story

23. Not Proficient at an early grade leads to an increased probability of not being proficient at a subsequent grade Effective intervention at any grade makes a difference - success after failure increases probability of later success Proficiency at an early grade leads to an increased probability of proficiency at a subsequent grade The SSIP Data Analysis Story

24. Not Proficient at an early grade leads to an increased probability of not being proficient at a subsequent grade Effective intervention at any grade makes a difference - success after failure increases probability of later success Proficiency at an early grade leads to an increased probability of proficiency at a subsequent grade The SSIP Data Analysis Story

25. Michigan Department of Education, Office of Special Education 4: Lack of adequate infrastructure (state, regional, district and building) to deliver the technical assistance needed to implement effective instruction

26. Michigan Department of Education, Office of Special Education Provides guidance, visibility, funding, political support Students Building Staff Building Leadership Team LEA Implementation Team Across State Multiple ISD/LEA Teams All staff All students Multiple schools w/in local district Provides guidance, visibility, funding, political support, and implementation supports Provides coaching and TA for LEA and/or ISD Teams Provides guidance and manages implementation Provides effective practices to support students Improved reading ISD Implementation Team Regional Support Teams Michigan Department of Education Multiple LEAs w/in intermediate district Provides guidance, visibility, funding, political support, and implementation supports Who is supported? What support is provided to build capacity at each level?

27. Michigan Department of Education, Office of Special Education  Phase One - data analysis  Phase Two - planning  Greg Corr will explain the process further in the next presentation  Actions needed – Be receptive to calls for engagement and input as these initiatives are designed and implemented Submitted Phase One…