Its Going To Be A Grand Slam

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Its Going To Be A Grand Slam MICHIGAN BEYOND
THE STATS Jacquelyn J. Thompson, Ph.D.,
Director And Colleagues Office of Special
Education and Early Intervention Services MAASE
Summer Institute August 12, 2009
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Baseball, it is said, is only a game. True. And
the Grand Canyon is only a hole in Arizona.

• George F. Will
• Men at Work The Craft of Baseball

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Our Context ARRA and the4 Reform Pillars

• Rigorous benchmarked standards and assessments to
  prepare students for success
• Recruiting and retaining effective teachers and
  principals
• Longitudinal data systems that measure student
  success and inform teachers and principals
  regarding instruction and interventions
• Turning around our lowest performing schools

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Our Context ARRA and theAbsolute Priorities for
the Race to the Top

• States will focus on policies and practices to
• Increase student achievement
• Reduce achievement gaps across subgroups
• Increase rates at which students graduate from
  high school prepared for college and careers

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Our Context ARRA and School Level Conditions for
Reform and Innovation in Race to the Top

• Selecting staff
• Implementing new structures and formats for the
  school day or school year that expand learning
  time
• Placing budgets under school control
• Awarding credit to students based on student
  performance instead of instructional time
• Providing comprehensive services to high-needs
  students

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National Stats

• The rules of the game are established at the
  national level
• Each State and Territory has a team
• The results of the State team are influenced by
  the local teams

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State Determinations
Level 1Meets Requirements Level 2Needs
Assistance Level 3Needs Intervention
Source www.ed.gov
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Student Populations inComparable States in 2007
Source www.ideadata.org
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Highest and Lowest Eligibility Compared to
Michigan in 2006-2007
Source www.ideadata.org
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Percent of Eligibility by StateAges 3-21 in
2006-2007
Source www.ideadata.org
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Special Education Eligibility inMichigan as
Percent of Population 1996-2008
Source MI-CIS December 1, 2008
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Special Education Eligibility in Michigan
1996-2008
Source MI-CIS December 1, 2008
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Baseball fans love numbers. They love to swirl
them around their mouths like Bordeaux wine.

• Pat Conroy

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Children With IEPs in Michigan Ages 3-5, 1996-2008
Source MI-CIS December 1, 2008
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Students With IEPs in Michigan Ages 6-21,
1996-2008
Source MI-CIS December 1, 2008
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Students With IEPs in Michigan Ages 22 Years,
1996-2008
Source MI-CIS December 1, 2008
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December 2008 Michigan Eligibility
SLD SLI CI OHI EI ASD ECDD
PI SXI HI VI TBI D/B
Source MI-CIS December 1, 2008
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December 2008 Michigan Eligibility
Source MI-CIS December 1, 2008
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Visual Impairment Eligibility in Michigan,
1991-2008
Source MI-CIS December 1, 2008
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Hearing Impairment Eligibility in Michigan,
1991-2008
Source MI-CIS December 1, 2008
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Severe Multiple Impairment in Michigan, 1991-2008
Source MI-CIS December 1, 2008
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Early Childhood DD Eligibility in Michigan,
1991-2008
Source MI-CIS December 1, 2008
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Autism Spectrum Disorder Eligibility in Michigan,
1991-2008
Source MI-CIS December 1, 2008
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Emotional Impairment Eligibility in Michigan,
1991-2008
Source MI-CIS December 1, 2008
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Physical and Other Health Impairments Eligibility
in Michigan, 1991-2008
Source MI-CIS December 1, 2008
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Cognitive Impairment Eligibility in Michigan,
1991-2008
Source MI-CIS December 1, 2008
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Speech and Language Impairment Eligibility in
Michigan, 1991-2008
Source MI-CIS December 1, 2008
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Specific Learning Disability Eligibility in
Michigan, 1991-2008
Source MI-CIS December 1, 2008
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Race/Ethnicity by Age Groupsin Michigan
Source MI-CIS December 1, 2008
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Gender by Age Groups in Michigan
Source MI-CIS December 1, 2008
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Educational Environments for the U.S. and
Michigan (in GE 80 or More of Time)
Source Illinois APR and Michigan APR
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Educational Environments forMichigan and the U.S.
Source Ohio APR FFY 2007, Michigan APR FFY 2007
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Educational Environments for Comparable States
(in GE 80 or More of Time)
Source Individual State APRs 06-07 and 07-08
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Educational Environments in Michigan Students
With IEPs Ages 3-5
Source MI-CIS December 1, 2008
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Educational Environmentsin Michigan Students
With IEPs Ages 6-12
Source MI-CIS December 1, 2008
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Educational Environmentsin Michigan Students
With IEPs Ages 13-21
Source MI-CIS December 1, 2008
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Educational Environments in Michigan Students
With IEPs Ages 6-21
Source MI-CIS December 1, 2008
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Educational Environments in Michigan Students
With IEPs Ages 22-26
Source MI-CIS December 1, 2008
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Graduation/Dropout Rates in Michigan Students
With IEPs 1996-2007
Source MI-CIS December 1, 2008
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General Supervision Under the IDEA

• Implementing the statute with fidelitythe
  national league and the commissioners
• Integrating the components for effectivenessthe
  team roster
• Measuring the impactthe scoreboard
• Continuous improvementadjusting the game plan
• Key strategiesleadership and use of resources

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Components of General Supervision
Policies, Procedures, and Effective Implementation
State Performance Plan
Ask Yourself How Each Piece Operates and Fits
Into the Whole
Integrated Monitoring Activities
Data on Processes and Results
Fiscal Management
Improvement, Correction, Incentives Sanctions
Targeted Technical Assistance Professional
Development
Effective Dispute Resolution
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Policies, Procedures, and Effective
Implementation
State Performance Plan
What is a System ?
Data on Processes and Results
Integrated Monitoring Activities
Fiscal Manage-ment
Effective Dispute Resolution
Targeted T/A Professional Development
Improvement, Correction, Incentives Sanctions
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Impacts of an Integrated System

• Data and monitoring pinpoint the systemic
  concerns
• Integrated improvement initiatives bring EBPs and
  sustained PD
• Monitoring brings targeted TA
• Fiscal resources are targeted to the improvement
  strategies
• Shared leadership gets it going
• Passion, vision, and fidelity to implementation
  make it happen

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Effective Leadership
In the last 50 years, weve learned a lot about
effective leadership. Rather than solely relying
on the charisma and skills of one leader,
Michigan educators have adopted a more
distributed leadership model-one that taps the
potential of both official and informal leaders
who can make a difference. In the following clip
from A League of their Own, we see the effects of
the old way of doing business. Watch the way Tom
Hanks exerts his influence.
While we might all agree that little time should
be spent crying about the errors made during a
game or about anything else that isnt working,
it is also true that we now know how to rebound
after errors, how to build up our teams in the
middle of a losing streak, and, in our context,
how to turn the tide of complex educational
challenges. Flint Community School District and
later, Suttons Bay, will be describing how they
led their teams through the challenge of meeting
targets for educational environments,
identification practices, and disproportionate
representation of minority children in special
education.
Theres No Crying in Baseball! www.youtube.com
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• Flint Community Schools

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Changing Strikes to Home Runs

• Least Restrictive Environment
• Identification Process - Cognitive Impairment
• Dropout Rate

Flint Community Schools Learning Support
Services 2421 Corunna Rd. Flint, MI 48503
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Challenges
Improvement Plan

In an aligned system . . .
GOALS Student Achievement System Performance
LRE Identification Dropout rate

• Data
• Resources (Fiscal Human)
• United Teachers of Flint
• Stakeholders
• Professional Development
• Past Practices

. . . . Improvement efforts/ support from MDE,
GISD, and local district are integrated and
results-oriented
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Foul Balls

• Understanding our data at the district level
• Having the data is different than using it
• Surprises

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Base Hits

• Identification Practices
• Student Assistance Teams
• Co-Teaching
• MiBLSi

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Grand Slam

• Board Commitment
• Curriculum Changes
• Culture Climate
• Student Achievement

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Building a Franchisefor the Future

• Next Steps Curriculum Compliance

The way a team plays as a whole determines its
success. You may have the greatest bunch of
individual stars in the world, but if they dont
play together, the club wont be worth a dime.
Babe Ruth
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Its Going To Be A Grand Slam MICHIGAN Beyond
the Stats Scheduled Break Office of
Special Education and Early Intervention Services
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• Suttons Bay Public Schools

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Suttons Bay Public SchoolsOur Challenges

• 2007
• 39.86 of Native American population in special
  education
• 23.47 Hispanic population in special education
• 19.56 total of students in special education

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Our Learnings and Discoveries

• Two kingdom system
• Examination of school culture
• Adult-centered vs. child-centered schools

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What We Did (and Will Be Doing)

• Early Childhood (Infant, Toddler, Preschool,
  GSRP, ECP, Young Fives)
• Reaching and Teaching Struggling Learners
• Home/school liaison person
• Credit Protection
• Multi-age grouping
• Anishinaabemowin
• Personalization
• Credit Recovery

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Our Emerging Successes

• 2008 Fall MEAP 3rd grade 16/16 in all areas in
  the ISD
• 2009 MME 2/16 in ISD in ELA/Math/Reading/
  Writing/Science
• 2008 ROSES 26.88 Native students in special
  education

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Our Next Steps

• Cultural evolution/Reaching and Teaching
  Struggling Learners
• On-line/hybrid options
• Instructional Consultation Team Training/MiBLSi
• ReImagine

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• It aint over til its over.
• Yogi Berra

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• There are three types of baseball players,
  those who make it happen, those who watch it
  happen, and those who wonder what happened.
• Tommy Lasorda

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Score Board in Michigan

• State Performance on Federal Indicators (How the
  Michigan League is ranking)
• The result of all of the teams in the State
• Some teams will get extra coaching by the State
• The goal is to be sure the system is working for
  each and every child

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Indicator 4A Rates of suspension and
expulsionPercent of districts identified by the
State as having a significant discrepancy in the
rates of suspensions and expulsions of children
with disabilities for greater than 10 days in a
school year.
Source SRSD, verification review
The February 2008 submission reported 15
districts as significantly discrepant for FFY
2005. However, as a result of recalculation of
the standard deviation, the revised number of
districts is 10. The February 2008 submission
reported six districts significantly discrepant
for FFY 2006. However, as a result of the OSEPs
April 2008 Response Table requirement to
calculate significant discrepancy based on one
year of data, six additional districts were
identified for a total of 12.
February 2009 Michigan Annual Performance Report
for FY 2007
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Indicator 5A Increase the percentage of
students served inside the regular class 80 or
more of the time.
Source Michigan Compliance Information System
(MI-CIS) February 2009 Michigan Annual
Performance Report for FY 2007
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Indicator 9 Percent of districts with
disproportionate representation of racial and
ethnic groups in special education and related
services that is the result of inappropriate
identification.
Sources Michigan Compliance Information System
and the Single Record Student Database February
2009 Michigan Annual Performance Report for FY
2007
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Indicator 10 Percent of districts with
disproportionate representation of racial and
ethnic groups in specific disability categories
that is the result of inappropriate
identification.
Source February 2009 Michigan Annual Performance
Report for FY 2007
The number of districts found to be
disproportionate due to inappropriate
identification is now 25. The February 2008
submission reported 18 districts, however, as a
result of OSEPs April 2008 Response Table
requirement, seven additional districts were
identified through focused monitoring activities
in 2008.
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Indicator 11 Percent of children with parental
consent to evaluate, who were evaluated within 30
days or a mutually agreed upon extension.
Based on OSEP approved cohort with data from
1/3 of the state
Based on statewide data
Source Michigan Part B Annual Performance Reports
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Indicator 13 Percent of youth aged 16 and above
with an IEP that includes coordinated,
measurable, annual IEP goals and transition
services that will reasonably enable the student
to meet the postsecondary goals.
The FFY 2006 actual percentage was previously
rounded and reported as 40 for FFY 2007,
OSE-EIS decided to consistently report the actual
percentage for every indicator rounded to the
nearest tenth of a percent.
Source Michigan Part B Annual Performance Reports
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Indicator 14 Percent of youth who had IEPs, are
no longer in secondary school, and who have been
competitively employed, enrolled in some type of
postsecondary school, or both, within one year
of leaving high school.
Source Michigan Part B APR FFY 2007
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Batting Order2009-2010 OSE-EISMonitoring
Priorities

• Disproportionate Representation
• On-Site
• Desk Audits
• Self-Review
• Educational Environments
• On-Site
• Desk Audits
• Suspension/Expulsion
• On-Site
• Desk Audits

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The Game Plan in Michigan

• Evidence-Based Practices (EBPs) for Improvement
  Initiatives
• Integrated and Shared Functions for Efficiencies
• Data-Based Interventions
• Targeted Technical Assistance
• Compliance Plans and Sanctions

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The Game Plan in Michigan

• Focus on core components of the entitlement
• Implement with fidelity
• Target resources to improvement
• Reach for the leading edge
• Focus on children and their futures

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A life is not important except in the impact it
has on other lives.

• Jackie Robinson

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Web Sites

• Michigan Department of Education, Office of
  Special Education and Early Intervention Services
  www.michigan.gov/ose-eis
• Center for Educational Networking (CEN)
  www.cenmi.org
• State Implementation Scaling Up of
  Evidence-Based Practices (SISEP)
  www.fpg.unc.edu/sisep/
• U.S. Department of Education, Office of Special
  Education Programs (OSEP) www.ed.gov

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Web Sites

• Michigans Integrated Technology Supports (MITS)
  www.cenmi.org/mits
• Michigan Compliance Information System (MI-CIS)
  www.micis.org
• Michigans Integrated Behavior and Learning
  Support Initiative (MiBLSi)
• www.cenmi.org/miblsi
• Michigans Statewide Autism Resources and
  Training (START) www.gvsu.edu/autismcenter
• Michigan Transition Outcomes Project (MI-TOP)
  www.cenmi.org/transition

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Web Sites

• Access Center Improving Outcomes for All
  Students K-8 www.k8accesscenter.org
• National Center on Accessing the General
  Education Curriculum (NCAC) www.cast.org/ncac
• Technical Assistance Center on Positive Behavior
  Interventions and Supports www.pbis.org
• National Center on Response to Intervention (RtI)
  www.rti4success.org

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Web Sites

• National Research Center on Learning Disabilities
  (NRCLD) www.nrcld.org
• The Federal Resource Center for Special Education
  (FRC) www.rrfcnetwork.org
• National Post-School Outcomes Center
  www.psocenter.org
• National Center on Student Progress Monitoring
  www.studentprogress.org

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Web Sites

• National Dropout Prevention Center for Students
  With Disabilities www.dropoutprevention.org
• National Center for Culturally Responsive
  Educational Systems www.nccrest.org
• Center on Innovation and Improvement
  www.centerii.org

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Web Sites

• Center on Instruction www.centeroninstruction.org
• National High School Center www.betterhighschools.
  org
• Assessment and Accountability Comprehensive
  Center www.aacompcenter.org
• National Comprehensive Center for Teacher Quality
  www.tqsource.org