MI Special Education Advisory Committee Agenda May 6, 2015

Monthly Meetings - May MICHIGAN DEPARTMENT OF EDUCATION STATE SPECIAL EDUCATION ADVISORY COMMITTEE (SEAC) May 6, 2015 Lansing Community College West Campus Conference Center 5708 Cornerstone Drive, Lansing MI 48917 http://www.lcc.edu/locate/buildings/west_campus/ Member Registration 9:30 am – 9:55 am SEAC Committee of the Whole Meeting 10:00 am – 3:00 pm AGENDA I.

Call to Order

II.

Roll Call

III.

Introduction of Guests

IV.

Approval of Proposed May Agenda A.

V.

A motion by a delegate to adopt the agenda is required.

Approval of April 1, 2015 Summary – The meeting summary is found on pages 5 to 7 of the May meeting packet A. A motion by a delegate to approve the summary is required.

VI.

VII.

Public Comment A.

Opportunity for Public Participation occurs at every SEAC meeting. Members of the public wishing to address the panel must declare their intent by completing the Public Comment form1 before the beginning of the meeting. Presentations are generally limited to five minutes each and may be in person or in writing. The total time for public comment is limited to one hour, unless adjusted by the chairperson as the situation warrants. For details on public participation, visit the SEAC website at http://seac.cenmi.org and go to Meetings for details.

B.

Panel members listen to public comment. There is no feedback or comments from the SEAC during the comment period. Panel members consider public comment in determining unmet needs and in advising the State Educational Agency.

Chairperson's Report A.

Today’s Focus: Updates to the SEAC, 2015-16 SEAC Chair/Vice-chair, Completion of 2014-15 SEAC Committee Work

The Public Comment form is available at the registration desk and at the SEAC website http://seac.cenmi.org

1

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MI Special Education Advisory Committee Agenda May 6, 2015

Mi Special Education Advisory Committee Agenda May 6, 2015

B.

Report from Executive Committee Meeting 1. 2. 3.

4. 5. C.

Review of Meeting norms 1.

2. VIII.

Updates

Reports from Ex-Officio Members A.

One of the mandated functions of the SEAC is to advise the SEA in developing and implementing policies relating to the coordination of services for children with disabilities. The SEAC relies on its ex-officio members to inform the SEAC on activities within their units that may involve the coordination of services for children with disabilities. Opportunities for ex-officio members to report are provided at each meeting of the SEAC. 1. 2. 3. 4. 5. 6.

X.

SEAC uses three meeting norms a. It’s okay to ask b. Acronyms need explanations c. The point must be clear Identification of SEAC meeting raters at each table

State Department Reports – Teri Johnson Chapman, Director, Office of Special Education (OSE) A.

IX.

The slides from the Office of Special Education’s April report to the SEAC are on pages 8 to 9 of the May packet. The notice of SPP 17: SSIP Submission is found on page 10 of the May packet. 2015-16 SEAC Chair & Vice-Chair: The 2015-16 SEAC Executive Committee has recommended as 2015-16 chair, Jason Feig and as vice-chair, Maggie Kolk. Action on that recommendation will be taken today. See page 11 for information on their nominees. 2015-16 SEAC Calendar: Review of meeting dates for 2015-16 SEAC. Evaluation results from April 1 SEAC meeting - The meeting evaluation results are found on page 12 to 18 of the May packet.

Department of Corrections Institutions of Higher Education Department of Community Health McKinney-Vento Homeless Assistance Act Department of Human Services Michigan Rehabilitation Services

Report to the SEAC: Update from the MDE regarding the Personal Curriculum A. Context: On November 7, 2012, the Special Education Advisory Committee (SEAC) requested a study to determine the state of practice with regard to the Personal Curriculum (PC) in the State of Michigan. In the summer of 2013, the Michigan Department of Education conducted a study on the implementation of PC. In December 2013, the results were presented to the

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MI Special Education Advisory Committee Agenda May 6, 2015

Mi Special Education Advisory Committee Agenda May 6, 2015 SEAC. In May 2014, the SEAC commented back to the MDE and State Board of Education regarding the study, including a request for an update of the SEAC with regard to the Personal Curriculum during the 2014-15 year. B. Today’s report to the SEAC will provide an update on the Personal Curriculum study and actions of the MDE with regard to it. XI.

Information Items2 - there are no action items

XII.

Action Items – Election of 2015-16 SEAC Chair & Vice Chair A.

XIII.

XIV.

Motion: To approve the recommendation of Jason Feig as 2015-16 SEAC Chair and Maggie Kolk as 2015-16 SEAC Vice-chair.

Committee Reports A.

Committees with meet today to review and refine the draft statement of the SEAC regarding intervention at the earliest of age. Notes from April 1 committee meetings are found on pages 19 to 28 of the May bundle.

B.

Finance: The focus of this committee is explore how financing of programs and services for students with IEPs impact equity of access to quality services at the earliest of age. John Searles (co-chair), Sharon Dusney (co-chair), Paulette Duggins, Nicole Miller, John Patterson, Sue Pearson, Lori Torres, Janis Weckstein. Notes from the February 4 meeting are on page 34 of the May packet.

C.

Policy: The focus of this committee is to explore how current policy and recent legislation impacts equity of access to quality programs and services for students with IEPs at the earliest of ages. Richard Spring (co-chair), Maggie Kolk (co-chair) Bruce Ferguson, Michele DeJulian, Kim Love, Wendy Minor, Caryn Pack-Ivey, Jane Shank, Vicki White. Notes from the February 4 meeting are on page 35 of the May packet.

D.

Credentials: The focus of this committee is to explore how credentialing of staff impact equity of access to quality programs and services for students with IEPs at the earliest of age. Jason Feig (co-chair), Barb Brish (co-chair), Mary Ann Deschaine, Kristal Erhardt, Latika Fenderson, Dorie France, Patty Marks, Mark McKulsky, Steve McNulty, Mary Vrantanina. Notes from the February 4 meeting are on page 36 of the May packet.

Legislative Information A.

This item is intended to provide SEAC delegates opportunities to inform other delegates about legislative activity that may impact the education of children with IEPs. The intent is to facilitate access to information only as SEAC is not a lobbying group.

2

Items requiring action by the SEAC are presented first as Information Items and then again as Action Items the following month.

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MI Special Education Advisory Committee Agenda May 6, 2015

Mi Special Education Advisory Committee Agenda May 6, 2015 B.

XV.

Information on current Michigan legislation can be found at http://www.legislature.mi.gov/%28S%2844dcbo22ondo3a45s3v1tr55%29%2 9/mileg.aspx?page=home.

Topics for Future Committee Consideration A.

One of the federally defined duties of the State Advisory Panel is to advise the State Educational Agency (SEA) of unmet needs within the state in the education of children with disabilities. The intent of this item is to provide opportunity for delegates to articulate issues that may rise to the level of an unmet need. SEAC’s definition of an unmet need was included in the September meeting packet.

XVI.

Member Announcements – Members are invited to share information with the SEAC regarding upcoming conferences and information of interest to the members as a whole.

XVII.

Future Agenda Considerations A. B.

June 3, 2015: 2014-15 SEAC Annual Report, Acknowledgement of Exiting SEAC members September 20-21, 2015: SEAC Planning Retreat

XVIII. Process Check A. B.

XIX.

Feedback from meeting raters A meeting evaluation is sent to all SEAC delegates at approximately 2:00 pm the day of the meeting. If you are a member of the SEAC and do not receive the evaluation, please notify Meredith Hines, SEAC secretary ([email protected]). If you are earning State Board CEUs, you must also complete the required State Board CEU evaluation as well as sign in and out of the meeting.

Adjournment

Education is the most powerful weapon which you can use to change the world. Nelson Mandela

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MI Special Education Advisory Committee Agenda May 6, 2015

Michigan Department of Education State Special Education Advisory Committee (SEAC) Lansing Community College West Campus Conference Center 5708 Cornerstone Drive, Lansing, Michigan 48917 Minutes, April 1 2015   Delegates  Present:    Barbara  Brish,  Sharon  Dusney,  Jason  Feig,  Bruce  Ferguson,  Dorie  France-­‐Winegard,   Maggie  Kolk,  Kimberly  Love,  Mark  McKulsky,  Nicole  Miller,  Wendy  Minor,  Caryn  Pack-­‐Ivey,    John   Patterson,  Sue  Pearson,  John  Searles,  Jane  Shank,  Richard  Spring,  Lori  Torres,  Jennifer  Trackwell,  Mary   Vratanina,  Vicki  White   Alternates  Present:    Michelle  Driscoll,  Lois  Lofton-­‐Doniver,  Teri  Metros,  Sara  Park,  William  Young   Ex-­‐Officio  Present:  Teri  Johnson  Chapman,  Kristal  Ehrhardt,  Pam  Kies-­‐Lowe,  Judith  McKenzie,  James   Thomas   MDE  Staff:      Lydia  Calderon,  Meredith  Hines,  Joanne  Winkelman,  Sandi  Laham   Guests:    Steve  McNulty,  Holly  Sasso,  Michelle  Peckham   I.  

Call  to  Order  

 

Sharon  Dusney  called  the  meeting  to  order  at  10:05  a.m.  

II.  

Roll  Call  

 

The  SEAC  Secretary,  Meredith  Hines,  read  the  roll  call.    A  quorum  was  present.  

III.  

Introduction  of  Guests  

                             Guests  introduced  themselves.   IV.  

Approval  of  Proposed  Agenda  

 

Mark  McKulsky  moved,  seconded  by  Nicole  Miller,  that  the  Special  Education  Advisory   Committee  approve  the  April  1  agenda.    The  vote  was  taken  on  the  motion.    Motion  carried.  

V.  

Approval  of  (Month)  Meeting  Minutes  

 

Richard  Spring  moved,  seconded  by  John  Searles,  that  the  Special  Education  Advisory   Committee  approve  the  March  minutes.    The  vote  was  taken  on  the  motion.    Motion  carried.  

VI.  

Public  Comment  

 

There  was  no  public  comment  presented.  

VII.  

Chairperson’s  Report   A.  SEAC  Committee  Meeting  is  the  focus  (Finance,  Credentials  and  Policy)  

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MI Special Education Advisory Committee Agenda May 6, 2015

B. Report  from  Executive  Committee  Meeting   1. State  Systemic  Improvement  Plan  (SSIP)  presentation  slides  are  on  pages  8-­‐17  of  the   April  packet.    Spreadsheet  showing  responses  are  on  pages  19-­‐22.   2. SEAC  advice  on  SPP  #17  is  found  on  pages  24-­‐27.    Feedback  used  to  develop  the  SEAC   advice  is  found  on  pages  28  and  29  of  the  April  packet.   3. 2015-­‐2016  Executive  Committee  members  are  Barbara  Brish,  Jason  Feig,  Maggie  Kolk,   Kimberly  Love,  Mark  McKulsky,  Lori  Handl  Torres  and  Jennifer  Trackwell.   4. March  4  Meeting  Evaluation  results  are  on  pages  30-­‐37  of  the  April  packet.   C. Meeting  Norms   1. Meeting  norms  were  reviewed:   a. It’s  okay  to  ask.   b. Acronyms  need  explanation   c. The  point  must  be  clear     2. Meeting  raters  were  identified.       VII.    

Department  Updates   A. New  State  Superintendent  –  Brian  Whiston   a. Plan  to  improve  achievement  and  accountability   b. Plan  to  improve  funding   B. ESEA  Waiver  Application   C. School  Reform  Office  moved  to  Department  of  Technology,  Management  and  Budget   D. State  Systemic  Improvement  Plan  was  submitted  March  31     E. Plan  to  Ensure  Equitable  Access  to  Excellent  Educators   F. Redesign  of  Teacher  Prep  Programs   G. Staff  News  –     a. Harvalee  Saunto  retired  from  the  Program  Accountability  unit  will  now  be  working   for  Michigan  Alliance  for  Families   b. Janis  Weckstein  has  been  hired  as  a  complaint  consultant   c. OSE  Assistant  Director  position  to  be  posted  soon   H. Help  Desk  number  1-­‐888-­‐320-­‐8384   I. Updates  will  be  included  in  May  meeting  packet.  

VIII.  

Committee  Reports  

 

John  Searles  framed  the  work  for  the  committees.    In  an  ever  changing  political  climate,  how  can   the  SEAC  have  a  voice  in  this  political  environment?      What  are  we  doing  personally  to  effect   change?    What  can  we  do  as  SEAC  to  come  together  to  effect  change?        What  can  you  do   individually  to  effect  change  with  those  you  are  connected  to?                                                                                                                                                                            

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MI Special Education Advisory Committee Agenda May 6, 2015

A. Finance:    Requirements  of  funding  are  complicated.         B. Policy:    cultural  shift  with  focus  on  kids.    Pick  a  focus,  make  decisions,  live  with  them,  stick  to   them.    Shared  information  to  dissolve  silos.   C. Credentials:    Barbara  Brish  reported  that  there  are  many  stakeholders.      Barriers  are  varied   requirements  in  programming  and  credentialing.    Need  consistency  of  universal  rating   system  for  all  preparation  programs.   D. Summary  documents  will  be  created  as  a  result  of  these  committee  sessions.    Committee   members  were  asked  to  summarize  their  work  before  sending  to  the  chair  and  facilitator.   Upcoming  Conferences:   A. Learning  Disabilities  Association  of  Michigan  Conference,  May  1,  Peckham  Building,  3510  Capital   City  Boulevard,  Lansing,  MI    48906       B. ARC  MI  Conference,  June  18-­‐19,  University  Marriott,  30-­‐0  MAC  Avenue,  East  Lansing,  MI       IX.      

Adjournment  

 

Mark  McKulsky,  seconded  by  John  Searles,  motioned  to  adjourn.    The  meeting  adjourned  at  2:25   p.m.  

 

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MI Special Education Advisory Committee Agenda May 6, 2015

4/1/15

NEW! State Superintendent of Public Instruction

SEAC April 1, 2015 OSE Updates TERI JOHNSON CHAPMAN, ED.S. DIRECTOR [email protected]

•  Dearborn Public Schools Superintendent Brian Whiston as the next State Superintendent. •  Master’s Degree in political science from Wayne State University •  Superintendent of Dearborn Public Schools since 2008 •  Director of Government & Community Services for Oakland Schools •  School board member at the Waterford School District from 1991-2008 •  Wayne State University instructor from 2001-2006 •  Chief of staff for then state Sen. Rudy Nichols from 1986-1991

4/1/15

NEW! State Superintendent of Public Instruction

ESEA Flexibility Waiver Application •  Submitted March 31 •  SSIP is embedded in Principle 2(G)

•  Mr. Whiston wants to accomplish two things in his first 100 days as State Superintendent •  Develop a plan to improve achievement and accountability

•  Timelines regarding the approval have not been released at this time

•  Develop a plan to change how schools are funded

•  Current State Superintendent Mike Flanagan is retiring at the end of June

4/1/15

4/1/15

State Systemic Improvement Plan

State Plan to Ensure Equitable Access to Excellent Educators

•  Final plan submitted March 31!!

•  This plan needs to address the following:

•  SEAC feedback on baseline and targets was used to make refinements to the measurement

1.  Develop and begin implementing a long-term strategy for engaging stakeholders in ensuring equitable access to excellent educators.

•  SEAC full report was included in the appendices

2.  Reviewed data to identify equity gaps.

•  Executive Summary is being developed for sharing •  OSE SSIP Lead and the OSE Director will be presenting the plan at the IDEA Data Center SSIP Institute at the end of April

3.  Conducted root-cause analyses, based on data and with stakeholders, to identify the challenges that underlie equity gaps to identify and target strategies accordingly. 4.  Set measurable targets and created a plan for measuring and reporting progress and continuously improving this plan.

•  The plan is due June 1st

4/1/15

4/1/15

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MI Special Education Advisory Committee Agenda May 6, 2015

4/1/15

CEEDAR Center Update

OSE Staff Update

•  The State Leadership Team will be meeting in Lansing April 16-17, 2015

•  Harvalee Saunto, Performance Reporting Unit

•  The Team includes general education and special education staff from •  •  •  •  • 

Northern Michigan University Western Michigan University Grand Valley State University Sienna Heights MDE staff

•  Retired March 31st •  April 13th begins starts a new position with the Michigan Alliance for Families

•  Jan Weckstein will be joining the Performance Reporting Unit beginning April 13th

•  OPPS •  OSE •  MiBLSi

•  The Team will begin the development of the Blueprint that address the two year grant period

4/1/15

OSE Staff Update •  The posting for the OSE Assistant Director position will be sent to the Human Resources Offices by week’s end •  Two rounds of interviews will be conducted •  Stay tuned!

4/1/15

OSE Information Help Desk 888-320-8 384 MondayFriday 8:00 AM-5:00 PM

4/1/15

4/1/15

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MI Special Education Advisory Committee Agenda May 6, 2015

From: Subject: Date: To:

"Kemmer, Ashley (MDE)" Indicator 17: SSIP Submission April 1, 2015 2:47:40 PM EDT "Matthews, Amy (START)" , Annette Gorden , "Cooke, Elizabeth (MDE)" , "Jones, Carol (CEPI)" , "Thomas, Charles (MDE)" , "Charo Hulleza ([email protected])" , "[email protected]" , "Sadler, Chris (MDE)" , "Christy Callahan ([email protected])" , "Craig Wiles ([email protected])" , "Evans, Daniel (MDE)" , "Leeds, Daniel (DOE)" , "Dave Gruber ([email protected])" , "Mann, Doris (CEPI)" , "Costello, Harmonee (MDE)" , "Saunto, Harvalee (MDE)" , Holly Sasso , "Kraus, Jayme (MDE)" , "Anderson Tippett, Jeanne (MDE)" , Jeff Williams , "Knapp, Jesse (CEPI)" , "Brady, Jessica (MDE)" , "Winkelman, Joanne (MDE)" , "Jaquith, John (MDE)" , "Robertson, John (MDE)" , "Hoehne, Kathleen (MDE)" , "Campbell, Laurie (DTMB)" , "Leisa Gallagher ([email protected])" , "Wasacz, Lisa (MDE)" , "Schulze, Lori (MDE)" , "Luna (Yue) Xuan" , Lyke Thompson , "[email protected]" , "Maria Peak ([email protected])" , "Rotarius, Nancy (MDE)" , "Thelen, Nicolas (MDE)" , "Bruno, Peter (MDE)" , Ramona Washington , "Lower, Richard (MDE)" , "Rob Mahu" , "Bernosky, Roderick (CEPI)" , "Sandra L. Laham" , "[email protected]" , "Dortch, Shawan (MDE)" , "Sherri Boyd ([email protected])" , "Diamond, Sheryl (MDE)" , "Steve Goodman ([email protected])" , "Anderson, Trina (CEPI)" , "Winborne, Vanessa (MDE)" , "Metz, William (MDE)" , "[email protected]" Cc: "Kobreek, George (MDE)" , "Trevino, Julie (MDE)" , "Christmas, Oren (MDE)" , "Jeff Diedrich ([email protected])" , "Jennifer Huisken LaPointe" , "Johnson, Teri (MDE)" 1 Attachment, 2.4 KB

Good afternoon. The OSE officially submitted the FFY 2013 Indicator 17: State Systemic Improvement Plan (SSIP) to the Office of Special Education Programs late yesterday afternoon. The documentation was reported to the OSEP via their new GRADS360o Website (https://osep.grads360.org/#program). We will be posting the SSIP to our Website pending OSEP feedback. After we receive OSEP’s feedback, we will notify you of the posting. Let us know if you have any questions,

   

SPP/APR Production Team Julie, George, Ashley & Oren

Each April, Michigan celebrates the Month of the Young Child. Go to www.miaeyc.org to learn more.  

 

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MI Special Education Advisory Committee Agenda May 6, 2015

2015-16 SEAC Executive Committee Recommendation for Chair & Vice Chair

Recommended for 2015-16 Chair: Jason Feig MI Association of Secondary School Principals, Fowlerville, 2014-15 Executive Committee, term expires 6/16

Recommended for 2015-16 Vice-Chair: Maggie Kolk The Arc MI, Fremont, parent of student who has received special education services or person with a disability, term expires 6/17 Page 11 of 28

MI Special Education Advisory Committee Agenda May 6, 2015

April 1, 2015 SEAC Meeting Evaluation Results

1. Did you attend the SEAC meeting on Wednesday, April 1, 2015?

No 28.1%

Yes 71.9%

Yes

71.9%

23

No

28.1%

9 Total

32

Comments Count

Response

1

Lots of great discussion in our committee today. I very much enjoyed the day.

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1

MI Special Education Advisory Committee Agenda May 6, 2015

2. What is your SEAC role? SEAC ex-officio 8.7%

SEAC alternate 8.7%

SEAC delegate 82.6%

SEAC delegate

82.6%

19

SEAC alternate

8.7%

2

SEAC ex-officio

8.7%

2 Total

23

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2

MI Special Education Advisory Committee Agenda May 6, 2015

3. What impact did the meeting have on you? 3 4.4% 10 17.4%

4 17.4%

5 8.7% 9 21.7%

7 8.7%

8 21.7%

Statistics 1

0.0%

0

Sum

168.0

2

0.0%

0

Average

7.3

3

4.4%

1

StdDev

2.3

4

17.4%

4

Max

10.0

5

8.7%

2

6

0.0%

0

7

8.7%

2

8

21.7%

5

9

21.7%

5

10

17.4%

4 Total

23

Comments Count

Response

1

Committee was frustrating, lack of direction and clarity. Outcome or impact on MDE unclear.

1

Our committee work was enlightening and interesting. Learned from the report out of the other groups.

1

Re-visiting and re-framing the foundation established a few months ago was disappointing and confusing.

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3

MI Special Education Advisory Committee Agenda May 6, 2015

4. Did you obtain any information that you can use? 2 4.4% 10 17.4%

4 13%

9 17.4%

5 17.4%

6 4.4% 8 17.4%

7 8.7%

Statistics 1

0.0%

0

Sum

162.0

2

4.4%

1

Average

7.0

3

0.0%

0

StdDev

2.3

4

13.0%

3

Max

10.0

5

17.4%

4

6

4.4%

1

7

8.7%

2

8

17.4%

4

9

17.4%

4

10

17.4%

4 Total

23

Comments Count

Response

1

Teri report and networking

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MI Special Education Advisory Committee Agenda May 6, 2015

5. Was your participation value added? 2 4.4%

3 4.4%

10 17.4%

5 17.4%

6 4.4%

7 8.7% 9 39.1% 8 4.4%

Statistics 1

0.0%

0

Sum

174.0

2

4.4%

1

Average

7.6

3

4.4%

1

StdDev

2.3

4

0.0%

0

Max

10.0

5

17.4%

4

6

4.4%

1

7

8.7%

2

8

4.4%

1

9

39.1%

9

10

17.4%

4 Total

23

Comments Count

Response

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5

6. What did you like best?

MI Special Education Advisory Committee Agenda May 6, 2015

Count

Response

1

Conversation

1

Food was delicious!

1

I believe it is always a learning curve every time I come to SEAC .

1

John's framing was very helpful.

1

Learning about the perspectives of others

1

Listening to the variety of perspectives on the issues discussed.

1

Rich conversation with our committees, but I'm unsure what we really accomplished.

1

The chance to dig deeper with our committees. Teri's participation and reports!

1

The committee group work and John moderating

1

The time to break into committees and sharing out.

1

Time to interact with colleagues who offer differing perspectives.

1

Working in a group. Teri's update.

1

lunch

1

Working with people with difference reference bases and backgrounds. Expanded my understanding. The openness of experience and sharing and listening.

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6

7. What did you like least?

MI Special Education Advisory Committee Agenda May 6, 2015

Count

Response

1

Amount of time spent on committee work

1

Lack of healthy lunch options.

1

Lack of structure.

1

Nothing

1

Purpose

1

That after a day of conversation....we really cant do anything to make a change.

1

Vague, Unstructured brainstorming

1

mind-boggling, confusing, non-direction of the committee work.

1

All day committee meetings. While I understand the intent, it feels like the committees are spinning their wheels without a clear focus of what the outcome is supposed to be. We had some great discussions in our committee but I left feeling a bit frustrated. It didn't seem like much was accomplished, given that we had dedicated a full day to the process!

1

Never seems to be enough time but the work is very intensive and I'm tired by the end of the day. I appreciate the schedule and sticking to it.

1

The frustration of working on the same/similar issues that have been addressed by this and other committees for a decade.

1

I do not like committee work so spaced out. I think it would be better if we met regularly so that we can have a better memory of what we need to get done.

8. Comments Count

Response

1

Good work today.

1

Lunch was excellent!

1

first time i have actually felt attending was time wasted.

1

I think the SEAC might benefit from reviewing past work to align and focus the MDE offices' work on behalf of all students, as well as students with disabilities, at the earliest ages and throughout all grade levels.

1

Re-consider the committee focus and structure for next year's planning. There doesn't seem to be consensus on what we are supposed to be accomplishing, and devoting an entire day to the process was frustrating...at least for our committee. I do appreciate (as always) the opportunity to converse with my colleagues.

1

All of these committees meet, and discuss, and suggest but in the end politics and money dictate the outcome, not what the student needs are.

1

The questions being addressed were not clear. The morning was much more productive than the afternoon. It appeared the afternoon focus was changed from the morning and making the switch was very difficult for the group. The intent for the day was good - needed more structure considering the diversity of the group. T

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MI Special Education Advisory Committee Agenda May 6, 2015

Michigan Special Education Advisory Committee on Finance April 1, 2015 Finance Committee Meeting Notes Q. How will alignment of the system (MDE) support access to intervention at the earliest age? Q. What are the obstacles in/within alignment of the system that interfere/impede with access to intervention at the earliest of age? Q. What makes those obstacles barriers & what are the underpinnings of those barriers? Reviewed Previous Meeting Notes:  Access to Services  Funding Barriers  Questions What can we influence? (Discussion) The purpose of SEAC is not to lobby. 1. Invite legislatures to discuss questions/concerns to help them be more informed. 2. Alignment of understanding rather than philosophy 3. Clarification as to how money is spent 4. Do they know we exist and our purpose? 5. Are they aware of the data systems used to determine effectiveness of programs/practices? 6. Do we want our legislatures to learn to trust SEAC and seek SEAC out as a source of information when making decisions? Barriers/Obstacles: 1. Disconnect in understanding of educational practices & implementation of effective practices. 2. Knowledge to legislatures/understanding of SEAC and why SEAC is important. – Political Action Committee a. Provides feedback/information to SBE/MDE. b. Gives State Board some credibility – why would that be important? c. SEAC is a large cross-group d. What’s in it for them? (i.e. money, corporate backing, votes) 3. Knowledge of funding rules in continuant districts. 4. Awareness of research supporting early childhood education for all. 5. Hopes are that MDE aligns systems, we want them to support financial practices that would result in increased student levels of success for students at the earliest age. 6. We want pupil accounting rules brought into conversations about effective practices. Look at accounting rules in relation to best practices. FTE and headcount are two different things and how they affect school finance is huge. Encouraging them to look at how pupil accounting rules are not aligned with best practices. Therefore, certain practices may not be implemented because of accounting rules.

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7. Tier Intervention – Federal funding interferes with tiered interventions. Ex: Student who receives Title services should also receive special education services, if he/she qualifies. Supplementary/supplanting of finances. Title rules that do not allow supplemental/supplanting interfere with districts being able to provide necessary tiered interventions. 8. Funding sources (i.e. GSRP, HS, ECSE) does not give the same level of intervention/services. Some may chose GSRP because it is a full day instead of ECSE (1/2 day available). Need: Flexibility of funding for creative service delivery options. 9. Funding sources are complicated so districts may not be utilizing or gaining access to funding at a maximum level. GSRP Source: “Funding is unstable and not equal across geographical areas”. Need: Make basis of funding secure. 10. GSC – Collaborative intention with business – unstable funding 11. Complicated funding sources make it not worth the effort; error is likely and risks for districts are too high; requires expertise of management. These concerns result in a wide-variety of uses of funding that may or may not meet restraints of requirements of the grant. 12. True implementation requires someone with expertise in ALL of the following: funding of HS, GSRP, ECSE; ISD administration, early childhood specialist, recruitment & enrollment; eligibility, parent involvement, classroom requirements, curriculum, child assessment, transition, program evaluation, reporting & monitoring, and budget. Separate expertise promotes the silo effect and barrier to creativeness. 13. Would like a blue-ribbon council to investigate funding options 14. Communication is a barrier because districts do things very differently, yet all have to adhere to the same rules. Consideration of speaking with: Richard Lower is Director of Preschool and Out-of-School Time Learning within the Office of Great Start of the Michigan Department of Education. Mr. Lower is responsible for the administration of roughly $290 million in state and federal funding thought the Great Start Readiness Program, Early Childhood Special Education, and 21st Century Community Learning Centers that provide programs and services to a variety of school districts and community-based organizations statewide. Prior to joining the Department of Education in 2008, Mr. Lower served as Executive Director of the Michigan Head Start Association and has also worked in the non-profit sector focused on children, youth and family budget and policy development. 15. We have a punitive fiscal architecture Summary Statement: SEAC still finds all of the differing requirements of school funding very complicated and not always conducive to do what is in the best interest of students.

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MI Special Education Advisory Committee Agenda May 6, 2015

2014-15 SEAC Committee on Policy April 1, 2015 SEAC Policy committee brainstorm on Policy, early intervention and alignment of MDE

Alignment of MDE Identified issues: Need cultural shift with increased focus on kids Increase parent understanding of awareness of services/intervention available Better interface with general ed., special ed. And teacher prep to deliver appropriate interventions Guarantee a belief system top down that all students can learn Need shared vision Power struggles and strongly defended silos of information/statistics/data also are barriers Politics and funding issues also barriers

Might be helpful: MDE pick a focus (hopefully kid’s needs) Make decisions to adhere to and follow through on focus point’ Stick with it until data available that it is or isn’t effective Cases in point: - Universal design for learning (see attached) developed about 2005, why not implemented? -Existing GSRP website may offer information we were brainstorming on today-are we asking questions at SEAC that already have answers ? If GSRP already has programming that is supposed to provide the things above, what where is the disconnect that continues to make up feel we don’t have the information we need?

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MI Special Education Advisory Committee Agenda May 6, 2015

Attachment A

VISION OF UNIVERSAL EDUCATION 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. The principles of Universal Education reflect the beliefs that in order to support the learning of all in achieving desired educational outcomes, there must be: Ø A learning community… Ø A learning environment (culture; resources)… Ø Adult and student learning… 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. The following graphic identifies some of those factors affecting today’s learners from birth to adulthood.

Youth in Transition*

Other Factors

Academically Advanced & Accelerated

Court Involved

Suspended / Expelled

Disability

Socioeconomic Status

Dropout

Sexual Orientation

Emotional & Mental Health

English Language Learners

Runaway / Throw-Away

Religious Beliefs

Foster Care

Gender Identity & Expression

Race / Ethnicity Pregnant / Parenting Teens

Homelessness Physical Health

Learning Styles

Juvenile Justice System Involvement

* Youth in transition are young people in temporary placements (i.e., awaiting foster care placement or institutional placement, staying temporarily with friends or relatives).

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Attachment A

PRINCIPLES OF UNIVERSAL EDUCATION WHO: The learning community Universal Education… Ø Builds a community that values diversity among all stakeholders and students, birth through adulthood. Ø Engages broad-based working partnerships in removing all barriers that interfere, impede and / or prohibit access to the full range of learning opportunities. Ø 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. Ø Necessitates involvement of a broad-base of stakeholders that influence public policy and practice: • • • • • •

State Board of Education Parent /teacher/student groups Advocacy groups and organizations Educational organizations and associations Teacher training and preservice institutions Legislature

• • • • •

Executive branch of government Corrections/juvenile justice system Human service system Business and community organizations Other stakeholders

WHAT: The learning environment (culture and resources)… The learning culture…

Universal Education… Ø Creates a safe and accepting learning environment in partnership with families and community characterized by mutual support, respect, and responsibility. Ø Is guided by a commitment to educational excellence, democracy and social justice (equity) to create a sense of belonging. Ø Honors the rights of all students to learn together. Ø Supports and facilitates learning for all from birth through adulthood, including those who may be disenfranchised or marginalized, inhibiting in some way their achievement of individual education outcomes. Learning resources… Universal Education… Ø Assures access to resources and provides support for teachers and students. Ø Provides resources to create flexible instruction and learning environments designed for all learners, building on strengths, needs and interests. Ø Supports policies and practices to prevent learning problems stemming from physical, environmental, social, and emotional factors. Ø Promotes leadership among stakeholder groups that guides continuous instructional improvement.

HOW: Adult and student learning… Universal Education… Ø Ensures effective educator pre-service and on-going professional development. Ø Implements effective, instructional practices, which align with individual learning styles, interests, and strengths moving the student from the edge of competence forward. Ø Uses student performance and growth data to design, implement, evaluate, and adjust instruction, school environment and professional development. Ø Ensures that students will be assessed based on growth in addition to broad, standardized tests or benchmarks of achievement. Page 23 of 28

MI Special Education Advisory Committee Agenda May 6, 2015

Attachment B

Matrix of Selected Federal Statutes &/or Regulations

1

Section 504

Technology IDEA

ADA

Title IX: Discrimination Based on Sex/Blindness

Title X, McKinney-Vento

Title VII, Part C: Alaska Native Education

Title VII-B: Native Hawaiian Education

Title VII, Part A: Indian Education

Title VI, Part B, Subpart 2: Rural Education

Title V, Section D, Subpart 6: Gifted & Talented

Title III: Language Instruction for LEP/Immig.

IDEA

Pregnant / Parenting Teens Mental Health Issues Abused children Limited English Profic. Health Issues Asthmatic Diabetic HIV positive Lead Poisoning Drug involved / Addicted Disability Court Systems Involved Delinquent Adjudicated youth Foster children Racial Ethnic Minorities Immigrants Ethnic minorities Migrant students Native Americans Refugees Overseas Adoptions Religion Gender Sexual Orientation Attraction GLBTQ1 Homeless Unaccompanied youth At risk for drop out; truant Emancipated minors Advanced & accelerated High poverty Transitional Suspended / expelled Runaway Early Childhood Other

Title I, Part G: Advanced Placement

White rows = examples

Title I, Part D: Neglected/Delinquent/AtRisk

Shaded rows = clusters used in working definition of “learners”

Title I, Part C: Migratory Children

Notes: X = the population that has initial access to eligibility for services or protections under this law

Title I, Part A: Basic Programs

Universal Education Referent Group (1/27/04)

X

X

X

X

X

X

X X

X

X

X X

X

X

X X

X X

GLBTQ = Gay / Lesbian / Bi-sexual / Transgender / Questioning

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2

Administrative Rules for Special Education

X

Youth Employment Standards

X

Rehabilitation Act of 1964

MSB

X

Federal and State Aid to Vocational Education

MSD

Critical Health Problems Education Act

Public Health Code

State School Aid Act

School Code

MSD/B

Pregnant / Parenting Teens Mental Health Issues Abused children Limited English Proficiency Health Issues Asthmatic Diabetic HIV positive Lead Poisoning Drug involved / Addicted Disability Court Systems Involved Delinquent Adjudicated youth Foster children Racial Ethnic Minorities Immigrants Ethnic minorities Migrant students Native Americans Refugees Overseas Adoptions Religion Gender Sexual Orientation Attraction GLBTQ2 Homeless Unaccompanied youth At risk for drop out; truant Emancipated minors Advanced & accelerated High poverty Transitional Suspended / expelled Runaway Early Childhood Other

Elliott-Larsen Civil Rights Act

White rows = examples

Persons with Disabilities Civil Rights Act

Shaded rows = clusters used in working definition of “learners”

Education for the Gifted and Talented

Notes: X = the population that has initial access to eligibility for services or protections under this law

MI State School Aid Act, Section 31a: At-Risk

Matrix of Selected State Statutes &/or Regulations Universal Education Referent Group (1/27/04)

X

X X

X

X

X

X

X X X

X X

X X X

GLBTQ = Gay / Lesbian / Bi-sexual / Transgender / Questioning

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MI Special Education Advisory Committee Agenda May 6, 2015

2014-15 SEAC Committee on Credentials April 1, 2015

1. Za/Zs endorsement a. Had Za – early childhood endorsement Special Education & Za long time ago or Special Za & major/minor in early childhood b. Zs: different endorsement – took all early childhood when come with Zs have early childhood who can c. Zs can be up to second grade in general education d. Special education Zs can only teacher in early childhood program – reason: not enough special education content – once in K-12, need special education endorsement e. Zs is here to stay....Za has not gone away 2. Obstacles a. Districts need to have preschool programs (ages 3 to 5) b. Mandate K – lack of c. Need more slots in Great Start Readiness Program 3. 3 step rating for pre-school a. Problem: special education cannot pick up the slack of underserved students who are not school ready come K who are already b. Obstacle: i. Individuals & double dipping ii. Lack of mainstreaming options iii. Non-uniform credentialing 1. Consistency of programming & quality of program c. Solutions i. Mandate kindergarten 1. There is data to support this ii. Parent education iii. Who hears this? State Board of Education d. Teacher credential vs. quality of programming e. Across all the early childhood programs – all the credential requirements are different i. Lack of within any lane – all different f. Obstacle i. System doesn’t say ‘what’s right for kids’ ii. All of the energy focused on compliance and not on the needs of the child iii. Align vs. compete iv. Can’t work at cross purposes g. Issues i. Different stakeholders ii. Varied requirements iii. Universal rating system

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MI Special Education Advisory Committee Agenda May 6, 2015

Credentialing Committee Notes April 1, 2015

#1 Early Childhood Education Obstacle Special education cannot pick up the slack for underserved students who are not school ready by K. Across all the early childhood programs – credentialing requirements are different. Obstacle/Barrier It’s a barrier because inconsistencies may lead to varied programming quality. Possible Solution system.

Uniform credentialing system and a uniform early childhood rating

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