2017 October

Board Appointed or Open Committee Activity Upcoming dates/events to share with general membership Connection to MAASE Focus Area
(rollover Focus Are for a definition)
Hot Topics
(implications for the field)
Open Committee Communities of Practice (CoP): ASD Program Special Education Administrators


Christi Owens
Christi Owens

The next ASD Community of Practice meeting will be held on December 6 at the conclusion of the MAASE General Membership Meeting.  The ASD Community of Practice recently submitted a 2nd edition of Autism Insurance Benefit Guidance Document to our MAASE Board which has been approved.  The 2nd edition of this guidance document has been edited to reflect a collaborative framework.  The document will be presented to the Governor's Autism Council on Friday, October 27.  

High Quality Student Evaluations High Quality Student Evaluations are based on rules established through both State and Federal special education law, along with best practice standards, and conducted by a highly skilled educational team. Evaluations require a systematic process that includes a thorough collection and review of relevant data from a variety of sources and result in the rejection or establishment of one of the 13 Michigan special education eligibility categories. Eligibility is contingent upon ruling out a number of confounding factors that may account for the student’s diminished performance including limited English proficiency, lack of appropriate instruction, and/or environmental, economic, or cultural disadvantage. Further, eligibility for special education exists only if both eligibility and need for special education services are present.

Skilled Staff Skilled Staff systematically individualize instructional variables to maximize the learning outcomes of students with IEPs. They identify and use evidence-based practices appropriate to their professional preparation and are most effective. Skilled staff use regular progress monitoring to accurately measure the learning progress of students with IEPs, and they individualize instruction variables in response to assessment results. They create safe, effective, and culturally responsive learning environments by using behavior change practices that are evidence-based, embracing the use of positive behavior supports that respect the culture, dignity, and basic human rights of students with IEPs. Skilled staff engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance. They promote opportunities for parent education using accurate, culturally appropriate information and professional methods.

Our 2nd edition MAASE ASD CoP Autism Insurance Benefit Guidance document will be disseminated to stakeholders throughout the course of the 2017-18 school year from CoP members to raise awareness with service providers regarding delivery of service from a collaborative and compliant framework.

Open Committee Communities of Practice (CoP): Early Childhood Program Administrators


Michelle Bahr
Michelle Bahr

Early On Training & Technical Assistance and START both presented to the CoP about the projects and trainings that they are involved in as they pertain to early childhood.  

EOT&TA (Christy Callahan and Nancy Surbrook) provided information on referrals (14,000 Early On referrals last year).  There is a new project for 3 year old preschool research and design, and a lengthy survey was sent out. A referent group will be organized for further study.  Cross system for PD from birth to 8 is being looked at ... what is already going on, how do we fill the gaps, and how do we have systems in place that talk to each other.  

START (Amy Matthews) presented on the work they do with the START grant.  She discussed the early childhood trainings and technical assistance that is in place to promote student learning, universal supports, instructional supports, and people supports.  Inclusion models were discussed and evidence based practice for children with autism.  

Skilled Staff Skilled Staff systematically individualize instructional variables to maximize the learning outcomes of students with IEPs. They identify and use evidence-based practices appropriate to their professional preparation and are most effective. Skilled staff use regular progress monitoring to accurately measure the learning progress of students with IEPs, and they individualize instruction variables in response to assessment results. They create safe, effective, and culturally responsive learning environments by using behavior change practices that are evidence-based, embracing the use of positive behavior supports that respect the culture, dignity, and basic human rights of students with IEPs. Skilled staff engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance. They promote opportunities for parent education using accurate, culturally appropriate information and professional methods.

Discussed the possibility of a placeholder for state funding for Early On.  There is some traction with this and it is one of 5 recommendations for the governor's task force. 

MAASE and MICC are continuing to work on single tier of eligibility for early childhood.  

 

 

 

Open Committee Communities of Practice (CoP): ISD Collaborative


Renee Thelen
Renee Thelen

The next ISD Collaborative CoP has been scheduled for Wednesday December 6th at 7:00 am.

High Quality Student Evaluations High Quality Student Evaluations are based on rules established through both State and Federal special education law, along with best practice standards, and conducted by a highly skilled educational team. Evaluations require a systematic process that includes a thorough collection and review of relevant data from a variety of sources and result in the rejection or establishment of one of the 13 Michigan special education eligibility categories. Eligibility is contingent upon ruling out a number of confounding factors that may account for the student’s diminished performance including limited English proficiency, lack of appropriate instruction, and/or environmental, economic, or cultural disadvantage. Further, eligibility for special education exists only if both eligibility and need for special education services are present.

Specially Designed Instruction (SDI) Specially Designed Instruction (SDI) means organized and planned instructional activities typically provided by a qualified special education professional that modify, as appropriate, the content, methodology, or delivery of instruction. What makes instruction truly individualized and specially designed for a student with an IEP and different from what a student without an IEP receives is how the instruction is linked to the student’s IEP goals and objectives. SDI is planned, organized and meaningful in that it is an intentional and systematic process that specifically addresses the student's needs as expressed in the IEP goals and objectives.

Skilled Staff Skilled Staff systematically individualize instructional variables to maximize the learning outcomes of students with IEPs. They identify and use evidence-based practices appropriate to their professional preparation and are most effective. Skilled staff use regular progress monitoring to accurately measure the learning progress of students with IEPs, and they individualize instruction variables in response to assessment results. They create safe, effective, and culturally responsive learning environments by using behavior change practices that are evidence-based, embracing the use of positive behavior supports that respect the culture, dignity, and basic human rights of students with IEPs. Skilled staff engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance. They promote opportunities for parent education using accurate, culturally appropriate information and professional methods.

Program Evaluation Program Evaluation is the use of research-based methods to systematically investigate the effectiveness of programs/services, to inform decision-making, and to ultimately improve educational outcomes. Program evaluation entails asking questions in one or more of four different domains: (1) program/service need and design, (2) program implementation, (3) program impact, (4) and program efficiency.

  • The new ISD Collaborative CoP description was shared with the group.
  • MI Monitor Listserv will be shut down.  A new ISD Collaborative CoP Listserv will be started.
  • Discussion of ESSA and the 1% cap and the role that ISDs will play in this.  See MDEs 1% Cap Guidance for ISDs for more information:  http://www.michigan.gov/documents/mde/1_Cap_Guidance_for_ISDs_595801_7.pdf 
  • Discussion of district's experiences in implementing the new Seclusion & Restraint legislation.
  • Discussion of ABA Therapy in the schools and potential supplanting issues.  Several resources on this topic were emailed to the group.
  • Catamaran - In person regional trainings will be held at:
    • Monroe - date TBA
    • KRESA - 11/13/17 tentative date
    • Clare-Gladwin - date TBA
    • COP - 11/16/17
  • Discussion of B13 CAPs - be on the lookout for inconsistencies between the district's letter of findings and their SLCAPs
  • Discussion of B12 CAP Verification - some are utilizing their Special Education management system reports to access names for data verification.  Others are waiting for reports to be loaded in Catamaran.
  • Discussion of experiences with FM Visits
  • Complaint experiences shared
  • Regional Reports
    • Region 1 is beginning discussions for a Spring Conference, will partner with Directors to assess support of the Conference and identify any possible areas of focus
    • Region 2 has been working on collecting some of their resources in a central location
    • Region 3 has not met yet, a report will be provided in December
    • Region 4 has been partnering with their Directors on work around the CrEAG
  • Action Items - members to check in with their Directors to find out more about any plans in place in the counties to make sure their member districts are aware of/abiding with the requirements of IDEA.  Group to report back out in December.
Open Committee Communities of Practice (CoP): New Administrators CoP


Kathleen Flynn
Kathleen Flynn

This was the first meeting for the New Administrators Community of Practice.  During our meeting, we launched the Google Site that will help to focus our remaining meetings this year.  We will begin a book study using, The Journey to Effective Leadership , Book 1:  CASE Leadership Series for Special Education Administrators.  If you would like to join this group, please e-mail Ben Hicks at hicksb@charemisd.org.

Skilled Staff Skilled Staff systematically individualize instructional variables to maximize the learning outcomes of students with IEPs. They identify and use evidence-based practices appropriate to their professional preparation and are most effective. Skilled staff use regular progress monitoring to accurately measure the learning progress of students with IEPs, and they individualize instruction variables in response to assessment results. They create safe, effective, and culturally responsive learning environments by using behavior change practices that are evidence-based, embracing the use of positive behavior supports that respect the culture, dignity, and basic human rights of students with IEPs. Skilled staff engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance. They promote opportunities for parent education using accurate, culturally appropriate information and professional methods.

Open Committee Communities of Practice (CoP): Secondary Transition Administrators


Tammy Hazley
Tammy Hazley

Specially Designed Instruction (SDI) Specially Designed Instruction (SDI) means organized and planned instructional activities typically provided by a qualified special education professional that modify, as appropriate, the content, methodology, or delivery of instruction. What makes instruction truly individualized and specially designed for a student with an IEP and different from what a student without an IEP receives is how the instruction is linked to the student’s IEP goals and objectives. SDI is planned, organized and meaningful in that it is an intentional and systematic process that specifically addresses the student's needs as expressed in the IEP goals and objectives.

Skilled Staff Skilled Staff systematically individualize instructional variables to maximize the learning outcomes of students with IEPs. They identify and use evidence-based practices appropriate to their professional preparation and are most effective. Skilled staff use regular progress monitoring to accurately measure the learning progress of students with IEPs, and they individualize instruction variables in response to assessment results. They create safe, effective, and culturally responsive learning environments by using behavior change practices that are evidence-based, embracing the use of positive behavior supports that respect the culture, dignity, and basic human rights of students with IEPs. Skilled staff engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance. They promote opportunities for parent education using accurate, culturally appropriate information and professional methods.

Program Evaluation Program Evaluation is the use of research-based methods to systematically investigate the effectiveness of programs/services, to inform decision-making, and to ultimately improve educational outcomes. Program evaluation entails asking questions in one or more of four different domains: (1) program/service need and design, (2) program implementation, (3) program impact, (4) and program efficiency.

Discussion and resource sharing around the topic of facilitating a system of change from compliance to real outcomes for students through the training of staff in best SDI practices for transition. CoP is looking to develop specific resources for the field: Question of the Month informational assessment strategy and statewide book study on transition assessment.

Ongoing work related to program evaluation - each CoP member will identify the question for their logic model and be prepared to share at the December meeting. 

Open Committee Communities of Practice (CoP): Supervisors of Low Incidence Programs (SLIP)


Tina Lawson
Tina Lawson

1.  SLIP Winter Conference - January 23-24, 2017

  a. Day 1 - Communication - Call for Presenters.  Applications online and Due by 10/15/17.  

      Still searching for additional presenters.  

  b. Day 2 - Updates/Ideas for Supervisors - Still seeking presenters based on membership 

      requests. Addt'l topics- Student Growth, Learning Labs, Peer Coaching, PLC's, Sex &

      Health Education, and Secondary Transition were discussed. 

2. MCEC Call for Presenters

3. Site Visit - November - Jackson ISD/Amy Rogers - Date TBA

4. Congratulations to Mary Bradley of Wesley for new baby girl!

 

High Quality Student Evaluations High Quality Student Evaluations are based on rules established through both State and Federal special education law, along with best practice standards, and conducted by a highly skilled educational team. Evaluations require a systematic process that includes a thorough collection and review of relevant data from a variety of sources and result in the rejection or establishment of one of the 13 Michigan special education eligibility categories. Eligibility is contingent upon ruling out a number of confounding factors that may account for the student’s diminished performance including limited English proficiency, lack of appropriate instruction, and/or environmental, economic, or cultural disadvantage. Further, eligibility for special education exists only if both eligibility and need for special education services are present.

Specially Designed Instruction (SDI) Specially Designed Instruction (SDI) means organized and planned instructional activities typically provided by a qualified special education professional that modify, as appropriate, the content, methodology, or delivery of instruction. What makes instruction truly individualized and specially designed for a student with an IEP and different from what a student without an IEP receives is how the instruction is linked to the student’s IEP goals and objectives. SDI is planned, organized and meaningful in that it is an intentional and systematic process that specifically addresses the student's needs as expressed in the IEP goals and objectives.

Skilled Staff Skilled Staff systematically individualize instructional variables to maximize the learning outcomes of students with IEPs. They identify and use evidence-based practices appropriate to their professional preparation and are most effective. Skilled staff use regular progress monitoring to accurately measure the learning progress of students with IEPs, and they individualize instruction variables in response to assessment results. They create safe, effective, and culturally responsive learning environments by using behavior change practices that are evidence-based, embracing the use of positive behavior supports that respect the culture, dignity, and basic human rights of students with IEPs. Skilled staff engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance. They promote opportunities for parent education using accurate, culturally appropriate information and professional methods.

Program Evaluation Program Evaluation is the use of research-based methods to systematically investigate the effectiveness of programs/services, to inform decision-making, and to ultimately improve educational outcomes. Program evaluation entails asking questions in one or more of four different domains: (1) program/service need and design, (2) program implementation, (3) program impact, (4) and program efficiency.

1. Seclusion & Restraint - Discussion on use of supports such as a rifton chair with lap belt, transportation seat belt or harness, and any other form of "restraint."  How are your therapists involved?  Some have moved away from any form of seat belt/lap belt within the classrooms.  Others are following up with OT's/PT's on scripts written, purpose, and specific use within the classroom.  Some are placing this in the IEP and others are not if they have scripts on file. 

Transportation was discussed and some noted this is separate and required for safety. Taken from MDE Standards on Seclusion & Restraint:

Approved by the State Board of Education December 2006

Last Updated 4/18/17

Mechanical Restraint means the use of any device, article, garment, or materials attached to or adjacent to a student's body that restricts normal freedom of movement and that cannot be easily removed by a student.  Mechanical Restraint does NOT include:

    a. An adaptive protective device recommended by a physician or therapist (when it is        recommended); 

    b. safety equipment used by the general student population as intended (for example        seat belts, safety harness on school transportation)

2. Third Grade Reading Law - Samples were shared from two of the centers and will be emailed out on the SLIP list-serve.  Discussion held on assessments the group is using.

3.  Sex & Health Education - Two comparison documents previously available and are not accessible on the MDE website.  Call to the State has indicated that the contact person listed on the site is not aware that they were listed as the contact person to this information.  Tina plans to present the information on Day 2 that she previously used in their curriculum and to continue to search for updated information. 

4.  Teacher & Sub Shortages were discussed and alternative certifications and/or arrangements that districts are doing to get coverage. Supervisors are assisting with IEP's, lesson plans, and progress monitoring to get requirements covered. 

 

 

Open Committee Communities of Practice (CoP): Urban Special Education Administrators


Jacqueline McDougal, PhD
Jacqueline McDougal, PhD

Program Evaluation Program Evaluation is the use of research-based methods to systematically investigate the effectiveness of programs/services, to inform decision-making, and to ultimately improve educational outcomes. Program evaluation entails asking questions in one or more of four different domains: (1) program/service need and design, (2) program implementation, (3) program impact, (4) and program efficiency.

What is the best way to evaluate our programs?

Reviewed Dr. Brad Rose Program Evaluations  Part 2

 

National Heritage has a Program Evaluation that can be used as a model.

School suspensions are an adult behavior:

https://youtu.be/f8nkcRMZKV4

Open Committee Liaisons & Representatives: DAS Advisory Committee


Rebecca McIntyre
Rebecca McIntyre

High Quality Student Evaluations High Quality Student Evaluations are based on rules established through both State and Federal special education law, along with best practice standards, and conducted by a highly skilled educational team. Evaluations require a systematic process that includes a thorough collection and review of relevant data from a variety of sources and result in the rejection or establishment of one of the 13 Michigan special education eligibility categories. Eligibility is contingent upon ruling out a number of confounding factors that may account for the student’s diminished performance including limited English proficiency, lack of appropriate instruction, and/or environmental, economic, or cultural disadvantage. Further, eligibility for special education exists only if both eligibility and need for special education services are present.

Update on 3rd Grade Reading Law and Early Literacy

  1. Parent and educator video will be available on website soon
  2. Currently waiting for guidelines on “what 1 year deficient looks like”
  3. Young 5’s are required to have an IRIP if there is a deficiency
  4. Students with IEP’s are not exempt from having an IRIP, an an IEP CANNOT be used as the IRIP!
    **It is reasonable and appropriate for the IRIP to be delivered by the special ed teacher as part of the special ed service time.
    The CEC/MAASE Rep pointed out potential funding implications as well a supplanting versus supplementing issue
  5. Cannot submit an exemption for entire IEP population

  6. What happens in 4th grade if good cause exemption is utilized?  Remains eligible for reading interventions services designed to enable the student to achieve proficiency.

  7. No student is exempt from the law!

 

Open Committee Professional Learning Committees: Tuesday Professional Learning


Donna Jones
Donna Jones

The Tuesday Professional Learning Committee has been focused on arranging and confirming activities for the 2017-18 MAASE calendar.  The committee is diligent about aligning the PL with both the MAASE Four Focus Areas and the development of strong special education leadership in Michigan.  We strategically select and plan topics and presenters that will help MAASE members grow and learn new skills to impact structures within schools, and ultimately improve outcomes for students.

The December MAASE will bring John O'Connor, author of  GREAT Instruction GREAT Achievement, to Lansing to share his knowledge and skills with our members.  

High Quality Student Evaluations High Quality Student Evaluations are based on rules established through both State and Federal special education law, along with best practice standards, and conducted by a highly skilled educational team. Evaluations require a systematic process that includes a thorough collection and review of relevant data from a variety of sources and result in the rejection or establishment of one of the 13 Michigan special education eligibility categories. Eligibility is contingent upon ruling out a number of confounding factors that may account for the student’s diminished performance including limited English proficiency, lack of appropriate instruction, and/or environmental, economic, or cultural disadvantage. Further, eligibility for special education exists only if both eligibility and need for special education services are present.

Specially Designed Instruction (SDI) Specially Designed Instruction (SDI) means organized and planned instructional activities typically provided by a qualified special education professional that modify, as appropriate, the content, methodology, or delivery of instruction. What makes instruction truly individualized and specially designed for a student with an IEP and different from what a student without an IEP receives is how the instruction is linked to the student’s IEP goals and objectives. SDI is planned, organized and meaningful in that it is an intentional and systematic process that specifically addresses the student's needs as expressed in the IEP goals and objectives.

Skilled Staff Skilled Staff systematically individualize instructional variables to maximize the learning outcomes of students with IEPs. They identify and use evidence-based practices appropriate to their professional preparation and are most effective. Skilled staff use regular progress monitoring to accurately measure the learning progress of students with IEPs, and they individualize instruction variables in response to assessment results. They create safe, effective, and culturally responsive learning environments by using behavior change practices that are evidence-based, embracing the use of positive behavior supports that respect the culture, dignity, and basic human rights of students with IEPs. Skilled staff engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance. They promote opportunities for parent education using accurate, culturally appropriate information and professional methods.

Program Evaluation Program Evaluation is the use of research-based methods to systematically investigate the effectiveness of programs/services, to inform decision-making, and to ultimately improve educational outcomes. Program evaluation entails asking questions in one or more of four different domains: (1) program/service need and design, (2) program implementation, (3) program impact, (4) and program efficiency.

Board Appointed Standing Committees: Legislative Action Committee


Eric Hoppstock
Eric Hoppstock

We are currently exploring improved systems around dispute resolution. We are reviewing content from a variety of sources with the idea of developing a position paper on ways to improve the dispute resolution process in Michigan.

We are also working on developing a quarterly reporting format that will go out to the general membership relative to legislative activity.

Stay tuned for more information.

Skilled Staff Skilled Staff systematically individualize instructional variables to maximize the learning outcomes of students with IEPs. They identify and use evidence-based practices appropriate to their professional preparation and are most effective. Skilled staff use regular progress monitoring to accurately measure the learning progress of students with IEPs, and they individualize instruction variables in response to assessment results. They create safe, effective, and culturally responsive learning environments by using behavior change practices that are evidence-based, embracing the use of positive behavior supports that respect the culture, dignity, and basic human rights of students with IEPs. Skilled staff engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance. They promote opportunities for parent education using accurate, culturally appropriate information and professional methods.

E-Rate – The FCC is considering a policy change which would deeply cut--if not eliminate-- IT support for Category 2 (internal connections) within the E-Rate program. Adopted as part of the 2014 modernization, this is a premature policy considering that it would undermine the intent of the 2014 vote and threaten the ability of schools and libraries to access and afford high speed connectivity in their classrooms.

E-Rate provides $3.9 billion in discounts annually to ensure that all public libraries and K- 12 public and private schools gain access to broadband connectivity and robust internal Wi-Fi. As of December 31, 2015, schools and libraries have received over $31 billion in E-Rate funds. In fact, E-Rate is the third largest stream of federal resources in the country, after Title I and IDEA. In fiscal year 2017, Michigan’s schools and libraries received over $36.1 million to support expanding connectivity in the classroom.

Call to Action:The FCC has asked for the public to submit initial Comments on this Public Notice by October 23rd and Reply Comments by November 7th. Schools, districts, educators and parents are asked to file comments telling the FCC to leave E-Rate Category 2 funds alone. A strong response might prevent the FCC from taking action to transfer E-Rate funds. For guidance and tools on how to file comments, go to the resource page on the AASA website: http://aasa.org/content.aspx?id=634.

Open Committee Standing Committees: Membership Services


Kathleen Flynn
Kathleen Flynn

Membership totals as of our meeting:  515 total members & 85 new members

Activities planned this year:

February 15 - Come, Fall in Love with MAASE!  Silent Auction

June 12 - Retirement Celebration

Skilled Staff Skilled Staff systematically individualize instructional variables to maximize the learning outcomes of students with IEPs. They identify and use evidence-based practices appropriate to their professional preparation and are most effective. Skilled staff use regular progress monitoring to accurately measure the learning progress of students with IEPs, and they individualize instruction variables in response to assessment results. They create safe, effective, and culturally responsive learning environments by using behavior change practices that are evidence-based, embracing the use of positive behavior supports that respect the culture, dignity, and basic human rights of students with IEPs. Skilled staff engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance. They promote opportunities for parent education using accurate, culturally appropriate information and professional methods.