2017 June

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

Purpose of Meeting

  • Share work of workgroup for review and input
  • Provide opportunity to identify collaborative opportunities
  • Provide opportunity to identify service delivery challenges
  • Provide opportunity to enhance collaboration amongst members

Meeting Objectives

  • Review April work plan
  • Provide workgroup with input to enhance Service Provision document
  • Consider action steps to enhance collaboration with providers and agency partners

Agenda Items:

-    Provide update of work on MAASE Autism Insurance Benefit 2013 document: work committee shared updated document and is asking committee members for quick feedback for any edits.     

-  Collaboration with agency partners in region/protocol for common language across providers

-  Looking ahead to 2017-18: determine next steps for disseminating and implementation of guidance document across MAASE membership and service providers in our state

 

 

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


Michelle Bahr
Michelle Bahr

We will meet for breakfast the Tuesday morning before Summer Institute (our usual lobby spot) just to catch up.  We will send a reminder closer to the meeting.

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.

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.

Our June meeting had a wide variety of topics, including:

Birth to 3 periodic reviews

Birth to 3 use of Consent and REED

1862 Waivers

Summer Institute plans for presentations

Primary Service Provider model

Legislative updates (GSRP, Head Start, Kindergarten Readiness Assessment, MSDS Codes, etc.)

Open Committee Communities of Practice (CoP): ISD Collaborative


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.

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.

CIMS: Data Quality Concerns
B4 and Sig Dispro:
An extensive amount of incorrect discipline data was pushed into CIMS workbooks which resulted in issuance of warning letters and identification of Sig Dispro for Discipline.  It is highly recommend  to compare CIMS student level data with actual MSDS data on the Discipline and Consequence Summary for Fall 2015, Spring 2016 and EOY 2016 to verify the accuracy of the discipline data for your locals.  

*Please note, the local districts did not receive their student data, only the ISD and so only the ISD can verify this information.

It is very important that if there are ANY discrepancies identified you report the discrepancy to John Robertson robertsonj@michigan.gov  and COPY Jessica Brady bradyj@michigan.gov and then request a recalculation and new letters to be issued that reflect the new percentages and ratios.

Ed Environments: warning letters were issued on May 15 with districts receiving warning letters for actually being in compliance.  It appears there was a mail merge issue and so MDE pulled back all letters and reissued approximately a week later.

Timely, Valid and Reliable Data was issued as part of the Determinations.  TVR looks at the static list of students enrolled during Spring 2016 and EOY 16 count and the exit status for the same group of students in EOY 16 and Fall 16.  It is important to identify LEAs and PSAs who may not be exiting students  in a timely fashion and work with them to improve their exit processes.

Complaints:
MDE recommended referring to Due Process Complaint 16-00246 from April 20, 2017 for an example of a behavior related due process case.  

There are timeline conflicts in CIMS.  The final decision for any complaint

Accountability: Sending Scores Back Program Discontinued:

As per Matt Gleason of MDE, effective 2016-17 and beyond under the new state level accountability system, there is no district level accountability and so no entity level to send scores back to.  To continue with the SEE program under the new accountability system would would remove non-resident students from the accountability entirely and present issues of bias in reporting on special populations.

Effective 16-17 school year, the sending scores back program will no longer exist. Current SEE’s and S2E2’s will be used for reporting purposes only.

The concern is that indicator data will show up in CIMS, but not on your accountability scorecard and so will be a very big issue for any district operating regional or center based programs.   Teri Chapman is looking into this. Superintendent Whiston is willing to revisit the conversation but doesn't understand why it would be needed under a dashboard accountability system.

This is also an issue in regards to the 1% CAP proficiency CAP that will be discontinued and also all the Ed Environment letters that were just issued to the center based programs around the state were most likely reflective of this change.  

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


Jacqueline McDougal
Jacqueline McDougal

Urban CoP did not meet in June

Social Justice

Equity

Restorative Practices

Open Committee Standing Committees: Association Partnerships


Matt Korolden
Matt Korolden

No immediate dates.  Team will set 2017-2018 meeting dates following summer leadership meetings.

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.

At the Aprio BoD meeting, the AP committee was asked to draft templates for a one page MAASE work overview and a presentation format for consideration by the BoD in June.  These items were submitted for consideration.