Transition

Michigan Transition CoordinatorsConstructing a Bridge to the Future: 

Michigan Transition Coordinators Constructing a Bridge to the Future Michigan Department of Education Office of Special Education and Early Intervention Services October 7, 2003

Session objectives: 

Session objectives To provide the context for Michigan’s efforts related to secondary transition data for the 2003 – 2004 school year. To present the draft 2003 – 2004 framework for Collecting and Learning from Secondary Transition Data. To engage input into the draft 2003 – 2004 framework for Collecting and Learning from Secondary Transition Data.

Agenda: 

Agenda Presentation of current context: Constructing a plan for the future Break Presentation: Draft 2003 – 2004 framework for Collecting and Learning from Secondary Transition Data ISD teams: Input to framework Lunch Small groups: Input to framework Large group reporting: Phases II, III, I Closure and next steps

Introductions at tables: 

Introductions at tables Name Role Agency

Michigan Transition CoordinatorsConstructing a Bridge to the Future: 

Michigan Transition Coordinators Constructing a Bridge to the Future Michigan Department of Education Office of Special Education and Early Intervention Services October 7, 2003

Current Context So why all this change?: 

Current Context So why all this change? January 8, 2002-The day education changed A new world of “Accountability” Continuous Improvement & Focused Monitoring System (CIFMS) Compliance AND Results Educational processes (This is what our system has always done) Educational benefit (Now we are being asked to look at results) Data-based Decision Making Federal Statutes Related to the Use of Data in Improvement Efforts Government Performance Results Act of 1993 (GPRA) Individuals with Disabilities Education Act of 1997 (IDEA) No Child Left Behind Act of 2002 (NCLB)

A New FocusSo what are the Feds looking at?: 

A New Focus So what are the Feds looking at? Selected processes (procedural compliance) Selected outcomes (hard data) FAPE in LRE Graduation and dropout State assessment participation and performance Suspension & expulsion Disproportionality Federal Expected Results Long-term continuous improvement Special education improves academic performance Special education improves post-secondary outcomes

One Perspective: Data ≠ Truth: 

One Perspective: Data ≠ Truth The government are very keen on amassing statistics. They collect them, raise them to the nth power, take the cube root and prepare wonderful diagrams. But you must never forget that every one of these figures comes in the first instance from the village watchman, who puts down what he damn pleases. Josiah Stamp Director of the Inland Revenue Department England, 1896-1919 There are three kinds of lies: Lies, damn lies, and statistics Leonard Henry Courtney, 1895

Understanding DataWhat stories do data tell?: 

Understanding Data What stories do data tell? Data Verification & Review Ensuring Valid & Accurate Data Evidence-based decision-making can’t be better than the quality of the data We may have to spend as much time cleaning data as gathering it Using data will lead to improving it Engaging stakeholders in the process insures accuracy

Collecting & Using DataI thought we did this already?: 

Collecting & Using Data I thought we did this already? Evidence-Based Decision Making using information to guide decisions Quantitative and qualitative data/information to guide decisions regarding systemic improvement Ideally, data: Are systematically collected and analyzed, Used in a continuous cycle of improvement, Help us see student progress over time Include multiple measures, and Are consistent with the experience of people familiar with the system

Data PortraitsSo what data do we have now?: 

Data Portraits So what data do we have now? Feds rank the states and MI expects to rank the ISD’s ISD data portrait information Graduation and Dropout Rate Understanding Exit Codes and Data Understanding the Impact of IEPT decisions IEP review data No aggregate data picture of the state Understanding the need for a complete picture Understanding what happens at the IEPT table Understanding that there may be more data out there Parent Perspective No aggregate picture of Transition Stories Is there consistency with the transition experience across Michigan?

Federal Rankings So how does Michigan measure up?: 

Federal Rankings So how does Michigan measure up? Graduation with a diploma (2000-01 Data) MI 40/52 40% Drop Out (2000-01 Data) MI 51/52 54% Graduation compared to Regular Education (2000-01 Data) MI 46/52 40%-77%

Michigan’s Response So what are we going to do about this?: 

Michigan’s Response So what are we going to do about this? State commitment to: Lead in change Maintain financial commitment for transition services Honor the work that has been done: Key accomplishments Awareness of Secondary Transition Recognize the Passion Understand the need for Knowledge Understanding and using data we have Develop a system that: Identifies excellence Identifies areas needing support Provides technical assistance and capacity building

Michigan’s Response So what are we going to do about this?: 

Michigan’s Response So what are we going to do about this? Simultaneous Work-03-04 Priorities Special Education Advisory Committee IDEA Mandate-Adult Prison Population Rules Revision-Transition Coordinators Role Transition Related Issues: Transportation Medicaid Eligibility School Funding Rules Continuous Improvement Focused Monitoring Team Design, Develop & Conduct a Focused Monitoring System

Local ResponseHow in the world do we do this?: 

Local Response How in the world do we do this? Transition Coordinators Continue with local plans Provide quality transition services to students with disabilities Volunteer to work with OSE-EIS to: Assist in designing a systematic approach to collect data which informs our system Identify needed supports for the 03-04 year Collect data Compile data to show an aggregate picture of Michigan Interpret data to identify strengths and areas for needed improvement in 04-05 Apply new learning in ISD and local programs

So where are we going?: 

So where are we going? From compliance to quality From process to outcomes From separate to inclusive From expectations to accountability for results

Transition Outcomes ProjectSequence of Project Activities: 

Transition Outcomes Project Sequence of Project Activities Proximity Requirements Quality Phase 1 Groundwork/Input Narrow Focus for 03-04 Work Provide Project Support Phase 2 Data Collection Collect Data Compile Data Portraits Phase 3 Learning from Data Interpret data portraits Develop Plan 04-05 Follow-up Design to be Determined Design to be Determined

ISD teams: Input to framework: 

ISD teams: Input to framework For each phase of the project, complete the worksheet to: Answer current status questions; Note constructive suggestions; Identify resource and TA needs.

Small groups: Input to framework: 

Small groups: Input to framework For each phase of the project, identify: Put 1 idea per post-it. Write large with marker.