THE PATH FORWARD

strategic action plan

Driven by the Collective Wisdom of Partners Across Michigan

We can, we must, we will do better for our children with disabilities and their families both in the short and long term.
Michigan’s Federal Determination
2018 Determination 2019 Determination 2020 Determination
Score Score Score

59.17 65.48 72.5

COMPLIANCE: 17/20 COMPLIANCE: 16/18 COMPLIANCE: 19/20
(85%) (88.89%) (95%)
RESULTS: 8/24 (33.33%) RESULTS: 10/24 (41.67%) RESULTS: 12/24 (50%)
(NEEDS INTERVENTION) (NEEDS ASSISTANCE) (NEEDS ASSISTANCE)

We can, we must, we will do better for our children with disabilities and their families both in the short and long term.
Office of Special Education Programs (OSEP) RUBRIC for 2018 & 2019
Results Driven Accountability (RDA)
Results Elements RDA RDA RDA
Score = 0 Score = 1 Score = 2
Participation Rate of 4th and 8th Grade Children with Disabilities (CWD)
<80 80-90 >90
on Regular Statewide Assessments (reading and math, separately)
Percentage of 4th grade CWD scoring Basic or above on reading
<23 23-28 >29
National Assessment of Educational Progress (NAEP)
Percentage of 8th grade CWD scoring Basic or above on reading NAEP <29 29-34 >35
Percentage of 4th grade CWD scoring Basic or above on math NAEP <39 39-48 >49
Percentage of 8th grade CWD scoring Basic or above on math NAEP <20 20-27 >28
Percentage of CWD Exiting School by Graduating with a Regular High
<65 65-75 >76
School Diploma
Percentage of CWD Exiting School by Dropping Out >22 22-15 <14
Percentage of 4th and 8th Grade CWD included in NAEP testing (reading or math):
1 point if State’s inclusion rate was higher than or not significantly different from the National
Assessment Governing Board (NAGB) goal of 85%; 0 points if less than 85%
We can, we must, we will do better for our children with disabilities and their families both in the short and long term.
Office of Special Education Programs (OSEP) RUBRIC for 2020
Results Driven Accountability (RDA)
Results Elements RDA RDA RDA
Score = 0 Score = 1 Score = 2
Participation Rate of 4th and 8th Grade Children with Disabilities (CWD)
<80 80-89 >90
on Regular Statewide Assessments (reading and math, separately)
Percentage of 4th grade CWD scoring Basic or above on reading
<23 23-27 >28
National Assessment of Educational Progress (NAEP)
Percentage of 8th grade CWD scoring Basic or above on reading NAEP <27 27-31 >32
Percentage of 4th grade CWD scoring Basic or above on math NAEP <40 40-46 >47
Percentage of 8th grade CWD scoring Basic or above on math NAEP <20 20-27 >28
Percentage of CWD Exiting School by Graduating with a Regular High
<70 70-78 >79
School Diploma
Percentage of CWD Exiting School by Dropping Out >21 21-14 <13
Percentage of 4th and 8th Grade CWD included in NAEP testing (reading or math):
1 point if State’s inclusion rate was higher than or not significantly different from the National
Assessment Governing Board (NAGB) goal of 85%; 0 points if less than 85%
We can, we must, we will do better for our children with disabilities and their families both in the short and long term.
Part B Results Matrix
2018 2019 2020
READING ASSESSMENT ELEMENTS
PERF. % Score PERF. % Score PERF. % Score
Percentage of 4th Grade Children w/Disabilities
80 1 83 1 84 1
Participating in Regular Statewide Assessments
Percentage of 8th Grade Children w/Disabilities
79 0 81 1 81 1
Participating in Regular Statewide Assessments
Percentage of 4th Grade Children w/Disabilities
22 0 22 0 26 1
Scoring at Basic or Above on NAEP
Percentage of 4th Grade Children w/Disabilities
82 1 82 1 85 1
Included in Testing on NAEP
Percentage of 8th Grade Children w/Disabilities
34 1 34 1 29 1
Scoring at Basic or Above on NAEP
Percentage of 8th Grade Children w/Disabilities
84 1 84 1 83 1
Included in Testing on NAEP

We can, we must, we will do better for our children with disabilities and their families both in the short and long term.
Part B Results Matrix
2018 2019 2020
MATH ASSESSMENT ELEMENTS
PERF. % Score PERF. % Score PERF. % Score
Percentage of 4th Grade Children w/Disabilities
81 1 84 1 85 1
Participating in Regular Statewide Assessments
Percentage of 8th Grade Children w/Disabilities
79 0 81 1 81 1
Participating in Regular Statewide Assessments
Percentage of 4th Grade Children w/Disabilities Scoring
39 1 39 1 40 1
at Basic or Above on NAEP
Percentage of 4th Grade Children w/Disabilities
81 1 81 1 87 1
Included in Testing on NAEP
Percentage of 8th Grade Children w/Disabilities Scoring
19 0 19 0 25 1
at Basic or Above on NAEP
Percentage of 8th Grade Children w/Disabilities
85 1 85 1 82 1
Included in Testing on NAEP

[PAGE 11 OF BOOK]
We can, we must, we will do better for our children with disabilities and their families both in the short and long term.
Part B Results Matrix
2018 2019 2020
GRADUATION & DROPOUT PERF. % Score PERF. % Score PERF. % Score
Percentage of CWD Exiting School by Graduating with a
63 0 63 0 65 0
Regular High School Diploma

Percentage of CWD Exiting School by Dropping Out 29 0 28 0 26 0

[PAGE 11 OF BOOK]
We can, we must, we will do better for our children with disabilities and their families both in the short and long term.
 Vision
We can, we must, and we will do better for our children with disabilities and
their families. Our system is in need of drastic improvement to support the state
of Michigan, our educator workforce, and most importantly, our students.
Michigan, at every level of the system, must challenge the status quo to ensure
an equitable education for all. We must afford educators the flexibility to be
creative in their approach to ensure successful post-school outcomes for all
while capitalizing on and consistently implementing practices proven to be
effective in meeting the needs of all. We must have an unwavering belief that
every student deserves an education that yields a successful life, knowing that
paths to success vary greatly. We, as citizens of Michigan, have a collective
responsibility to make this happen.

We can, we must, we will do better for our children with disabilities and their families both in the short and long term.
We can, we must, we will do better for our children with disabilities and their families both in the short and long term.
 We participate in the forming of the
future by virtue of our capacity to
conceive of and respond to new
possibilities, and to bring them
out of imagination and try
them in actuality.
-Rollo May

We can, we must, we will do better for our children with disabilities and their families both in the short and long term.
 Strategic Action Plan Domains

IMPROVED
MULTIPLE PATHWAYS
INSTRUCTION IN PERSONAL EDUCATOR
TO GRADUATION
INCLUSIVE LEARNING CURRICULUM CERTIFICATION
(DIPLOMA OPTIONS)
ENVIRONMENTS

PROFESSIONAL M-STEP/NAEP
DATA FUNDING
LEARNING COMMUNICATION

We can, we must, we will do better for our children with disabilities and their families both in the short and long term.
 WHAT OUTCOMES WILL WE EXPECT TO SEE?

We can, we must, we will do better for our children with disabilities and their families both in the short and long term.
We can, we must, we will do better for our children with disabilities and their families both in the short and long term.
Questions?

We can, we must, we will do better for our children with disabilities and their families both in the short and long term.