Developing Leaders Notes Date: April 11, 2018 Session Title: General Supervision - what is your priority area? Focus Area:Program Evaluation

MAASE Focus Areas:

We will align and organize the strategic priorities and work of MAASE to focus on the following elements:

High Quality Student Evaluations

Specially Designed  Instruction

Skilled Staff

Program Evaluation

Through the platforms of:

Association Partnerships

Legislative Action and Advocacy

Professional Learning

Membership Services

 

EdCamp is an open format where group members share thoughts to help one another in implementation of "real life" practice. These notes reflect the thinking of someone in the group but do not represent an official position on behalf of MAASE. Anyone using this as a resource is encouraged to use their best judgement in interpreting the suggestions.

 

MAASE EdCamp Format:

 

 

 

Notes:

 

--Focus on SPP at the MDE level

--Transition grant will be going away

--Template indicates that there are 8 areas

--All should focus on student outcomes

--Requires one designated priority area to focus on; how do you choose?

--One priority area was chosen for behavior

--Data made decision

--FBA/PBSP

--General education and special education focus

--Directors meeting in May - the ISD directors will be given more information on what the focus areas are

--Tree of influence graphic

--Taking the old performance indicators to help drive the new influence trees

--State Systematic Improvement Plan (SSIP)

--Is the data “clean enough” to help determine a priority focus area

--When was the data collected?

--How is the data being reported

--Digging deeper into the data but keeping what’s best for students on the forefront

 

--Does the money/funding have to follow the priority area that is chosen?

--Compliance vs. increasing student outcomes

--How can you connect the two?

--At this time, it seems that how to choose the priority area is wide open

--No clear direction has been given on how to choose the one priority area

--Understanding that it is going to look different across ISD’s based on need

--General model of supervision

--Using Ed benefit review, data, student outcomes

--Does the priority area stem from the meeting back in September?

--Used older data

--General supervision vs. priority area

--How do these run together without becoming too overwhelming

--How closely tied do these need to be to each other

--Behavior has become such a big focus area

--Are we narrowing our priority area too much that we missing the mark on student achievement

--Making sure it aligns with student benefit

--Do we have resources, manuals, direction within these areas

--What we have yet to prove that we are able to improve student outcomes

--Changing past practice since our outcomes are not changing; no positive impact

--Wanting stakeholder input and feedback

--Wanting this to drive what is taking place within districts/building

--Saying that special education is not achieving results; we need to find a different way to say that we are no longer satisfied with the results we are seeing

--Feedback is so powerful for growth in general

--what was not evident to support our growth a year ago with the same information but in a different format

--having the same discussion around the same things that were previously looked at

--Very narrowed focused on special education - missing the comparison data

--Monitoring discipline for students with special education support

--Disconnect on how we pick our priority

--How are you going to be monitored on your priority?

--Template in the grant application asks what data you are going to use

--Using everything - all data points - to identify priorities in a systematic way

--School/District improvement process instead of choosing something from the SSIP areas from years ago

--Trickle down effect - OSEP -- MDE -- ISD -- Districts -- Buildings

--How are we ensuring the information is out there and accessible?

--Knowledge and requirements out there

--Identify the gap

--How is it being monitored

--Direct impact on priority area and student achievement

--Writing well connected IEPs

--Utilizing specially designed instruction

--Can we use the general supervision grant to intervene and improve the data?

--Some districts look for support fromthe ISD

--We haven’t interacted in this way before

--Conflicting information on how to move forward

--Push to be more firm with the locals

--Getting all stakeholders on the same page

--We can make more change if all stakeholders are working together

--Understanding the WHY behind what we are doing (compliance standpoint)

--Looking at the bigger picture

--We are on an upward track of making positive change

--Ex. measurable goals impacting graduation rate; limited correlation

--Non-classroom based staff - IEP coaches

 

ACTION STEPS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Feedback:

• What made this time worth your while?

• What specifically can we do to make this better?