Michigan Department of Education Strategic Plan Albert Einstein. Aligned with Strategies: 2.3, 2.4,...

Michigan Department of Education

Strategic Plan

MDE Mission Statement

Support Learning

and Learners.

Formula for Success

Effective

Innovation X

Effective

Implementation

MethodsX

Enabling

Contexts

Educationally

Significant

Outcomes=

Focus AreaFramework

FOCUS AREA: LEARNER-CENTERED SUPPORTS

Vision to Support LearnersMichigan aspires to become a state in which all of our graduates are

prepared and competent global citizens successful in the workforce

and society. In order to attain this our students will have equitable

access to learner-centered education environments that are

academically challenging and personalized. Michigan will build and

support mastery of high level academic content and other key

competencies including creative problem solving, critical thinking,

effective communication, collaboration, reflection and self-regulation.

All learners will have access to high quality, caring educators that use

multiple evidence-based practices to meet individual needs.

COMPONENTS OF LEARNER-CENTERED SUPPORTS

Aligned with Strategies: 2.3, 2.4, 2.6, 2.7Deeper Learning

ACTIONS BY ROLE (NOT INTENDED TO BE AN EXHAUSTIVE LIST)

MDE will provide research and materials, including a menu of evidence-based

strategies, tools and educator competencies to promote deeper learning in

Michigan classrooms.

ISDs and professional organizations can help by providing professional

learning opportunities for leaders and teachers around deeper learning.

Districts and schools can help by committing to providing personalized deeper

learning experiences and to educating parents to the benefits of deeper learning

for students.

Businesses can help by providing partnerships and internships for students that

integrate curriculum areas, provide real-life experiences, promote communication,

problem solving and creative thinking inside and outside of the school day.

“The important thing is not to stop

questioning; curiosity has its own reason for

existing. One cannot help but be in awe

when contemplating the mysteries of eternity,

of life, of the marvelous structure of reality. It

is enough if one tries merely to comprehend

a little of the mystery every day. The

important thing is not to stop questioning;

never lose a holy curiosity.”

- Albert Einstein

Aligned with Strategies: 2.3, 2.4, 2.6, 2.7Personalized

Learning


MDE will identify and promote key components of a system that supports personalized learning.ISDs can help by providing professional learning and facilitation around the development and monitoring of a personalized learning system that supports each student.Districts, Schools and School Boards can help by establishing and promoting systems that support personalized learning.Districts and Schools can develop a culture wherein students are supported to take ownership and advocate for their own interests and learning needs through guided goal setting.Districts will promote and provide opportunities for parents to learn about personalized learning.Parents can help by co-developing and supporting their children’s learning goals.Businesses can help by providing learning opportunities for students in the workplace that are aligned to their goals and interests and, potentially, as a career exploration.

Aligned with Strategies: 2.2, 4.1, 4.2, 4.5Differentiated Supports


MDE will facilitate increased partnerships to address the whole child through

services and supports that address individual student’s physiological, safety, and

relational needs.

Business and community partners can help by providing resources and

supports for student’s physiological, safety, and relational needs.

Families can help by utilizing school support systems provided.

Legislators can help by addressing policies needed to provide resources to high

needs districts, schools, students and families.

Aligned with Strategies: 2.2, 4.1, 4.2, 4.5Differentiated Supports


MDE will use data and evidenced-based practices to design and adopt a model of multi-tiered systems of supports that promotes academic and behavioral outcomes, focusing on strong core instruction for all.MDE will increase the literacy competencies of teachers and learners by providing guidance on teaching literacy and using MTSS to support all literacy learners.ISDs can help by providing professional learning to districts around core components of early literacy instruction and MTSS.EPIs (Educator Preparation Institutions) can help by providing pre-service teachers with strong literacy and MTSS teaching experiences and knowledge.Districts and schools can help by adopting multi-tiered systems of supports to meet the academic and behavioral needs of all learners and by ensuring their teachers are utilizing evidenced-based strategies to teach literacy.Parents and families can help by engaging in at-home supports and practices that further learning for their child/ren.

Aligned with Strategies: 2.1, 2.4, 2.8cAligned Curriculum


MDE will provide guidance and assessments around high quality curriculum

standards.

MDE will provide supports for identified districts that include curriculum alignment

and the use of surveys of enacted curriculum.

ISDs can help by providing professional learning and facilitation around the

implementation, analysis, collaborative dialogue, and plans moving forward with

surveys of enacted curriculum.

Districts and schools can help by committing time, planning and support

necessary to align curriculum through the use of surveys for enacted curriculum.

Aligned with Strategy: 2.5Feedback


MDE will provide a Feedback for Learning Framework developed with stakeholder

partners.

MDE will co-construct professional learning opportunities to support feedback that

emphasizes teacher-to-student, student-to-student, teacher-to-teacher and

administrator to teacher feedback for continuous learning.

Educational partners can help by developing modules and providing

professional learning around feedback for learning.

School leaders and educators can help by creating and sustaining a culture of

feedback for continuous improvement.

FOCUS AREA: EFFECTIVE EDUCATION WORKFORCE

VISION TO SUPPORT EDUCATORS

Michigan desires to ensure that all students have equitable access to

excellent educators. All educators will be honored, supported and

offered opportunities to learn and excel in their profession to meet the

needs of the students and communities they serve. Novice educators

will be encouraged, supported and prepared for their profession.

Feedback is critical to continuous improvement across the

educational field.

COMPONENTS OF EFFECTIVE EDUCATOR WORKFORCE

Aligned with Strategies: 2.5, 2.8, 3.1, 3.2, 3.3, 3.4Development of New Educators & Leaders


MDE will develop, implement, and refine a feedback framework for learning that is

inclusive of systems for determining progress and providing support for

continuous improvement.

MDE will develop a model system of training and induction for educators based

on a novice, practicing, and master levels approach.

EPIs can help by engaging with MDE to co-construct the model system.

Districts and schools can help by promoting placements for novice teachers.

Districts and schools can help by providing mentors for novice teachers and

leaders.

Aligned with Strategies: 2.5, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5Support for Practicing Educators & Leaders

ACTIONS BY ROLE

(NOT INTENDED TO BE AN EXHAUSTIVE LIST)

MDE will develop, implement, and refine a feedback framework for learning that is

inclusive of systems for determining progress and providing support for

continuous improvement.

MDE will develop a comprehensive plan that includes statewide deployment of

high-quality, coordinated professional learning around identified priorities.

Educational partners can help by developing modules and providing

professional learning around feedback for learning.

Aligned with Strategies: 3.3, 3.4, 3.5Equity across the Field

ACTIONS BY ROLE


MDE will conduct strategic research to identify shortages in the educator

workforce, formulate concrete plans to address identified shortages, and craft

policies and programs to support implementation of the developed plans.

Educational partners (EPIs, ISDs, LEAs, early childhood, professional

organizations) can help by participating in strategic research efforts with MDE.

Educational partners (EPIs, ISDs, LEAs, professional organizations, early

childhood) can help by engaging with MDE to co-constructing the plans.

Aligned with Strategies: 3.3, 3.4, 3.5Equity across the Field

ACTIONS BY ROLE


MDE will define research-based competencies necessary for educators to be

successful in high needs districts and schools.

EPIs can help by partnering with MDE to develop training programs to target

competencies and skills for educators wanting to serve in areas of high need.

ISDs and districts can help by partnering with MDE to develop professional

learning policies and programs to support educators in areas of high need.

Districts and schools can help by hiring teachers with demonstrated

competencies.

“Coming together is a

beginning. Keeping

together is progress.

Working together is

success. If everyone is

moving forward together,

then success takes care

of itself.”

– Henry Ford

FOCUS AREA: STRATEGIC PARTNERSHIPS

Vision to Support Learning and Learners

Michigan believes that strategic partnerships improve

learner outcomes. Educating learners is the work

and joy of many, providing experiences and

relationships within varied learning environments.

Strong partnerships happen when all partners are

equally engaged and hold a shared commitment

around identified needs. Clear intentions and defined

outcomes also ensure that learners receive the

greatest benefits from the partnerships.

COMPONENTS OF STRATEGIC PARTNERSHIPS

Aligned with Strategies: 5.1, 5.2, 5.3, 5.4, 5.5Parent, Family &

Community Services

ACTIONS BY ROLE(NOT INTENDED TO BE AN EXHAUSTIVE LIST)

MDE will leverage research on engagement best practices to design a tool kit with

protocols that encourages and promotes effective partnerships with parents and

families.

MDE will develop protocols to encourage and promote effective partnerships.

Districts and schools can help by holding community conversations, learning

forums and workshops with parents/families to promote active parent and family

engagement.

Businesses and community can help by reaching out to districts and schools to

explore and implement partnership opportunities that support parent and family engagement efforts.

“The impact of working with parents and community

partners in high-poverty communities can be even

more pronounced than in the schools of their more

affluent peers.”

- Ace ParsiDeeper Learning Equity Fellowship

Aligned with Strategies: 4.1, 4.4c, 5.3District Partnerships


MDE will develop and implement a partnership model framework and protocols to

provide districts with supports where additional partnerships could bolster

academic and fiscal outcomes.

ISDs, School Boards, communities, and families can help by joining in the

identified partnership to explore and provide intentional, individualized supports.

Legislators can help by approving funding for districts and schools in need of

comprehensive supports.

Aligned with Strategies: 1.3, 6.2, 6.3, 6.5, 6.6Post-secondary/Higher

Education Access


MDE will expand the number of statewide articulation agreements with community

colleges and four-year institutions to provide postsecondary credit for advanced

high school coursework in CTE.

MDE will provide technical assistance to schools to increase the amount of

Early/Middle College programs being offered statewide.

ISDs and districts can help by reaching out to local community colleges and

universities to establish partnerships and programming.

Higher education can help by reaching out to local school districts to establish

partnerships and programming.

Aligned with Strategies: 1.3, 6.2, 6.3, 6.5, 6.6Workforce Preparation


MDE will coordinate with the Workforce Development Agency to increase

internships and work-based experiences for high school students.

MDE will establish a consortium of postsecondary and vocational training

educational entities to identify workforce needs throughout the state.

Consortium members can help by developing a plan to address identified

workforce needs.

ISDs, districts, and schools can help by providing opportunities for community

businesses to work with them around possible programming specific to identified

workforce needs.

Businesses can help by establishing partnerships with schools to address the

identified workforce needs.

FOCUS AREA: SYSTEMIC INFRASTRUCTURE

VISION FOR SYSTEMIC INFRASTRUCTURE

Michigan believes effective systems are contingent on a cohesive,

coherent, and aligned infrastructure. In order to be an effective and

efficient system, alignment is necessary across the education arena

from MDE into all levels of the learning organization. Infrastructure

components must be addressed in totality to bring forth initiatives that will be sustainable and scalable to improve student outcomes.

COMPONENTS OF A SYSTEMIC INFRASTRUCTURE

Aligned with Strategies: 7.1, 7.2, 7.4Governance


MDE will capitalize on existing structures, including ISDs, districts,

schools, early childhood centers, and professional educational

organizations to improve outcomes for all learners.

MDE will promote an environment that encourages customer service and

collaboration.

MDE will agree to a common set of data and governance protocols by

which decisions are made.

Educational partners (including, but not limited to higher education,

ISDs, LEAs, early childhood, professional organizations) can help by

working with MDE to operationalize the components of the infrastructure.

Aligned with Strategies:Communication


MDE will develop and implement a comprehensive communication plan that promotes:

o Consistent, accurate internal and external messagingo Dialogue with all stakeholders to inform continuous improvements

Focus AreaFramework

MULTI-TIERED SYSTEMS OF SUPPORTS

After analysis of data, along with examination of factors such as fit,

need, readiness, resource availability, and capacity for implementation,

MTSS was chosen as a deep priority area to improve student

achievement across our state.

MTSS crosses all focus areas of the Ten in Ten Strategic Plan—

learner-centered supports, effective educator workforce, strategic

partnerships and systemic infrastructure. MTSS can be viewed as a

unifying framework that encompasses and connects all of the

strategies within the focus areas.

UNIFYING FRAMEWORK: DIFFERENTIATED SUPPORTS

MDE will utilize Implementation science and a transformation zone to

ensure that MTSS will positively affect student achievement across

Michigan. This implementation process will strengthen our

infrastructure to bring any and all initiatives forward from MDE through

ISDs, districts, and schools and early childhood classrooms now and

in the future.

Systemic infrastructure

MDE will determine a menu of core evidence-based practices for

districts to choose from and implement around MTSS.

Tier one will include deeper learning experiences, personalized

learning, STE/AM, early literacy key strategies and behavioral and

differentiated supports.

Learner-Centered Supports

MDE will partner with universities and colleges to develop programs

that promote competencies in teachers and leaders necessary for

MTSS implementation and powerful instruction.

MDE will work to develop an innovative new teacher program that

provides support and learning for our newest educators.

MDE will provide guidance for professional learning around MTSS

evidenced-based practices.

Effective Educator Workforce

MDE will seek partnerships and work with districts to provide

differentiated supports across all tiers for increased student

achievement.

MDE will work with partners and districts to provide services that

address the whole child, especially in areas where need is great as

demonstrated by multiple data sources.

MDE will help districts and schools to develop partnerships that

provide internships and other educational experiences within and

outside of the school that support deeper learning and personalized

learning.

Strategic Partnerships

Deeper Learning

Deeper Learning provides integrated educational

experiences that facilitate mastery of academic

content and other key competencies such as

critical thinking, problem solving, collaboration,

communication, learning to learn and self

management. These skills are desirable workforce

competencies.

Feedback

Feedback is a dynamic dialogic process that uses

evidence to engage a leaner internally or with a

learner partner in constructing knowledge about

practice and self (Joellen Killion).

Personalized Learning

A personalized learning model strives to meet the

individual needs and interests of each student.

Typically, a personalized learning model does this

through continuously assessing student needs,

interests and progress; designing—or co-designing

with students—personalized learning opportunities

and supports; and offering students ownership

over this learning. Personalized learning models

touch many of the deeper learning aligned

practices.

Early Learning Indicators

Michigan recognizes that significant learning and development

takes place early in a child’s life. We want to ensure that

learners build strong foundational skills for learning, including

early communication and literacy skills and numeracy.

Indicators may include, but are not limited to:

Indicator Description Baseline (2016) Rank

NAEP (National Assessment of

Educational Progress) 4th Grade Reading

Nationally normed student

assessment of reading skills42nd in the US

NAEP 4th Grade MathematicsSame as above for basic numeracy

and arithmetic skills41st in the US

Michigan’s State Assessment of English

Language Arts (ELA) proficiency

(currently M-Step)

Proficiency based on adopted

content standards for MI, mapped

through NCES mapping

Awaiting 2015 results based

on initial M-Step

assessment

Continued…


State Head Start Enrollment by age groupNumber of students compared to

number eligible

Needs calculation from AEC

data

Great Start Readiness Program enrollment

by age group

Number of students compared to

number eligible

Statewide data only (not a

federal program)

Fourth graders who are chronically absent

from school

Percent of students identified as

chronically absent – by NCES

definition

34th (based on 2013 survey

data as most recent)

Exit Ready Indicators

Michigan recognizes that students must be career and college

ready when they leave the PK-12 education system. We want

to ensure that learners graduate high school with appropriate

skills and understanding to succeed with whatever post-

secondary choices they pursue.



SAT Nationally normed student assessment of

reading skills

Data forthcoming for 2015-16 school year with new SAT

assessment.

High School Graduation Rate (5-yr)% of students graduating high school within 5

yrs

Post-secondary college enrollment

% of students enrolled in or completing a 2 or 4

year academic program 18 months after high

school graduation

Overall student proficiency on state

assessment matched to standards

% of 11th grade students who meet CCR benchmarks on state assessment in all tested subjects


U.S. News and World Report Best

High School Rankings

Composite ranking based on student

proficiency, grad rate, and other factors

incorporating economic disadvantage

considerations

28th is 2016

Education Development Plans% of students with fully developed Education

Development Plans (grades 4, 6, 8, 10, 11, 12)

To be developed with new policies identified in Top 10

Strategies

Post-secondary completion rates

(goal of 60% by 2025 per

“Reaching for Opportunity”

report from Talent 2025

Longitudinal data showing % attaining post-

secondary degrees five years after high school

graduation

38% of Michiganders

(working age) have an

associate degree or higher

level of educational

attainment.

NAEP 8th grade Reading and

Mathematics Assessments

Nationally normed student assessment of

reading and mathematics skills, showing

outcomes at 8th grade as benchmark for

progress toward exit ready status

Continued…

Engagement Indicators

Michigan understands that learner success depends on being

fully engaged in the learning environment. It is critical that

students are connected to learning experiences outside of the

traditional classroom and have rich academic opportunities to

pursue advanced studies.



Compiled student

attendance rate% daily attendance as reported by schools

Suspension / Expulsion rate% of students suspended for at least 10 days or expelled

per proposed definitions

CTE Participation% of high school students enrolled in a CTE and/or EMC

program

Advanced academic

program participation

(includes AP / IB

Participation rates, dual

enrollment participation, and

Early Middle College

enrollment)

% of students enrolled in AP or IB programming, and/or

% passing AP or IB tests by completion of high school

graduation

% of students enrolled in dual enrollment or EMCs


Student voice

% of students reporting increased motivation,

participation, self-advocacy, investment, peer perception

(Michigan Student Inspiration Project)

Personalized learning plans % of students setting learning goals

Digital badges

demonstrating

competencies in academic

and life-skill focused tasks

Number of students with digital badges to acknowledge

competency and/or skill proficiency in academic and/or

life skills based upon provider standards

Continued…

Effective Educator Indicators

Michigan recognizes that the primary support for learning is the

teacher. We strive to ensure that Michigan has a strong

educator workforce in place with educators that are prepared to

support all learners.



American Legislative

Exchange Council (ALEC)

metrics for teacher quality

Individual metrics and grades for teacher

quality based on five indicator areas

around teacher quality and pipeline

National Education

Association rankings for

educator support

Composite ranking based on teacher

salary, % of revenue for financing public

education, and expenditures per student

on staffing

Average salary of teachers 2013-14

and 2014-15: 11th

% change in average salaries of

public school teachers 2004-05 to

2014-15: 36th

Average salaries of instructional staff

in public schools 2014-15: 13th

Students enrolled per teacher in

public K-12: 8th (17.5)


National Council on Teacher

Quality bi-annual state policy

yearbook

Letter grade and supporting data for

teacher quality in five indicator areas,

with targeted specifics for individual

educator preparation institutions

Retention % of teachers retained

National Board Certification% of teachers with National Board

certification

Feedback Systems

% of schools with fully-implemented

feedback and reflective dialogue features

of selected education evaluation models

Continued…

Equity Indicators

Michigan recognizes that all students need to have access to

high quality educational opportunities.



Civil Rights Data Analysis

Individual categories of data for program

enrollment, pathways to college and career

readiness, and student/staff ratios

Education Week Quality Counts

index

Composite ranking of states based on “chance

for student success” index, K-12 achievement

data, school finance analysis

2016 Overall grade: C-

(71.7) (35th)

Chance for Success: C

Early foundations: B

School years: C-

Adult outcomes: C

Achievement Gaps

% of schools with closed achievement gaps for

special populations as measured by state

assessments

Suspension/expulsion% of schools with closed gap related to

disproportionate suspensions/expulsions


Statewide implementation of MTSS

% of schools implementing MTSS to

meet 75% or greater on a fidelity

rubric

Statewide provision of public education

data

Amount of data available for and

used in statewide analysis of

educational outcomes

Schools that are equipped technologically

to support instructional and assessment

initiatives

% of schools that meet national

guidelines for technology readiness

Efficacy Indicators

Michigan recognizes that educational reforms need to be

implemented with fidelity. We need to ensure that efforts to

develop a systemic infrastructure are progress monitored to

ensure appropriate development and implementation.



Public surveys to educational

stakeholders

Targeted feedback on policies and

programs based on annual survey

activities

Program Evaluation outcome data for

district Title I activities

District-determined program

evaluation studies of a single, large-

scale Title I funded program at the

district level

Continued…

Michigan Department of Education Strategic Plan Albert Einstein. Aligned with Strategies: 2.3, 2.4,...

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