Component BP. 1 ‹ Parent involvement is advanced through training and information dissemination to parents, youth with disabilities and staff.
Component Analysis
The related indicators analyze:
A. Parent and staff joint participation in training B. Training and information based on needs
C. Training, technical assistance, and information use D. Parent and staff awareness of parental rights and responsibilities
E. Training and information in a variety of languages, formats, and locations F. Parent active involvement in decision-making
The following data sources served as documentation in the analysis of Michigan's performance on this component:
ƒ Michigan Monitoring Model and Standards ƒ Intermediate School District Plan Criteria
ƒ Statewide Parent Advisory Committee ƒ Statewide Parent Survey
ƒ State Improvement Plan/ State Improvement Grant ƒ Transition Services Project
ƒ Comprehensive Parent Services System ƒ Michigan Youth Leadership Forum
ƒ Personnel Development Mini-Grants ƒ Individuals with Disabilities Education Act 1997 Training
ƒ Michigan Council for Exceptional Children ƒ Developmental Disabilities Institute
ƒ Growth for Families ƒ Michigan Department of Education Memoranda
ƒ TransACT ƒ Parent Training and Information Centers
Implementation in Michigan
The special education compliance monitoring review provides data on the standards relating to parent participation:
ƒ In the diagnostic phase including referral and consent for evaluation, multidisciplinary evaluation team, and evaluation review;
ƒ In the individualized education program and manifestation determination review processes; and ƒ In the informing phases of reporting student progress to parents and informing parents
regarding the age of majority rights for their child.
Additionally, there are monitoring requirements that review the procedural safeguards process, and policies relating to parent participation.
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Intermediate School District Plan Criteria require documentation of the districtwide parent advisory committee membership, composed of parents of students with disabilities. There is a corresponding
Statewide Parent Advisory Committee, supported by the Michigan Department of Education. Its purpose is to support the intermediate school district parent advisory committee chairpersons through
a regional network.
The Statewide Parent Survey, conducted as part of the Continuous Improvement Monitoring self-assessment process, asked about parent participation in district-based training and their perception of
involvement in decision-making. The results correlated positively with the results of the Monitoring Parent Survey and indicate that the majority of parents (60%) report being always involved in
decisions about their child. An additional 29% report being sometimes involved. Very few (18%), however, indicate that they attend workshops or parent meetings sponsored by their local district.
The Michigan Department of Education provides funding for data collection and service needs related to this component including:
ƒ Comprehensive Parent Support Services System. This state discretionary project provides both parent to parent and joint parent/ provider training and links parent information resources to
meet these needs effectively. ƒ Center for Educational Networking. This state discretionary project serves as an information
clearinghouse with online and telephone ordering options. Information is available to families, educators, and other interested parties.
ƒ State Improvement Plan/ State Improvement Grant. This federal grant provides statewide information and training on priority topics. Joint parent/ professional information development
and training are modeled, both among participants and trainers, for all State Improvement Grant sponsored activities. There are also sustained learning and capacity building pilot sites which
have parents as partners. ƒ Michigan Youth Leadership Forum. The Michigan Commission on Disability Concerns
sponsored a summer leadership development institute for high school students with disabilities. The Michigan Department of Education provided support.
ƒ Parent Liaison. The Michigan Department of Education created a parent liaison position in 1998. Through this position, support is provided using a variety of methods including meeting
attendance, telephone and e-mail contact. A newsletter, begun in 1999, is sent to intermediate school district parent advisory committee chairpersons and other interested parties.
During the public input process, participants were asked, "Are students with disabilities receiving the special education and related services they need?" A number of themes emerged from the statewide
summary of responses. One theme pertinent to this component relates to lack of communication.
Public input meeting participants suggested that there is a general lack of knowledge regarding parent rights and responsibilities. The challenge for parents is to gain sufficient understanding of available
services to enhance their own decision-making, develop trust in the provider, and acknowledge when they do not understand. Also, participants discussed the correlation between the level of parent
involvement and the array of services provided to their child. They reported that some districts do not tell them what is possible, only what is available, directing students into existing programs rather that
responding to individual needs.
Steering Committee Analysis
The Continuous Improvement Monitoring Steering Committee identified the following strengths for this component:
ƒ The Statewide Parent Advisory Committee is an asset to the state. ƒ Statewide advocacy groups take responsibility for training and information dissemination.
ƒ There are parents who are more involved now than in years past.
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The Steering Committee sees this component as warranting further attention. Important needs identified include:
ƒ While the state has made progress in promoting joint parent/ staff training opportunities and establishing structures for parent input, the data collected by the Michigan Department of
Education sponsored programs and services are not uniform. This makes it difficult to aggregate and analyze data.
ƒ The needs of parents, students, and staff are not identified in a consistent manner. ƒ Consistent training in rights and responsibilities is needed statewide for parents, staff and
students with disabilities. ƒ Assessment of the needs of youth with disabilities and the training opportunities afforded them
are very limited at this time.
The Steering Committee found that:
ƒ There is a the lack of data on staff understanding of parent rights and responsibilities ƒ The rights and responsibilities of parents are not uniformly discussed across the state
Summary
Michigan has made progress in encouraging parent participation through training, information dissemination, and pilot site initiatives. Uniform data collection is needed for further improvement.
Consistent statewide training in parent/ student rights and responsibilities is also needed. Assessment of the needs of youth with disabilities and the provision of training opportunities for them must be
developed more fully.
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Indicator Analysis
State Indicators: (A) The number of parents and staff participating in joint training increases.
Current Data Sources ƒ Transition Services Project (2000) ƒ Comprehensive Parent Services System (2000)
ƒ State Improvement Plan/ State Improvement Grant (2000) ƒ Personnel Development -Mini-grants and support for conferences
ƒ Intermediate School District Plan Criteria (2000) ƒ Individuals with Disabilities Education Act 1997 training
ƒ Michigan Council for Exceptional Children ƒ Statewide Parent Survey (2000)
Strengths ƒ The Michigan Department of Education funds statewide parent conferences which include joint training strands.
ƒ Intermediate school district Plans require an intermediate school district level parent advisory committee.
ƒ Many local education agencies model the intermediate school district structure for special education parent advisory committees.
ƒ The Michigan Department of Education funds the Comprehensive Parent Services System. One component is focused on parent/
professional partnership and joint training. ƒ Parents participate in the Michigan Council for Exceptional Children
annual conventions. ƒ Parent advisory committee chairperson signs the intermediate school
district Plan which includes the design for intermediate school district level Comprehensive System for Personnel Development.
ƒ State Improvement Grant provides all training as joint learning opportunities and has parents as co-trainers.
ƒ The Michigan Department of Education sponsored joint training in Individuals with Disabilities Education Act 1997 trainings (parents
were co-trainers). ƒ Individuals with Disabilities Education Act 1997 Train the Trainers
Model 25 parent members of training teams from across the state returned to their districts and trained others.
ƒ The Michigan Department of Education professional development mini-grants require parent participation.
ƒ Several intermediate school districts support (financially and philosophically) parent participation in training.
Concerns ƒ While the Michigan Department of Education provides many opportunities for joint training, data are not collected and
disaggregated in a consistent enough manner to document increases in participants.
ƒ 18% of parents responding to the Statewide Parent Survey reported being involved in workshops sponsored by their child's district.
Maintenance Strategies ƒ Continue to ask groups to provide information on joint trainings. ƒ Continue to publicize the value of joint training.
Improvement Strategies ƒ Develop a uniform data collection system for all activities funded by the Michigan Department of Education to improve ability to report
relative to this indicator. ƒ Develop strategies for improving the low levels of parent
participation in local training and parent groups.
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State Indicators: (B) Training and information dissemination address identified needs of parents, youth with disabilities, and staff.
Current Data Sources ƒ Comprehensive Parent Services System (2000) ƒ Transition Services Project (2000)
ƒ Statewide Parent Advisory Committee Bi-Annual Conference Agenda (2000)
ƒ State Improvement Plan/ State Improvement Grant (2000) ƒ Preliminary Michigan Monitoring Model (2000) -Introduction
ƒ Michigan Youth Leadership Forum (2000) ƒ Developmental Disabilities Institute, Wayne State University (1997)
ƒ Monitoring Standards for Special Education (2000) -committee membership
Strengths ƒ Data from several groups indicate that there are many training opportunities and much information disseminated in the state.
ƒ Established links are in place between funded and non-funded groups to provide disability specific information.
ƒ The Michigan Department of Education provides resources to support training and information dissemination.
ƒ The Michigan Department of Education maintains formal linkages with state organizations which provide training to providers and
parents. ƒ The Michigan Department of Education is a partner in supporting the
Michigan Youth Leadership Forum, a learning opportunity for high school students with disabilities.
ƒ The State Improvement Grant was developed by stakeholders and supports information dissemination and training.
Concerns ƒ There is no consistent format through which the needs of parents, staff, and youth with disabilities are identified.
ƒ There is no uniform evaluation process for training, information, and dissemination.
ƒ There is little evidence of training/ information dissemination that targets youth with disabilities.
ƒ Survey data has not been collected from youth with disabilities regarding their needs.
Maintenance Strategies ƒ Continue to support linkages between organizations and Michigan Department of Education sponsored initiatives.
Improvement Strategies ƒ Develop a regularly administered needs assessment for all populations (parents, youth, and staff) utilizing representative
samples. Use the 1998 Comprehensive System for Personnel Development survey as a resource.
ƒ Develop and use a uniform evaluation process for training and information dissemination for all activities supported by the
Michigan Department of Education. ƒ Emphasize improving the linkages to youth with disabilities.
ƒ Expand the student focus group model initiated as part of the continuous improvement monitoring process.
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State Indicators: (C) Utilization of training opportunities, technical assistance and information, by parents, youth with disabilities, and staff, increases.
Current Data Sources ƒ Comprehensive Parent Services System (2000) ƒ Transition Services Project (2000)
ƒ Michigan Council for Exceptional Children Convention (2000) ƒ Statewide Parent Advisory Committee Bi-Annual Conference
Agenda (2000) ƒ Michigan Youth Leadership Forum (2000)
ƒ Growth for Families Bi-Annual Conference Agenda (1999)
Strengths ƒ The Michigan Department of Education provides a number of training opportunities open to parents, staff, and youth with
disabilities, many of which are coordinated with professional organizations and advocacy groups.
Concerns ƒ Comprehensive data to address the utilization aspect of this indicator do not exist.
ƒ It is not clear what barriers exist for parents, youth with disabilities, and staff relative to accessing training and technical assistance.
Maintenance Strategies ƒ Continue to coordinate training opportunities.
Improvement Strategies ƒ Develop a system to provide equitable access to training opportunities, technical assistance, and information for parents,
youth with disabilities, and staff across demographics. ƒ Develop a standardized, routinely administered assessment for use
by parents, youth with disabilities, and staff that identifies barriers to access.
ƒ Improve data collection across the Michigan Department of Education funded training and technical assistance opportunities to
allow for impact analysis.
State Indicators: (D) Parents and staff are appropriately informed about parental rights and responsibilities.
Current Data Sources ƒ Comprehensive Parent Services System (2000) ƒ Michigan Department of Education -Office of Special Education
and Early Intervention Services memoranda ƒ Preliminary Michigan Monitoring Model (2000) -Administrative
Interview ƒ Transition Services Project (2000)
ƒ Monitoring Standards for Special Education (2000) -standards 72, 133, 134, 153, 804, 169, 174-176, 701, 710, 183, 184, 601, 606, 103,
95, 114, 100, 105
Strengths ƒ Michigan has several monitoring standards in place related to this indicator.
ƒ The Michigan Department of Education provides a Procedural Safeguards document for parents of students with disabilities.
ƒ Parent handbooks are available from each intermediate school district.
ƒ Staff and parents were involved in Individuals with Disabilities Education Act 1997 training and 2000 Regulations training.
ƒ Parent Training and Information Centers provide state and local training regarding parent rights and responsibilities through the
Comprehensive Parent Services System.
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Concerns ƒ Rights and responsibilities are not uniformly discussed across the state.
ƒ There are no data on parent or staff understanding of parental rights and responsibilities.
Maintenance Strategies ƒ Continue compliance monitoring. ƒ The Michigan Department of Education should continue to provide
guidance relative to this indicator.
Improvement Strategies ƒ Establish joint training in easily understood language to inform parents and staff about parental rights and responsibilities.
ƒ Consider multiple formats (survey, focus group, interview) to collect data regarding parent understanding of their rights and
responsibilities.
State Indicators: (E) Training and dissemination of informational materials in a variety of languages, formats and locations increase.
Current Data Sources ƒ Michigan Department of Education contract with TransACT Communications, Inc.
ƒ Transition Services Project (2000) ƒ Comprehensive Parent Services System (2000)
ƒ State Improvement Plan/ State Improvement Grant (1998)
Strengths ƒ Through TransACT, the Michigan Department of Education will have materials available for dissemination in the five most requested
languages (Spanish, Arabic, Vietnamese, Albanian, Hmong) and the capacity to translate into other languages as requested.
ƒ Training location data exists for most Michigan Department of Education supported projects.
ƒ Many personnel development opportunities are organized strategically in locations across the state.
ƒ Many intermediate school districts provide materials in multiple languages to meet specific population needs.
Concerns ƒ Consistent data are not kept on the provision of materials in different languages and formats.
Maintenance Strategies ƒ Continue to provide translation services. ƒ Continue to collect and track the location of training.
Improvement Strategies ƒ Collect data that document the provision of training materials in a variety of languages, formats, and locations.
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State Indicators: (F) Parents' active involvement in decision-making for their children increases.
Current Data Sources ƒ Preliminary Michigan Monitoring Model (2000) -Committee Membership
ƒ Monitoring Standards for Special Education (2000) -Committee Membership
ƒ Michigan Monitoring Model -Parent Survey (1998-1999; 1999-2000)
ƒ Monitoring Standards for Special Education (2000) -standards 114, 100, 105, 601, 606, 103, 72, 183, 184, 133, 152, 804
ƒ Parent Training and Information Centers ƒ Statewide Parent Advisory Committee
ƒ Statewide Parent Survey (2000)
Strengths ƒ Baseline participation data in place through statewide surveys. ƒ Monitoring data will be aggregated for parent involvement standards.
Concerns ƒ There is no uniform agreement regarding what constitutes "active involvement" relative to this indicator.
Maintenance Strategies ƒ Continue parent surveys. ƒ Continue collection and analysis of parent participation data through
monitoring. ƒ Continue compliance monitoring of standards related to parent
involvement in the decision making processes for their children.
Improvement Strategies ƒ Define active involvement, and then revise the compliance monitoring and other parent surveys to determine parents' level of
involvement in the decision-making process.
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Parent Involvement
Cluster Objective
Provision of a free appropriate public education (FAPE) to children and youth with disabilities is facilitated through parent involvement in special education services.
Component BP. 2 ‹ Appropriate services, including transition services, are received by children with disabilities when parents and youth with disabilities are actively involved.
Component Analysis
The related indicators analyze:
A. Survey results B. Results for children with disabilities
The following data sources served as documentation in the analysis of Michigan's performance on this component:
ƒ Michigan Monitoring Model ƒ Statewide Parent Advisory Committee
ƒ Statewide Parent Survey ƒ Focus groups of Michigan Part B students
ƒ Quality Assurance Review model ƒ Part B Performance Report
ƒ State Improvement Plan/ State Improvement Grant ƒ Single Record Student Data Basics
Implementation in Michigan
There are special education compliance monitoring standards for parent involvement. The monitoring review provides data relating to parent participation:
ƒ In the diagnostic phase including the referral and consent for evaluation, multidisciplinary evaluation team, and evaluation review;
ƒ In the individualized education program and manifestation determination review processes; and ƒ In the informing phases of reporting student progress to parents, and informing parents
regarding the age of majority rights for their child.
Additionally, there are monitoring requirements that review the procedural safeguards process and policies relating to parent participation.
There are also monitoring standards for student participation in the individualized education program process and age of majority rights. Standards for student involvement in the transition process include
consideration of student preferences and interests.
Among the students with disabilities participating in focus groups (14 to 23 years of age), 92% had participated in their Individualized Education Program Team meetings. Of the students who
participated in their meetings, most indicated that they were involved in selecting the classes they wanted and that those classes were written in their individualized education program (88%).
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The majority of parents participating in the Statewide Parent Survey (60%) indicated their school district always involved them in making decisions about their child. Another 29% reported that this
happened some of the time, and 7% reported being rarely or never involved. Seventy percent (70%) of the parents reported always/ sometimes helping to plan their child's educational program. Seventy-one
percent (71%) of parents with children 14 or older reported helping plan transition services always/ sometimes.
The Michigan Department of Education funds an initiative related to this component:
ƒ Quality Assurance Review Process. The Michigan Department of Education is piloting this model to support student access to the general education curriculum and student participation in
district and state assessment or alternate assessment. It is anticipated that this process will contribute significantly to the existing school improvement process through the collection,
analysis and use of results from multi-source data for improving the performance of students with disabilities.
Steering Committee Analysis
The Continuous Improvement Monitoring Steering Committee identified the following strengths for this component:
ƒ Mechanisms are in place for parent and youth involvement. ƒ Transition is a priority through the State Improvement Plan/ State Improvement Grant.
ƒ Transition Councils are established across the state. ƒ The Alternate Assessment Project will provide important additional student performance data.
ƒ The Statewide Parent Survey and Monitoring Model Parent Survey provide important information to the system.
ƒ The Michigan Department of Education has a number of interagency agreements and processes in place to support interagency collaboration at the local level.
The Steering Committee sees this area as warranting further attention. Important needs identified include the routine dissemination of information to stakeholders. The Michigan Department of
Education collects information through surveys and reports that are not routinely disseminated to stakeholders. Important initiatives are underway, but not yet implemented statewide. Stakeholders are
not well aware of the performance goals and indicators the Michigan Department of Education is using to measure the results for Michigan students.
Summary
The Michigan Department of Education is promoting transition planning, self-advocacy, and student/ parent participation in individualized education program planning. Implementation of these practices
is not yet occurring statewide. Public awareness of the Michigan Department of Education initiatives, goals, and performance indicators must be focused.
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Indicator Analysis
State Indicators: (A) Positive results of surveys, when available, increase.
Current Data Sources ƒ Michigan Monitoring Model -Parent Survey (1998-1999; 1999-2000)
ƒ Statewide Parent Advisory Committee -Parent Survey (2000) ƒ Focus groups of Michigan Part B students (2000)
ƒ Statewide Parent Survey (2000)
Strengths ƒ Baseline parent survey data exist through compliance monitoring. ƒ Additional student and parent data were collected as part of the self-assessment
process.
Concerns ƒ Surveys of parents, staff, and youth with disabilities need to be conducted regularly, using appropriate research techniques, to
provide longitudinal data.
Maintenance Strategies ƒ Continue parent survey through compliance monitoring. ƒ Continue student focus groups and statewide parent survey.
Improvement Strategies ƒ Analyze results of all data sources, compile findings, and disseminate statewide.
ƒ Review and enhance pilot surveys for broader use.
State Indicators: (B) Performance goals and indicators show improved results for children with disabilities.
Current Data Sources ƒ Single Record Student Data Basics (2000) ƒ Part B Performance Report (1999)
ƒ State Improvement Plan/ State Improvement Grant (1998) ƒ Michigan Monitoring Standards for Special Education (2000) -standards
114, 100, 105, 601, 606, 103, 72, 183, 184, 133, 152, 804 ƒ Quality Assurance Review model (2000)
Strengths ƒ Michigan's Quality Assurance Review has the potential to collect information relative to this indicator on a school building level.
ƒ The Michigan Department of Education has linked the performance of students with disabilities with the Government Performance
Results Act (GPRA) indicators for reporting purposes. ƒ The Michigan Department of Education has used existing data
sources for annual reporting on student performance. ƒ Monitoring of standards related to parent involvement and student
participation are in place, including attendance at Individualized Education Program Team meetings and consideration of student
preferences and interests. ƒ Single Record Student Data Basics has the potential to standardize
this information.
Concerns ƒ Stakeholders do not have a clear understanding of performance goals and indicators for Michigan students.
ƒ December 1 count exit data are not adequate for the reporting of graduation and dropout rates of students with disabilities.
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Maintenance Strategies ƒ Maintain compliance monitoring related to this indicator. ƒ Continue to collect information through the Quality Assurance
Review.
Improvement Strategies ƒ Enhance information dissemination to all stakeholder groups regarding performance goals and indicators.
ƒ Utilize the Single Record Student Data Basics (fiscal year 2001-2002) for reporting graduation, dropout, and other performance data
as appropriate.
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Parent Involvement (BP. 3) Page 132 Michigan Self-Assessment ƒ January 2001
Parent Involvement
Cluster Objective
Provision of a free appropriate public education (FAPE) to children and youth with disabilities is facilitated through parent involvement in special education services.
Component BP. 3 ‹ Programs and services for children with disabilities are improved because parents are actively involved in program improvement activities.
Component Analysis
The related indicators analyze:
A. Numbers of parents involved in program improvement activities B. Survey results of parents involved in program improvement activities
The following data sources served as documentation in the analysis of Michigan's performance on this component:
ƒ Michigan Monitoring Model ƒ Transition Services Project
ƒ Statewide Parent Advisory Committee ƒ Early On State and Local Interagency Coordinating Councils
ƒ Quality Assurance Review model ƒ Special Education Advisory Committee
ƒ Comprehensive Parent Services System ƒ Autism/ State Board of Education Grants Criteria
ƒ Continuous Improvement Monitoring Self-Assessment
Implementation in Michigan
The special education compliance monitoring review conducts a parent survey at the state and intermediate school district levels annually. The results of the parent surveys are part of the required
annual monitoring report. The results of the Statewide Parent Survey piloted as part of the continuous improvement monitoring process correlate positively with the monitoring survey findings.
The Michigan Department of Education has several initiatives that support the component:
ƒ Office of Special Education Programs Continuous Improvement Monitoring Process. Parents have been part of both the Continuous Improvement Monitoring Steering Committee and Self-Assessment
Teams. ƒ Special Education Advisory Committee. Parents comprise more than 51% of the Special
Education Advisory Committee, the federally mandated advisory group to the Michigan State Board of Education on special education issues.
ƒ State Improvement Plan/ State Improvement Grant Partnership Team. Parents are a part of the Partnership Team for the implementation of the State Improvement Grant. Parents are also part
of State Improvement Grant sponsored personnel development opportunities, both as designers/ presenters and participants.
ƒ Michigan Department of Education ad hoc committees. The Michigan Department of Education convenes a number of committees throughout the year to develop products (e. g., compliance
monitoring standards) and provide strategic direction (e. g., autism strategies group). Parents are consistently a part of these groups.
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Steering Committee Analysis
The Continuous Improvement Monitoring Steering Committee identified the following strengths:
ƒ Many committed and informed parents are involved. ƒ Parent involvement is promoted by the Michigan Department of Education.
ƒ Intermediate School District Plan Criteria require the parent advisory committee chairperson to sign the intermediate school district plan, ensuring at least some level of involvement.
ƒ Compliance monitoring parent survey and Statewide Parent Survey provide important information to the system.
Participants in public input meetings validated that significant parent involvement helps student outcomes.
The Steering Committee sees this area as warranting further attention. The needs identified center around the collection of data related to this component. Data are not consistent, resulting in difficulty
creating an aggregate picture of how the state is doing. The Steering Committee raised questions regarding equitable representation of parents and possible over-utilization of the same parents; an
improved data collection system will help the Michigan Department of Education respond to these concerns.
Summary
The Michigan Department of Education has demonstrated effort in increasing the active participation of parents in a broad range of program improvement activities. Standardizing data collection related
to this component will assist the Michigan Department of Education in responding to this component, particularly relative to involvement of local program improvement activities.
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Indicator Analysis
State Indicators: (A) The number of parents participating in the self-assessment process, State advisory panels, steering committees, development of performance goals and indicators, etc.,
increases.
Current Data Sources ƒ Special Education Advisory Committee membership (2000) ƒ Early On State Interagency Coordinating Council membership (2000
ƒ Early On Local Interagency Coordinating Councils membership ƒ Statewide Parent Advisory Committee -parent representation on
state committees ƒ Transition Services Project (2000)
ƒ Continuous Improvement Monitoring Self-Assessment
Strengths ƒ Degree of parent participation is becoming a significant criterion in awarding contracts and in ensuring program outcomes.
ƒ Data exist on parent participation in most committees/ councils sponsored by the Michigan Department of Education.
ƒ Parent groups are invited to participate and provide public comment on special education policy.
Concerns ƒ Data exist, but are not currently disaggregated and reported. ƒ Analysis of parent participation is necessary to assure equitable
representation (e. g., are the same parents involved or are new parents involved?)
Maintenance Strategies ƒ Continue to encourage and support the participation of parents in all Michigan Department of Education sponsored activities.
Improvement Strategies ƒ Annually compile data and report on parent involvement in Michigan Department of Education-sponsored activities
ƒ Develop a process to ensure that membership on state advisory groups provides a true representative sample of parents and youth
with disabilities. ƒ Report annually.
State Indicators: (B) Positive results of surveys of parents who participate in program improvement activities, when available, increase.
Current Data Sources ƒ No statewide data available
Strengths ƒ None
Concerns ƒ There are no data available on the impact of parent involvement or perceptions regarding their participation in program improvement
activities.
Maintenance Strategies ƒ None
Improvement Strategies ƒ Disaggregate existing data regarding parent involvement in program improvement activities and/ or develop survey questions that identify
parents of youth with disabilities who participate in program improvement (e. g., customer satisfaction survey, focus groups).
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State Indicators: (C) Results of program improvement activities reflect the identified needs of parents and children with disabilities.
Current Data Sources ƒ Preliminary Michigan Monitoring Model (2000) ƒ Quality Assurance Review model (2000)
ƒ Comprehensive Parent Services System (2000) ƒ Autism/ State Board of Education Grants Criteria (2000)
Strengths ƒ Michigan's Quality Assurance Review has potential to provide school building level data related to this indicator.
ƒ Items were added to the monitoring model through parent involvement and public input.
ƒ New autism grants reflect specific needs of parents, children, and schools.
Concerns ƒ There is not a consistent, systematic plan to identify the needs of parents and youth with disabilities.
ƒ There is little documentation that links program improvement activities to parent/ child identified needs.
Maintenance Strategies ƒ Continue to involve parents in program improvement activities.
Improvement Strategies ƒ Explore methods for documenting links between the needs of parents and youth with disabilities and program improvement results.
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