Dear ISD Superintendents,

1)  US Department of Education – A number of leaders are actively working to understand the impact of the recent President's order to dismantle the Department of Education and to determine the necessary next steps in our advocacy and communication efforts. Earlier today, I met with Mr. Ladd and Dr. Jeffries to discuss ongoing efforts behind the scenes and the use of our legislative committee and lobbyists.

To ensure alignment, we have scheduled a brief check-in meeting with the legislative committee next week. Additionally, earlier this week, several of us met with Dr. Rice on this issue. It was recommended that we work to align our existing MSPRA and ISD PR Network with other PR professionals, including those at MDE, to coordinate efforts.

This situation is deeply concerning, and we will share updates as soon as more information becomes available. Here is also a link to Dr. Rice’s recent press release regarding this subject. 

2)  Legislative Update – March 2025

• The Transportation Package passed yesterday (3/19/25) with bipartisan support. Notably, it eliminates the sales tax on gas while increasing the gas tax to support the infrastructure fund. However, to offset the impact, $755 million from the corporate income tax has been earmarked, ensuring no immediate harm to school aid. As the package moves to the Senate, we will be closely monitoring its progress.
• House Republicans approved an income tax reduction from 4.25% to 4.05%, which poses a significant challenge to the General Fund. Combined with the $755 million reallocation from the gas tax shift, this places considerable strain on state resources—again, an issue we are watching carefully. 
• The House of Representatives heard testimony from Dr. Rice, who outlined his Top 10 Legislative Priorities in a lively exchange.  
• Finally, the House received testimony on proposed changes to the Merit Curriculum aimed at increasing flexibility for Career and Technical Education (CTE) programs. As discussions continue, we will track developments closely. 

We will keep you updated as these legislative actions progress.

*Additional piece MDE Memo – Data Show Record-High Achievement for Michigan Public Schools in Many Areas - Aligns to Dr. Rice’s testimony before the House Appropriations Subcommittee on School Aid and Department of Education

3) Dual Enrollment – A few ISD superintendents recently requested more data on dual enrollment costs and other factors across Michigan. Michigan Community College Association (MCCA) worked on this topic, link below). While those MELG leaders didn’t fully endorse the group’s conclusions, a commonly cited figure was that Michigan districts spend about $60 million annually on dual enrollment. However, Jeff McNeal at the Michigan Department of Education suggested during our Advanced Placement (AP) Summit in January that the actual number is likely $70-75 million, though this is an estimate.

Key Challenges:

• Access & Cost: 20-25% of students don’t live in-district to a community college, meaning they face higher out-of-district tuition. Even more students struggle with in-person dual enrollment due to travel, time, and distance barriers.
• Variation in Tuition: Community colleges have different rates, making dual enrollment more expensive in some areas.
• Alternative Pathways: Some districts rely heavily on dual enrollment, while others invest in Advanced Placement (AP), International Baccalaureate (IB), Early Middle College (EMC), and Career and Technical Education (CTE) programs. A heat map of dual enrollment use would show significant regional disparities.

Need for a Shift in Approach:

With community college now free, we need to strongly advocate for a significant reduction in dual enrollment spending. We should also redirect funding toward expanding high school-based post-secondary opportunities, such as Advanced Placement for All, Career and Technical Education, Early Middle College grants, and concurrent enrollment models where community college instructors teach at high schools. This approach ensures equity and maximizes impact while eliminating unnecessary dual enrollment costs that districts currently absorb. Additionally, community colleges must be part of the solution by standardizing tuition rates and expanding in-school course offerings—something they’ve been resistant to so far. Personally, I think Dual Enrollment should be free since graduates now have a free pathway to an associate's degree. 

• MCCA: Increasing Dual Enrollment Access and Success

We are Better Together,

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• Adaptive Schools Training with Steve Seward
• Early Math March 2025 Updates
• Early Math Task Force (EMTF): Early Math Instructional Practices
• EMTF Foundation Modules via EduPaths
• 2025 Early Math Leadership and Literacy Coaching Institutes
• Michigan Learning Channel (MLC) March 2025 Update
• EduPaths March 2025 Update
• 2025 ECAN/MAASE Early Childhood Retreat
• MiCoachCompass: Now accepting applications
• The Case for Preschool Inclusion
• 24-25 MI Kids Back on Track (23g) Reporting Webinar
• ISD PR Network Communication Center: Limitless Potential Toolkit
• MAASE Mentor Program: Supporting New Special Education Leaders
• Michigan ASCD Summit
• Save the Date: Emergency, Seclusion & Restraint Summit
• MI Student Voice Perception Survey
• Prekindergarten Training of Trainers (TOT)
• MAISA office closure

Note: Please be sure to click "View entire message" at the bottom of this email to view the full newsletter!

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The Michigan Learning Channel (MLC) has released its March 2025 update about MAISA's partnership with Detroit PBS that brings Literacy Essentials to life through the literacy broadcast series Read, Write, ROAR!

March 2025 highlights:

• Read, Write, ROAR! Home Connections: Resource for parent/teacher conferences
• Michigan Reading Association Conference
• RWR as a resource to support teachers
• Production is wrapping up for Read, Write, ROAR! Upper Elementary (Grades 4-5)
• Michigan Learning Channel Educator Usage Survey Tool

Click here to read the full update via Smore!

EduPaths has released its Spring newsletter just in time for Spring Break!

In this issue, you will find information about Spring cleaning, learning, and planning.

Whether it's clearing out clutter, using your Spring Break to catch up on reading/learning, or planning your next SCECH course, EduPaths has you covered!

You can learn more and view the full newsletter here.

Now that you have explored the what of preschool inclusion in a previous edition of the InSiDe Update, this month, we will focus on the why.

While IDEA requires consideration of how to include children with disabilities in settings with their non-disabled peers with appropriate modifications, accommodations, services, and supports before considering any other options, this is backed up by research and has benefits for all children. Here are few of the research benefits for children with and without disabilities as described in the Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs published by the U.S. Department of Education and the U.S. Department of Health and Human Services in November 2023. (A link to the full document is provided in the Resources section.)  

• Children with disabilities can make significant developmental and learning gains in inclusive settings.
• Some research indicates greater cognitive and communication development for children with disabilities with services provided in inclusive settings more than children educated in segregated settings.  
• Children with disabilities served in inclusive settings showed stronger social-emotional skills than their peers in separate settings.
• Children with disabilities who spend more time in general education classes tend to:
• Have better attendance
• Have higher test scores in reading and math
• Have a higher probability of employment and higher earnings
• All children benefit from inclusive educational settings. Children without disabilities also showed positive gains in academic, developmental, social, and attitudinal outcomes. Specifically, children without disabilities showed improved social skills such as communication and cooperation and fewer problem behaviors.
• Children without disabilities also showed greater compassion and empathy when peer interactions were supported by teachers. 

As reported in the January InSiDe Update, in 2019, Michigan was ranked in the bottom 10% nationally for providing inclusive services to children with disabilities, with only 21% of children ages 3 to 5 receiving services alongside their non-disabled peers (meaning in an inclusive setting). Whereas nationally, approximately 44% of children 3 to 5 are educated alongside their non-disabled peers. Understanding the importance of educating children in inclusive settings is vital to children’s growth and development and change the child’s learning trajectory as shown through the research. It’s time to do better!

The following includes additional resources for information on preschool inclusion:

• Brief Inclusion Fact Sheet
• Research Supporting Preschool Inclusion
• Preschool Inclusion Key Findings from Research and Implications for Policy April
• Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs
• ECTA Center: Policy and Position Statements on Inclusion
• Think Inclusive Podcast

MAISA's MI Kids Back on Track will host a reporting webinar on April 15, 2025, at 10:00 a.m. (Eastern) for district and ISD staff responsible for 23g grant reporting.

Purpose: This webinar will provide participants with the information needed to complete 23g reporting requirements for 2024-25.

When: Tuesday, April 15, 2025 at 10:00 AM (Eastern)

Intended Audience: District and ISD staff who provide 23g grant reporting

Presenting Organizations: MDE, MiDataHub, MiMTSS TA Center, and MAISA

Format: Zoom webinar (link)

Recording and Resources: This webinar and a 23g Reporting Guide will be recorded on the MAISA’s MI Kids Back on Track webpage. 

Registration: No registration is required to attend this webinar.

Submitted by Gerri Allen for the ISD PR Network

Tell your positive stories about special education

Join the Limitless Potential campaign! Developed by ISD PR Network members in concert with the Special Education Instructional Leaders Network (SEILN) and the Michigan Association of Administrators of Special Education (MAASE), this toolkit (in Canva) is helping educators across the state share their positive stories about special education [#MILimitlessPotential].

From a local district:

"Thank you to the team that created such an impactful initiative. The toolkit gives us everything we need to begin sharing the limitless potential of all of our students. Both our superintendent and special education department are excited to begin celebrating the journey and successes of our students with disabilities.”

Interested? Just customize the toolkit for your district and start sharing your positive stories.

Need ideas for social media posts? Check out the Utica Community Schools website. You can also search the hashtag #MILimitlessPotential and see posts from Ingham ISD, Clinton County RESA, and others. 

Now, more than ever, it's important to tell our stories. Join the Limitless Potential campaign today!

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The Michigan Association of Administrators of Special Education (MAASE) is excited to introduce a statewide Mentor Program designed to support new special education administrators across Michigan. Leading in special education requires navigating complex policies, fostering inclusive learning environments, and managing district-level responsibilities — all of which can be challenging for new administrators.

Through this initiative, MAASE will connect experienced mentors with emerging leaders, providing guidance, problem-solving strategies, and a network of support to ensure their success. Mentors in the MAASE program are fully approved special education supervisors or directors with more than five years of experience in their roles.

Districts can take advantage of 27h funding to contract with MAASE for mentor support, ensuring new administrators receive expert guidance tailored to their needs.

Mentors from MAASE’s carefully selected pool will work one-on-one with mentees for up to two years, offering professional insights and practical solutions to the challenges of special education leadership. By investing in mentorship, districts strengthen leadership capacity and enhance outcomes for students with disabilities across Michigan. 

To learn more about how your district can participate, visit MAASE.org or fill out the Mentor Interest Form by clicking here.

View the full document here.

The MI Student Voice Perception Survey is now underway and continues through May 9, 2025.

Don’t miss out – register your district today!

Click here or scan QR code to register.

View the full document here.

The MAISA office will be closed for Spring Break from March 24, 2025, through March 28, 2025.

We will return on March 31, 2025.

Have a happy and safe Spring Break!

Visit the MAISA Event Site to view monthly calendars and upcoming meetings and events.