Hand in Mitten: Warming Up to Michigan’s Data Use Plan

00:00:01.52 >> You're listening to "A Date With Data" with your host, Amy Bitterman.

00:00:07.34 >> Hey. It's Amy, and I am so excited to be hosting "A Date With Data." I'll be chatting with state and district special education staff who, just like you, are dealing with IDEA data every day.

00:00:19.50 >> "A Date With Data" is brought to you by the IDEA Data Center.

00:00:24.76 >> Hello. Welcome to a new episode of "A Date With Data." I am Amy Bitterman, and today I am joined by Jessica Brady, Julie Trevino and Aaron Darling from the Michigan Department of Education. They will be describing a data use and action plan process they have been implementing with their districts. Let's start with introductions. Jessica?

00:00:52.60 >> Thank you. My name is Jessica Brady. I work in the Michigan Department of Education Office of Special Education in the performance reporting unit, responsible for special education data (SPP/APR and 618), monitoring of IDEA and Michigan Administrative Rules, and related technical assistance.

00:01:22.72 >> Okay. Thanks, Jessica. Julie?

00:01:29.73 >> Hi, Amy. My name is Julie Trevino. I am the SPP/APR coordinator and have worked in the office for 15 years. My background is as a data analyst, but my work has always centered on SPP/APR and significant disproportionality in the performance reporting unit under Jessica.

00:01:59.77 >> Great. Aaron?

00:02:01.97 >> Thanks. I'm Aaron Darling. I also work with Jessica and Julie in the performance reporting unit. I started about 7 years ago supporting the Special Education Advisory Committee (SEAC). I also assist with CEIS and now coordinate data use and action process work.

00:03:01.71 >> (Aaron) This is a four-phase, eight-step process, represented visually by a figure eight. The phases include: Prepare (organize data, assess data quality), Inquire (conduct analysis, determine actionable causes), Plan (develop people-smart results, identify strategic activities), and Act (implement with integrity, evaluate progress). Each step helps districts build a foundation of data quality, actionable root causes, meaningful planning, and sustained improvement.

00:07:18.10 >> (Amy) Why do districts go through this process—significant disproportionality or other reasons?

00:07:45.89 >> (Jessica) This process builds capacity to improve outcomes for students with IEPs. It can be used at the state, ISD, or district level, is evidence-based, and aligns with Michigan's top-10 strategic plan and MiCAP. It helps districts use their own data to determine root causes and make sustainable improvements.

00:08:54.29 >> (Amy) Why did you develop this approach?

00:08:59.64 >> (Jessica) Michigan performs well on compliance but needed better results on indicators like graduation, dropout, assessment. Improving these requires collaboration between general and special education. This process provides a year-long structured, supported experience (four 2-day workshops with homework) that builds sustainable practice in districts.

00:11:01.74 >> (Amy) What challenges have you faced?

00:11:33.93 >> (Team) Scheduling the four workshop sessions is challenging. Participant skill levels vary widely—some can analyze data easily while others need foundational help. Districts sometimes question state-level data. But focusing on shared goals (improving student results) helps overcome hurdles. A rafting analogy is used to describe navigating turbulent waters together.

00:13:21.22 >> (Amy) What changes have you seen from this process?

00:13:38.34 >> (Team) Districts report improvements in student outcomes at year’s end—often significant. Some ISDs now want training so they can implement the process with all districts. Dedicated time for data analysis, building trust, and focusing on root causes have been key contributors to success.

00:16:19.59 >> (Amy) What’s next?

00:16:27.11 >> (Jessica) We will continue expanding capacity, adding more ISDs each year while still supporting returning ones. Some ISDs in their third year of needs intervention are required to participate because the process is proven effective. This must be conducted in person—virtual delivery did not work during COVID. The process thrives on collaboration, interaction, and in-room engagement.