Task Force Translates Analysis Into Action
The OPTIMISE Task Force has set a clear vision and strategy to strengthen Michigan’s workforce of special educators serving individuals with disabilities, Birth to 26.
With input from over 500 Michigan educators and parents, the Task Force created an action plan:
- Identifying barriers to recruiting and training
- Studying attrition and practical ways to retain talent
- Analyzing preparation programs to streamline the process
- Reviewing licensing requirements to clarify pathways into the field
The group is also developing recommendations when policies, state laws or regulations need updating. The accomplishments below reflect the work being done, translating analysis into action that attracts, prepares, and retains qualified personnel across Michigan
Workforce Data
Section 94d of the State Aid Act required OPTIMISE, as part of making recommendations to better attract, prepare and retain special educators, to review workforce data.
Education Policy Innovation Collaborative (EPIC) is partnering with OPTIMISE to support our mission through data-informed insights and actionable recommendations regarding the special educator workforce.
Scope of Work
- Data Assessment
- Special Educator Attrition
- Composition of the Special Educator Workforce
Standards & Credentialing
The recommendation was to create a PK-12 Special Education Generalist credential, thereby reducing or eliminating the overly restrictive categorical endorsements currently in place. In addition, this credential eliminates the requirement for a General Education endorsement. Along with that, updated standards should be created to support high rigor in teacher preparation programs consistent across all IHEs.
The Michigan State Board of Education approved the new standards for special education teacher training for all institutes of higher education at its May 13, 2025 meeting.
The Michigan Department of Education is currently drafting potential administrative rules for a new Special Education Teacher endorsement that aligns with this recommendation which will go out for public comment in the near future.
School Psychologists
The recommendation was to fund the creation of new school psychologist training programs at IHEs that would be in person and/or virtual.
- The Michigan legislature approved $1 million to the Department of Labor for the creation of new programs. Grant applications were solicited and grants awarded to Western Michigan University and Andrews University.
SE Administrator Credentials
Credentials The recommendation was to create an alternate route for special education administrator credentialing.
The Michigan Association of Administrators of Special Education (MAASE) has developed this program along with the Michigan Association of Superintendents and Administrators (MASA).
A formal mentoring program was recommended, fostering collaborative professional growth through mentorship from field-based colleagues
- MAASE has developed this mentoring program for its members.
Induction & Mentoring
The recommendation was to assess, plan, prepare, implement, monitor and evaluate a statewide effective induction, mentoring and coaching system.
The Michigan Department of Education awarded a grant to Western Michigan University to convene a workgroup to develop standards for districts to use in providing Mentoring to new staff. Grant applications were opened for districts to apply and have closed. They are currently under review.
Building Leader Support
The recommendation was to provide building leaders initial and follow-up training and to develop and implement modules for building leaders specific to IDEA, FAPE, inclusive leadership and specially designed instruction, and related special education topics, including legal foundations, programming and services, discipline, communication and partnering with parents and advocates, etc.
- MAASE along with the Michigan Association of Elementary and Middle School Principals (MEMSPA) and the Michigan Association of Secondary School Principals (MASSP) have implemented this recommendation. They have successfully started Cohort 1 and are looking at how best to support Cohort 2. Modules have been created for use with cohorts and will be available as on time learning for leaders.
Behavior Support
The recommendation was to have the Michigan Legislature fund the development and delivery of professional learning and coaching in behavior science, neuroscience of behavior, and trauma-engaged, neuro-affirming, and intensive behavior strategies to build confidence and competence of Michigan educators and other school and district staff to support students’ behavioral needs through a defined scope and sequence for in-service and pre-service learning provided by educator preparation programs.
- Currently a request has been made to the Michigan legislature to fund this recommendation with implementation by one of the OPTIMISE partners.
Paraeducator
The recommendation was to create statewide training, providing all districts (regardless of resources or location) access to high quality professional learning for paraeducators.
MAASE has developed this recommendation as a train the trainer model. Currently there are almost 400 trainers statewide and x paraeducators have been trained.
Read More ->The recommendation was to have Education Program Providers (EPPs) address paraeducator training in teacher education programs:
This is part of the new SE teacher Standards
Workload / Caseload
The recommendation was to create a repository of workload calculators for use by districts.
- A proposal was made to SEILN to house these in MI-SERC.
Paperwork Reduction
The recommendation was to create a repository of resources around special education issues.
- A proposal was made to SEILN to house these in MI-SERC.
Compensation
Recommendations were made around considerations for non-salary and financial incentives to attract and retain staff.
- The recommendations were shared with MSBO members at their conference.
Deaf & Hard of Hearing
Develop a comprehensive, systemic plan to raise awareness of the needs of learners across the spectrum of DHH and career opportunities for working with this population; targeting educational settings, community settings, and supporting agencies.
- OPTIMISE has promoted DHH careers through social media and through college and university training programs on the website.
Speech & Language Pathology
Barriers to entering the special education workforce include negative perceptions of the field were noted by this action team. These negative perceptions are held and perpetuated not only by the general public but also by those currently working in the field of special education.
- OPTIMISE has promoted SLP careers through social media and through college and university training programs on the website.