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What to Expect in CIMS-2 A Presentation for Parents January 26, 2009

2. The Guiding Principle. ?(1) Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring eq

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What to Expect in CIMS-2 A Presentation for Parents January 26, 2009

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    1. What to Expect in CIMS-2 A Presentation for Parents January 26, 2009

    2. 2 The Guiding Principle “(1) Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.” ----§300.601(c) [34 CFR 300.601(c)]

    3. 3 Vocabulary & Terminology The Individuals with Disabilities Education Act of 2004 (IDEA)—The federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities Office of Special Education Programs (OSEP)—The federal office charged with providing leadership and financial support to states Part C— Early intervention services for infants and toddlers with disabilities, ages 0–2 Part B— Special education and related services for children and youth, ages 3–26

    4. 4 Vocabulary & Terminology Offices of Special Education and Early Intervention Services / Early Childhood Education and Family Services (OSE-EIS /ECE&FS) — State offices charged with providing leadership and support to Michigan locals Locals — A comprehensive term used to describe local education agencies, public school academies, and service areas Michigan Administrative Rules for Special Education (MARSE) — A compilation of all adopted rules and regulations governing special education in Michigan

    5. 5 Vocabulary & Terminology State Performance Plan (SPP) — A plan developed by the MDE that evaluates the State’s efforts to implement the requirements and purposes of the IDEA 2004 Annual Performance Report (APR) — A summary of the State’s progress on its SPP indicators Continuous Improvement and Monitoring System (CIMS-2) — The revised system used by OSE-EIS/ECE&FS to help locals monitor and analyze data and correct and improve areas of poor performance

    6. 6 Vocabulary & Terminology Corrective Action Plan (CAP) — A plan developed in response to a finding of non-compliance Strand Report—A report issued by the MDE rating a local’s performance against SPP indicator targets Review and Analysis Process (RAP) team— A local team charged with the responsibility of reviewing and analyzing the annual Strand Report - replaces the Service Provider Self-Review (SPSR) team from CIMS-1

    7. 7 Why Do We Do CIMS-2? The IDEA §600 requires the State to monitor and annually report on the performance of its locals on each SPP indicator and other priority areas CIMS-2 will help the State, Intermediate School Districts (ISDs), and locals keep track of the tasks and activities required by the IDEA 2004 CIMS-2 will help locals put special education monitoring activities into context (why do we do this), define a schedule (calendar of activities), and establish a system of improvement (processes and tasks)

    8. 8 A Continually Evolving Process The IDEA 2004 was reauthorized after the original CIMS was designed New requirement: Monitor locals in each of the following priority areas: Free Appropriate Public Education (FAPE) in the least restrictive environment General supervision including child find, effective monitoring, etc…and a system of transition services Disproportionate representation of racial and ethnic groups in special education

    9. 9 Ensuring Accountability: The Role of the SPP and APR The IDEA 2004 requires each state to develop a State Performance Plan (SPP) to evaluate the State’s efforts to implement the requirements and purposes of IDEA and indicate how the State will continuously improve upon this implementation. Each year the State collects data from locals and reports on its progress toward meeting the targets in the SPP through the submission of the Annual Performance Report (APR).

    10. 10 What Is the State Measuring? The measures in the SPP are divided into two strands: Compliance indicators (targets set by the OSEP) Results indicators (targets established by the State) Part B (20 indicators): 9 compliance indicators 11 results indicators Part C (14 indicators) 8 compliance indicators 6 results indicators

    11. 11 Part B: SPP Results Indicators and 2008–2009 Targets

    12. 12 Part B: SPP Compliance Indicators and 2008–2009 Targets

    13. 13 Part C: SPP Results Indicators 2008–2009 Targets

    14. 14 Part C: SPP Compliance Indicators

    15. 15 Linking CIMS-2 to SPP/APR: The CIMS Redesign Because the IDEA 2004 was reauthorized after the original CIMS was designed, several ways to improve CIMS were identified: Monitoring occurs at multiple times throughout the year - and locals need access to monitoring data in one place Self-assessment should be balanced with collected data CIMS workload should be based on the need for improvement, not the same workload for all districts and schools (modularity)

    16. 16 Linking CIMS-2 to SPP/APR: The CIMS Redesign Locals need guidance on what correction and improvement mean to the MDE Calendar should align with other improvement activities like School Improvement Framework (for Part B) and Local Interagency Coordinating Council planning (Part C)

    17. 17 Project Status: January 2009 November 2007– January 2008: Stakeholder interviews January – June 2008: Design team convenes July 2008: OSE-EIS/ECE&FS approves recommendations from design team Fall 2008: CIMS-2 project team designs and begins building the system January – March 2009: Locals receive training April 15, 2009: System live

    18. 18 The CIMS-2 Process: The APR View February 1: The MDE submits APR Early Spring: Locals form local RAP teams April 15: Locals receive Strand Report April 15 – June 15: Locals write and submit CAPs June 15 – August 1: The MDE reviews, accepts/rejects CAPs, and schedules monitoring activities October 1: CAP progress reports due December 1: CAPs due to the MDE December 2 – January 15: The MDE verifies/closes CAPs February 1: Process begins again

    19. 19 The CIMS-2 Process: The APR View

    20. 20 The CIMS-2 Workflow Strand Report Convening the RAP team Analyzing areas for improvement or correction Reporting progress and measuring effectiveness Verification of correction and closing out the process

    21. 21 The Strand Report Process begins when locals receive Strand Report rating their compliance and results on SPP indicator targets Report breaks down local performance on compliance and results indicators and shows if local has/has not met compliance/results targets Provides comparison to aggregate performance of all locals on SPP indicators as submitted on the APR

    22. 22 The RAP Team RAP teams analyze Strand Report to gain an understanding of strengths/challenges Use CIMS-2 workbook and probe questions to “drill down” into challenge areas and identify root cause of areas of concern Using workbook guidance, RAP teams identify CAP/ Improvement Planning Activities and draft plan for correction or improvement If CAP is required, RAP team forwards CAP to the MDE for approval If Improvement Plan is required, RAP team forwards analysis to district school improvement team or Local Interagency Coordinating Council (LICC) for inclusion in planning process

    23. 23 RAP Team Members A CIMS-2 coordinator (special education director, Early On® coordinator, or district designee) Special education administrators/general education administrators/ISD monitors Parents Service providers Data experts or program specialists

    24. 24 The Role of Parents on the RAP Team Participate in the review and analysis of Strand Report data Be informed! Contribute information from your experiences and help the team draw connections between data and practice Ask probing questions Engage in outcomes! Help your RAP team develop CAP or improvement planning activities and provide suggestions on how to evaluate and measure their impact

    25. 25 Closing the Loop through Progress Reports & Verification of Correction Ensures that corrective action has occurred as intended Progress reports help monitor effectiveness of implementation and are due October 1 and December 1 of each year Verification takes place between December 1 and January 31 and confirms that correction occurred

    26. 26 A Preview of Local Strand Report Data and RAP Team Activities

    27. 27 How can I get more information on CIMS-2? Participate in a CIMS-2 webinar Take the CIMS-2 online course available through Michigan Virtual University® (MVU®) Visit www.cenmi.org/cims

    28. 28 CIMS-2 Contacts Vanessa Winborne Early On Coordinator, ECE&FS WinborneV@michigan.gov 517-335-4865 Teresita Long Coordinator of Monitoring, OSE-EIS longt1@michigan.gov 517-335-0474 cenmi.org/cims

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