MN-CIMP

1. MN-CIMP Minnesota Continuous Improvement Monitoring Process

2. Purpose • This model of program evaluation brings together the major stakeholders of special education services for the common purpose of developing strategies and activities to enhance student outcomes.

3. Marshall’s Continuous Improvement Process • The mission of the Marshall Continuous Improvement Process is to develop a data driven system that demonstrates accountability and effectiveness.

4. We Believe… • …in the active involvement of parents • …in addressing the needs of the whole child through a team approach • …in implementing researched-based instructional strategies

5. We Believe… • …in assisting students to become independent • …in advocacy for the success of all students • …in using data to demonstrate accountability and effectiveness

6. 2007-2008GOALS Our current goals reflect our self monitoring, data driven process.

7. 2007-2008 Goal 1 Increase the number district-wide special education students reaching proficiency levels on the MCAII reading assessment by 5%.

8. 2007-2008 Goal 2 Increase the number district-wide special education students reaching proficiency levels on the MCAII math assessment by 5%.

9. 2007-2008 Goal 3 Increase from one special education teacher to at least two special education teachers per learning level on the district wide vertical alignment teams.

10. 2007-2008 Goal 4 Increase communication between special education teachers, paraprofessionals and general education teachers regarding the goals and objectives and accommodations of the students IEPs in order to assist the paraprofessional in providing student support in the general education setting.

11. Data Collection • Data collected: • Observable and measurable performance indicators • MCA II test results • Stakeholder surveys of perceptions and opinions • Parents • Certified/non-certified staff • Administrators

12. Analysis and Interpretation • Internal File Reviews • Longitudinal Reviews • Student Assessments • Case Loads • Stakeholder Surveys • Scope and Sequence of math and reading by grade level • District Demographics

13. Examples of Accomplishments • Completed scope and sequence of reading curriculum and aligned special education curriculum with state standards • Completed scope and sequence of evaluation materials • Conducted internal file reviews • Advocated for additional staff • Provided paraprofessional training • Developed ad hoc committee to study AYP • Added special education teachers to district vertical alignment teams • Increased communication between paraprofessional and special education staff

14. Qualitative Follow-up Annual CIMP Report Due June 30 of each year Determines annual program improvement needs Leads to goals and action plan for the following year

15. Validation May 5-8, 2008 MDE is visiting Marshall School District to review Marshall’s special education system birth through 21. MDE expectation is 100% compliance.

16. Validation Process Review of district data regarding: Students with disabilities who have been suspended/expelled, graduated, exited from services Students who are English Language Learners Students assessed who did not qualify File reviews Site Visits Staff/administration interviews Observation

17. CIMP Membership Park Side: Jane Weidauer, Sheila Lee, Hallie Greenfield West Side: Penny Swope, Diane Moorse High School: Cathy Schlagel District-wide: Jennifer Gregoire-Swedzinski Administration: Deb Miller, Heidi Critchley, Parent: Jennifer Hey Membership is consistent throughout the CIMP four-year cycle.