Improvement Planning Activities for the Special Education Subgroup: What You Need to Know About CIMS-2 A Presentation f

1. Improvement Planning Activities for the Special Education Subgroup: What You Need to Know About CIMS-2 A Presentation for the School Improvement Conference November 25, 2008Lansing Center, Lansing, MI

2. What are CIMS and CIMS-2? CIMS is short for Continuous Improvement and Monitoring System. CIMS-2 is the revised system used by the Office of Special Education and Early Intervention Services (OSE/EIS) to help locals monitor and analyze data and correct and improve areas of poor performance. 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).

3. Why do we do CIMS-2? IDEA Section 300.600 requires the state to monitor and annually report on the performance of its locals on each State Performance Plan (SPP) indicator and other priority areas. CIMS-2 will help the state, ISDs and locals keep track of the tasks and activities required by the Individual with Disabilities Education Act (IDEA) 2004.

4. Why are we redesigning CIMS? IDEA 2004 was reauthorized after the original CIMS was designed. New requirement: Monitor LEAs according to State Performance Plan (SPP) indicators in each of the following priority areas: FAPE in the least restrictive environment General supervision including child find, effective monitoring,�and a system of transition services Disproportionate representation of racial and ethnic groups in special education

6. Why are we redesigning CIMS? Additionally, after the original rollout, several improvements to CIMS were identified: Locals need monitoring data in one place! Self-assessment is not an effective way to measure compliance. CIMS workload should be based on the need for improvement, not the same workload for all districts and schools (modularity).

7. Why are we redesigning CIMS? Locals need guidance on what correction and improvement means to MDE. Calendar should align with other improvement activities like School Improvement Frameworks.

8. CIMS-2 Highlights CIMS will be an annual activity. Every local will complete CIMS-2 every year. Emphasis on data analysis, not data collection New calendar

9. Every Local Every Year In CIMS-2, every local will complete the process every year. There will be no cohorts in CIMS-2. Local review and analysis process (RAP) teams will convene each year to review data. Corrective action plans will be drafted, activities completed, and plans closed within the Annual Performance Report (APR) year.

10. Data Analysis vs. Data Collection Process begins when locals receive a strand report from the OSE/EIS rating their compliance and results on SPP indicators. RAP teams analyze data and gain an understanding of strengths/weaknesses, including the root cause of a problem. Locals focus improvement activities on areas of concern as opposed to previous one-size-fits-all workbook/activities.

11. New Calendar February-to-February calendar Strand reports issued in spring Corrective action plans (CAPs) due in early summer Progress reports due in fall CAPs closed in winter

12. The CIMS-2 Calendar February 1: MDE submits APR Early Spring: Locals form RAP teams April 15: Locals receive strand report April 15�June 15: Locals write and submit CAPs June 15�August 1: MDE reviews, accepts/rejects CAPs, and schedules monitoring activities

13. The CIMS-2 Calendar October 1: CAP progress reports due December 1: CAPs due to MDE December 2�January 15: MDE verifies/closes CAPs February 1: Process begins again

14. SPP Performance Indicators #1: Graduation #2: Drop out #3: Statewide Assessment #4: Suspension and Expulsion #5: Educational Environments #6: Preschool Educational Environments #7: Preschool Outcomes #8: Parent Involvement #14: Postsecondary Outcomes #18: Resolution Session Agreements #19: Mediated Agreements The group reviewed the 20 indicators in the State Performance Plan � guidance from the North Central Regional Resource Center indicated that that the State must consider performance of Compliance indicators. These are indicators in which performance levels are predetermined and non-negotiable. They have either a 100% or 0% target as listed on this slide �but could also consider� The group reviewed the 20 indicators in the State Performance Plan � guidance from the North Central Regional Resource Center indicated that that the State must consider performance of Compliance indicators. These are indicators in which performance levels are predetermined and non-negotiable. They have either a 100% or 0% target as listed on this slide �but could also consider� Performance on Performance indicators, as listed on this slide, and could consider �other information�. As a reminder, the Determinations are based on 05-06 data so another important component was to identify criteria for which data was available, reliable, and valid� The group reviewed the 20 indicators in the State Performance Plan � guidance from the North Central Regional Resource Center indicated that that the State must consider performance of Compliance indicators. These are indicators in which performance levels are predetermined and non-negotiable. They have either a 100% or 0% target as listed on this slide �but could also consider� The group reviewed the 20 indicators in the State Performance Plan � guidance from the North Central Regional Resource Center indicated that that the State must consider performance of Compliance indicators. These are indicators in which performance levels are predetermined and non-negotiable. They have either a 100% or 0% target as listed on this slide �but could also consider� Performance on Performance indicators, as listed on this slide, and could consider �other information�. As a reminder, the Determinations are based on 05-06 data so another important component was to identify criteria for which data was available, reliable, and valid�

15. SPP Compliance Indicators #9: Disproportionate Representation #10: Disproportionate Representation #11: Child Find #12: Early Childhood Transition #13: Secondary Transition #15: Compliance Findings #16: State Complaints #17: Hearings Adjudicated #20: Timely and Accurate Data

16. Fast Answers to Burning Questions Q. What should we be doing this fall in CIMS-2? A. There is no need to convene a local team at this time. If you have outstanding improvement plan progress reports from CIMS Cohorts Year 2 & 3, they need to be submitted and all areas of noncompliance corrected by 1/31/08.

17. Fast Answers to Burning Questions (cont.) Q. What will be expected of locals in CIMS-2? A. The CIMS-2 process will start with the submission of the APR in February. Locals will convene their local RAP teams to conduct activities and produce CAPs based on their indicator data. Using 2008 determinations data, most locals will have to complete very few activities in CIMS-2.

18. Fast Answers to Burning Questions (cont.) Q. What is the role of the RAP team in CIMS-2? A. The RAP team will replace the SPSR team from the previous CIMS. RAP teams will convene to look at local data. RAP teams may conduct activities like student record reviews to gain a better understanding of an area of concern. In CIMS-2 these activities will be used for discovery and analysis instead of universal data collection.

19. Fast Answers to Burning Questions (cont.) Q. What is the role of general educators in CIMS-2? NCLB and IDEA require the collaboration of general and special educators in the overall education of students with disabilities. CIMS-2 enables school staff to learn of the specific entitlements and special needs of students with disabilities. This collaboration will enhance the performance of the special education sub-group on state and district assessments, improve post-secondary outcomes and ensure compliance with both Acts.

20. Fast Answers to Burning Questions (cont.) Q. When will I hear more about CIMS-2? A. We are scheduling information sessions around the state for the months of November and December. These sessions are designed to help you understand why we do CIMS. A. In mid-winter we will conduct a series of how-to-do CIMS trainings to give you specific information on how to convene teams, log in to the workbook, and conduct improvement planning activities.

21. For More Information CENMI.org/CIMS or Teresita Long, Coordinator of Monitoring longt1@michigan.gov (517) 335-0474 Program Accountability Office of Special Education and Early Intervention Services