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An Introduction to CIMS2: A Webinar for Alphas and Betas March 6, 2009


March 6, 2009. The CIMS-2 Calendar: The April Workbook View. February 1: The MDE submits APR ... October 1: CAP status reports due ... – PowerPoint PPT presentation

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Title: An Introduction to CIMS2: A Webinar for Alphas and Betas March 6, 2009

An Introduction to CIMS-2A Webinar for Alphas
and BetasMarch 6, 2009
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.
  • 34 CFR 300.601(c)

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 birth3
  • Part B Special education and related services
    for children and youth ages 321. Section 619 is
    included for preschoolers.

Vocabulary Terminology
  • Offices of Special Education and Early
    Intervention Services/Early Childhood Education
    and Family Services (OSE-EIS/ECEFS) 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 for students with disabilities ages

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

Vocabulary Terminology
  • Finding A written notification from the State
    to a local that contains the States conclusion
    that the local is in noncompliance it includes
    the citation of the statute or regulation and a
    description of the qualitative and/or
    quantitative data supporting the States
    conclusion that there is noncompliance. It also
    includes the requirement that the noncompliance
    be corrected as soon as possible, and in no case
    more than one year including verification of

Vocabulary Terminology
  • Corrective Action Plan (CAP) A plan developed
    in response to a finding of non-compliance
  • 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
  • No Child Left Behind Act (NCLB) The federal law
    that established accountability measures aimed at
    improving academic achievement for all public
    school children.

Understanding Monitoring
  • In 1975, Congress passed the Education for All
    Handicapped Children Act (PL 94-142), which
    required provision of a free, appropriate public
    education via an individualized education program
    to each student with a disability ages 618 in
    the least restrictive environment (Part B).
  • Congress then established Part H, later renamed
    Part C (Early Intervention Program for Infants
    and Toddlers with Disabilities), in 1986.
  • The current authorizing statute for special
    education programs and early intervention
    services is the IDEA 2004.

Federal Accountability The SPP and APR
  • The IDEA 2004 requires each state to develop a
    State Performance Plan (SPP) to evaluate the
    States efforts to implement the requirements and
    purposes of the IDEA and indicate how the State
    will continuously improve upon this
  • Each year the State collects data from locals and
    reports on their progress toward meeting the
    targets in the SPP through the submission of the
    Annual Performance Report (APR) to the OSEP on
    February 1.

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Federal Accountability Determinations
  • Determinations measure the States performance in
    meeting the requirements of the IDEA 2004. The
    OSEP rates or grades states using the following
    four levels
  • (1) Meets the requirements of the IDEA 2004
  • (2) Needs assistance in implementing the
    requirements of the IDEA 2004
  • (3) Needs intervention in implementing the
    requirements of the IDEA 2004
  • (4) Needs substantial intervention in
    implementing the requirements of the IDEA 2004

Federal Accountability Public Reporting
  • The IDEA 2004 also requires states to publicly
    report on the progress and performance of their
    locals against the targets established in the
  • Public reporting must occur as soon as
    practicable but no later than 120 days following
    the States submission of the APR.

Federal Accountability Our Gen Ed Counterparts
  • The NCLB and the IDEA work together. These
    connections include
  • Academic content and achievement standards
  • Testing/assessments
  • Qualified personnel

Michigans Response to Federal Requirements
  • Michigan developed an SPP and annually submits an
  • Michigan issues local determinations
  • Michigan publicly reports on the performance of

What Data Are MDE Collecting for Monitoring
  • Performance on compliance indicators
  • Performance on priority results indicators
  • Single audit findings
  • Outstanding uncorrected noncompliance
  • Focused monitoring activity results

What Does the MDE Do with All This Data?
  • Data collected for accountability measurements
  • Result in the issuance of findings
  • Result in other activities for locals

How Do Locals Keep Track of All This?
  • CIMS-2!

  • 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).
  • CIMS-2 will help locals see the data the State
    sees when making monitoring decisions, and will
    store that information in a single location so
    that status updates, notes, and other information
    are available in one place and everyone sees the
    same data!

The CIMS-2 Workflow
  • Data are collected.
  • CIMS-2 workbooks are populated.
  • RAP teams convene.
  • Data are analyzed.
  • Locals plan and implement correction or

Where Do the Data Go?
  • Into the CIMS-2 workbooks!
  • Workbooks are issued 3 times per year
  • April 15
  • September 15
  • December 15

CIMS-2 Workbook Reports
  • Static Reports
  • Point-in-time reports
  • Provided for context
  • Action Reports
  • Require local action
  • Action depends on type of report

Report Types
  • Static Reports
  • Strand Report (April 15)
  • Determinations Report (April 15 or September 15)
  • Action Reports
  • Report of Findings (all workbooks)
  • Monitoring Activities Report (MAR) (all workbooks)

Sample Strand Report
Sample Determinations Report
Sample Report of Findings
Sample Monitoring Activities Report (MAR)
What Do We Do with These Reports?
  • CIMS-2 coordinator or other designee reviews the
  • CIMS-2 coordinator or other designee convenes a
    RAP team

Who Are the RAP Team Members?
  • A CIMS-2 coordinator (special education director,
    Early On coordinator, or district designee)
  • Special education administrators/general
    education administrators/ISD monitor
  • Parents
  • Service providers
  • Data experts or program specialists

When Should a RAP Team Convene?
  • RAP teams convene when April 15 and September 15
    workbooks are opened
  • December 15 workbooks may not require a RAP team

What Does a RAP Team Do?
  • The RAP team is responsible for reviewing and
    analyzing local data to
  • gain an understanding of strengths and
  • prioritize the underlying concerns and
  • identify the root cause of the problem.

What Is the RAP Team Reviewing?
  • Static reports to gain a picture of the locals
    overall performance including strengths and
  • Action reports to identify areas requiring
  • If the MAR reveals areas requiring action the
    report will inform locals as to what to do next
  • If a finding is present, a CAP is required

Responding to a MAR
  • If a local has one or more results indicators
    that do not meet the State target
  • Analyze root cause of challenge
  • Forward transmittal to School Improvement
    Framework (SIF) team or Local Interagency
    Coordinating Council (LICC)
  • If a local has been scheduled for a focused
    monitoring activity, discuss who should
    participate and why
  • If a record review activity is required, discuss
    how to complete the activity

Responding to Findings Writing a CAP
  • Step 1 Analyze the Data
  • Use workbook probe questions to analyze challenge
    areas and identify root cause of problem
  • Step 2 Prioritize Improvement
  • If multiple findings are issued determine which
    to act on first
  • Step 3 Write CAP
  • Use researched-based activities that are SMART
  • Specific
  • Measurable
  • Attainable
  • Realistic
  • Time-bound

Status Reports
  • Ensure that corrective action is occurring in a
    timely fashion
  • Due October 1 and December 1 of each year
  • Verification takes place as soon as CAP closure
    is requested

ASAP BINCL TOY IV Correction of Noncompliance
  • Noncompliance must be corrected as soon as
    possible, and in no case more than one year after
    the finding
  • The one year timeframe includes verification of

Verification of Correction
  • The MDE must verify that correction occurred and
    was implemented in a systemic manner
  • Verification may include
  • a review of updated policies, practices, or
  • results from student/child record reviews
  • evidence that training or technical assistance
    was obtained to correct an area of noncompliance
  • new data submitted through the State data

When Does All This Happen?
The CIMS-2 Calendar The April Workbook 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
  • October 1 CAP status reports due
  • December 1 Final status reports due and CAPs
    closed by the MDE
  • December 2 January 15 The MDE verifies
  • February 1 Process begins again

Where to Get Help
For More Information
  • MDE
  • Teresita Long, Coordinator of Monitoring,
  • Vanessa Winborne, Early On Coordinator, ECEFS,
  • CIMS-2 Informational Website
  • CIMS-2 Help Desks
  • Part B or (877) 474-9023
  • Part C or (866) 334-5437