An Introduction to CIMS (and why it matters) An Introduction to CIMS (and why it matters) CEC Presentation March 2014 Grand Rapids, MI 1

March 2014 The Monitoring and Technical Assistance Team Jeanne Anderson Tippett, Coordinator Kathleen Hoehne, Consultant Shawan Dortch, Consultant Charles Thomas, Consultant 2

March 2014 Anticipated Outcomes Introduce CIMS Where CIMS can be found Explain the flow of data Discuss connection between special education reporting and the improvement of programs and services Share where resources are located in CIMS Answer questions 3

March 2014 The Guiding Principle Of The IDEA “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.” (20 USC 1400(c)(1)) 4

March 2014 SPP Targets For Part B

March 2014 Data Flow 6

March 2014 What Is CIMS? A data collection system A workflow and reporting system A secure data transfer system An outbound communication system 7

March 2014 Central Goals For CIMS Provide information to locals regarding their performance on the SPP Indicators and other OSE priorities Notify locals of findings of noncompliance Provide standardized process and resources for correction Track progress and correction Support verification of correction 8

March 2014 What Does CIMS Do? Helps the state, ISDs, and locals track required activities Defines a schedule for monitoring and compliance activities Establishes a system of improvement with specific processes and tasks Stores monitoring and compliance reports and data in a single, secure location 9

March 2014 What Does CIMS Do (cont.) Helps locals put IDEA monitoring activities into context and understand why this work is important Helps locals see the data the state sees when making monitoring decisions 10

March 2014 But What Is CIMS? It’s 2 interrelated websites 11

March 2014 CIMS Workbooks Data are issued to locals via electronic “Workbooks.” Four Workbooks are issued annually: –August 15 (Part B) –September 15 (Part C) –December 15 (Part B and C) –April 15 (Part B and C) 12

March 2014 CIMS Monitoring Cycle 13

March 2014 What Happens Next? CIMS Coordinator acknowledges the Workbook and then: –Reviews reports and notification letters for required activities –Prioritizes activities to meet set deadlines –Schedules meetings with ISD Monitor and district personnel –Assembles Review and Analysis Process (RAP) team if needed 14

March 2014 CIMS Coordinators Each local has at least one CIMS Coordinator who is responsible for completing CIMS tasks CIMS Coordinators may be: –Special education directors –School principals –Teachers –Other school personnel 15

March 2014 The CIMS Process 16

March 2014 Reports Commonly Issued In CIMS Letters or Reports of Findings/No Findings Closeout Letters/Reports Monitoring Activities Report (MAR) Strand Report Data Reports Determinations Focused monitoring notification letters Others included as necessary 17

March 2014 Reports Are Customized The content of a CIMS Workbook differs for each local The higher the performance, the fewer “tasks” that are required The lower the performance, the more “tasks” that are required 18

March 2014 Notification All locals are notified of finding of noncompliance through the CIMS Workbook Locals “acknowledge reports” to document receipt of any findings –CIMS provides a date and time stamp –Locals have one month to acknowledge reports 19

March 2014 What Are The Next Steps When A Corrective Action Plan (CAP) Is Issued? When a CAP is issued to a local the CIMS Coordinator will begin a series of activities –Begin collecting data specific to the finding –Scheduling a Review and Analysis Process team meeting –Collaborate with the ISD Monitor and/or state assigned Technical Assistance (TA) provider 20

March 2014 What Is A RAP Team? The Review and Analysis Process (RAP) team is a local team charged with the responsibility of reviewing and analyzing the local’s data for the purpose of improvement planning The RAP team is responsible for reviewing and analyzing local data to: –Gain an understanding of strengths and challenges –Identify the root cause of the problem –Determine possible ways to improve local performance –Partner with general education when the solutions involve their collaboration and input 21

March 2014 Who Serves On A RAP Team? Suggested RAP team members include: –A CIMS coordinator (special education director or district designee) –Special education administrators/general education administrators/ISD monitor –Parents –Service providers –Data experts or program specialists –Community agency providers 22

March 2014 What Is The RAP Team Reviewing? Reports –If the MAR reveals areas requiring action, the report will inform locals as to what to do next –If a finding is present, a Corrective Action Plan (CAP) is required The RAP team will participate in the development of the CAP Other data sources (ie: local discipline data, local demographic information, etc.) 23

March 2014 CIMS Monitoring Cycle 24

March 2014 Compliance CAPs are required if a finding is issued CAPs require the local to –Provide a detailed summary of the underlying problems causing the noncompliance –Describe in detail the activities to correct the identified problem(s) –Define how completion of the activities will be measured CAPs are due 45 days after the local is notified of the finding 25

March 2014 What The CAP Tells The State CAP Activity Page includes: –Description of the CAP activity –Dates and deadlines –Names and titles of those responsible for each activity within the CAP –Goals –Products/deliverables from the activity –Evaluation 26

March Technical Assistance State Technical Assistance (TA) Providers (if finding is from a focus monitoring activity) and ISD Monitors are available to support locals They: –Review and track findings –Work with RAP teams to develop CAPs and Results Transmittals –Assist in the implementing and closing of CAPs within required time frames –Review evidence of correction when locals are ready to requires CAP closeout –Provide subject matter expertise on indicators, the IDEA, and the MARSE

March Verification Of Correction Locals must complete all of their CAP activities and satisfy the two prongs of correction –Prong 1- Has the local corrected each individual case of noncompliance? –Prong 2- Is the LEA correctly implementing the specific regulatory requirements (i.e. achieved 100% compliance), based on the State’s review of updated data?

March 2014 Prong 1- Varies based on indicator and monitoring activity Examples: –B-13 (Secondary Transition)-Local completes and submits new secondary checklists for all noncompliant student records –Focused monitoring- student-level corrective action plans (SLCAPs) are corrected and verified 29

March 2014 Prong 2-Systemic Correction Sources: –New data pulls from state data sources –Student Record Reviews (SRR) –Staff interviews –Review of revised/new policies and procedures 30

March 2014 Training Resources For Locals Available at the CIMS training website –Probe questions –Links to additional data sources –State targets –Explanation of indicator/priority area –Webinars –How-to documents –Materials from state and national organizations –CIMS Help Desk-staffed 5 days per week 31

March 2014 CIMS Training Website 32

March 2014 CIMS Training Website 33

March 2014 CIMS Training Website 34

March 2014 CIMS Resource Library 35

March 2014 CIMS Resource Library (cont.) 36

March 2014 CIMS Resource Library (cont.) 37

March 2014 CIMS Training Website 38

March 2014 Under The Compliance Tab 39

March 2014 Looking For Part B Indicators? You will get a drop down menu to select from Part B compliance indicators and other priority areas. Most open a new page with further resources. 40

March 2014 MI School Data 41

March 2014 CIMS Training Website 42

March 2014 Under The FM Tab Focused Monitoring –3 annual cycles –Visits may be based on data random selection referral 43

March 2014 Spring FM Resources You will find sample student record review (SRR) forms that show what the FM teams look for when they review IEPs. You will see the preliminary summaries and the final report worksheets that the FM team use. There may be additional websites for information related to the indicator being monitored. 44

March 2014 Outcomes We hope that –You’ve gained a basic understanding of CIMS and the 2 websites. –You can see opportunities to be involved as a CIMS Coordinator, a RAP team member, or as a knowledge source. –You have a resource that you can draw on for improving services for students with an IEP. 45

March 2014 QUESTIONS? 46

March Contact Information MDE –Jessica Brady, Supervisor, –Jeanne Anderson Tippett, Coordinator, –Kathleen Hoehne, Consultant, –Shawan Dortch, Consultant, –Charles Thomas, Consultant, –Sharon Fink, Departmental Analyst, CIMS Web site: CIMS Help Desk or (877)