1. Transition Training Day Transition Training Day Office of Special Education September 21, 2015

2. September 21, 2015 Training Day Agenda and Time Agenda 9:00 Welcome and Overview 9:05 Poll Everywhere: Measurable Postsecondary Goals 9:20B-13 Data Review and Process Steps 10:20Break 10:35 Checklist Guidance IDEA and Transition 11:00The Checklist 12:00 Lunch 1:00 The Checklist, cont. 1:30Aligning Measurable Annual and Postsecondary Goals 2:00Poll Everywhere: Measurable Postsecondary Goals 2:15Review of SLC and CAP Processes 2:45Next Steps 3:00Survey

3. September 21, 2015 Welcome & Introductions Monitoring and Technical Assistance Team OSE Jeanne Anderson Tippett, Coordinator Shawan Dortch, Consultant ISD Monitors Larry Stemple, Wayne RESA Rebecca McIntyre, Kent ISD

4. September 21, 2015 Transition Services (b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include— (1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and (2) The transition services (including courses of study) needed to assist the child in reaching those goals. IDEA § 300.320 (7)(b)

5. September 21, 2015 Goal Poll Text SHAWANDORTCH614 to 37607 to Join Now text your answer: TRUE or FALSE –True: if the annual measurable goal is supportive of the postsecondary goal –False: if the annual measurable goal is not supportive of the postsecondary goal

6. September 21, 2015 Statewide Response to Data Summary There were 10,415 students with an IEP, aged 16-26 in the final record count. With the new checklist questionnaire being employed, non-compliance rates were higher than in recent years past. 7299 IEPs were compliant ( 70.1% in 2015 vs. 98.7% in 2014) 3116 IEPs were not compliant (29.9% in 2015 vs. 1.3% in 2014) 438 Local Education Agencies (LEAs) had at least 1 student with a non-compliant IEP.

7. September 21, 2015 Checklist Review

8. September 21, 2015 DISTRICT DATA REVIEW Let’s take a closer look at the data! Review local’s Spring 2015 data submitted for the B-13 Checklist.

9. September 21, 2015 A New Approach Kent Data Review Process

10. September 21, 2015 DATA REVIEW PROCESS GATHERING DATA Each district completed their own reviews and submitted checklists through CIMS Immediately verified: All IEPs reviewed were dated prior to March 1, 2015. All documents were uploaded for student #5 Consent to Invite, Invitation, Transition IEP, Signed Notice Completed a comparison using a highlighter to identify any discrepancy between district and ISD review and noted the discrepancy. In numerous instances the district entered “NO” and my review resulted in a “Yes” Contacted local within 48 hours via email and provided a personalized summary of my review

11. September 21, 2015 DATA REVIEW PROCESS DATA ANALYSIS Created 2 spreadsheets District Submissions by Item ISD Review by Item Plot data for each district Number of records to be pulled Number of active records Number of items of non-compliance Number of instances broken down by item Graph data for a visual representation

12. September 21, 2015 DATA SYNTHESIS Analyzed each checklist item and listed common errors –Identified district and countywide habits and trends Determined: –Specific items that require additional guidance and training –Specific districts that require clarification of intentional PD

13. September 21, 2015 Checklist Data

14. September 21, 2015 CHECKLIST DATA

15. September 21, 2015 Next Steps Create guidance for each of the identified areas to ensure countywide consistency Embed updated guidance in a variety of B13 trainings for: –Administrators/Transition Coordinators –Middle School Teachers –High School Teachers –Center Programs/Low Incidence Teachers Create screen cast training opportunities for each item number Intentional monitoring of transition IEPs at monthly Administrators meetings Repeat process next year

16. September 21, 2015 Question 16

17. September 21, 2015 BREAK TIME

18. September 21, 2015 Transition Services Definition IDEA §300.43 Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.

19. September 21, 2015 A Step by Step Process StageTransition PlanningAction StepsResponsible Parties 1Before IEPStart PlanningMeet with student (15 yrs +)Casemanager 2Before IEPChoose Assessment TypeAdminister Student Formal/Informal AssessmentCasemanager/Teacher/Agency 3Before IEPProvide Agency Information Decide if agency will be responsible to pay/provide services or how the school will provide transition servicesIEP Team/Student/Parent/*Agency 4Before IEPGet Consent/Refusal Send Request to Parent/Student(18yr) Permission to invite agency (before IEP Meeting to discuss transition needs)Casemanager 5Before IEPInvite Agency After consent is received in writing, send invite to agency to IEP meetingCasemanager 6Before IEPInvite/InformSend IEP invite to student prior to the IEP meetingCasemanager 7During IEPAlign Secondary Goal/Need Discuss/document goals that will help student with their transition services need.IEP Team/Student/Parent/*Agency 8During IEPAlign Secondary Course Discuss/Document courses that will help student meet their postsecondary goals.IEP Team/Student/Parent/*Agency 9During IEP Postsecondary Objective/Purpose Discuss and document how the student will work towards meeting their postsecondary goalsIEP Team 10After IEP Monitor/Review/Revise Annually Discuss and document has the student worked toward meeting their postsecondary goals/revise if necessaryIEP Team/Student/Parent/*Agency

20. September 21, 2015 The Checklist 20

21. September 21, 2015 QUESTION 1 1. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? ☐ Yes ☐ No

22. September 21, 2015 QUESTION 1 Response must be YES for compliance For compliance: To meet IDEA requirements: –Documentation that the student was invited prior to the IEP Team meeting (note of verbal invite; phone log; invitation; etc.) –Documentation that an invitation to the IEP Team meeting was addressed specifically to the student (may be co-addressed with parent)

23. September 21, 2015 QUESTION 1 Noncompliance: No documentation that the student was invited to the IEP Team meeting. Note: Documentation of the student’s attendance at the IEP Team meeting (sign-in) is not sufficient evidence of prior invitation.

24. September 21, 2015 IEP Invitations (Copy given to both the parent and student Student interview to verify invitation (and document the interview) Student File (Phone log, note of verbal invite) Student sign-in is not evidence of invitation 24

25. September 21, 2015 QUESTION 2 2. Is there evidence of prior consent of the parent or student, who has reached the age of majority, to invite an agency? ☐ Yes ☐ No N/A ☐

26. September 21, 2015 QUESTION 2 Response must be YES or NA for compliance. For compliance: To meet IDEA requirements: –Documentation that, if an agency likely to pay or provide for transition services is to be invited, a request for consent was provided to the parent or student, who has reached age of majority. –Documentation that, if an agency likely to pay or provide transition services was invited, that written consent was provided by the parent, or student who has reached age of majority. If NA, Documentation that the LEA determined that an outside agency was not likely to provide or pay for services at this time.

27. September 21, 2015 QUESTION 2 Noncompliance: –No documentation that, if an agency likely to pay or provide transition services was invited to the IEP by the LEA, that written consent was provided by the parent, or student who has reached the age of majority. –No documentation that the LEA determined that there was no need to invite an outside agency.

28. September 21, 2015 QUESTION 3 3. Is there evidence that, if appropriate, a representative of any participating agency (that is likely to be responsible for providing or paying for transition services) was invited prior to the IEP Team meeting? ☐ Yes ☐ No N/A ☐

29. September 21, 2015 QUESTION 3 Response must be YES or N/A for compliance. For compliance To meet IDEA requirements: If yes, –Documentation of an invitation to a community agency that is likely to provide or pay for transition services was sent prior to the IEP team meeting. If N/A –Documentation that the parent or student, who has reached age of majority, denied consent or did not respond to the request for consent. –Documentation that the LEA determined that an outside agency was not likely to provide or pay for services at this time.

30. September 21, 2015 QUESTION 3 Noncompliance: –Consent was provided and there is no documentation of agency invitation. –Documentation exists indicating there was a need to invite an agency likely to provide or pay for transition services, but there is no evidence of consent and/or an invitation. –Consent was not provided and an agency was still invited by the school.

31. September 21, 2015 IEP Refer to PLAAFP statement to help determine if an agency needed to be invited to the IEP IEP Invitation Refer to postsecondary goals and transition activities to help determine if an agency needed to be invited to the IEP See Agency Representation Section of Transition Plan Attachment Page 2T Student File Copy of Consent to Invite Agencies to an IEP Team Meeting Form Consent Form With Denial Indicated Documentation of Attempts To Get Consent

32. September 21, 2015 QUESTION 4 4.Is there evidence that postsecondary goals were based on age appropriate transition assessment(s)? training*, ☐ Yes ☐ No education*, ☐ Yes ☐ No employment, ☐ Yes ☐ No and where appropriate, independent living skills ☐ Yes ☐ No ☐ N/A

33. September 21, 2015 QUESTION 4 Response must be YES in all areas, except independent living For compliance To meet IDEA requirements: There are postsecondary goals in training, education, employment and, where appropriate, independent living that are based on the age appropriate transition assessment results. *Note: If postsecondary training and education goals are combined into one goal, mark YES for each.

34. September 21, 2015 QUESTION 4 Noncompliance No documentation of transition assessment information/data in the areas of training, education, employment, and where appropriate independent living.

35. September 21, 2015 QUESTION 4- WHERE IS THE EVIDENCE? Transition Plan Attachment Page 1T PLAAFP Copy of Dated Transition Assessment Results Student File

36. September 21, 2015 QUESTION 5 5.Does the IEP include appropriate measurable postsecondary goals in the areas of training, education, employment and where appropriate, independent living? training*, ☐ Yes ☐ No education*, ☐ Yes ☐ No employment, ☐ Yes ☐ No and, where appropriate, independent living skills ☐ Yes ☐ No ☐ N/A

37. September 21, 2015 QUESTION 5 Response must be YES in all areas, except N/A for independent living. For compliance To meet IDEA requirements: There are documented measurable postsecondary goals in the areas of training, education, employment and, where appropriate, independent living that will be achieved after the student exits the public school system? *Note: If postsecondary training and education goals are combined into one goal, mark YES for each.

38. September 21, 2015 QUESTION 5 Noncompliance A postsecondary goal that is not measurable. There is no documentation of a measurable postsecondary goal in each of the areas of training, education, employment and, where appropriate independent living.

39. September 21, 2015 QUESTION 4 and 5 * * If postsecondary training and education goals are combined into one goal that meets the United States Department of Education, Office of Special Education Programs guidelines, mark yes for each. Questions and Answers On Secondary Transition Revised September 2011 (New Section B) http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2 C10%2C

40. September 21, 2015 QUESTION 6 6. Are the postsecondary goals updated annually? ☐ Yes ☐ No

41. September 21, 2015 QUESTION 6 Response must be YES for compliance For compliance To meet IDEA standards: Documentation that the postsecondary goals for education, training, employment and, where appropriate, independent living were reviewed annually and updated as necessary. Noncompliance No documentation that postsecondary goals, on an annual basis, were reviewed and/or updated as necessary.

42. September 21, 2015 Present Level of Academic Achievement and Functional Performance Section of the IEP See the PLAAFP factors considered See the PLAAFP Transition Plan Attachment: Student’s Postsecondary Goals Section: –Training –Education –Employment –Independent Living Student IEP/File –Transition assessment information available –Comparison of previous IEP to current IEP – Documentation in IEP of update 42

43. September 21, 2015 Lunch

44. September 21, 2015 QUESTION 7 7. Does the IEP include transition services that will reasonably enable the student to meet his or her postsecondary goals? ☐ Yes ☐ No

45. September 21, 2015 QUESTION 7 Response must be YES for compliance For compliance To meet IDEA standards: Documentation of transition services such as instruction, related service, community experience, development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills, in addition to courses of study, that will enable the student to meet his or her postsecondary goals. Noncompliance: There are no documented transition services.

46. September 21, 2015 WHAT THE LAW SAYS Sec. 300.43 Transition services. (a) Transition services means a coordinated set of activities for a child with a disability that-- (1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

47. September 21, 2015 Sec. 300.43 Transition services. (2) Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and includes-- (i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. (b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. [34 CFR 300.43 (a) (b)] [20 U.S.C. 1401(34)] What the law says

48. September 21, 2015 Transition Services Should focus on academic and functional achievement to facilitate movement from school to post-school life. For each postsecondary goal, transition services can include: –Instruction –Related Services –Community Experience –Development of Employment and Post-School Objectives –Acquisition of Daily Living Skills (if appropriate) –Functional Vocational Evaluation (if appropriate) 48

49. September 21, 2015 Transition Service Questions What experiences must the student participate in this academic year that are necessary for achieving the identified post-secondary goals? What services and specific instruction are essential this year for the student to develop skills and knowledge to attain their post- secondary goals? Do we know enough about this student’s vocational skills to identify an appropriate post- secondary employment goal or design activities to support the identified goal?

50. September 21, 2015 QUESTION 8 8.Does the IEP include courses of study that will reasonably enable the student to meet his or her postsecondary goals? ☐ Yes ☐ No

51. September 21, 2015 QUESTION 8 Response must be YES for compliance For compliance To meet IDEA standards: The documented courses of study (Michigan Merit Curriculum or curriculum based on alternate achievement standards) enables the student to achieve his or her postsecondary goals. Noncompliance –No courses of study documented. –The documented courses of study do not enable the student to achieve his or her postsecondary goals.

52. September 21, 2015 QUESTION 8- WHAT IS MEANT BY COURSES OF STUDY? Courses of Study: Courses and educational experiences that align to the student’s postsecondary goals. For many students, courses of study is the long term plan for determining general education courses (Michigan Merit Curriculum and electives like auto mechanics, computer assisted drawing, etc.). The intent is to support the student’s postsecondary goals with the academics and other courses that align with the PSG and will eventually lead to the attainment of a diploma and the PSG.

53. September 21, 2015 QUESTION 8 WHAT IS MEANT BY COURSES OF STUDY? For some students that have moderate to severe disabilities, the courses of study would be a long term plan in more generalized content areas like independent living, self determination, vocational skills, social skills, etc. Indication that student will be taking a course of study leading to a diploma or school completion plan with statement of alignment to PSG is sufficient course of study statement.

54. September 21, 2015 IEP Form and Transition Plan Attachment Both identify the courses of study:  Michigan Merit Curriculum leading to a diploma  Courses of study leading to some type of a certificate of completion  Not necessary to list every specific course Transition Plan Attachment (1T) provides space for comments regarding courses of study The Secondary Transition Services page (2T) which indicates:  The type of service and/or activity  The individuals and/or organizations that will work with the student (Show coordination: ex., parent, MRS, school, student)  As an option, when the activity will be completed 54

55. September 21, 2015 QUESTION 9 9.Is (are) the annual IEP goal(s) related to the student’s transition services needs? ☐ Yes ☐ No

56. September 21, 2015 QUESTION 9 Response must be YES for compliance For compliance To meet IDEA standards: Documentation that at least one annual IEP goal supports the student’s transition services needs listed in the IEP. Noncompliance: –No documentation of an annual goal in the IEP related to the student’s transition services needs. –No annual goals.

57. September 21, 2015 Annual Goals and Short-Term Objectives Page PLAAFP FOR Transition Needs and PSG Transition Attachment- Page 1T FOR PSG 57

58. September 21, 2015 QUESTION 10 10. Is there evidence that the student’s needs, taking into account their strengths, preferences and interests, were considered? ☐ Yes ☐ No

59. September 21, 2015 QUESTION 10 Response must be YES for compliance with IDEA standards. For compliance To meet IDEA requirements: –Documentation that the student attended and participated in the IEP Team meeting. –Documentation within the IEP that the student’s strengths, preferences, and interests were considered if he or she was not in attendance.

60. September 21, 2015 QUESTION 10 Noncompliance: No documentation in the IEP that the student’s needs, taking into account his/her strengths, preferences and interests, were considered.

61. September 21, 2015 QUESTION 10- WHERE IS THE EVIDENCE? Transition Assessment Results addressed Factors list Page 2 Comments in PLAAFP Transition Attachment Page 1 T –Did Student Attend? –If No, Steps to ensure consideration… –“I” statements

62. September 21, 2015 Aligning Measurable Annual and Postsecondary Goals 62

63. September 21, 2015 POST-SECONDARY AND ANNUAL GOALS Measurable Postsecondary Goals- job/career choice, training or educational experience, and/or living situation that the student chooses to pursue after the student leaves school. Annual IEP Goals - statements that define the measurable progress that is to be achieved within an annual IEP timeframe. A general focus towards the ongoing progress needed by the student to be ready to achieve his/her post-secondary goals. 63

64. September 21, 2015 Measurable Postsecondary Goal Areas To meet IDEA requirements: There must be postsecondary goals in training, education, employment and, where appropriate, independent living that are based on the age appropriate transition assessment results.

65. September 21, 2015 A Postsecondary Goal: Is a statement based on age appropriate transition assessment. Communicates what the student would like to achieve after high school. Is measurable. Is an outcome that occurs after the person has exited all secondary programming.

66. September 21, 2015 Measurable Postsecondary Goal Areas Training and Education Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, 4 year college or university, technical college, 2 year college, Vocational Technical School, etc. Employment Paid (competitive); unpaid employment Independent Living, where appropriate Adult living, daily living, independent living, financial, transportation, etc.

67. September 21, 2015 School’s Responsibility Schools are responsible for helping the student develop “appropriate” post secondary goals. Schools are responsible for getting students ready to achieve their postsecondary goals. Note: Achieving these postsecondary goals will happen after graduation or exit from school.

68. September 21, 2015 DIGGING DEEPER! We should try to avoid writing a “none” or “don’t know” response from a student. Help them think it through.

69. September 21, 2015 Addressing the “Don’t Know” Look for: Annual goals Transition assessments Teacher, Parent, Student Interviews

70. September 21, 2015 What If? …a student is unable or unwilling to communicate his/her postsecondary goals Teachers can use information based on observations, specific transition assessments (like ESTR), parent interviews, and general knowledge about the student’s strengths, preferences, and interests to help develop appropriate postsecondary goals. Remember…postsecondary goals are individualized. Each student’s preference and interest for his or her life will be different!

71. September 21, 2015 NTACT’s Suggested Formula ____________ _______ will ______ ______ ( After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of secondary programming) FORMULA

72. September 21, 2015 Example: 4 Separate Post Secondary Goals Education – After high school, I will take agricultural study courses at Cornville Community College. Training – After high school, I will get on the job training to become a farmer. Employment – After high school, I will work full time as a farmer. Independent Living (where appropriate) – After high school, I will live with a roommate in an apartment.

73. September 21, 2015 Example: 3 Separate Post Secondary Goals Education/Training: Upon graduation from high school, James will attend Central Piedmont Community College and participate in the welding industry certificate program meeting the requirements to attain an Entry Level Welding Certificate. Employment: Upon graduation from high school, James will work part-time as a shop helper in his uncle’s shop to gain experience in the automotive repair industry. Independent Living: After graduation, James will follow the laws of his community, demonstrating an understanding of the need for laws to ensure his and others’ safety.

74. September 21, 2015 Aligning Annual IEP Goals with Post Secondary Goals

75. September 21, 2015 Remember, that goals……. Must relate directly to the needs from the Present Level of Academic Achievement and Functional Performance (PLAAFP). Must identify a learning gain that is reasonable for the student to achieve in one year, given the instruction and services he/she will receive.

76. September 21, 2015 Annual IEP Goals For each post-secondary goal, there must be an annual goal or goals included in the IEP that will help the student make progress towards the stated post-secondary goals.

77. September 21, 2015 Measurable Goal Components 1.Timeframe or date 2.Skill that can be counted or observed (skill/behavior) 3.A measurement or assessment strategy (measurement/conditions) 4.Level of attainment to show mastery (accuracy rate/criteria) 77

78. September 21, 2015 Measurable Goal Format By (date) the student will (skill/behavior) with (accuracy, rate. etc.) as measured by (instrument). By October 20, 2015 the student will read orally 126 words per minute with 5 or fewer errors when given a one-minute Grade 2 Reading CBM.

79. September 21, 2015 Annual IEP Goal Questions What skills and knowledge must the student attain over the course of the IEP that are necessary for achieving the identified post- secondary goals? What skills and knowledge does the student currently have that support their post-secondary goals?

80. September 21, 2015 At least one annual IEP goal should be in place to support each identified measurable postsecondary goal area. Annual IEP goals to support postsecondary activities can be written within the general curriculum (for example a math goal), or outside of the general curriculum, such as transportation skills training, or affective, etc. A given annual goal may support more than one postsecondary goal. Annual IEP Goal Connection

81. September 21, 2015 Aligning Annual IEP Goals with Post Secondary Goals Transition Activities (TA) Annual Goal (AG) Course of Study (CoS) 81

82. September 21, 2015 Aligning Annual IEP Goals with Post Secondary Goals Example 82

83. September 21, 2015 Example Joe is a child with a learning disability in math computation, and has a measurable postsecondary goal in Education to attend a technical institute to become a carpenter. An example of a measurable annual IEP goal for this child that links with the transition plan could be: By June 2015, when given current grade level computation problems in fractional numbers with differing denominators, Joe will be able to compute the correct answer in 5 out of 5 trials as documented by teacher record.

84. September 21, 2015 Explanation Joe has a disability that impacts his achievement in Math and he will need to learn how to do fractional math problems as a carpenter. Improving these math skills will aid him in reaching his postsecondary goal to become a carpenter.

85. September 21, 2015 Questions and Answers

86. September 21, 2015 Goal Poll Text SHAWANDORTCH614 to 37607 to Join Now text your answer: TRUE or FALSE –True: if the statement is a measurable goal –False: if the statement is not a measurable goal

87. September 21, 2015 The Corrective Action Work Begins Review Student Level Corrections Review Corrective Action

88. September 21, 2015 Student Level Correction 88

89. September 21, 2015 SLCAPs A new process was started in the fall as a result of the OAG visit We were required to have more involvement in the closeout of the SLCAPs The process involves the ISD monitor uploading verification of the corrections After uploading documentation, there is a further 2 step OSE verification process Given the number of B-13 SLCAPs, we will also be utilizing TCs to complete the process

90. September 21, 2015 SLCAPs in CIMS: Go to Data Tab

91. September 21, 2015 SLCAP Form

92. September 21, 2015 SLCAP Form

93. September 21, 2015 SLCAP Form Responsibilities Clarified Local

94. September 21, 2015 SLCAP Form Responsibilities Clarified Local ISD Monitor

95. September 21, 2015 SLCAP Form Responsibilities Clarified ISD Monitor Local

96. September 21, 2015 SLCAP Form Responsibilities Clarified Local ISD Monitor OSE

97. September 21, 2015 SLCAP Form Responsibilities Clarified Local ISD Monitor OSE MDE

98. September 21, 2015 SLCAP Form Comments

99. September 21, 2015 SLCAP Form: Local’s Responsibility The local … –Enters date of correction (if corrected) –Insert comments under “Local SLCAP Comments” –Change the status to “Submitted to ISD Monitor”

100. September 21, 2015 SLCAP Form: ISD Monitor, TC, and OSE Responsibilities ISD monitor or TC verifies correction by reviewing the evidence of correction. If corrected: –Enter the date corrected –Upload supporting documentation –Insert any necessary comments under “ISD Monitor Comments” –Change the status to “Verification Request Submitted”

101. September 21, 2015 SLCAP Form: ISD Monitor, TC, and OSE Responsibilities (cont.) ISD monitor verifies correction by reviewing the evidence of correction. If not corrected: –Insert any necessary comments under “ISD Monitor Comments” (date reviewed) –Change status to “Modifications Required” so local can continue correction –Contact OSE for further guidance

102. September 21, 2015 SLCAP reviewers Due to the increase in volume of SLCAPs, it will be necessary for TCs to perform the role of ISD monitor in the review process Each TC will be emailed a list of districts The TC will be the ISD reviewer for those SLCAPs when they are submitted When the district completes the work in CIMS, the TC will get a notification in CIMS 102

103. September 21, 2015 Corrective Action Process

104. September 21, 2015 CAP Timelines CAPs are issued within CIMS Workbooks CAPs must be submitted by the local to MDE for approval within 45 days of the opening of the Workbook Progress Reports to document progress on the CAP activities have a due date that must be followed Verification of Data CAP activities is completed by the ISD Monitor The ISD Monitor submits the Verification & Closeout Request to MDE All CAP activities must be completed as soon as possible but no later than 1 year

105. September 21, 2015 CAP Guidance Documents can be found on the CIMS training site at http://cims.cenmi.org/http://cims.cenmi.org/ Follow the Compliance tab to the B-13 page –CAP development –CAP language –Sample forms 105

106. September 21, 2015 Questions and Answers

107. September 21, 2015 Next Steps Sept. 30 Webinar – focus on CAP development Oct. 20-22 TC Conference November 12-13 CAP reviews November-December SLCAP review 107

108. September 21, 2015 Feedback

109. September 21, 2015 Where to Get Help CIMS Help Desk –help@cimsmichigan.org or (877) 474-9023help@cimsmichigan.org –Identify yourself as a TC or TCC, and tell the Help Desk you’re completing the B-13 checklist –CIMS Web site –http://cims.cenmi.orghttp://cims.cenmi.org Monitoring and Technical Assistance Team –Jessica Brady(bradyj@Michigan.gov)bradyj@Michigan.gov –Jeanne Anderson Tippett(andersontippettj@Michigan.gov)andersontippettj@Michigan.gov –Shawan Dortch (dortchs@michigan.gov)dortchs@michigan.gov –Kathleen Hoehne (hoehnek@michigan.gov)hoehnek@michigan.gov –Charles Thomas(thomasc29@Michigan.gov)thomasc29@Michigan.gov

110. September 21, 2015 Thank You for Joining Us Today!