1. An Introduction to CIMS (and why it matters) An Introduction to CIMS (and why it matters) Council For Exceptional Children March 2015 Grand Rapids

2. March 2015 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 2

3. March 2015 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)) 3

4. March 2015 SPP Targets For Part B 4

5. March 2015 Data Flow MSDS CIMS CEPI 5

6. March 2015 What Is CIMS? A data collection system A workflow and reporting system A secure data transfer system An outbound communication system 6

7. March 2015 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 7

8. March 2015 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 8

9. March 2015 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 9

10. March 2015 But What Is CIMS? It’s two interrelated websites 10

11. March 2015 CIMS Workbooks Data are issued to locals via “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) 11

12. March 2015 CIMS Monitoring Cycle 12

13. March 2015 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 13

14. March 2015 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

15. March 2015 The CIMS Process 15

16. March 2015 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 16

17. March 2015 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 17

18. March 2015 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 18

19. March 2015 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 –Collaborate with the ISD Monitor and/or state assigned Technical Assistance (TA) provider –Scheduling a Review and Analysis Process team meeting 19

20. March 2015 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 20

21. March 2015 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 21

22. March 2015 What Is A RAP Team? 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 22

23. March 2015 What Is The RAP Team Reviewing? Reports –If the MAR reveals areas requiring action, the report will inform locals as to what to do nextMAR –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

24. March 2015 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 24

25. March 2015 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 25

26. March 2015 Technical Assistance State Technical Assistance (TA) Providers (if finding is from an FM 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 with implementing and closing CAPs within required time frames –Review evidence of correction when locals are ready to request CAP closeout –Provide subject matter expertise on indicators, the IDEA, and the MARSE 26

27. March 2015 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? 27

28. March 2015 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 28

29. March 2015 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 29

30. March 2015 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 30

31. March 2015 CIMS Training Website http://cims.cenmi.org 31

32. March 2015 CIMS Training Website 32

33. March 2015 CIMS Training Website 33

34. March 2015 CIMS Resource Library 34

35. March 2015 CIMS Resource Library (cont.) 35

36. March 2015 CIMS Resource Library (cont.) 36

37. March 2015 CIMS Training Website 37

38. March 2015 Compliance Resources 38

39. March 2015 Technical Assistance Resource 39

40. March 2015 Looking For Part B Indicators? You will get a drop down menu from which to select Part B compliance indicators and other priority areas. Most open a new page with further resources. 40

41. March 2015 Compliance Resources 41

42. March 2015 MI School Data www.mischooldata.org 42

43. March 2015 CIMS Training Website 43

44. March 2015 Under The FM Tab Focused Monitoring –3 annual cycles –Visits may be based on Data Random selection Referral 44

45. March 2015 Winter FM Resources You will find sample student record review (SRR) forms that show what the FM teams look for when they review IEPs.SRR 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. 45

46. March 2015 Search Feature 46

47. March 2015 Search Results 47

48. March 2015 Outcomes We hope that –You’ve gained a basic understanding of CIMS and the two 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. 48

49. March 201549 Questions?

50. March 2015 Contact Information MDE –Jessica Brady, Supervisor, bradyj@michigan.govbradyj@michigan.gov –Jeanne Anderson Tippett, Coordinator, andersontippettj@michigan.gov andersontippettj@michigan.gov –Kathleen Hoehne, Consultant, hoehnek@michigan.govhoehnek@michigan.gov –Shawan Dortch, Consultant, dortchs@michigan.govdortchs@michigan.gov –Charles Thomas, Consultant, thomasc29@michigan.govthomasc29@michigan.gov –Sharon Fink, Departmental Analyst, finks@michigan.govfinks@michigan.gov CIMS Web site: http://cims.cenmi.org/http://cims.cenmi.org/ CIMS Help Desk –help@cimsmichigan.org or (877) 474-9023help@cimsmichigan.org 50