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Continuous Improvement Monitoring Process: Self Review Report

Date of Report: June 30, 2007

District Name: Spring Grove Public SchoolDistrict Number: 0297

Cooperative/Education District Name: Hiawatha Valley Education DistrictDirector of Special Education: Joan Buehrle

Superintendent: James Busta

Annual Due Date: June 30

Electronic Report Submission: [email protected] . Reports must be PC Microsoft Word compatibleor Send Report to: Bonnie Carlson, Compliance Supervisor

Minnesota Department of EducationDivision of Compliance and Assistance1500 Highway 36 WestRoseville, MN 55113-4266

* For districts providing record review data:Submit individual student non-compliance information electronically or on a CD. Please do not send a hard copy.

Updated 4/17/07

mailto:[email protected]

REPORT INFORMATION

Directions/Questions: The report includes brief directions for each reporting section. The MNCIMP:SR Guidelines and Resources Manual, which has more

detailed directions, resources, and samples for several report sections can be found on the Minnesota Department of Education (MDE) web site: http://education.state.mn.us/mde/Accountability_Programs/Compliance_and_Assistance/Special_Education_Monitoring/MNCIMP__SR/index.html

Questions pertaining to the due process/compliance components of the report may be directed to the district’s lead compliance monitor. Most sections of the report require a district unit of analysis. Reporting directions for each section will indicate if a district within a

cooperative or education district can report on an area using a cooperative unit of analysis. Caution is advised when attempting to analyze data based on small sample sizes, i.e. program evaluation, record review, and

stakeholder data.

Report Format: It is not necessary to completely fill each space; and if more space is needed, the space provided will expand accordingly. Do not edit or delete any part of the report format. If the district is not required to report information in a particular section, leave the

section blank. Include the district name and number, and cooperative/education district name, if applicable on the cover page. Also include the

district name in the report footer, beginning on page three. To do this, go to the “View” button on the toolbar, click on “Header and Footer”, then scroll to the bottom of the page to enter the district name. Click anywhere outside the footer to close.

If using an acronym within the report, spell out the words completely first, with the acronym proceeding it, e.g. Minnesota Department of Education (MDE).

Do not include charts, appendices, or any attachments with this report. If possible, submit the report electronically to the email address on the cover page of the report. If electronic submission is not

possible, mail two copies of the report to the address on the cover page of the report. Email the report by June 30 each year to [email protected] . All reports must be PC Microsoft Word compatible.

MNCIMP:SR District Name: Spring Grove Public SchoolsCooperative/Education District Name: Hiawatha Valley Education District

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mailto:[email protected]

http://education.state.mn.us/mde/Accountability_Programs/Compliance_and_Assistance/Special_Education_Monitoring/MNCIMP__SR/index.html

http://education.state.mn.us/mde/Accountability_Programs/Compliance_and_Assistance/Special_Education_Monitoring/MNCIMP__SR/index.html

1. District Demographics Directions

Update the district demographic charts annually. Cooperatives: report each district’s demographics and general information/significant trends or changes individually. Indicate the district name for each profile reported.

SPP/APR Part B Indicators 9&10

TotalStudent

Enrollment (General Education plus Special

Education)

Percentage ofTotal

Enrollment by Race/Ethnicity

(General Education plus Special Education)

Total Part BSpecial Education

Enrollment(K-21)

Percentage ofPart B (K-21)

Special Education Minority Enrollment

by Race/Ethnicity

Total Early ChildhoodSpecial Education

Enrollment(Part C and Pre-K)

334 100% White 39 0% 7

MNCIMP:SR Profile Starting with the first year of planning, indicate the number of years the district/cooperative has participated in Self-Review. If assistance is needed, contact your district’s lead compliance specialist. Update this section annually. For cooperatives or education districts, report each member district’s information individually as appropriate. Report any extenuating circumstances that impact the district demographics or disability demographics, i.e. open-enrolled student population, opening of a new group home

in the district, etc. Number of Years in Self-Review: Date of last MDE Validation: Date of next MDE Validation:

7 2006-2007 2011-2012

2. District General Information and Significant Trends or ChangesSpring Grove School District 297 is an independent school district located in southeast Minnesota serving 334 students and with a community population of 1500 residents. Student enrollment dropped from 409 in the 2001-2002 school year to 334 in 2005-2006 school year. This decline has made for staff reductions and movement. The trend has been to move more special education students back to the regular education with special ed. support and team teaching. Our school shares some athletic activities and teachers with two neighboring districts. Spring Grove has one elementary and one high school all under the same roof. Hiawatha Valley Education District (HVED) provides services to the special education population including teachers of Visual Impairment, Deaf and Hard of Hearing, and Birth to Three. HVED also provides occupational therapy (OT), physical therapy (PT), assistive technology (AT), physical impairments (PI) and other health disability (OHD) consultants along with autism specialists, special education coordination and directorship. Spring Grove district’s special education teaching staff includes one (EBD/LD), high school teacher and one LD elementary teacher, a speech/language clinician and an (ECSE) Early Childhood Special Education teacher serving 39 students. The Early Childhood Special Ed. program which was reinstated in our building has been well received and serves 7 students. Our school staff worked diligently all year attending trainings on the latest teaching methods and techniques using research-based information. An emphasis placed on the Autism Spectrum Disorder for both regular and special education teachers was a strong component in our further education this year. A (RTI) Response to Intervention Problem Solving Team was initiated which included the school principal, social worker, school psychologist, special and


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2. District General Information and Significant Trends or Changesregular education teachers. The special education staff has participated in HVED sub group meetings as well as a number of inservice/staff development opportunities offered by HVED. We have implemented the LANGUAGE! curriculum for our special education and at risk students at both the elementary and junior high levels. We continue with AIMSweb monitoring weekly for those students and our school takes benchmarks for reading fluency for all elementary and junior high students three times each year. The REWARDS program was placed in the 8th and 10th grade English curriculum. Results remain to be assessed.

During the 2005-2006 school year there were 100 students receiving free/reduced meals, 30 % of the enrollment. Over the past four years our free/reduced meals have fluctuated between 26% and 32%. Our school breakfast and lunch program are very well attended.

Our (G.T.) Gifted and Talented program offers enrichment and pullout classes to both qualifying elementary and high school students. Students in grades one through six are involved in a variety of activities including a book club, Math Olympiad, Junior Great Books, Math Wizards, Thinking Cap Quiz Bowl and Knowledge Builders. Enrichment activities include the spelling bee, geography bee, science fairs, art, and the Young Writers’ Conference. Two high school students took an online writing course through the G.T. program.

The reading curriculum used in special education classes is individualized according to student need. Our district continues to move the special education teachers in the classroom as much as possible. Each elementary student special education student receives an additional thirty minutes each day for fluency building. Being a small school the teachers who have middle school certification are now working in the fifth and sixth grade in the areas of reading, math and social studies. Administration feels we are moving in

the right direction toward making these program changes successful for all.

3. MNCIMP:SR Membership Selection Process

In our small district we have a full time special education high school and elementary teacher, plus a half day early childhood special education person along with the speech/language clinician, school psychologist and family support worker who work cooperatively with this program. Two teachers were designated to write the plan while the others are expected to help demonstrate compliance.

Leadership Team Formation and MembershipTeam Member Name District Position Term Length Membership Responsibility

Nancy Gulbranson Principal 6 years DirectorLinda Swalve LD Teacher 4 years Writer/ImplementDonna Tweeten LD Teacher 6 years Writer/ImplementTeresa Hegge Speech/Language Pathologist 4 years ImplementDeb Morse School Psych. 4 years ImplementTim Hanson Family Support Worker 1 year Implement


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4. MNCIMP:SR Parental & Community InvolvementHow are parents and community involved in the MNCIMP:SR planning process, analysis of the data, and Action Planning process?

It has been difficult to find parents to be active members of our CIMP team. One parent has agreed to review the plan and give suggestions for program efficacy. We meet with parents during scheduled conference times along with IEP reviews giving us another contact time to discuss programming and goals.

4. MNCIMP:SR Parental & Community InvolvementHow is your district’s MNCIMP:SR status and progress disseminated to parents, community, and other stakeholder groups?

Our means of community communication include a monthly school newsletter where we may address special education issues, local newspaper articles, parent-teacher conferences, IEP meetings, phone calls and e-mail. Our school Principal takes the CIMP report to the School Board.

5. Special Education Mission and Belief Statements

Mission Statement:

To identify those students with special needs, provide them with an individualized instruction plan, and give direct or modified classroom instruction that assures success to all students. To prepare students for a smooth transition from school to independent living.

Belief Statements:

We believe our team works effectively together for the betterment of children. Our intent is to be sensitive to the many different needs of families, to work with all people, making a conscious effort to listen and be open minded. Our team has many strengths and working as a unified group we are able to make change possible.

Have you changed the mission and belief statements from your previous report? YES NO X

If yes, provide rationale for the change.


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Special Education Goal StatementsDescribe the process for development of the goal statements:

The special education team met and discussed goals for next year and chose the following. The first goal selected for this report mirrors the school goal of all students increasing their reading fluency scores. Special ed. students not only need to increase their scores by one year they need to move in the direction of meeting the grade level scores. The second goal is to develop a response to intervention team that will meet twice each month to diagnose student problems and move along a path of correction.

Goal Statements:

To use best practice to increase the success of all special education students. To strengthen the RTI Problem Solving Team.

Have you changed the goal statements from your previous report? YES X NO

If yes, provide rationale for the change.

HVED has invested significant time and resources into encouraging the use of the RTI process in all their districts. This is a new initiative that Spring Grove has adopted. A Problem Solving Team composed of administration, school psychologist, family social worker and teachers was formed. This team meets twice each month to discuss the referrals from all teachers in the building. Being RTI is in the infancy stages it has been difficult to develop a definite direction of assistance and we hope to strengthen this program.


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6. Program Evaluation Directions: Student Achievement Report and provide an analysis for any grade and subject in which the district did not demonstrate adequate yearly progress (AYP) for the special education population.

Small districts of similar size within a cooperative or education district may be grouped for reporting purposes. Select the degree of need (high, medium or low) based upon the urgency to implement change as determined by district criteria established by the leadership team. For each

area designated as a high need, linkage with the District’s Improvement Plan under NCLB for the following school year must be provided (see Future Action Plan section of this report).

SPP/APR Part B Indicator 3Did your district make Adequate Yearly Progress (AYP) for the entire special education subgroup in 2005-2006? (See district report card.) (Check one)

Yes __X__

No _____

NA (cell size too small to calculate AYP for Special Education) ______

If your district missed AYP last year for the first time, it is possible that next year your district will officially be in “needs improvement” status. How do you plan to improve the proficiency levels of students with disabilities? Respond below.

(See “District Data Profile” online at http://education.state.mn.us/mde/ for information needed to complete this section)

Grade Level(enter rate)

Skill Assessed(check) Analysis

Degree of Need

(check one) 3. 100% 4. 66.7% 5. 50.0% 6. NA * 7. 66.7% 8. 100%11. 0%

Math X Are there any extenuating circumstances? How are you linking into your district’s Improvement Plan under NCLB? Are there additional steps you plan to take? If yes, document details in the Future Action Plan in this

report.

*We did not have any Special Education students in sixth grade on December 1, 2005.

High ____

Medium ____

Low __X__

3. 50% 4. 66.7% 5. 50% 6. NA* 7..33% 8. 100%10. 100%

Reading X Are there any extenuating circumstances? How are you linking into your district’s Improvement Plan under NCLB? Are there additional steps you plan to take? If yes, document details in the Future Action Plan in this

report.

*We did not have any Special Education students in sixth grade on December 1, 2005.

High ____

Medium ____

Low __X__


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http://education.state.mn.us/mde/

Program Evaluation Directions: High School Graduation, Dropout & Suspensions/Expulsions Report and provide analysis for any performance areas where the district performance falls below the state and/or rates . Small districts of similar size within a

cooperative or education district may be grouped for reporting purposes. Select the degree of need (high, medium or low) based upon the urgency to implement change as determined by district criteria established by the leadership team. Each area

designated as a high need must have a corresponding Action Plan for the following school year (see Future Action Plan section of this report).

Reporting Categories

SPP/APRIndicator

2005-2006State Data

Analysis Degree of Need

(check one)

Graduation Rates Part B

1

State Rate = 82.43%

State Target = 81.95%(Special

Education Rate)

District Rate __100%________At or above state rate?Yes _X___ No ___ At or above state target? Yes _X__ No ___ If below either state target or rate, provide an analysis.

High ____

Medium ____

Low __X_

Dropout Rates Part B2

State Rate = 4.89%

State Target = 4.55%

(Special Education

Rate)

District Rate ____0%_______At or below state rate? Yes __X_ No ____At or below state target? Yes _X__ No ____If above either state target or rate, provide an analysis.

High ____

Medium ____

Low __X__

Suspension and Expulsion Rates

>10 days

Part B4

State Rate = 1.25%

State Target = 1.8%

(Special Education

Rate)

District Rate ___0%________At or below state rate? Yes __X__No ____At or below state target? Yes __X_ No ____If above either state target or rate, provide an analysis.

High ____

Medium ____

Low _X__


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Program Evaluation Directions: Child Find & Least Restrictive Environment Report and provide analysis for any performance areas where the district falls below the state target and/or state rate. Small districts of similar size within a cooperative or education

district may be grouped for reporting purposes. Please note that this data is provided at the administrative unit level in Part C sections. Data can be found on the MDE website at http://education.state.mn.us/mde/Learning_Support/Special_Education/Statewide_Performance/State_Local_Outcome_Data/index.html Select the degree of need (high, medium or low) based upon the urgency to implement change as determined by district criteria established by the leadership team. Each area designated as a

high need must have a corresponding Action Plan for the following school year (see Future Action Plan section of this report).

Reporting Category

SPP/APRIndicator

2005-2006State Data Program Evaluation Analysis

Degree of Need

(check one)

Part C:Child Find

Birth-1

Part C5

State Rate = .46%

State Target = .45%

Administrative Unit Rate ___0%__________At or above state rate? Yes ____ No __X_ At or above state target? Yes ____ No __X If below either state target or rate, provide an analysis. The source of our referrals for children under the age of one comes from Public Health and Physicians, no referrals were received.

High ____

Medium ____

Low __X__

Part C:Child Find

Birth-3

Part C6

State Rate = 1.57%


Administrative Unit Rate ___1.61%_________At or above state rate? Yes __X_ No ___ At or above state target? Yes ____ No ___ If below either state target or rate, provide an analysis.

High ____

Medium ____

Low __X__

Part C:Natural

Environment(ages 0-3)

Part C2

State Rate =90.3%


Administrative Unit Rate 92.7% At or above state rate? Yes _X_ __ No __ _ At or above state target? Yes __X__ No If below either state target or rate, provide an analysis.

High ____

Medium ____

Low ___X_

Part B:Pre-School

Settings LRE (age 3-5)

environments with typically

developing peers (including settings

1, 3, & 4)

Part B6

State Rate =50.5%

State Target = 58%

Administrative Unit Rate 52.4%At or above state rate? Yes _X__ No ___At or above state target? Yes __ __ No __X_If below either state target or rate, provide an analysis. This data is taken from the December 1, 2005 information. Presently we have an Early Childhood Special Program (ECSE) serving seven students in the school setting as well as in community licensed day care, community pre-school, and the Early Childhood Family Education Program (ECFE). Of the children now attending the ECSE program 57% are also involved in different settings.

High ____

Medium ___

Low __X__


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http://education.state.mn.us/mde/Learning_Support/Special_Education/Statewide_Performance/State_Local_Outcome_Data/index.html

Reporting Category

SPP/APRIndicator #


Degree of Need

(check one)Part B:

Settings/LRESchool Age (6-

21)

Removed from class less than 21% of day

Part B5A

State Rate=

60.40%State

Target Rate = 61%

District Rate __71%________At or above state rate? Yes _X___No ____At or above state target? Ye s _X__ No ____If below either state target or rate, provide an analysis.

High ____

Medium ____

Low ___X_

Part B:Settings/LRESchool Age (6-

21)

Removed from class greater than 60% of the day

Part B5B

State Rate=9.94

%

State Target Rate = 9.55%

District Rate __0.0 %_________At or below state rate? Yes _x___ No ____At or below state target? Ye s _x__ No ____If above either state target or rate, provide an analysis.

High ____

Medium ____

Low ___X_

Part B:Settings/LRESchool Age (6-

21)

Served in separate schools, residential placements, or homebound or hospital placements

Part B5C

State Rate= 4.74%

State Target Rate = 5.4%

District Rate __0.0%_________At or below state rate? Yes __x__ No ____At or below state target? Yes __x__ No ____If above either state target or rate, provide an analysis. High ____

Medium ____

Low __X__


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Program Evaluation Directions: Early Childhood Outcome Data Report and provide analysis for any performance areas where the district falls below the state target. Small districts of similar size within a cooperative or education

district may be grouped for reporting purposes. Data can be found on the MDE website at http://education.state.mn.us/mde/Learning_Support/Special_Education/Statewide_Performance/State_Local_Outcome_Data/

index.html Select the degree of need (high, medium or low) based upon the urgency to implement change as determined by district criteria established by the leadership team. Each area

designated as a high need must have a corresponding Action Plan for the following school year (see Future Action Plan section of this report).

Reporting Category

SPP/APRIndicator


Degree of Need

(check one)Parts B and C:

Transition

A. Documentation of transition planning on IFSP

B. Transition conferences occurred during regulatory timeframe

Part B #

Part C8

State Targets =

A. 100% compliance

B. 100% compliance

A. IFSP documentation of transition planning – Administrative Unit Rate ___No data__________At state target of 100%? Yes ____ No _____If not at the state target, provide an analysis.

B. Transition conferences occurred – Administrative Unit Rate___100%__________At state target of 100%? Yes __X__ No _____If not at the state target, provide an analysis.

High ____

Medium ___

Low __X__

Part C:Timely

Evaluations

45-day timeline

Part C7

State Target =100%

compliance

Administrative Unit Rate __100%___________At state target of 100%? Yes __X__ No ______If not at the state target, provide an analysis.

High ____

Medium ___

Low __X__


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7. Stakeholder Information Directions Data collection efforts must either include all members of a stakeholder group or a representative sample of the group. The representative sample must provide a valid sample size to be able to generalize the data. A tool to use to determine an appropriate sample size can be found at: http://www.surveysystem.com/sscalc.htm . Indicate the format used to collect stakeholder data. Report the sampling method(s) used, as part of the analysis. Disaggregate all Part B and Part C responses and report separately. Include the number of stakeholders identified for the initial contact. Include the number of stakeholders that participated. Include the number of participants necessary for a valid sample. Summarize findings for each stakeholder group.

FAMILY SURVEY: QUESTION 8 Include the following data specific to question 8 on the MDE survey: Report Part B data only. Record the number of families that responded to question 8. Provide the number of families that responded for each rating 1 through 5, e.g. 2 marked 1; 0 marked 2; 7 marked 3; 75 marked 4; 250 marked 5.

Select the degree of need (high, medium or low) to implement change as determined by district criteria established by the leadership team. Each area designated as a high need must include a corresponding Action Plan for the following school year. (See Future Action Plan.)

Stakeholders Stakeholder DataFindings

School Year(s) Data

Collected

Degree ofNeed

(check one)Family Part C

Information was collected through □ MDE Survey □ District Survey □ Focus Group(s)Sampling method:

Part C: Survey or Focus Group# surveys distributed = ___________ # of families contacted ________# surveys returned = _____________ # of families participated ______# for valid sample = _____________

High ____

Medium ____

Low ____

Family Part C

Findings:


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http://www.surveysystem.com/sscalc.htm


School Year(s) Data

Collected

Degree of Need

(check one)Family Part B


Part B Survey or Focus Group# surveys distributed = ___________ # of families contacted _______# surveys returned = _____________ # of families participated ______# for valid sample = _____________

SPP/APR Indicator #3MDE Survey Question 8:# surveys returned with a response to question 8 = _______

Number of responses for score _________ 1 _________ 2 _________ 3 _________ 4 _________ 5

High ____

Medium ____

Low ____

Family Part B

Findings:

General Educator Staff Information was collected through □ MDE Survey □ District Survey □ Focus Group(s)Sampling method:

Survey or Focus Group# surveys distributed = ___________ # of general education teachers contacted _______# surveys returned = _____________ # of general education teachers participated ______# for valid sample = _____________

High ____

Medium ____

Low ____

General Educator Staff Findings:


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School Year(s) Data

Collected

Degree ofNeed

(check one)Paraprofessional Information was collected through □ MDE Survey □ District Survey □ Focus Group(s)

Sampling method:

Survey or Focus Group# surveys distributed = ___________ # of paraprofessionals contacted _______# surveys returned = ____________ # of paraprofessionals participated ______# for valid sample = _____________

High ____

Medium ____

Low ____

Paraprofessional Findings:

Special Education StaffPart C


Part C: Survey or Focus Group# surveys distributed = ___________ # of special education staff contacted _______# surveys returned = _____________ # of special education staff participated ______# for valid sample = _____________

High ____

Medium ____

Low ____

Special Education StaffPart C

Findings:

Special Education StaffPart B


Part B: Survey or Focus Group# surveys distributed = ___________ # of special education staff contacted _______# surveys returned = _____________ # of special education staff participated ______# for valid sample = _____________

High ____

Medium ____

Low ____

Special Education StaffPart B

Findings:


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School Year(s) Data

Collected

Degree ofNeed

(check one)

Administrator(Optional)


Survey or Focus Group# surveys distributed = ___________ # of administrators contacted _______# surveys returned = _____________ # of administrators participated ______# for valid sample = _____________

High ____

Medium ____

Low ____

Administrator(Optional)

Findings:

Other:___________________


Survey or Focus Group# surveys distributed = ___________ # of ______________ contacted _______# surveys returned = _____________ # of _______________ participated _____# for valid sample = _____________

High ____

Medium ____

Low ____

Other:___________________

Findings:


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Part B and Part C SPP/APR (all)8. Record Review Directions

Records selected for review must be a demographically representative sampling of a district‘s students in special education. The representative areas include but are not limited to disability, race/ethnicity, age and gender. The Part B record sample and the Part C record sample must be determined separately. A tool to use to determine an appropriate sample size can be found at: http://www.surveysystem.com/sscalc.htm.

Report a summary of findings for each TSES area that has non-compliance identified in one or more student files. Include the total number of records identified with non-compliance and the total number of records reviewed, e.g. “5 of 10 secondary transition records lacked a

secondary transition evaluation by age 14 or grade nine.” Indicate if the records reviewed were Part C or Part B. The record review data must be reported separately. Under the “Compliance Status” column, check “individual student non-compliance” if one or more student records were identified. Check “MDE systemic non-compliance”, if non-compliance is identified based on compliance findings from a variety of sources including but not limited to

compliance review of individual student records, stakeholder survey responses and complaints identified within the monitoring cycle.

Each TSES area listed as “MDE non-compliance” must be included in the Action Plan. For each student file identified with non-compliance, submit the individual student information electronically using an Access Monitoring Database report

by student and citation. If the report is not available, the information can be burned on a CD which can be sent to MDE. Do not send paper copies of the individual student data.

Record Review Process and Sampling ProceduresDescribe the district’s sampling procedures and record review process:

Validation was completed in March 2007. We have not received a written report. We will do an action plan in next year’s CIMP plan.

TSES Reference Number

TSESCompliance Area

PartB

PartC Record Review Data Compliance

Status Individual Student Non-compliance MDE Systemic Non-compliance Individual Student Non-compliance MDE Systemic Non-compliance

Individual Student Non-compliance MDE Systemic Non-compliance


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http://www.surveysystem.com/sscalc.htm

9. Longitudinal Review Directions (optional) Include the number of longitudinal records reviewed. Internal consistency reporting pertains to each indicator used to determine the consistency of documentation from initial or prior evaluation to

the most current evaluation. Secondly, internal consistency addresses whether or not the three consecutive IEP were consistent with the IEP process. Address the quality indicators as strengths or weaknesses found in the review.

Conferred benefit pertains to the data used to determine whether the student benefits from his/her special education program and service over time. Determine if growth was evident from evaluation to evaluation and across three consecutive IEP.

Determine the degree of need (high, medium or low) based upon the urgency to implement change as determined by district criteria established by the leadership team. Each area designated as a high need must have a corresponding Action Plan for the following school year (See Future Action Plan section of this report).

Refer to the 2004 MNCIMP:SR Guidelines and Resources Manual for additional directions, sampling procedures, and resources.

Reporting Categories

Longitudinal Review (optional)Analysis

Degree of Need(check one)

Internal Consistency

High ____

Medium ____

Low ____

Conferred Benefit

High ____

Medium ____

Low ____


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11. Current Year Action Planning Directions*Use the information reported in the district’s prior year Action Plan(s), reported as high need and/or non-compliant, to complete the following components, identified by an asterisk (*) in the left side of the chart below:

*Goal Statement: Identify goal as stated in prior year’s MNCIMP:SR Report. *Desired Outcome: Provide a measurable statement of the expected outcome. “What will change as a result of strategies and activities implemented?” *Strategy(s): Describe strategies employed to achieve the desired outcome, e.g. training, staff development, policies, task force committees, etc. *What collected data will give evidence of progress? Describe what data will be collected to determine if the outcome has been met or if progress is being made.

For the current year’s report, complete the “Progress/Results Analysis” and “Status” sections of the chart below based on the prior year’s Action Plan(s) to determine if progress has been made in meeting the desired outcome.

Progress/Results Analysis: Report data that was collected to determine whether the outcome was met. Status: Analyze results and determine progress from the prior year’s Action Plan(s) in meeting the desired outcome. Indicate whether the outcome was met, will

need to be continued, or other. If the outcome was not met and will be continued, address the outcome in the next year’s Action Plan (see next page) and note any changes in strategies. If “Other” is checked, provide an explanation in the “Progress/Results Analysis” section.

Note: To insert additional lines to an Action Plan, tab after the last column and a new row will automatically be inserted. To insert additional Action Plan charts, insert a page break after the chart, then copy and paste the blank Action Plan chart into the new page.

Existing Action Plan(s) **Goal Statement: To increase the reading fluency scores of special education students in grades K-12.Complete this section using the Action Plans from the district’s existing MNCIMP:SR report from the prior year. Complete this section for next year’s report.

*Desired Outcome *Strategies *What collected data will give evidence of progress? Progress/Results Analysis Status X

Those students administered the AIMSweb benchmark reading tests will increase their fluency scores by one grade level or higher.

Use the Rewards reading materials in grades 4-8 and the Earobics phonics program and LANGUAGE! in grades K-3.

The benchmark fluency tests given no fewer than three times a year.

AIMSWEB scores reveal that all the special ed. students made gains.

60% of students made gains of one year or better.

Outcome MetOutcome Continue XOther: explain


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Existing Action Plan(s) **Goal Statement: To increase the reading fluency scores of special education students in grades K-12.Complete this section using the Action Plans from the district’s existing MNCIMP:SR report from the prior year. Complete this section for next year’s report.


To develop a response to intervention team to diagnose reading and other student problems.

Meet weekly to interview teachers with student concerns and discuss possible interventions.

Teacher checklists, observations and academic data collected.

Response to Intervention team established.

Outcome Met

Outcome Continue X

Other: explain

Existing Action Plan(s) **Goal Statement: To use best practices to provide quality instruction for all special ed. students.Complete this section using the Action Plans from the district’s existing MNCIMP:SR report from the prior year.

Complete this section for next year’s report.


To provide the best instruction possible for our students.

Encourage use of staff development money to be spent on specific special ed. needs.

Attend sub-group meetings offered by HVED.

Yearly Staff Development reports on meetings etc. that staff attended.

Teachers attended HVED sub group meetings. Teachers were trained to use Rewards, Earobics and LANGUAGE!. Validation was completed in March, 2007. We have not received a written report. We will do a reaction plan with next years CIMP plan.A variety of classes were attended on Autism, math, and reading.

Outcome MetOutcome Continue XOther: explain


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12. Future Year Action Plan Directions (New Action Pan)Complete the following components to address new areas identified in the current report as high need and /or as non-compliant:

Goal Statement: Identify goal as stated on MNCIMP:SR Report. Desired Outcome: Provide a measurable statement of the expected outcome. “What will change as a result of strategies and activities implemented?” Strategy(s): Describe strategies employed to achieve the desired outcome. (E.g. training, staff development, policies, task force committees, etc.) What collected data will give evidence of progress? Describe what data will be collected to determine if the outcome has been met or if progress is being made.

The following sections should be left blank for the current report, and completed when submitting the MNCIMP:SR Report next year. Progress/Results Analysis: Report data that was collected to determine whether the outcome was met. Status: Analyze results and determine progress from the prior year’s Action Plan(s) in meeting the desired outcome. Indicate with an “X” whether the outcome was met, will need to

be continued, or other. If the outcome was not met and will be continued, address the outcome in the next year’s Action Plan and note any changes in strategies. If “Other” is checked, provide an explanation in the “Progress/Results Analysis” section.

Note: To insert additional lines to an Action Plan, tab after the last column and a new row will automatically be inserted. To insert additional Action Plan charts, insert a page break after the chart, then copy and paste the blank Action Plan chart into the new page.

Future Year Action Plan(s)Goal Statement: To use best practice to increase the success of special education students.

Complete this section using the Action Plans from the current report. Complete this section prior to submitting next year’s report.

Desired Outcome Strategies What collected data will give evidence of progress? Progress/Results Analysis Status X

To increase student success in math, reading and writing.

REWARDS, LANGUAGE!, remedial writing and math classes.

AIMSweb, MCA-II and NWEA testing scores.

Outcome MetOutcome ContinueOther: explain

Future Year Action Plan(s)Goal Statement: To strengthen the RTI Problem Solving Team.

Complete this section using the Action Plans from the current report. Complete this section prior to submitting next year’s report.

Desired Outcome Strategies What collected data will give evidence of progress? Progress/Results Analysis Status X

The Problem Solving Team will use the process to determine appropriate interventions for students identified as at risk.

Teacher and Parent involvement. Discussion of needs with a professional team. Use of the problem solving model.

Teacher observation and school testing records when appropriate. AIMSweb graphs for progress monitoring.

Outcome MetOutcome ContinueOther: explain


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13. Data Management Plan Directions District Data Profiles for Early Childhood and K-21 special education programs are published annually and can be found on the MDE website at

http://education.state.mn.us/mde/Learning_Support/Special_Education/Statewide_Performance/State_Local_Outcome_Data/index.html The year prior to the district’s scheduled MDE Validation Review, Part B and Part C record review findings should be included in the annual report. Prior to the district’s scheduled MDE Validation Review, data must be gathered from all required stakeholder groups listed in the chart below. Districts

may choose to collect data from one or more groups during each year of the MNCIMP:SR cycle, or collect data from all groups in one year. Complete the “Year Collected” column after the data has been collected for all categories except those already listed as “Annually”. See the MNCIMP:SR Guidelines and Resources Manual for detailed sampling procedures and additional directions.

Data Sources and Targeted Population Timing of Measurements Year Collected

Part C: Child Find and Natural Environments Annually Annually – District results can be found in theEarly Childhood District Data Profiles

Part C and Part B Early Childhood Outcome Data Ongoing as children enter or exit Part C or Section 619

Annually – District results can be found in theEarly Childhood District Data Profiles

Part C Family Outcomes Survey Ongoing as children exit Part C Annually—District results will be included in theEarly Childhood District Data Profile

Part B (age 3-5): Settings/LRE Annually Annually – District results can be found in theEarly Childhood District Data Profiles

Part B (age 6-21): Settings/LRE Annually Annually – District results can be found in theK-21 District Data Profiles

Part C: Timely Evaluations Annually Annually—District results can be found in theEarly Childhood District Data Profile

MCA-2 Results (Grades 3, 4, 5, 6, 7, 8, 10 & 11)AYP Status for Special Education Subgroup Annually Annually – District results can be found in the

K-21 District Data Profiles

Graduation Rates Annually Annually – District results can be found in theK-21 District Data Profiles

Dropout Rates Annually Annually – District results can be found in theK-21 District Data Profiles

Suspension and Expulsion Rates Annually Annually – District results can be found in theK-21 District Data Profiles

Family Stakeholder InformationPart C

Maybe collected anytime in the cycle.Reported on the year prior to MDE Validation 2010-2011

Family Stakeholder InformationPart B

Maybe collected anytime in the cycle.Reported on the year prior to MDE Validation 2010-2011


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Data Sources and Targeted Population Timing of Measurements Year Collected

General Education Staff Stakeholder Information May be collected any time in the cycle.Reported on the year prior to MDE Validation. 2010-2011

Special Education Staff Stakeholder Information(Part C)

May be collected any time in the cycle.Reported on the year prior to MDE Validation. 2010-2011

Special Education Staff Stakeholder Information(Part B)

May be collected any time in the cycle.Reported on the year prior to MDE Validation. 2010-2011

Paraprofessional Stakeholder Information May be collected any time in the cycle.Reported on the year prior to MDE Validation. 2010-2011

Administrator Stakeholder Information(Optional)

May be collected any time in the cycle.Reported on the year prior to MDE Validation.

Other:_____________________________________


Other:_______________________________________


Part B: Record ReviewsAges 3 to 21 Special Education Student

Conducted and reported on the year prior to MDE Validation 2010-2011

Part C: Record ReviewsBirth to age 3 Early Childhood Infants and Toddlers

Conducted and reported on the year prior to MDE Validation 2010-2011

Longitudinal Record Reviews(Optional)

Conducted and reported on the year prior to MDE Validation


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