Implementing Corrective Action Plans

Locals should begin implementing CAP activities once the CAP is submitted to the MDE and do not need to wait for approval to do so. The CAP timeframe is short, and any noncompliance must be corrected as soon as possible, but in no case later than one year. When implementing the CAP, locals should follow the steps and activities outlined in the plan. It may be necessary to periodically meet with those responsible for implementation to ensure that activities are under way and being executed correctly. RAP team members should be updated on progress.

A process evaluation will help to determine how well a corrective action activity is being implemented and if adjustments need to be made to a CAP during the year. Measuring impact is another method of evaluating the progress and success of a CAP.

An effective status report measures and evaluates progress toward implementing a CAP. A well-written status report  clearly states which activities have been completed, the results or outcomes of those activities, and which items remain to be completed. CAP status reports are due to the MDE at specific times (see Figure 3). A local may request to closeout a CAP at any time once evidence of correction can be substantiated. When requesting a closeout of a CAP, locals must submit evidence of correction demonstrating that the correction has occurred or that policies, procedures, and/or practices have been implemented to address the area of noncompliance.

If correction of noncompliance is not completed before the workbook due date, the MDE, in consultation with the ISD, may mandate technical assistance, training, or other enforcement action to promptly bring the local into compliance. A finding remains active until it is closed and verified by the MDE.

A Systemic Approach Leads to Improvement

Many locals have perceived past state monitoring as threatening and punishing. However, locals are now reporting the benefits of the CIMS-2 tools as they are able to see the same data and information the state sees when making monitoring decisions. In addition to helping the state and locals keep track of the tasks and activities required by the IDEA, CIMS-2 helps locals put special education monitoring activities into context, defines a predictable schedule of events for special education monitoring, and establishes a system of improvement.

Generally speaking, locals are able to see why it is they are required to do the things they do, are able to utilize a calendar of events to guide task completion, are provided with specific processes and tasks to perform to help them establish a system of improvement, and—most importantly—are able to see how these improvement steps lead to better outcomes for children and students with disabilities. Since information is stored electronically in a single location, all status updates, notes, and other information is together and easily accessible.

With or without CIMS-2, locals are required to meet specific federal and state requirements. One of the benefits of CIMS-2 is that the state and locals are now speaking the same language, and everyone understands what the data means. Locals that have been identified for focused monitoring agree that the involvement of CIMS-2 staff in their district has been a tremendous asset.

For more information on how the CIMS-2 process is helping locals ensure positive outcomes for students, watch for the upcoming FOCUS On Results articles on Suttons Bay Public Schools and Flint Community Schools.

For more information, contact the Michigan Department of Education, Office of Special Education 

Teresita Long, Coordinator of Monitoring, at (517) 335-0474 or longt1@michigan.gov.

Shirley Young, Facilitator of Monitoring, at (517) 241-4419 or youngs@michigan.gov.