Vanessa Winborne Kelly Hurshe Colleen OConnor EARLY ON UPDATES APR & SSIP New APR Format New APR format has been proposed by OSEP The FFY 2012 APR submitted 2014 is the last APR in the old format FFY 2013 APR (due February 2015) will be reported using a new online submission process Some Indicators will remain as they have been: Indicators 1-8 Some Indicators will change: Indicator 11: State Systemic Improvement Plan (SSIP) added for FFY 2013 APR (due February 2015) APR Targets February 2015 (FFY 2013) submission requires reporting on target for FFY 2013 FFY 2018 Requires baseline data for new Indicator 11: SSIP We anticipate keeping this years targets the same unless notified otherwise by OSEP Compliance indicator targets will remain at 100% Once further guidance is received from OSEP, a process will need to take place to set new result indicator targets Inclusion of result indicator data in State determination in the future State Systemic Improvement Plan Phase I Due as part of February 1, 2015 State Performance Plan/Annual Performance Report (SPP/APR) Data Analysis Identification of the Focus for Improvement Infrastructure to Support Improvement & Build Capacity Theory of Action State Systemic Improvement Plan Phase II - Due with February 1, 2016 SPP/APR Infrastructure Development Support Local Service Area Implementation of Evidence-Based Practices Evaluation Plan Phase III Due with February 1, 2017 SPP/APR Results of Ongoing Evaluation and Revisions to the State Performance Plan Summary Statements There are two summary statements for each of the three outcomes. Summary Statement 1: The % of infants and toddlers who substantially increased their rate of growth by the time they turned 3 years of age or exited the program. Summary Statement 2: The % of infants and toddlers who were functioning within age expectations in each outcome by the time they turned 3 years of age or exited the program. FFY2012 Targets and Results for Indicator 3 Targets and Results Across Years Indicator 3A: positive social-emotional skills Percent of progress within age expectations declined across four years from 63.4% to 57.7% Targets and Results Across Years Indicator 3B: acquisition and use of knowledge and skills Here, too..from 58.8% to 53.5% Targets and Results Across Years Indicator 3C: use of appropriate behaviors to meet needs Here again..from 61.7% to 54.3% OAG REPORT Michigan Office of the Auditor General (OAG) Performance Audit of Early On Findings: Early Intervention (EI) Services Available for Delivery Individual Family Service Plan (IFSP) Development & Review Delivery of Summer EI Services Delivery of EI Services in Natural Environments Timeliness of EI Services Delivered Public Awareness (PA) and Child Find (CF) Child Outcomes Early Intervention (EI) Services Available for Delivery OAG Recommendation: We recommend that MDE implement measures to ensure that Intermediate School Districts (ISDs) comply with federal regulations by providing Early On-only children access to a comprehensive selection of EI services delivered by qualified personnel. MDES Plan to Comply: Desk audits of local programs Personnel standards dissemination Obtain additional funds to support Early On Explore process to change Michigan Administrative Rules for Special Education (MARSE) to include all infants and toddlers or change eligibility definition for Early On OAG Recommendation: We recommend that MDE implement measures to ensure that ISDs develop and review IFSPs for children and their families qualifying for Early On-only services in accordance with federal regulations. MDES Plan to Comply: Desk audits of local programs (ongoing) Provide policy updates to field IFSP Development and Review Delivery of Summer EI Services OAG Recommendation: We recommend that MDE implement measures to ensure that ISDs comply with federal regulations and offer a comprehensive array of EI services to Early On children and their families during the ISDs summer recess. MDES Plan to Comply: Mandate each local programs submission of 12-month staff support plan Review and approve submitted staff support plans Delivery of EI Services in Natural Environments OAG Recommendation: We recommend that MDE implement measures to ensure that ISDs: Comply with federal regulations and provide EI services to children in their natural environments or document acceptable reasons for not doing so Accurately report to MDE the primary location that the ISDs plan to deliver each service included on childrens IFSP MDES plan to comply: Disseminate additional documents to capture justification for not serving in the Natural Environment Review justifications with desk audits Clarification of definition of primarily for APR Indicator 2 Timeliness of EI Services Delivered OAG Recommendation: We recommend that MDE implement measures to ensure that ISDs comply with federal regulations and timely provide required EI services. MDES plan to comply: Desk audits of local programs (ongoing) Public Awareness & Child Find OAG Recommendation: We recommend that MDE implement measures to ensure that ISDs make sufficient efforts to publicize their EI programs and to identify, locate, and evaluate all children who are potentially eligible for EI services. MDES plan to comply: MEGS+ applications review of child find activities Technical assistance for ISDs not meeting the state target for PA/CF Child Outcomes OAG Recommendation: We recommend that MDE implement measures to ensure that ISDs provide MDE with comprehensive and accurate child outcome data. MDES plan to comply: Michigan Student Data System monitoring of COSF data (ongoing) Disseminate information on COSF process and technical assistance resources LESSONS LEARNED FROM MONITORING Lessons Learned from Monitoring Documentation: the file should tell the story Multidisciplinary Evaluation Individualized Services Year Round Services Parent Consent 45-Day Timeline Potentially Eligible for Special Education under Part B Transition Plan & Conference Fiscal Audit Information Time and effort required documentation must include one of the following for all staff paid using Early On funds (Omni Circular): Personnel Activity Reports (PARS) All employees paid with Federal Early On funds and work on multiple activities. PARS must be prepared at least monthly. PARS must be signed by the employee. Time Certifications All employees paid with Federal Early On funds and work solely (100%) for the Early On program. Time certification must be prepared at least semi-annually. Time certifications must be signed by the employee or supervisory official. Fiscal Audit Information Reimbursements Payments to the local lead agency are on a reimbursement basis only SPEND then DRAW Common Fiscal Audit Findings Separation of funds in the general ledger Early On funds must be documented separately from other grant programs Inconsistency in policies and procedures in administration of the Early On funds Written policies and procedures must be in place and implemented Not using reimbursement basis (spend, then draw) PERSONNEL Personnel Document Comprehensive System for Personnel Development: A federally required component of the statewide early intervention system and includes training of personnel and the training of primary referral sources with respect to the basic components of early intervention services available in the state. Essentials of Early On (Part C of IDEA) Is currently in development. Is a state developed and maintained training that includes basic core knowledge and understanding of IDEA Part C Rules and Regulations, Michigan State Plan and policy issues as it relates to Early On in Michigan. Includes evidence-based practices related to home visiting, child development, and family-centered practices. Personnel Document Q: WHO is required to complete the Essentials of Early On training? A: Anyone participating in: The evaluation of the child or assessment of the child and family; Providing family training, counseling, and home visits; or Providing service coordination services. Evaluation of the Child and Assessment of the Child and Family Q: In addition to the Essentials of Early On training, what are the required qualifications? A: Evaluation of the child and assessment of the child and family requires one of the following: Any provider who meets the State of Michigan personnel requirements for their discipline or profession; or MI-AIMH Endorsement (any level) Family Counseling Q: In addition to the Essentials of Early On training, what are the required qualifications? A: Family Counseling requires one of the following: Licensed Social Worker (BSW or MSE); Limited Licensed Social Worker (BSW OR MSW) under the supervision of a Licensed Master Social Worker; Licensed Professional Counselor; or Limited Licensed Counselor under the supervision of a Licensed Professional Counselor Family Training & Home Visits Q: In addition to the Essentials of Early On training, what are the required qualifications? A: Family Training & Home Visits require training specific to the programmatic model implemented and one of the following: Any provider who meets the State of Michigan personnel requirements for their discipline or profession; MI-AIMH Endorsement (any level); or High School Diploma/GED Service Coordination Q: In addition to the Essentials of Early On training, what are the required qualifications? A: Service Coordination requires one of the following: Any provider who meets the State of Michigan personnel requirements for their discipline or profession; MI-AIMH Endorsement (any level); or High School Diploma/GED Essentials of Early On Training Online training will be available through Early On Training and Technical Assistance (EOT&TA) It will be the responsibility of the local lead agency to ensure personnel complete the training requirements (EOT&TA is developing a tool to assist in this process) Essentials of Early On Training Modules: Early On 101 Procedural Safeguards Transition IFSP Process Effective Home Visiting Essentials of Early On Training Completion Timeline Current Early On/Part C personnel providing Part C services prior to October 1, 2014: Must demonstrate 80% proficiency by December 31, 2015 May choose to take the five competency quizzes to demonstrate 80% proficiency May complete all five training modules and demonstrate 80% proficiency on the five competency quizzes May choose to take a combination of selected training modules and then the five competency quizzes to demonstrate 80% proficiency May take modules and/or competency quizzes multiple times until proficiency is demonstrated by December 31, 2015 Essentials of Early On Training Completion Timelines Experienced Early On/Part C personnel providing Part C services on or after October 1, 2014: Must demonstrate 80% proficiency within one year from date of hire May choose to take the five competency quizzes to demonstrate 80% proficiency May complete all five training modules and demonstrate 80% proficiency on five competency quizzes May choose to take a combination of selected training modules and then the five competency quizzes to demonstrate 80% proficiency May take modules and/or competency quizzes multiple times until proficiency is demonstrated Personnel new to Early On/Part C and providing Part C services on or after October 1, 2014: Must demonstrate 80% proficiency within one year from date of hire Must take each of the five training modules and competency quizzes May take modules and/or competency quizzes multiple times until proficiency is demonstrated MSDS UPDATES Michigan Student Data System Updates Added Spring Collection Exit Code 30: now 2 - 3 Early Childhood Special Education Services Program Service Code 270 (in the Special Education Component) includes both: Rule 1755 (3 - 5 year olds) & Rule 1862 (birth 3 year olds) MSDS changes to manual & matrix document MSDS exit code clarification document Resources Important Links Michigan Department of Education Early On CCRESA Early On Training & Technical Assistance CEPI - The Center for Educational Performance and Information CIMS | Continuous Improvement and Monitoring System Michigan Questions? THANK YOU! Contact Information: Vanessa Winborne Kelly Hurshe Colleen OConnor