B-12 Early Childhood Transition Tamer Page 2

B-12 Early Childhood Transition Tamer: Target Indicator Contact(s): Includes names of experts in your group along with email addresses Data Source(s): Count/Report: Online Resource:  Data Verification Report  Reporting Early Childhood Special Education  Outcomes for SPP 12 from MDE-NEED LINK

Compliance indicators Only Possible source(s)/cause(s) of noncompliance (#15, VR, etc.):  1 (maybe need more clarification on what would be valuable to include here)  2

Link to Determinations (if any):  Timely data  Valid/Reliable data  CAPs

Gap Statement: Ex: Our 2009-10 district graduation rate for students with IEPs was 57%, which was significantly less than the district rate for all students at 76% and less than the MDE target of 80%. (this will show current &/or IMS data for the specific indicator in relation to all students and the State target) Root Cause Hypothesis:  Incorrect data entry  School year scheduling for staff  Lack of notification to resident district regarding children turning 3 years of age  Lack of coordination between Early On and Special Education  Lack of policies, practices, and procedures  Lack of PD and training

B-12 Early Childhood Transition Tamer Page 1 Root Cause Hypothesis Possible Activities for CAPs Links to Training Materials/Guidance Documents  Incorrect data entry  The correction of data will be  School year scheduling for staff necessary because our electronic IEP  Lack of notification to resident district tracking system reports the latest IEP regarding children turning 3 years of held and not the transition IEP. The age data correction opportunity will come  Lack of coordination between Early On with better direction for how to and Special Education remove incorrect entries so the 08/09  Lack of policies, practices, and submission will be accurate. The ISD procedures will have both the Supervisor of Early  Lack of PD and training Childhood Programs and the ISD Monitor review the document that will be submitted to the State for correction of data.  Develop a procedure/tracking document to help correct late transitions  Develop a procedure for informing the resident district of those children who are that are turning 3 each month so that they can keep track of the transition dates for their records  Development of a shared student information system

B-12 Early Childhood Transition Tamer Page 2