These materials were produced with Title I, Part A funds and are in the public domain.

1. These materials were produced with Title I, Part A funds and are in the public domain.

2. The MI Excel Statewide Field Teamat Calhoun Intermediate School District proudly recognizes our partners in this work: Eastern UP Intermediate School District Gogebic Ontonagon Intermediate School District Muskegon Area Intermediate School District We are grateful for their willingness to share their expertise with us and the entire state. Thank you!

3. Performance Management: Planning Using Your Building Performance Tool Heather Stanley, MI Excel Statewide Field Team

4. Dramatic Improvement in Student, Teacher, and Leader Performance in a short amount of Time. The Blueprint: Systemic Reconfiguration

5. Session Description A great session for district and building leaders, members of building networks, and teacher leaders! In this session, facilitators will provide an overview of the Performance Management Driver System and provide time for side by side support to participants in getting started with their Building Performance Tool (BPT) and planning for next steps with BPT data (collection and input). Participants will need to have access to their data through automated tools or district Performance Management system.

6. Session Outcomes Participants will: • Deepen understandings of the Performance Management Driver System • Explore the Building Performance Tool (BPT) and its purpose • Collaboratively establish your BPT and plan for next steps

7. Who is in the room? • Superintendents • Central Office Leaders • Building Leaders • Teacher Leaders • Building Network Members • Support Staff • Board Members • ISD/MDE Staff

8. Outcome 1 Deepen understandings of the Performance Management Driver System

9. Performance Management Driver System This driver system allows the district to understand and respond to the quality of the Blueprint’s installation on two distinct levels: (1) the extent to which the district systems and drivers have been installed at scale to support dramatic improvement in student, teacher, and leader performance in a short amount of time; (2) the extent to which each building’s analysis of multiple measures of data indicates the degree to which the building is on track to meet or exceed its annual performance goals.

11. Performance Management Evidence of Practice • The district implements performance management conversations regularly (monthly) with the right people present from both the district and building levels. • The district strongly executes performance management conversations (i.e., buy-in to purpose and preparedness, clear roles and responsibilities, well facilitated, supportive, clear next steps). • The district implements performance management conversations that focus on performance using annual performance goals, instructional and non-instructional indicators, and implementation status. • The district implements performance management conversations that identify the most critical barriers, ask tough questions, generate creative problem-solving, and encourage learning.

12. Performance Management Evidence of Practice • The district implements performance management conversations regularly (monthly) with the right people present from both the district and building levels. (WHO? WHEN?) • The district strongly executes performance management conversations (i.e., buy-in to purpose and preparedness, clear roles and responsibilities, well facilitated, supportive, clear next steps). (HOW?) • The district implements performance management conversations that focus on performance using annual performance goals, instructional and non-instructional indicators, and implementation status. (WHAT?) • The district implements performance management conversations that identify the most critical barriers, ask tough questions, generate creative problem-solving, and encourage learning. (WHY?) → TO IMPROVE STUDENT, TEACHER, AND LEADER PERFORMANCE IN A SHORT AMOUNT OF TIME

14. Outcome 2 Explore the Building Performance Tool (BPT) and its purpose

15. Performance Management Driver System This driver system allows the district to understand and respond to the quality of the Blueprint’s installation on two district levels: (1) the extent to which the district systems and drivers have been installed at scale to support dramatic improvement in student, teacher, and leader performance in a short amount of time; (2) the extent to which each building’s analysis of multiple measures of data indicates the degree to which the building is on track to meet or exceed its annual performance goals.

16. What is the purpose of the BPT in Performance Management?

17. Measuring Building Impact

18. Measuring Building Impact • To what degree are we on track to meet our annual performance goals? • What does student and teacher performance look like this month? • What does high quality instruction look like this month? • To what degree are we meeting students’ non-academic needs? • How effective are our arenas of action?

19. Using the Building Performance Tool (BPT) • What non-instructional indicators will you collect? • What instructional indicators will we use for: reading, writing, math, social studies, and science for all grade levels? • What is our achievement goal for each instructional indicator? • When and how will we collect data for each instructional indicator? • How will we collect data on high-quality subject-specific instruction? • How will we collect data on the frequency and length instructional leaders observe classroom instruction? • How will we collect data on the identification and support of students’ non-academic needs? • How will we collect data on the identification and support of students’ behavioral needs? • What are our 4-5 arenas of action?

20. Using the Building Performance Tool (BPT) 1 - Not yet started 2 - Hitting some roadblocks 3 - Off and running

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29. Outcome 3 Collaboratively establish your Building Performance Tool (BPT) and plan for next steps

30. Considerations as you create/revise your BPT • You choose the data you want to collect • You can start narrow or broad • The goal is to move beyond data collection to data analysis and using the data to take action

31. Next Steps Based on your learning and reflection today, identify 2-3 critical next steps to support your use of the BPT to guide the critical conversations around building level data to improve student, teacher, and leader performance in your building(s) and district.

32. Thank you for your attention, contributions, and reflection today! Enjoy the remainder of your summer!

33. References Blueprint Tools and Resources in the MI Excel Online Warehouse (miexcelresourcecenter.org) Chandler, G.A. & Haun-Frank, J. (2015). The Blueprint for Systemic Reconfiguration.

34. Follow the MI Excel Statewide Field Team on Social Media Twitter - @Blueprint_SWFT Facebook - MI Excel Blueprint Professional Learning Instagram - @blueprint_swft

35. These materials were produced with Title I, Part A funds and are in the public domain.