One Common Voice – One Plan Michigan Continuous School Improvement MI- CSI

One Common Voice – One PlanMichigan Continuous School Improvement MI- CSI

One Common Voice – One PlanMichigan Continuous School ImprovementStages and Steps Getting Ready Collect School Data Build School Profile Implement Plan Monitor Plan Evaluate Plan Student Achievement • Develop Action Plan Gather Do Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan

One Common Voice – One PlanMichigan Continuous School ImprovementSteps and Tools Getting Ready Collect Data Build Profile-Analyze Data School Data Profile/Analysis School Process Profile/Analysis Summary Report Set Goals Set Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan 3

One Common Voice – One PlanMichigan Continuous School ImprovementSteps and Tools Getting Ready Collect Data Build Profile-Analyze Data School Process Profile/Analysis School Data Profile/Analysis Summary Report Set Goals Set Measurable Objectives Research Best Practice Develop Action Plans for 2011-12 Implement 2011-12 Plan Monitor 2011-12 Plan Evaluate 2011-12 Plan 2010-11 2011-12 • Getting Ready • Collect Data • Build Profile-Analyze Data • School Process Profile/Analysis • School Data Profile/Analysis • Summary Report • Set Goals • Set Measurable Objectives • Research Best Practice • Develop Action Plans for 2012-13 • Implement 2012-13 Plan • Monitor Plan 2012-13 Plan • Evaluate 2012-13 Plan 2011-12 2012-13 School Start up 2011 Fall-Winter Spring 2012 4

One Common Voice – One PlanMichigan Continuous School ImprovementReporting Requirements 2011-12 NEW School Process Profile/Analysis (90) OR NCA – SA Feb or March 2012 School Data Profile/Analysis Sept 1, 2012 School Improvement Plan Sept 1, 2012 Annual Education Report Aug 15, 2012

One Common Voice – One PlanMichigan Continuous School ImprovementTopics • Role of the SI Chair • Sharing the SI Plan • Meeting Calendar – Planning for the Year • The “How-To’s” of Monitoring • Tackling the School Process Rubrics (90) Report • Ongoing Communications

One Common Voice - One Plan Step 1: Getting Ready Mission, Vision, and Beliefs Mission Statement: Why do we exist?Your Mission/Purpose Statement describes your current reality. It needs to be crystal clear and only one line long. Vision Statement: What do we wish to become? Whereas mission establishes an organization's purpose, vision instills an organization with a sense of direction. It asks, “If we are true to our purpose now, what might we become at some point in the future?” Belief Statements: What do we value? Beliefs are the assumptions we make about ourselves, about others, and about how we expect things to be. Beliefs reflect how we think things really are. Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998 8

One Common Voice - One Plan Step 1: Getting Ready Team Structures Leadership team: Meets monthly to look at all school wide academic and behavior issues- various members attend relevant PD. Team works with MEAP, DIBELS, SWIS, etc. Provides leadership for SI and for PLC/GLMs – ensuring clarity of responsibilities and accountability (monitor, feedback) MATH team: Meets as needed to review Grade 6 team: Meets monthly to discuss curriculum, instruction, asses READING team: Meets as needed to review GRADE 7 team: Meets monthly to discuss curriculum, instruction and asses BEHAVIOR team: Meets as needed to review GRADE 8 team: Meets monthly (semi-monthly?) to discuss curriculum, instruction, and assessment results. Develops grade level plans for each goal area and strategy. WRITING team: Is a cross-grade level team. (all staff members are on a team?) Members are responsible to take information to grade level meetings. Meets as needed to work on the goal strategies. School Improvement Team: Made up of all staff or representatives of goal area teams… may rotate. Meets monthly to review progress on goal area strategies. Discusses roadblocks and need for changes to the plan. Evaluates outcomes.

One Common Voice - One Plan Step 1: Getting Ready Organization and Structures • Calendar • Effective Meetings • Communications • Resource: • Tools for School Improvement • (www.michigan.gov/schoolimprovement) • Developing a Shared Decision Team • Holding a Shared Vision • Organizing Staff Communications • Running Effective D-M Meetings

One Common Voice - One Plan Gather: Getting Ready 11 Reference Unknown – Senge, Peter

One Common Voice – One PlanStep 2: Collect Data Four Kinds of Data: Examples Examples • Demographic: describes context • Achievement: across various assessments • Perceptions: stakeholder groups • Process: procedures and policies (EdYES!) Demographic or Contextual Data Student Subgroups Enrollment Attendance Parent Involvement Teaching Staff Achievement/ Student Outcome Data Local Assessments State Assessments National Assessments Process Data Policies & Procedures School Process Rubrics (40 or 90) Or SA/SAR (NCA) Perception Data Survey Data Opinions 13

One Common Voice – One PlanSteps 2-4: Collect, Profile, Analyze Data School Data Profile/Analysis School Context Staff Students Community Perceptions Achievement

One Common Voice – One PlanSteps 2-4: Collect, Profile, Analyze Data School Data Profile/Analysis

One Common Voice – One PlanSteps 2-4: Collect, Profile, Analyze Data School Data Profile/Analysis Components Questions • Enrollment Patterns/Trends? • Mobility & Attendance Highest/Lowest? • Grade Level Achievement Causes? • Subgroup Achievement Areas of Concern? • Students with Disabilities Implications? • Limited English Proficient Possible Actions? • Extended Learning Opps • Staff Demographics • Perception Data • Parent & Community • Health and Safety

One Common Voice – One PlanSteps 2-4: Collect, Profile, Analyze Data School Data Profile/Analysis • Pre-populated data • Enrollment and achievement • Updated 2 times per year • Submit ANSWERS- do not upload DATA • Enter something in every text box • This is a process

One Common Voice – One PlanSteps 2-4: Collect, Profile, Analyze Data School Process Profile/Analysis School Processes- How things are done (Standards and Rubrics)

One Common Voice – One PlanSteps 2-4: Collect, Profile, Analyze Data School Improvement Framework

One Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data School Process Rubric Example Strand I - Teaching For Learning » Standard 1 - Curriculum » Benchmark B - Communicated Key Characteristic - I.1.B.2 Students: The school makes a concerted effort to assure that all students have a clear understanding of what they are studying and why they are studying it.

One Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data School Process Profile/Analysis • No “grade”, just credit • Research base – source of strategies • SPR 90 in 2011-12

One Common Voice – One PlanStep 4: Analyze Data Summary Analysis Strengths Weaknesses Content Goals Process Needs Considerations Priorities

One Common Voice - One PlanSchool Improvement Plan Hierarchy Goal Structure allows for multiple objectives and strategies—and multiple activities for each strategy.

One Common Voice – One PlanStep 5: Set GoalsGoals based on Data • All students will be proficient in _____. • Gaps • Proficiency gap with state, ideal, other • Subgroup gaps • Grade level or course gaps • Strand or item gaps • Consider trends

One Common Voice – One PlanStep 5: Set Goals Goals based on Data • Causes for the gaps • Look for the root causes • Processes (the way we do things) • Brainstorm possibilities; then collect data to verify • Look for causes with high levels of control and impact • Data Used / Criteria

One Common Voice – One PlanStep 6: Set Measurable ObjectivesObjectives • “SMART” (Specific, Measureable, Attainable, Relevant, Time bound) • Who will be able to do what by when as measured by what? (Increase ___ from ___ to ___ by ___.) • EXAMPLE Increase informational reading school wide from 53% (2010-11) to 65% proficient as measured by the MEAP by Fall 2012. Increase the percentage of non-disabled students proficient on the MEAP Reading Informational Text strand from 56% to 65% and of students with disabilities from 35% to 55%.

One Common Voice – One PlanStep 7: Research Based StrategiesStrategy Features • Aligned with Gaps and Objective • Adult actions • Implementation Science Screen • Is it the right thing to do? • Can we do it the right way? • EXAMPLE Teachers in all content areas will implement Marzano’s 6-Step process for teaching academic vocabulary.

One Common Voice - One Plan Step 7: Research Best Practice Resources School Process Indicators What Works Website Center on Instruction Instructional Strategies That Work Florida Center for Reading Research PLCs-National Staff Development Council Visible Learning: John Hattie

One Common Voice – One PlanStep 8: Develop Action Plan Action Steps Detailed (what, who, when, how much) Sequenced Addresses or considers: professional development (initial and ongoing) purchase and/or development time for materials clear implementation expectations collaboration and communication accountability (individual and group)

One Common Voice – One PlanStep 8: Develop Action Plan Matrix –type Template

One Common Voice – One PlanStep 9: Implement Monitoring Detail

One Common Voice – One PlanStep 10: Monitor Action Plan Monitoring

One Common Voice – One PlanStep 10: MonitorMonitor Implementation and Impact Monitor Implementation (Adults) • Reporting Schedule • Address Implementation Issues • Adjust Plan Monitor Impact (Students) • Appropriate Assessments 35

One Common Voice – One Plan Making it REAL Sufficient Detail Data and Plan Review (monthly?) Monitoring Questions (quarterly?)

NCLB and PA 25 Require Annual Evaluation of the following: Implementation of the Plan Impact of the Plan in terms of Student achievement results using State assessment and other data In addition, evaluative information should be used to modify the plan as needed ISD/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluation plans. One Common Voice – One Plan Step 11: Evaluate Requirements 37

One Common Voice – One PlanStep 11: EvaluateEvaluate Implementation and Impact Evaluate by strategy • Did we implement the strategy? • What was the impact on students? Evaluate by goal area • What did we learn? • Did we meet our objective? 38

One Common Voice – One PlanMichigan Continuous School ImprovementResources MDE Website (SI Framework) Advanc-Ed Website (Templates) MI-MAP Toolkit Van Buren ISD moodle

School Improvement Planning Leader as Lone Nut • Plans are nothing; planning is everything. Dwight D. Eisenhower • Without some goals and some efforts to reach them, no man can live. John Dewey • The wise man bridges the gap by laying out the path by means of which he can get from where he is to where he wants to go. John Pierpont Morgan • Reduce your plan to writing. The moment you complete this, you will have definitely given concrete form to the intangible desire. Napoleon Hill

One Common Voice – One Plan Michigan Continuous School Improvement MI- CSI