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

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

2. 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 Study Do Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan

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

4. One Common Voice – One PlanMichigan Continuous School ImprovementFall Work Getting Ready • Mission, Vision, Beliefs • Effective Meetings • Communications Collect Data, Build Profile, Analyze Data • School Data Profile • School Process Profile

5. One Common Voice – One PlanMichigan Continuous School ImprovementFall Work Goals, Objectives, Strategies, Action Plans • Goals Management • Action Plan Detail Implement, Monitor, Evaluate • Implementation • Monitor and Evaluate

6. One Common Voice – One PlanMichigan Continuous School ImprovementSteps Getting Ready Collect Data Build Profile School Data Profile School Process Profile Analyze Data School Data Analysis School Process Analysis Summary Report Set Goals Set Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment (CNA) School Improvement Plan

7. 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 7

8. The Science of Implementation Shared Vision and Purpose • Seems simple, often overlooked • ASSUMPTIONS are deadly Key Questions Are the vision and purpose co-created? Was consensus built? Is there a structured process to identify and articulate need?

9. The Science of Implementation Communication • Clear, intentional communications are essential Key Questions Is the message consistent? Who conveys the message to whom? What timing and context would amplify the message?

10. Resources: 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 Van Buren Moodle (moodle.vbisd.org) One Common Voice - One Plan Step 1: Getting Ready Effective Meetings, Communications 10

11. One Common Voice – One PlanMichigan Continuous School ImprovementSteps and Tools Getting Ready Collect Data Build Profile School Data Profile School Process Profile Analyze Data School Data Analysis School Process Analysis Summary Report Set Goals Set Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment (CNA) School Improvement Plan 11

12. One Common Voice – One PlanStep 2: Collect Data Four Kinds of Data: Definitions Definitions • What do you already know? • What data do you need to know? • What additional information/data do you need to know? • Where can the information/data be found? Demographic or Contextual Data Describes our students, staff, building, and community Achievement/ Student Outcome Data How our students perform on local, state and federal assessments (subgroups) Process Data The policies, procedures, and systems we have in place that define how we do business Perception Data Opinions of staff, parents, community and students regarding our school 12

13. One Common Voice – One PlanStep 2: Collect Data Four Kinds of Data: Examples Examples • What do you already know? • What data do you need to know? • What additional information/data do you need to know? • Where can the information/data be found? 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

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

15. One Common Voice – One PlanSteps 2-4: Collect, Profile, Analyze Data School Data Profile

16. One Common Voice – One PlanSteps 2-4: Collect, Profile, Analyze Data School Data Profile

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

18. One Common Voice – One PlanStep 4: Analyze Data Summary Report Strengths Weaknesses Content Goals Process Needs Priorities

19. One Common Voice – One PlanMichigan Continuous School ImprovementSteps and Tools Getting Ready Collect Data Build Profile School Data Profile School Process Profile Analyze Data School Data Analysis School Process 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 19

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

21. Goals • All students will be proficient in ________. • Goal justification requires data. • How far do you dig into data? • Proficiency gap with state or other comparison • Subgroup gaps • Grade level or course gaps • Strand or item gaps • Consider trends • UNTIL YOU IDENTIFY WHAT TO WORK ON

22. Objectives • “SMART” (Specific, Measureable, Attainable, Relevant, Time bound) • Who will be able to do what by when as measured by what? (Increase ___ from ___ to ___ by ___.) • Level of change related to level of work • Macro (Reading proficiency-curriculum, instruction) versus micro (Informational Text) • Whole School (general objective) and/or targets by grade/content (grade level objectives, course objectives), targets by subgroup (ED objectives, special education objectives)

23. Objectives- Example 1 Improve the percent of students scoring proficient on the Reading MEAP by a minimum of 10% at applicable grade levels. Is this objective SMART?

24. Objectives- Example 2 Measurable Specific Attainable Relevant Time-bound Students will increase skills in the area of informational reading: the percentage of non-disabled students proficient on the MEAP Reading Informational Text strand will increase from 56% (2009-10) to 65% and the percentage of students with disabilities proficient on this strand will increase from 35% (2009-10) to 52% by Fall 2011.

25. Strategies • Adult actions • Appropriate approach for context (Research Based) • ONE thing • Reflects an approach, concept, or program • Represents NEW work (or is Title funded) • NOT considered strategies: • Professional development is an action step • Research best practice should be done as part of planning

26. One Common Voice – One PlanStep 7: Research Best PracticeStrategy Statements Teachers (K-5) will implement a system of Common Formative Assessments in math. Teachers in the Social Studies Department will use a curriculum map and learning targets to guide their instruction. Teachers (all content areas) will implement Marzano’s 6-Step process for teaching academic vocabulary.

27. Strategy Example Teachers will develop grade level appropriate lists of measurement vocabulary terms. These will be made into posters for classroom use and be sent home to parents in several ways: a parent vocabulary letter, a calendar of activities incorporating measurement and monthly articles in the school newsletter.

28. Strategy Example Teachers will develop grade level appropriate lists of measurement vocabulary terms. These will be made into posters for classroom use and be sent home to parents in several ways: a parent vocabulary letter, a calendar of activities incorporating measurement and monthly articles in the school newsletter. What is the strategy? What are action steps?

29. One Common Voice - One Plan Step 7: Research Best Practice Resources Visible Learning: John Hattie Advanc-Ed Resource Network What Works Website Instructional Strategies That Work Florida Council Reading Research PLCs-National Staff Development Councill Eye on Education Assessment Institute Hope Foundation Moodle.vbisd.org

30. Is it the right thing to do? Need Fit Evidence Can we do it the right way? Resources Readiness Capacity One Common Voice – One Plan Step 7: Research Best Practice Depth of Research 30

31. One Common Voice – One PlanStep 8: Develop Action Plan Action Steps Are action steps sufficiently detailed so that expectations are clear? Do action steps include (or consider): professional development needs (initial and ongoing)? materials purchase and/or development time? implementation expectations? collaboration and communication with colleagues? accountability (individual and group)? Do action steps show sequencing? (not all steps ongoing)

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

33. One Common Voice – One PlanMichigan Continuous School ImprovementSteps and Tools Getting Ready Collect Data Build Profile School Data Profile School Process Profile Analyze Data School Data Analysis School Process 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 33

34. 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 Steps 10-11: Monitor, Evaluate Requirements 34

35. One Common Voice – One PlanStep 10-11: Monitor and EvaluateBig Picture EVALUATE THE IMPACT ON STUDENT ACHIEVEMENT DID IT WORK? EVALUATETHE IMPLEMENTATION OF THE PLAN DID WE FOLLOW THE PLAN? WHY OR WHY NOT? DID PEOPLE COMPLETE THEIR ASSIGNED TASKS? DID WE IMPLEMENTTHE PLAN CORRECTLY AND CONSIS-TENTLY? DID WE GIVE IT ENOUGH TIME? ENOUGH RESOURCES? ARE OUR STUDENT EVALUATION PROCESSES AND TOOLS WORKING? MONITOR IMPLEMENTATION AND STUDENT PROGRESS ARE STRATEGIES AND ACTIVITIES/ACTION STEPS BEING IMPLEMENTED WITH FIDELITY? IS IT WORKING?

36. One Common Voice – One PlanStep 10: Monitor Action Plan

37. One Common Voice - One PlanSteps 10-11: Monitor and EvaluateImplementation and Impact Monitoring Evaluation

38. School Improvement Planning • 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