Michigan Department of Education Office of Education Improvement and Innovation

Michigan Department of Education

Office of Education Improvement and Innovation

One Voice – One PlanMichigan Continuous School

Improvement (MI-CSI)

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Federal Requirements

State Requirements

PA 25Accreditation

ContinuousImprovement

Coherent Plan for Improvement

One Voice – One PlanCommon Vision, Common Language

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DoImplement Plan

Monitor PlanEvaluate Plan

PlanDevelop Improvement

Plan

StudentAchievement

GatherGet Ready

Collect School DataBuild School Profile

StudyAnalyze Data

Set Goals Set Measurable Objectives

Research Best Practices

Michigan’s Continuous School Improvement Process

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Michigan’s Continuous School Improvement Process

Stage Processes Products

GATHER • Assemble school improvement team• Establish a collaborative vision• Design a planning process• Collect school data • Engage stakeholders in an internal

review • Build school profile

• School Process Profile (SPR 40 or SPR 90, SA/ASSIST SA)

• School Data Profile (SDP)

STUDY • Analyze Data• Set Goals• Set Measurable Objectives• Research Best Practices

• School Data Profile/Analysis

• School Process Rubrics/Analysis

• Goals Management

PLAN • Develop action plan for strategies and activities

• Define methods for monitoring and evaluation

• Goals Management• School Improvement

Plan

DO • Implement the Plan• Progress with Monitoring the Plan• Evaluate the Plan

• Annual Education Report

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Video

http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html

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GatherGet Ready

Collect DataBuild Profile

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Continuous School Improvement Process

DoImplement Plan


PlanDevelop School

Improvement Plan

GatherGet Ready


StudentAchievement

StudyAnalyze Data

Set Goals Set Measurable ObjectivesResearch Best Practice

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WHY: Why do we collect data?

GATHER

HOW: How does our vision guide this work?

What: What data do we collect in order to identify student needs and inform changes in what we do?

Guided Conversations

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Comprehensive Needs Assessment (CNA)School Data Profile/Analysis (SDP/A)

Summary Report/Goals ManagementSchool Process Rubrics (SPR 40 or SPR 90)

Assist Self Assessment (Assist SA)

Self Assessment (SA)

Annual Education Report (AER)

Mission

Vision

First and Second Order Change

AdvancED Website

Michigan School Data

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GatherGet ReadyCollect DataBuild Profile

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Get ReadyCollect Data Build Profile

School Data Profile (SDP)School Process Rubrics (SPR)

Analyze Data School Data AnalysisSchool Process Analysis

Set GoalsSet Measureable ObjectivesResearch Best PracticeDevelop School Improvement PlanImplement PlanMonitor PlanEvaluate Plan

Comprehensive Needs Assessment

School Improvement

Plan

Gather

Study

Plan

Do

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The School Improvement Team (SIT) includes: REQUIRED TEAM MEMBERS

– Administrators– Teachers– Other School Employees– Students, when appropriate– Parents of Title I Students– Parent (not an employee)– Community Members– Board Members

SIT Membership

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Do we have the ability - the knowledge, experience, and skills - to plan and implement school improvement initiatives?

Getting Ready for School Improvement

Are we willing – do we have the confidence, commitment, attitude, and motivation - to plan and implement school improvement initiatives?

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Description Yes/ Willing

Yes/Able

No/ Willing

No/ Able

1. School Improvement Team (SIT) members and staff understand that the continuous school improvement process is a process, not an event, and that the first “round” will take a number of months to complete.

2. SIT members know and understand the various requirements for school improvement (PA 25 and Title I), as well as the timeline for completion of each of these requirements.

3. Staff members have an understanding of the common vocabulary.

4. SIT members and staff develop a Mission, Vision and Belief Statements that focus on actions that will improve student achievement.

5. SIT members are able to locate resources that provide support for the School Improvement process.

6. There is a process in place that ensures alignment between the school plan and the district plan, i.e. the district plan is informed by the building plan.

7. SIT members and staff follow a team protocol that values individual input into decision making.

8. Staff members are able to use multiple types and sources of data for decision making.

9. Staff members are receptive to the idea that change may be necessary.

Get Ready for School Improvement

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The GorillaThe Gorilla StoryStory

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Trust Vision Skills ResourcesAction Plan

PayoffShared

Values/BeliefsSecond Order

Change

Sabotage

Confusion

Anxiety

Anger

Sporadic Change

False Starts

First Order Change

Trust

Vision Skills ResourcesAction Plan

PayoffShared

Values/Beliefs

TrustVisio

nSkills Resources

Action Plan

PayoffShared

Values/Beliefs


PayoffShared

Values/Beliefs =Trust Vision Skills Resources Action

PlanPayoff

Shared Values/Beliefs

Trust Vision Skills ResourcesAction PlanPayoff Shared

Values/Beliefs


PayoffShared

Values/Beliefs


PayoffShared

Values/Beliefs

===

=

=

==

Ambrose, 1987 “Managing Complex Change

Understanding Change

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GatherGet Ready

Collect DataBuild Profile

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School Improvement

Plan

Gather

Study

Plan

Do

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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?

Achievement/ Student

Outcome Data

How our students perform on local, state and federal

assessments (subgroups)

Demographic or Contextual

Data

Describes our students, staff, building, and community

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

Collect Data

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What types of data do you need?Demographic Data Achievement/

Outcome DataProcess Data Perception

Data• Enrollment• Subgroups of students• Staff• Attendance (Students and

Staff)• Mobility• Graduation and Dropout• Conference attendance• Education status• Student subgroups• Parent involvement• Teaching staff• Course enrollment

patterns• Discipline referrals• Suspension rates• Alcohol‐tobacco‐drug

violations• Extracurricular

participation• Physical, mental, social

and health

• Local assessments: District Common Assessments, Classroom Assessments, Report Cards

• State assessments:MME, ACT, MEAP, MI-Access, MEAP Access, ELPA

• National assessments:ACT Plan, ACT Explore, ACT WorkKeys, NWEA, ITBS, CAT, MET NAEP, PSAT

• GPA• Dropout rates• College acceptance

• Policies and procedures (e.g. grading, homework, attendance, discipline)

• Academic and behavior expectations

• Parent participation: PT conferences, PTO/PTA, volunteers

• Suspension data• School Process Rubrics

(SPA 40 or SPA 90) or SA/SAR (NCA)

• Event occurred: Who, what, when, where, why, how

• What you did for whom: E.g. All 8th graders received violence prevention

• Survey data (student, parent, staff, community)

• Opinions (Clarify what others think. People act based on what they believe. How do they see you/us?)

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Data Type Data Collected

How Often

By Whom Location How Data Is Used

Academic Outcome

Demographic

Process

Perception

Data Worksheet Activity

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GatherGet Ready

Collect Data

Build Profile

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School Improvement

Plan

Gather

Study

Plan

Do

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A Comprehensive Needs Assessment (CNA) includes three components…1.School Data Profile/Analysis2.School Process Profile/Analysis

School Process ProfileIn Michigan, all schools must complete one of these four School Process Profile options:

School Process Rubrics (SPR 40)or

School Process Rubrics (SPR 90) or

ASSIST Self Assessment (ASSIST SA/ES)

orSelf Assessment (SA)

MDE

AdvancEDMichigan

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• www.advanced.org/mde

Supported by www.mischooldata.org

School Data Profile and School Process Rubrics

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DoImplement Plan


PlanDevelop School

Improvement Plan

StudyAnalyze Data

Set Goals Set Measurable

ObjectivesResearch Best Practice

GatherGet Ready


StudentAchievement

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Comprehensive Needs Assessment (CNA)School Data Profile/Analysis (SDP/A)

Summary Report/Goals ManagementSchool Process Rubrics (SPR 40 or SPR 90)

Assist Self Assessment (Assist SA)

Self Assessment (SA)

Annual Education Report (AER)

Mission

Vision

First and Second Order Change

AdvancED Website

Michigan School Data

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Guided Conversations

WHY: Why do we collect data?

GATHER

HOW: How does our vision guide this work?

What: What data do we collect in order to identify student needs and inform changes in what we do?

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Questions/Comments?Please contact:

Renie Araoz ([email protected]) Diane Fleming ([email protected]) Diane Joslin-Gould ([email protected])

Or visit the MDE - School Improvement website

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Renie Araoz – MDE/AdvancED MichiganDeb Asano - Marquette-Alger RESALisa Bannon - Wexford-Missaukee ISDBen Boerkoel - Kent ISDJudy Bonne - Wayne RESALeah Breen - MDEElizabeth Brophy - Calhoun ISDBetty Burke-Coduti - Marquette-Alger ISD (Retired)Henry Cade - MDEMark Coscarella - MDEPatti Dobias - MAISA Sharon Dodson - Kalamazoo RESADeb Dunbar - Bay-Arenac ISDScott Felkey - Oakland SchoolsDiane Fleming - MDELinda Forward - MDEGayle Greene - Macomb ISD (Retired)Lisa Guzzardo Asaro - Macomb ISDDonna Hamilton - MDECarrie Haubenstricker - Tuscola ISD

These training materials and resources were developed in collaboration with the following individuals and organizations. We deeply appreciate their time and support.

Robert Higgins - MDEFiona Hinds - AdvancED MichiganDiane Joslin-Gould - MDELinda Kent - MDEScott Koziol - Michigan Center Public Schools Teresita Long - MDEMargaret Madigan - MDEYvonne Mayfield-MDEKathleen Miller - Shiawassee RESDAl Monetta - AdvancED Michigan (Retired)Cheryl Oczepek - MDECarolyn Rakotz - Wayne RESADodie Raycraft - St Joseph County ISDKaren Ruple – MDEJennifer Sabsook - Charlevoix-Emmet ISDKathy Sergeant - AdvancED Michigan ConsultantsBeth SteenwyckBetty UnderwoodJan Urban-Lurain

Michigan Department of Education Office of Education Improvement and Innovation

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