Facilitators of School Improvement January 2017

Systemic improvement Hide from printing Deane Spencer

Have you ever been involved in a project that was unsuccessful?

SUCCESSFUL HAVE YOU EVER BEEN INVOLVED IN A PROJECT THAT WAS

Have you ever been involved in a project that was successful?

What was the difference?

A Bigger Picture of Systemic Improvement Created at Mi CSI A high quality written system, implemented well, is associated with higher student achievement.

School Improvement process Program Evaluation Tool School Data Analysis Goals & Plans School Improvement Plan

Four Types of Data As part of the Gather stage, four kinds of data—demographic, academic, perception and process—were collected. During the Study stage, the school is asked to analyze that data through responses to a series of questions. The analysis process is intended to support deep dialogue and to draw thoughtful conclusions about the areas of need. Although information can be gained from individual types of data, the analysis is even more powerful when multiple types of data are analyzed together, e.g., demographic data with assessment data. Analyzing multiple types of data allows you to answer specific questions and therefore is more informative in the instructional decision-making process and more likely to improve student achievement. When used together, these measures provide the information needed to improve teaching and learning! On the next few screens, there will be examples of analysis questions for each data type, but remember that you’ll want to use multiple measures of data as well. Review the “Multiple Measures of Data” article by Victoria Bernhardt (http://nces.ed.gov/pubs2007/curriculum/pdf/multiple_measures.pdf) by going to the link on your screen for examples of questions that use multiple measures of data. 11/17/2015 Office of Education Improvement & Innovation www.mi.gov/osi

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 Data Collected from (DSR/SSR or SA/Interim SA) School Data Analysis STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practices School Process Rubrics Analysis Goals & Plans PLAN Develop action plan for strategies and activities Define methods for monitoring and evaluation School Improvement Plan DO Implement the Plan Progress with Monitoring the Plan Evaluate the Plan Annual Education Report Program Evaluation In many districts the EdYes! report is completed in isolation or by a small group. To complete with fidelity it should engage the entire school community with follow up feedback processing. 11

Do you agree?... “If we do what we’ve done…. We will get, what we’ve gotten” This means that THIS is a time for CHANGE!

urgency Can you HEAR it? Can you FEEL it? Can you SEE it? Can you SMELL it? 1st Order Change Change and Return Urgency is sometimes necessary. What is your “Rally Cry”? 2nd Order Change Forced Change 3rd Order Change Internal Drive to Change

Turn and Talk to your neighbor What is URGENT in your classroom? urgency Can you HEAR it? Can you FEEL it? Can you SEE it? Can you SMELL it? Turn and Talk to your neighbor What is URGENT in your classroom? School? District? Urgency is sometimes necessary. What is your “Rally Cry”?

EdYes! Charting the Strands In many districts the EdYes! report is completed in isolation or by a small group. To complete with fidelity it should engage the entire school community with follow up feedback processing. Deane Spencer

Comprehensive Needs Assessment Process Handout Comprehensive Needs Assessment Process ASSIST Outcome Data Demographic Data School System Review Title I Diagnostic Data Collection GATHER Process Data Perception Data School Data Profile Program Evaluation Begins * Identify Strengths and Challenges Conduct an Inquiry to Determine Appropriate Strategies School System Review Title I Diagnostic Data Analysis STUDY School Data Analysis - Data Planner Research Best Practices * PLAN Unpack Strategies to Create an Action Plan Goals and Plans Action Plan Michigan’s Comprehensive Needs Assessment (CNA) process is the first step in developing a school or district improvement plan. Improvement teams gather and study multiple sources of data and information. Through the Michigan CNA process, thoughtful conclusions are drawn about what is going well (strengths) and what needs improvement (challenges). These conclusions drive the development/refinement of goals, measurable objectives, strategies and activities. Systematic process to acquire an accurate, thorough picture of the strengths and weaknesses of a school community, that can be used in response to the academic needs of all students for improving student achievement and meeting challenging academic standards. Process that collects and examines information about schoolwide issues and then utilizes that data to determine priority goals, develop an improvement plan, and allocate funds and resources. This process examines building demographics, system processes and protocols of practices, instructional program, and disaggregated student academic achievement data, so that the following questions can be answered:   Who do we serve? How do we do business? Where are we now? Where do we want to be? What and where are the gaps? What is/are the root cause(s) for the gaps? How will we get to where we want to be? How will we evaluate our efforts and progress? The CNA will help a school align these system challenges with the student achievement goals the school will establish. Ensuring that your systems are aligned with the elements of effective schools, to support your instructional program goals and objectives, is the first step to establishing the continuous school improvement process. Monitor & Evaluate Implementation (Adult Behaviors) Monitor & Evaluate Impact (Student Growth) Program Evaluation Tool Finalized * DO Revisit, Review, and Revise PLAN as needed * Revisit, Review, Revise PLAN as needed

Do you know me well enough to teach me? What do you alread y know? What data do you need to know? What additi onal inform ation/ data do you need to know? Where can the inform ation/ data be found? Demographic - 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 students, staff, parents and community regarding our school Schools have a wealth of data available to them. Ideally, the data collection process is an on-going process rather than being an event. THINK: the Comprehensive Needs Assessment Process. To make that process as efficient as possible, it is important that those collecting the data are clear about their responsibilities, have clear timelines and expectations, and know how the data is to be organized. When collecting data we need to consider where we are now as well as where we want to be. To determine what needs to be collected, schools need to think deliberately about the four questions at the top of this chart: What do you already know? What do you need to know? What additional information/ data do you need to know? Where can you find the data? As part of the School Improvement process, schools need to collect and analyze the four types of data identified and described on the chart: demographic, achievement, process and perception data.

Charting the strands Our Process Today Review the instructions as a group Create your school chart Complete the Activity Debrief the Activity Apply the Activity to our EdYes! Report Charting the strands

Use a piece of chart paper to create the graph at the right Charting the Strands Use a piece of chart paper to create the graph at the right Read through slides 50 through 55 BEFORE starting.

Charting the Strands – activity tools Read through slides 50 through 55 BEFORE starting. Instruction sheet Template: SSR or Interim Self Assessment Standard Cards: School Improvement Framework of AdvancEd Standards for Quality Schools

Charting the Strands Find your EdYes! cards Green – School Improvement Framework Orange – AdvancEd Standards for Quality Schools Shuffle the cards and randomly select 10 cards from your deck. Use a lens of your building work of School Improvement, Rank your 10 cards from Least Important to Most Important

Charting the Strands Graph each of the Indicators on the Quadrant graph according to their Impact and Importance. The horizontal axis is Impact. The vertical axis is Importance. The horizontal axis is Impact. The left most location indicates no perceived Impact on student achievement. The right end of the horizontal axis indicates maximum perceived Impact on student achievement. The vertical axis is Importance. The bottom most location indicates least Importance to our building work of School Improvement. The top end of the vertical axis indicates maximum Importance to our building work of School Improvement.

Charting the Strands – examine your graph Use the graph to begin reflection on your EdYes! template: On your template, put a star next to all of the Standards you determined were the Most Impactful and Most Important.

Charting the Strands – examine your graph Begin with your Most Impactful and Most Important: How does your building rate? Find the Characteristics/Response that describe your school/district. Evidence What evidence is listed that supports your rating? Can you produce the evidence? Who has the evidence? Where can the evidence be found? Do you have additional evidence that is not listed that satisfies the Characteristic/Response?

One or the Other; NOT BOTH AdvancED - Interim Self Assessment MDE - School System Review (SSR) One or the Other; NOT BOTH

Bringing it all together Debrief charting the standards

Charting the Strands Consider: Is your evidence sufficient to support your rating? What possible action steps can the team identify that may impact the School Improvement Planning for next year? Wrap up the activity

School Improvement Framework School Systems Review (SSR) 26 Indicators

AdvancEd Interim Self-Assessment The Self Assessment or Interim Self Assessment is based on the five AdvancED Standards for Quality, which serve as the foundation of the AdvancED accreditation process. The AdvancED Self Assessment (SA) is designed to serve as a valuable tool that will assist school systems in reflecting upon their effectiveness as well as prepare them for an External Review.

Ed YES! Report Due Date: March 17, 2017 Process and Perception Data MDE Accredited 26 Quality Indicators AdvancED Michigan Interim Self- Assessment Self- Assessment When you involve your staff, you are getting at schoolwide perception data.

Process and Perception data

TEAM WORK TIME Questions and Communication always welcome! PET – “Getting Ready Components” Data Planner Data Worksheet EdYes! Report Questions and Communication always welcome! Deane Spencer dspencer@misd.net 586.228.3487 Dr. Jennifer Parker jparker@misd.net 586.228.3517 @jpmoore67