Michigan Department of Education Office of Education Improvement and Innovation One Voice – One Plan Michigan Continuous School Improvement (MI-CSI) Study Analyze Data Set Goals Set Measurable Objectives Research Best Practices

2 Continuous School Improvement Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop School Improvement Plan Gather Get Ready Collect School Data Build School Profile Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

3 Guided Conversations STUDY WHY:Why do we analyze the data? HOW: How do we identify student needs? How do we use the data analysis to inform what we do? How does the vision guide the process? How do we assess how our students are doing? What:What process do we use to share this info with stakeholders? What are the student achievement needs?

4 Study Vocabulary Comprehensive Needs Assessment (CNA) Achievement Data Demographic Data Perception Data Process Data School Data Profile /Analysis (SDP/A) School Process Rubrics/Analysis (SPR/A) Self Assessment (SA) ASSIST Self Assessment (ASSIST SA/ES) Goal Statement Measurable Objective Statement

5 Study Analyze Data Set Goals Set Measurable Objectives Research Best Practices

6 Continuous School Improvement Process Get Ready Collect Data Build Profile School Data Profile (SDP) School Process Rubrics (SPR) Analyze Data School Data Analysis School Process Analysis Set Goals Set Measureable Objectives Research Best Practice Develop School Improvement Plan Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan Gather Study Plan Do

7 Supported by: School Data Profile/Analysis

8 At what level are our students achieving? How does this compare to where we want them to be? What factors influence student achievement? What does this information tell us about our greatest area of need? What are the areas of concern over which we have control?

9 Achievement Analyze Achievement Data Achievement data paints a picture of student performance. How has student achievement changed in the last five years? When comparing the school with the district and state, which content area would the staff identify as a challenge area for the school?

10 Demographic Analyze Demographic Data Demographic data describes the students who are included in the achievement data as well as the staff who teach them. What patterns or trends in enrollment need to be addressed? What implications do the data present for the school in the following areas: staffing, fiscal resource allocations, facility planning, parent involvement, professional development, public relations, and/or recruitment?

11 Perception Analyze Perception Data Perception data gives us a look at opinions of students, parents, and staff. What are the perceptions of students regarding the quality of the instructional program? What are the perceptions of parents regarding support for student learning? What are the perceptions of teachers/staff regarding school climate?

12 Process Analyze Process Data (School Process Rubrics) Process data helps us understand how the quality of school processes might impact student achievement. What processes are used to monitor and evaluate the effectiveness of research-based strategies being used in the classroom? How do staff members demonstrate high expectations for all students? Which indicators could your school further develop to improve student achievement?

13 Study Analyze Data Set Goals Set Measurable Objectives Research Best Practices

14 Continuous School Improvement Process Get Ready Collect Data Build Profile School Data Profile (SDP) School Process Rubrics (SPR) Analyze Data School Data Analysis School Process Analysis Set Goals Set Measureable Objectives Research Best Practice Develop School Improvement Plan Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan Gather Study Plan Do

15 Goals ObjectivesStrategiesActivities Goal Source Content Area Goal Name Student Goal Statement Gap Statement Cause for Gap Measures/ Sources of Data Criteria for Success Person Responsible Goals Management Resources Objective Name Measurable Objective Statement Research Best Practices Strategy Name Strategy Statement Target Areas Activity Name Activity Description Activity Type Planned/ Actual Staff Planned/ Actual Timeline Resource Name Funding Source Planned/ Actual Amount

16 Goals Management

17 Set Goals Schools are required to write a minimum of three goals, including a goal for any area for which they do not meet AYP and/or are not performing at the state average on state assessments. Maintenance goals are appropriate for areas in which the school is performing at a satisfactory level and focused on maintaining or improving student performance in that content area. address Title I schools must address all four content areas as either improvement or maintenance goals.

18 Set Goals Goal statements: Are based on a careful analysis of data Align with challenges identified in the Comprehensive Needs Assessment Are linked to identified student academic learning needs Broadly state that all students will be successful learners in a specific area of the content.

19 Set Goals In the Goal section of Goals Management, schools are asked to identify the following: Goal Source – Continuous Improvement Content Area – Reading, writing, math, science or social studies Goal Name – Reading, Writing, Math, Science or Social Studies Student Goal Statement – “All students will be proficient in (reading, writing, math, science or social studies)”

20 Use multiple data sources Gap Statement Gap When considering the percent proficient on MEAP, there is a 10% gap between current performance by all students and the 100% goal. In addition, there is a 21% difference between students without disabilities and students with disabilities. READING Students without disabilities Students with disabilities Male Female

21 Causes for the Gap In what strands might students be underperforming? Are there subgroups in which students are underperforming their counterparts? Are there school processes that are weak as identified in the process data? Are there perceptions by students, parents, or staff that are limiting achievement?

22 Why are … ? Why? Why? Why? Why? Causes for the Gap IMPACT DEGREE OF CONTROL

23 Set Goals In the Goal section of Goals Management, schools are also asked to identify the following: Multiple Measures – the data sources that were used in defining your gap statement and upon which the measureable objective will be based. Criteria for Success – “Students will make progress toward measurable objectives as measured by (your multiple measures).” Person Responsible – the person ultimately responsible for seeing that the goal is reached.

24 Study Analyze Data Set Goals Set Measurable Objectives Research Best Practices

25 Continuous School Improvement Process Get Ready Collect Data Build Profile School Data Profile (SDP) School Process Rubrics (SPR) Analyze Data School Data Analysis School Process Analysis Set Goals Set Measureable Objectives Research Best Practice Develop School Improvement Plan Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan Gather Study Plan Do

26 Goals ObjectivesStrategiesActivities Goal Source Content Area Goal Name Student Goal Statement Gap Statement Cause for Gap Measures/ Sources of Data Criteria for Success Person Responsible Goals Management Resources Objective Name Measurable Objective Statement Research Best Practices Strategy Name Strategy Statement Target Areas Activity Name Activity Description Activity Type Planned/ Actual Staff Planned/ Actual Timeline Resource Name Funding Source Planned/ Actual Amount

27 Develop School Improvement Plan Goals Management Goal Statement Measurable Objective Statement Strategy Statement Activities

28 Set Measurable Objectives SMART - Specific, Measureable, Attainable, Results- focused, and Time-bound “Who will be able to do what, by when, as measured by what?” Student Goal Statement: All students will be proficient in reading. Measurable Objective Statement: The percentage of all students proficient on the MEAP in the areas of summarizing informational text will increase from XX% (Fall, 20XX) to YY% (Fall, 20XX). The percentage of non-disabled students proficient will increase from XX%(Fall 20XX) to YY% (Fall 20XX), and the percentage of disabled students proficient will increase from XX% (Fall 20XX) to YY% (Fall 20XX).

29 Study Analyze Data Set Goals Set Measurable Objectives Research Best Practices

30 What research-based strategies will we use to ensure that students make progress toward meeting the goal and the measureable objective? Research-Based Best Practices

31 Right Thing Is this the Right Thing to do? Does the practice align to our need? How similar to the research situation is our situation? If our situation is not the same, can we still implement the practice with fidelity? How does this practice align with other school, building, and district initiatives and priorities? Can we build the capacity, knowledge, skills, resources, and support structures to implement this practice? Research Based Best Practices

32 Continuous School Improvement Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop School Improvement Plan Gather Get Ready Collect School Data Build School Profile Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

33 Study Vocabulary Comprehensive Needs Assessment (CNA) Achievement Data Demographic Data Perception Data Process Data School Data Profile /Analysis (SDP/A) School Process Rubrics/Analysis (SPR/A) Self Assessment (SA) ASSIST Self Assessment (ASSIST SA/ES) Goal Statement Measurable Objective Statement

34 Guided Conversations WHY:Why do we analyze the data? STUDY HOW: How do we identify student needs? How do we use the data analysis to inform what we do? How does the vision guide the process? How do we assess how our students are doing? What:What process do we use to share this info with stakeholders? What are the student achievement needs?

35 Questions/Comments? Please contact:  Renie Araoz  Diane Fleming  Diane Joslin-Gould Or visit the MDE - School Improvement websiteMDE - School Improvement

36 Renie Araoz – MDE/AdvancED Michigan Deb Asano - Marquette-Alger RESA Lisa Bannon - Wexford-Missaukee ISD Ben Boerkoel - Kent ISD Judy Bonne - Wayne RESA Leah Breen - MDE Elizabeth Brophy - Calhoun ISD Betty Burke-Coduti - Marquette-Alger ISD (Retired) Henry Cade - MDE Mark Coscarella - MDE Patti Dobias - MAISA Sharon Dodson - Kalamazoo RESA Deb Dunbar - Bay-Arenac ISD Scott Felkey - Oakland Schools Diane Fleming - MDE Linda Forward - MDE Gayle Greene - Macomb ISD (Retired) Lisa Guzzardo Asaro - Macomb ISD Donna Hamilton - MDE Carrie 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 - MDE Fiona Hinds - AdvancED Michigan Diane Joslin-Gould - MDE Linda Kent - MDE Scott Koziol - Michigan Center Public Schools Teresita Long - MDE Margaret Madigan - MDE Yvonne Mayfield-MDE Kathleen Miller - Shiawassee RESD Al Monetta - AdvancED Michigan (Retired) Cheryl Oczepek - MDE Carolyn Rakotz - Wayne RESA Dodie Raycraft - St Joseph County ISD Karen Ruple – MDE Jennifer Sabsook - Charlevoix-Emmet ISD Kathy Sergeant - AdvancED Michigan Consultants Beth Steenwyck Betty Underwood Jan Urban-Lurain