One Voice – One Plan Michigan Continuous School Improvement (MI-CSI) Michigan Department of Education Office of Education Improvement and Innovation One Voice – One Plan Michigan Continuous School Improvement (MI-CSI) Plan Develop School Improvement Plan

Continuous School Improvement Process As a facilitator, this graphic should be very familiar! It is presented throughout each of the Stages. Point out to the group that they have completed Stage 1, Gather, and Stage 2, Study. You are now beginning Stage 3 in which you will develop your purposeful School Improvement Plan.

Guided Conversations PLAN WHY: Why do we need a School Improvement Plan? HOW: How does the plan reflect the data and data analysis? How does the plan inform job embedded practice to support student achievement? How do we select appropriate strategies and activities to accomplish the goals in the plan? How does the plan address the student needs identified in your data? As a facilitator, have the participants in your group reflect individually on these questions; then have them talk in pairs. From there, facilitate a whole group discussion. During this discussion, try to make connections between the comments, but it is not necessary to teach the content at this time. You will return to these questions at the end of the module to allow deeper reflection and at that point you will be listening for complete understanding so you can revisit those areas where there is insufficient understanding for the team to move forward. The following link is a video clip that may be helpful if you have not used this clip during trainings with Stages One and Two. The clip talks about how true leaders understand the “why” for doing something. Determining the “why” helps organizations fully understand their vision and mission and move forward in a meaningful way. This video may help trigger deeper conversation for your group about whether they really understand the “why” for School Improvement beyond compliance. In addition, thinking about the “why” is very helpful as you begin to identify and implement various initiatives. It’s critical to understand why you have undertaken each one. http://www.youtube.com/watch?v=qp0HIF3SfI4 WHAT: What supports and training are needed to fully implement the plan? What monitoring systems are or will need to be in place?

Measurable Objective Statement Components of Effective Implementation PLAN VOCABULARY Goal Statement Measurable Objective Statement Strategy Statement Activity Statement Components of Effective Implementation Each module has key vocabulary terms. Each of these terms will be more clearly defined throughout this presentation. By the end of this module, participants should understand these terms and how they fit into the School Improvement process.

Develop School Improvement Plan During the Plan stage, we are focusing on creating the School Improvement Plan.

Continuous School Improvement Process Get Ready Collect Data Build Profile School Data Analysis (SDA) School Process Profile 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 Gather Study Plan Do Comprehensive Needs Assessment This slide shows where developing a School Improvement Plan fits into the Continuous School Improvement Process. School Improvement Plan

Goals Goals Objectives Strategies Activities Goal Statement Academic or Organizational Goal Objectives Measurable Objective Statement Who is the target population? What do they need to achieve? How much success will be measured? When will they achieve it? Strategies Strategy Name How it will work Research Activities Activity Name Activity Type Activity Description Beginning Date Ending Date Funding Source Funding Amount Responsible Staff This slide reviews the hierarchy of “the work” within the Goals & Plans portion of the online template. This is meant primarily as a review for individuals who have not been in the online template in awhile or those who have never accessed it. If more explanation is needed you might mention the following: The Goals tool provides you with an online template that guides you through the steps of your plan. In the Goals section, you will start by identifying the goal source and content area. You will name the goal, provide a student goal statement, gap statement, cause for the gap, and describe multiple measures or sources of data used to identify the gap in student achievement. You will be asked to describe the criteria for success and identify data or multiple measures of assessment that will be used to monitor progress and success of the goal. In addition, you will identify the person responsible for the goal. The Objectives section contains the measurable objective statement to support the goal. It must be specific, measurable, attainable, realistic and time bound. The Strategy section will include the research reviewed to support the choice of the strategy, strategy name, the strategy statement, and the target areas from the School Process Rubrics that the strategy will impact. Under Activities, you’ll add details for accomplishing the activity, including the activity type, planned and actual staff responsible for implementation, and the planned and actual timeline. Financial resources needed for the activity are identified in the last section, Resources.

Develop School Improvement Plan Goals Management Goal Statement Measurable Objective Statement Strategy Statement Activities Point out that this is your work of the day, writing the strategy statements and planning to successfully implement those strategies through activities.

Develop School Improvement Plan Strategy Description (Adult Actions) Linked to the measurable objective which is linked to the student goal Uses specific, planned, research-based and/or evidence-based instructional practices Addresses system practices that were identified as challenges in the needs assessment Focuses on maximizing each student’s growth and individual success Done to, or with, students to develop a specific result Strategy Statements are always adult actions. They should begin with “Staff will….” or “Teachers will….” as they describe what adults will do instructionally with the students to increase student achievement. They must be linked to the measurable objective. They must address the gap identified in your measureable objective. They must also address how to close any gaps in achievement between subgroups and those not in the subgroup. Be sure that strategies are research based and that you have cited the research identified in the previous Stage. This citation needs to be specific enough so that anyone who picks up your School Improvement Plan will be able to find the research and read about your same strategy.

Develop School Improvement Plan Criteria for Strategy Statements Begin each statement with “Teachers/Staff will...” (and/or which specific group of teachers and staff). Use an action verb of observable behavior which must be done. Write clear, concise statements that describe what you intend to accomplish. (Be specific.) Make sure each teacher/staff strategy addresses the issue and connects back to the measurable objective. This slide clarifies how a strategy statement is structured. It specifically points out the various critical components and provides color coding which is demonstrated in an actual strategy statement on the next slide.

Examples of Strategy Statements Develop School Improvement Plan Examples of Strategy Statements Teachers/staff will use non-linguistic representation, specifically flow maps, to teach critical thinking skills in order to increase student capacity for retelling. Teachers/staff will implement a common writing rubric based on an identified research-based model (6+1 writing). Specific emphasis will be placed on main idea and details. Teachers/staff will utilize manipulatives while instructing in standards related to numbers and numeration. Teachers/staff will incorporate Marzano’s note-taking strategies into science and social studies instruction. This slide contains several examples of strategy statements with color-coded components. Allow the participants time to read through these and to determine if any of them would be appropriate for their building or are similar to things they are doing in their buildings. If so, they may be able to use them as models to create their own strategy statements. Pink = Teachers/staff will Blue = Observable Action Verb Green = Intended Accomplishment

REFLECTION QUESTIONS Is this the right strategy to implement? (determined during your research study) Can we implement the strategy the right way? Review with the group that in Stage 2 they conducted research to identify the strategies that they are planning to implement. The next few slides will help them think more deeply about critical elements involved in the second question - implementing the strategy the “right way.” If the strategy is not implemented the right way, you don’t know if your strategy is working or not.

Vision  Mission  Beliefs Student Achievement Drivers of Effective Implementation Leadership Competency Organization As you move into developing your plan for implementing the strategies that have been identified, it is important to understand the research around effective implementation. This slide visually represents the drivers of effective implementation. They are called drivers because they “drive” effective implementation of the initiatives in your school improvement process. The drivers are based in an organization’s vision, mission, and beliefs. It is important to very purposefully consider each driver in any implementation. The drivers include Leadership, Competency, and Organization. In the next stage you will see how each driver links to the School Improvement Framework. Vision  Mission  Beliefs

Capacity to provide vision/direction of process Leadership Capacity to provide vision/direction of process TECHNICAL ADAPTIVE Does the leadership have the knowledge and skills to effectively monitor and evaluate implementation and impact and to identify known solutions to issues that may arise? Does the leadership have the ability to minimize resistance and to create support for high quality implementation? Leadership, refers to the leadership team’s capacity to provide vision and direction of the process. Technical leadership refers to whether the leadership fully understands the components of the strategy being implemented. This is critical if leadership is to effectively monitor and evaluate the implementation of the strategy. The adaptive component of leadership refers to the ability of the leadership to minimize resistance and to create support for high quality implementation. If staff members are being asked to implement a new strategy, it is critical that the leadership understands the possible effect that such change may have on those being asked to implement it. (If the audience has experienced instruction in the first two stages, you may wish to refer to the Understanding Change map in Stage 1.) Resistance to implementation may result from a number of factors, including experiencing a sense of loss regarding a past practice or a lack of competency in the new practice. Understanding and addressing such factors prior to implementation will decrease the resistance and increase the chance that the strategy will be implemented with fidelity.

Staff capacity to support students/parents with the selected strategy/activity Competency SELECTION TRAINING COACHING PERFORMANCE ASSESSMENT Who are the right people to implement the strategy and who will need training? What learning opportunities will support implementation with fidelity? What support will be provided for those who are implementing the strategy/activity? What will be done to monitor fidelity of implementation and the impact on recipients of the strategy/activity? The Competency driver focuses on building staff capacity, including the skills and abilities within the team/individuals that will be responsible for implementation of the strategy/activity. Selection refers to the choice of particular individuals to be involved and trained in the strategy/activity; these are the individuals who will take a leading role in implementation. Consider your building leaders – formal and informal – who will support the work. At the same time, it is important to consider how you will build capacity by building understanding and skills in the entire staff. Training refers to the identification and delivery of the appropriate professional learning required for the selected individuals to be able to successfully implement the strategy/activity with fidelity. If folks are not “fluent” in the strategy/activity, they will become frustrated, angry, etc. (Some groups may be able to recall the Change Chart from previous School Improvement training and how the lack of skills leads to frustration, etc.). Coaching refers to the ongoing support that must be put in place to ensure that the individuals involved in the implementation will have ongoing opportunities to reflect and to evaluate the progress being made in the implementation. Performance Assessment is the point at which the individuals are fully implementing the strategy/activity. It is important to monitor and evaluate both the fidelity of the implementation by adults as well as to monitor and evaluate the impact that the innovation/strategy is having on the students – both intended and unintended. Based on the findings, one might make modifications or adjustments.

Organizational capacity to support staff in implementing practices with fidelity DATA-DRIVEN DECISION MAKING LEADERSHIP SUPPORT SYSTEM SUPPORT PERFORMANCE ASSESSMENT What type of data systems are in place to collect implementation and impact data? What are the decision-making processes and mechanisms to analyze and evaluate data? How will leadership support successful implementation of the strategy/ activity? What internal systems are in place to support the successful implementation of the strategy/ activity? What processes and mechanisms are in place to evaluate if systems are present and fully functioning to support implementation of the strategy/ activity with fidelity? The third driver is Organization. This driver addresses the need for a system wide organization to support your implementation. Critical to this system is Data-Driven Decision Making, a strategic and purposeful process to collect and organize the data to support the decisions that are being made throughout the implementation. Consider what decision-making processes and mechanisms are in place to evaluate data throughout the implementation. This support should occur at the building and the district level. It is possible, however for a building to be successful if these systems are in place in the building, without strong district support, although that is not optimal. Leadership Support refers to the need for formal and informal leadership within a building and district to be involved in the implementation process, helping to provide necessary supports and remove barriers that may be impeding the success of the implementation. Consider what systemic leadership structures need to be provided to ensure implementation with fidelity, what resources are available to the end users, and how professional learning is identified and supported by the leadership. System Support refers to the internal system within the building/district that is in place to support the implementation. For example, is time built into the school day for planning for the implementation and for working as a team to support each other in the implementation? An example of a lack of system support would be a school trying to implement co-teaching without building in a system to allow the co-teachers to plan together. A critical component of successful implementation would be missing and implementation would not result in the gains cited in research around co-teaching. Performance Assessment again refers to the process and/or mechanism that is in place to evaluate if the systems are in place and fully functioning to support the implementation.

REFLECTION QUESTIONS Is this the right strategy to implement? (determined during your research study) Can we implement the strategy the right way? You have just learned about three critical drivers of successful implementation - leadership, competency, and organization. Now you will reflect on one or more strategies from your School Improvement Plan in terms of these components. What strengths are present to support successful implementation? What barriers will need to be removed? What process do you have to monitor and evaluate implementation for fidelity?

Connecting Measurable Objective Statement and Strategy Statement Student Goal Statement: All students will be proficient in reading. Measurable Objective Statement: 87% of Limited English Proficient First and Second grade students will demonstrate a proficiency in problem solving in Mathematics by 03/14/2013 as measured by State mathematics assessment Strategy Statement: Teachers/staff will use specific non-linguistic representation, specifically flow maps, for sequencing to teach critical thinking skills to increase student capacity for retelling. With this slide, you are going to begin to “dig deeper” into the process, following one goal, measurable objective and strategy statement through the entire process. In Stage 2, teams have identified the Goal and the Measurable Objective Statement. This slide gives one example of a Goal, a Measurable Objective, and a Strategy statement. Given this Goal and this Measurable Objective, would this be an appropriate Strategy? Why or why not?

Criteria for Strategy Statement Strategy Statement: Teachers/staff will use specific non-linguistic representation, specifically flow maps, for sequencing to teach critical thinking skills to increase student capacity for retelling. Criteria for Strategy Statement Begin each statement with “Teachers/Staff will...” (and/or which specific group of teachers and staff). Use an action verb of observable behavior which must be done. Write clear, concise statements that describe what you intend to accomplish. (Be specific.) Make sure each teacher/staff strategy addresses the issue and connects back to the measurable objective. Now let’s evaluate the technical components of the strategy. With an elbow partner, evaluate the strategy statement using the criteria. Does the strategy statement include the phrase “Teachers/staff will...”? Does the strategy statement include an action verb of observable behavior? Is the strategy statement clear, concise, and describe what you intend to accomplish? Does the strategy statement connect back to your measurable objective? Is the strategy statement appropriate for the intended subgroup?

Give it a try! With a partner, write a strategy for the following measurable objective: Measurable Objective Statement: 87% of Limited English Proficient First and Second grade students will demonstrate a proficiency in problem solving in Mathematics by 03/14/2013 as measured by State mathematics assessment Have participants work with a partner to write an additional strategy statement appropriate for the measurable objective displayed on the slide. Once they are completed, have the teams evaluate their own statements with the questions on the following slide. (Teams might wish to color-code the strategy statement to align with the components on slide 21.)

Evaluate Your Strategy Statement Does your statement include the phrase “All teachers/staff will…”? Does your statement include an action verb of observable behavior? Is your statement clear, concise, and describe what you intend to accomplish? Does your statement connect back to your measureable objective? Is your statement appropriate for the intended subgroup? Have participants use these questions to evaluate the strategy statements they wrote for the previous slide. Have them consider editing any part of the statement that may not be consistent with these expectations.

Develop School Improvement Plan Goals Management Goal Statement Measurable Objective Statement Strategy Statement Activities We are now moving into the study of activities/action steps that will be needed to implement each identified strategy. Just like strategies, activities are also adult actions.

Connection to SPR 40/90, SA/Interim SA Getting Ready to Implement Monitoring Fidelity of Implementation and Impact How will you address the targeted areas in your comprehensive needs assessment School Summary Report? How will you ensure readiness for implementation? How will you ensure that participants have the knowledge and skills to implement? How will you ensure successful implementation for your selected activities? How will you ensure the program/activity is implemented with fidelity? How will you monitor the program’s impact on student achievement? When considering activities to support implementation of a strategy, it is helpful to consider the categories on this slide. First of all, teams must consider the information gleaned from the completion of their School Process Rubrics, either the 40/90 for MDE or the Interim SA or SA for NCA. These tools provide data around effective processes that support student achievement. Any indicators that have been rated in the “Getting Started” or “Partially Implemented” level or in similar levels on the NCA standards indicate areas for improvement. These areas also point to possible strategies and action steps. As you work to identify specific action steps, it is critical to consider this data. Once this process data has been considered, it is important to determine the staff’s readiness to implement. Do they understand the strategy enough to fully implement? If not, what training is necessary, not only for staff, but for leadership? What would be some possible activities that could help to build this readiness? Secondly, you must think about the logistics of successful implementation. As the saying goes, “the devil is in the details.” What actions need to be completed to set up structures to support implementation and/or what barriers need to be removed to also support implementation? Finally, consider how you will monitor effective implementation - the adult actions of “doing” the strategy - as well as monitor the impact - positive and negative - that may be occurring with students as a result of the implementation. What data will be collected in both areas to make determinations as to the effectiveness of the identified strategy? Activity - In small groups identify possible activities that would fit the various categories.

Connection to SPR 40/90, SA/Interim SA Getting Ready to Implement Implement Monitoring Fidelity of Implementation and Impact How will you address the targeted areas in your comprehensive needs assessment School Summary Report? How will you ensure readiness for implementation? How will you ensure that participants have the knowledge and skills to implement? POSSIBILE ACTIVITIES Professional development around strategy for staff and leadership Purchase materials Planning for implementation – Identify schedule for strategy use, personnel, mechanism for monitoring, rollout, etc. Communication vehicles How will you ensure successful implementation for your selected activities? POSSIBLE ACTIVITIES Communication – to whom? How? Support structures have been identified and put in place Barriers for implementation have been removed, i.e. policy revisions? Process changes? Instructional technology* Activities to support at-risk students (For Title One students)* are delineated Parent Involvement has been planned *Required Components How will you ensure the program/activity is implemented with fidelity? How will you monitor the program’s impact on student achievement? Walkthroughs PLC/CASL meetings Documentation of implementation is occurring Documentation of impact is occurring Demonstration classrooms Gathering achievement data and process data Schedule for monitoring/evaluating has been developed This table provides suggestions of activities that might fall into each of the categories mentioned on the previous slide. Have participants compare activities they suggested on the previous slide with those identified on this screen. Particularly note those that are required. Also note the importance of identifying those activities that will move a school to the next level on the key characteristics/quality indicators identified in the School Summary Report from the School Process Profile. It is important that professional learning activities be aligned with the Michigan professional learning policies and guidelines. For a novice school improvement team, the Learning Forward Standards could be reviewed as professional development is being discussed in more detail. Below is a detailed list and description of the Guidelines: Learning Communities: Professional learning that increases educator effectiveness and results for all students; occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. Leadership: Professional learning that increases educator effectiveness and results for all students; requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. Resources: Professional learning that increases educator effectiveness and results for all students; requires prioritizing, monitoring, and coordinating resources for educator learning. Data: Professional learning that increases educator effectiveness and results for all students; uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. Learning Designs: Professional learning that increases educator effectiveness and results for all students; integrates theories, research, and models of human learning to achieve its intended outcomes. Implementation: Professional learning that increases educator effectiveness and results for all students; applies research on change and sustains support for implementation of professional learning for long term change. Outcomes: Professional learning that increases educator effectiveness and results for all students; aligns its outcomes with educator performance and student curriculum standards. Note: The Activities to Support Strategy Implementation document can be found above, next to the slide.

Components of an Activity Activity Name: Name the Activity Activity Type: Professional Learning Activity Description: Create common lesson plans using manipulatives for math instruction Timeline: Fall 20XX through Spring 20XX Human and Financial Resources needed: Time for collaboration for math teachers Staff responsible: All math teachers Monitoring plan: Math chair/principal will check lesson plans and do walkthroughs every two weeks Evidence of success: Use of manipulatives reflected in lesson plans and documented in walk-through observations Point out that, in the online template, all of the things noted in this slide will be required for the activities. Thinking through these components of activities while developing the plan will help the team to identify and align resources to support successful implementation and to gain support from the district leadership.

Identifying Activities Considering the drivers of effective implementation (competency, leadership, and organization), what activities might be needed to “get ready to implement,” “implement,” and “monitor implementation and impact” of this strategy? Strategy Statement: Teachers/staff will use specific non-linguistic representation, specifically flow maps, for sequencing to teach critical thinking skills to increase student capacity for retelling. Use the blank Activities template for this conversation.

Making Connections with the Online School Improvement Templates Click the icon below to get to the training and support tutorials for the Michigan School Improvement Template. Buildings will not need their log-in to access the on-line template. The website is: www.advanc-ed.org/mde/online_resources_and_tools .

Continuous School Improvement Process This brings us to the end of the Plan stage.

Measurable Objective Statement Components of Effective Implementation PLAN VOCABULARY Goal Statement Measurable Objective Statement Strategy Statement Activity Statements Components of Effective Implementation Review each of the vocabulary terms on this screen. Based on this module, how do each of these terms fit into the School Improvement Process?

Guided Conversations PLAN WHY: Why do we need a School Improvement Plan? HOW: How does the plan reflect the data and data analysis? How does the plan inform job embedded practice to support student achievement? How do we select appropriate strategies and activities to accomplish the goals in the plan? How does the plan address the student needs identified in your data? Have the participants return to the reflection questions. The facilitator can structure this discussion in whatever way you will allow assessment of understanding. It is the intent that, compared to the initial exposure to these questions, the responses are deeper and demonstrate a more comprehensive knowledge of the requirements for successful implementation of any initiative. WHAT: What supports and training are needed to fully implement the plan? What monitoring systems are or will need to be in place?

Questions/Comments? Please contact: Renie Araoz (Araozr@michigan.gov) Diane Fleming (FlemingD6@michigan.gov) Diane Joslin-Gould (Joslin-Gouldd@michigan.gov) Or visit the MDE - School Improvement website

These training materials and resources were developed by the Michigan Continuous School Improvement Team. We deeply appreciate their time and support. Renie Araoz – MDE/AdvancED Michigan Deb Asano - Marquette-Alger RESA Lisa Bannon - Wexford-Missaukee ISD Ben Boerkoel - Kent ISD Elizabeth Brophy - Calhoun ISD Deb Dunbar - Bay-Arenac ISD Scott Felkey - Oakland Schools Diane Fleming - MDE Linda Forward - MDE Lisa Guzzardo Asaro - Macomb ISD Carrie Haubenstricker - Tuscola ISD Fiona Hinds - AdvancED Michigan Diane Joslin-Gould - MDE Scott Koziol - Michigan Center Public Schools Kathleen Miller - Shiawassee RESD Carolyn Rakotz - Wayne RESA Dodie Raycraft - St Joseph County ISD Karen Ruple – MDE Jennifer Sell-Sabsook - Charlevoix-Emmet ISD Kathy Sergeant - AdvancED Michigan