FSI Level IV Lisa Guzzardo Asaro Dr. Lisa Rivard APRIL 2012

Connector Activity TAB 2 Two Measures of Describing Cognitive Rigor Bloom’s Cognitive Process Dimensions Webb’s Depth-of-Knowledge Levels The National Center for the Improvement for Educational Assessment Implications for schools and classroom levels: Lesson design Instructional delivery Assessment strategies

Today’s Outcomes Receive updates Provide formulas and models Share Matrix 1 templates to guide Strategy Development at the activity level Provide verbiage for Goals Management Share screen shots of Goals Management Network with colleagues on relevant topics Start SPP/A Explore MI School Data Web Portal and Data Director 4.0

Today’s Roadmap Welcome Connector Activity Noteworthy Updates Goals Management –Set Goals –Set Measurable Objectives –Identify Strategies –Identify Activities Multi-Tiered Levels of Intervention Data Director/MISchooldata School Improvement Plan or SDP/A TAB 12

Key Working Agreements A Facilitation Tool Respect all Points of View Be Present and Engaged Honor Time Agreements Get All Voices in the Room These breathe life into our Core Values

Parking Lot A Facilitation Tool Rest questions that do not benefit the whole group Place questions that do not pertain to content at this time Place questions that pertain, but participants do not want to ask at this time

NOTEWORTHY Flexibility Waiver submitted February 2012 to Fed…stay tuned MDE/AdvancED Reporting BAA Reports Professional Learning AdvancED Training Dates School Data Profile/Analysis (SDP/A) Launched 2012 High School Student and Teacher Surveys Child Protection Questionnaire 2012 Streamlined School Improvement Process

Flexibility Waivers Flexibility Regarding the Timeline for determining AYP Flexibility in Implementation of School Improvement Requirements Flexibility in Implementation of LEA Improvement Requirements Flexibility for Rural LEAs Flexibility for School-wide Programs Flexibility to Support School Improvement Flexibility for Reward Schools Flexibility Regarding Highly Qualified Teachers Flexibility to Transfer Certain Funds Flexibility to Use School Improvement Grant Funds to Support Priority Schools

Beginning in the school year, the MDE anticipates transitioning to online assessments developed by the Smarter Balanced Assessment Consortium (SBAC). While there will be a paper version of the SMAC assessments available for the first 3 years, it is important that Michigan schools make significant progress towards technology readiness in order to take advantage of this next- generation assessment system. SBAC is going to begin Technology Readiness Assessment data collection – s have been sent on to Superintendents and Technology Directors

Document I (SDP/A) School Data Profile/Analysis Due Online: Document III (Summary Report/Goals Management) Summary Report/School Improvement Plan Due Online: Document II (SPP/A) School Process Profile/Analysis Due Online: a. MDE: School Process Rubrics 90 b. MDE: School Process Rubrics 40 c. NCA: Assist Self Assessment (Assist SA) d. NCA: Self Assessment (SA) Document Due Dates TAB 12

MDE/AdvancED MI Reporting Assist SA is due 4 weeks prior to QAR or March 9, whichever comes FIRST. REPORT NAMEELECTRONIC SUBMIT ELECTRONIC TRANSMIT TO MDE School Improvement Plan (SIP) Yes, to DistrictYes Due School Data Profile/Analysis (SDP/A) Yes, to DistrictYes Due School Process MDE Rubrics (SPR 40 or SPR 90) Yes, to DistrictYes Due School Process NCA Indicators (SA or Assist SA) Yes, to AdvancED/MDE No Due District Process Rubrics (DPR 19) Submit Due No District Improvement Plan (DIP) Submit No Assist SA is due 4 weeks prior to QAR or March 9, whichever comes FIRST.

Bureau of Assessment and Accountability Fall 2011 MEAP-Access Results –Release 1 st week of March –Hard copies should have shipped end of March –MEAP-Access Performance Levels and Scale Scores –MEAP-Access Performance Level Descriptors (PLDs)

Professional Learning Focusing on Instruction Classroom Instruction that Works 3-day Professional Development August 6-8, :30 -3:30 pm MISD

Principal Overview of Literacy in Action Hosted by Dr. Elaine Weber and Tesha Thomas Intended for Principals, Asst. Principals, Literacy Coaches, and Curriculum Directors MISD :00 – 10:30 am

AdvancED Michigan Workshops for Accreditation webinars SCHOOL ACCREDITATION AdvancED MI Office, Lansing DISTRICT ACCREDITATION Wayne RESA AdvancED MI Office, Lansing

2012 High School Student and Teacher Surveys Administered to all 9 th and 12 th grade students 2 week window: – Boxed surveys delivered van mail addressed to building principal by Return by Return Teacher Survey by Parent Survey will be administered electronically to all Macomb County 11/12 9 th grade parents Results share with Superintendents in Sept. 2012

Child Protection Law Questionnaire Nancy Buyle is collection this information to better assist schools in following the Child Protection Law Complete Survey and return by the end of the today.

MDE Streamlines SI Effective year or 3-5 year plan New cycle begins the year following the SPR 90/Assist SA In-between you will complete the Program Evaluation Tool Year 2 and 3 you will revise/update plan, SDP/A and SPP/A

One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practice (MI-CSI)

One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Getting Ready Collect School Data Build School Profile  I. School Data Profile  II. School Process Profile Analyze Data  I. School Data Analysis  II. School Process Analysis  III. Summary Report/Goals Management Set Goals Set Measurable Objectives Research Best Practice Develop Action Plan Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan Gather Study Plan Do TAB 12

Vision, Mission, and Belief Statements If you have a new vision, include it in your (use and effective date) SIP Visions should align with where you are headed in the future Missions should state the school’s purpose and lead you to your vision

I. School Data Profile/Analysis II. School Process Profile/Analysis III. Goals Management III. Summary Report Strengths Challenges A Comprehensive Needs Assessment

Stage Three: STUDY Step 5: Set Goals STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practice

Website Resources and Tools

25 Reporting Documents Goals Management Button

AdvancED website Screenshot of:

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 TAB 5

Goals Management Structure Goal Objective Strategy Activity Resources TAB 5

Requirements for Goals Goal must meet one of two requirements: 1.It is associated with a Content Area for which there are challenges noted during your CNA PROCESS. OR 2. It is associated with a Key Characteristic that is identified as a challenge on your 40/90 OR Quality Indicator that is a challenge on the SA/Assist SA/ES. KEY CHARACTERISTICQUALITY INDICATOR getting startednot evident partially implementedemerging

Set Goal Schools are required to write a minimum of three goals, including goal for any area for which they do not meet AYP and/or are not performing at the state average on state assessments. Title I schools must address all four content areas as either improvement or maintenance goals. 30

Goal Development Guidelines GOAL may contain one or multiple objectives. OBJECTIVES may contain one or multiple strategies. STRATEGIES may contain one or multiple activities. ACTIVITIES may contain one or more multiple fiscal resources. HANDOUT Goal Development Guidelines TAB 5

Adding a New Goal STUDY Analyze Data Set Goals Measurable Objectives Research Best Practice

Goal Details (8 parts) Measurable Objective (2 parts) Strategy (4 parts) Activity (7 parts) Fiscal Resources (4 parts) Goal Management Template

PART One Goal Name: Math PART Two Content Area: Drop Down Menu Goal Details: Use Example Template Annie Smith PART Three Person Responsible:

PART Four Student Goal Statement: All students will improve Math proficiency Goal Details: (All students will…) All students will improve Math specifically numbers and numeration proficiency

PART Five Gap Statement: (Difference between current performance and goal) Based on a review of student achievement data sources (MEAP), only 48% of all students scored proficient as compared to state proficiency level (of 100% proficient) OR of 85% proficient in ten years. Goal Details STUDY Analyze Data Set Goals Measurable Objectives Research Best Practice

Use multiple data sources. 37 Gap Statement mischooldata.org GAP When considering the percent proficient on MEAP, there is a 10% gap between current performance by all students and the (85%) or 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

PART Six Cause for Gap: (Consider all DATA sources (Use the 5 Whys) Based on the following data sources, there is an achievement gap of ____% difference between subgroups and aggregate in overall achievement. Strand data analysis from the MEAP indicates… Student data analysis from standardized assessments (e.g. NWEA, SRI) indicates… Student data analysis from local common assessments indicates… Process data (curriculum alignment etc.) shows…. Perception data from parent surveys indicates… Goal Details STUDY Analyze Data Set Goals Measurable Objectives Research Best Practice

When considering the percent of students proficient, there is a 21% difference between students without disabilities and students with disabilities as measured by the MEAP; additional data analysis identifies numbers and numeration as the primary cause for gap. Important ! Use multiple data sources Gap Statement & Cause for Gap TIPS GAP Specific Source for CAUSE

Cause for the Gap Statement Examples Overall, each grade level saw the targeted subgroups perform lower on: –Numbers and numeration strand of MEAP with AA scoring 6pts lower than other ethnicities and SWDs scoring 19pts. lower than non SWDs. –The same pattern exists on our end of unit tests with a gap of between 14 and 48% pts. between subgroups and those student not in a subgroup. The curriculum is not aligned with instructional practices Tier III interventions have not been identified for subgroups.

PART Seven Describe multiple measures/source of data used to identify this gap in student achievement: Goal Details STUDY Analyze Data Set Goals Measurable Objectives Research Best Practice MEAP, Pre-Reading ACT, and PLAN e.g. NWEA, AIMSweb, Common Assessments, SRI, Dibels, Parent Surveys, EXPLORE, PLAN, ACT, D-ACT, D-EXPLORE, D-PLAN, D-WorkKeys, Student Failure Rates, Attendance Rates, Discipline Referral Rates SCREENING TOOLS: ening Tools

PART Eight What is the criteria for success and what data or multiple measure of assessment will be used to monitor progress and success of this goal? Goal Details We will close the gap in achievement. Students (that are identified in the gap statement) will make a % increase in achievement on interim assessments (which ones). Progress will be monitored (connect to strategy statement). Students identified in the gap statement will demonstrate an the objective achievement in order to close the gap. Monitoring will be done through an ongoing dialogue of student work/assessment results (formative, benchmark, and summative). In addition, ongoing meetings will be convened to monitor implementation and impact of the plan. STUDY Analyze Data Set Goals Measurable Objectives Research Best Practice

Criteria for Success Example On the MEAP Numbers and Numeration, African Americans will increase the % proficient by __%. SWD will increase the % proficient by __ %. Teachers will meet to use a data driven dialogue protocol with student work samples 8 times/ semester to adjust and inform instruction. On the end of unit tests in Math, there will be no more than a 10% proficiency difference between African American and other ethnic populations.

Editing FEATURE in Goals Management Click the "check my response for errors..." below any text box at anytime to check your response for writing errors. When you are finished correcting errors, click the "continue editing my response..." link to continue your work. Errors will be underlined as follows, spelling error, grammar suggestion, or style suggestion. Click the underlined word to see more options.check my response for errors...continue editing my response...

Goals Management Structure

Stage Three: STUDY Step 6: Set Measurable Objectives STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practice

Goals Management Structure

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 Goal Management Resources Objective Name Measurable Objective Statement

Objective Screenshot

Objective Details STUDY Analyze Data Set Goals Measurable Objectives Research Best Practice

Set SMART Measurable Objective S pecific M easurable A ttainable R esults-focused T ime-bound 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 retelling and 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 increases from XX% (Fall 20XX) to YY% (Fall 20XX). 51 “Who will be able to do what, by when, as measured by what?”

PART One Objective Name: Math Achievement PART Two Smart Measurable Objective Statement to Support Goal: (subgroup/strand/standard of greatest need (All students will…) Measurable Objective Details The percentage of all students proficient on the MEAP in the areas of numbers and numeration will increase from 68% (Fall 2011) to 77 % (Fall 2014). FIRST The percentage of students with disabilities proficient on the MEAP will increase from 35% (Fall 2011) to 50% (Fall 2014). SECOND The percentage of AA students proficient on end of unit tests in numbers and numeration will increase from 48% (Fall 2011) to 65% (Fall 2014). SECOND 3 Year PLAN

Calculating Waiver Goal of 85% by % Calculate the gap proficient 85% - 38% = 47% GAP 47% Calculate the % gain for each year 47%/10 yrs. = 4.7 % round up to 5% 5% Calculate the gain for next 3 yrs. (.05) 5% x 3 = (.15) 15% 15% Calculate the 3 year objective target 38% + 15% = 53% TAB 6

Reading Example 3-year Target Objective Statement Core Instruction The percentage of all students proficient on the MME in the area of reading will increase from 38% (Fall, 2012) to 53% (Fall, 2015) Target 43% proficient Target 48% proficient You will write an OBJECTIVE STATEMENT for each GAP STATEMENT.

Math Example 3-year Target Objective Statement Core Instruction The percentage of all students proficient on the 10th grade PLAN in the area of math will increase from 46% (Fall, 2012) to 57.7% (Fall, 2015) Target 49.9% proficient Target 53.8% proficient You will write an OBJECTIVE STATEMENT for each GAP STATEMENT.

Calculating Waiver Goal of 85% by 2020 (2 year cushion) 38% Calculate the gap proficient 85% - 38% = 47% GAP 47% Calculate the % gain for each year 47%/8 yrs. = 5.87 % round up to 6% 6% Calculate the gain for next 3 yrs. (.06) 6% x 3 = (.18) 18% 18% Calculate the 3 year objective target 38% + 18% = 56% TAB 6

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

61 Is this the Right Thing to do? Does the practice align to our CNA? 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

This information is listed under each strategy statement. This section must be COMPLETED What research did you review to support the use of this strategy and action plan? * (Cite Journal, book, or article). MDE: Provide a list of the key characteristics identified as challenge areas (getting started or partially implemented) in the SPR(90) or SPR(40). For example, I.1.A.1: "The curriculum documents are the basic framework for instruction". NCA CASI: Provide the indicators identified as challenge areas (emerging or not evident) in the ASSIST SA or in the Self Assessment. For example, 1.1: "The school establishes a vision for the school in collaboration with its stakeholders". You may enter key characteristics/indicators that are in addition to challenge areas.

Strategy Details Research Best Practice What research did you review to support the use of this strategy and action plan?

One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

Stage Three: PLAN Step 8: Develop Action Plan PLAN Develop Action Plan

Goals Objectives Strategies Activities 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 Strategy Name Strategy Statement Target Areas Research

Goals Management Structure

Strategies Screenshot

Strategy Details Strategy Statement Details

Cite Target Area Pre-populated or Add Target

Add Target Area Scroll and Click

Strategy Details Numbers and Numeration Strategy Name: Strategy Statement:* (Teachers will/Staff will… Teachers/staff will utilize manipulatives while instructing in standards related to numbers and numeration. PART One PART Two STUDY Analyze Data Set Goals Measurable Objectives Research Best Practice

STRATEGY STATEMENT (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, specifically School Process Profile: 40/90 rubrics OR SA/Assist SA quality indicators Focuses on maximizing each student’s growth and individual success Done to, or with, students to develop a specific result Step 8: Develop School Improvement Plan One Common Voice – One Plan Stage Three Plan Step 8: Develop School Improvement Plan

Having clarified/discussed gaps and challenges utilizing your data, the next step is to merge these ideas into teacher strategy statements (which may be grade level specific). One Common Voice – One Plan Plan: Develop Action Plan Criteria for Strategy Statement 1.Begin each statement with “Teachers/Staff will...” (and/or which specific group of teachers and staff). 2.Use an action verb of observable behavior which must be done. 3.Write clear, concise statements that describe what you intend to accomplish. (Be specific.) 4.Make sure each teacher/staff strategy addresses the issue and connects back to the measurable objective. Courtesy of Jackson County ISD

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. Pink = Teachers/staff will Blue = Observable Action Verb Green = Intended Accomplishment One Common Voice – One Plan Stage Three Plan Step 8: Develop School Improvement Plan TAB 6

REFLECTION QUESTIONS Is this the right strategy to Implement? (determined during your research study) Can we Implement the strategy the right way?

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 Structure Resources Objective Name Measurable Objective Statement Strategy Name Strategy Statement Target Areas Research Activity Name Activity Description Activity Type Planned/Actual Staff Planned/Actual Timeline

Goals Management Structure

Activities Screenshot

Activity Details

Data Teams Activity Name:* Activity Type: PART One PART Two DROP DOWN BOX Professional Development Technology Other

Activity Details PART Three Planned Begin Date Planned End Date PART Four Actual Begin Date Actual End Date Click Calendar Button

Connection to SPR 40/90, SA/ASSIST SA/ES 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 How will you ensure successful implementation for your selected activities? POSSIBLE ACTIVITIES How will you ensure the program/activity is implemented with fidelity? How will you monitor the program’s impact on student achievement? POSSIBLE ACTIVITIES FOCUSFOCUS MATRIX 1

Think Challenge Targets Identified to include at the ACTIVITY LEVEL Select Challenges: From School Process Profile/Analysis (SPP/A) –Challenge (Key Characteristics) from the 5 STRANDS of the School Process Rubrics 40/90 where you indicated: “getting started” or “partially implemented” –Challenge (Quality Indicators) from the 5 STANDARDS of the SA or Assist SA/ES: where you indicated: “emerging” or “not evident”

Summary Reports AdvancED Michigan NCA 5 Standards Quality School Indicators Michigan Department of Education 5 Strands Key Characteristics

TAB 6

Connection to SPR 40/90, SA/ASSIST SA/ES 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 been identified and put in place  Barriers for implementation have been removed, ie. 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? POSSIBLE ACTIVITIES  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 MATRIX 1

Activity Details Teachers will meet in collaborative teams to analyze student data and work products to inform instructional practice and monitor student achievement. PART Five Activity Description: (Teachers will/Staff will…

89 Example of Components of an Activity One Common Voice – One Plan Example of Components of an Activity Activity: Create common lesson plans using manipulatives for math instructionActivity: Create common lesson plans using manipulatives for math instruction Staff responsible: All math teachersStaff responsible: All math teachers Timeline: Fall 20XX through Spring 20XXTimeline: Fall 20XX through Spring 20XX Human and Financial Resources needed: Time for collaboration for math teachersHuman and Financial Resources needed: Time for collaboration for math teachers Monitoring plan: Math chair/principal will check lesson plans and do walkthroughs every two weeksMonitoring 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 observationsEvidence of success: Use of manipulatives reflected in lesson plans and documented in walk-through observations

Considering the components of effective implementation…. 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. Given the strategy above… MATRIX 1 What activities would be needed to “get ready to implement (column 2) ”, “implement (column 3) ”, and “monitor implementation and impact (column 4) ”, of this strategy?

Activity Details PART Six Planned staff responsible for implementing activity PART Seven Actual staff responsible for implementing activity

Activity Details: Planned and Actual Staff

Goals Management Template

Progress Log

Activity Progress Log Information Progress Status Description Added by Added On CLICK ON: Add Progress Update

Add Progress Update Provide and update explanation for the status selected including applicable evidence to support that decision. Describe modifications (if any) that will be made to this goal based on this progress update. CHECK Completed Dropped In Progress Inactive Open Drop Down Box

Monitoring Close and Critical Reading Draft CCR Check List for Walk Throughs Teacher PracticeInstructional Delivery FRAMING THE TEST Provides Background (context) Taps Prior Knowledge Communicates the Objective to students stating purpose and relevance Communicates the Enduring Understanding for text TAB 6

1. Standards-based professional learning 2. Changes in educator knowledge, skills and dispositions 3. Changes in student results 4. Changes in educator practice Relationship between Professional Learning and Student Results

Goals Management Structure

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 Strategy Name Strategy Statement Target Areas Research Activity Name Activity Description Activity Type Planned/Actual Staff Planned/Actual Timeline Resource Name Funding Source Planned/Actual Amount

Resources for Activity

Resource Details 4 PARTS Name Funding Source (drop down box) Planned Amount Actual Amount

Goals Management Structure

History Button

HISTORY Record Every component of Goals Management has a History Button

Multi-Tiered System of Support MTSS Continuous School Improvement RtI Presenter: Dr. Maureen Staskowski Rti Website:

Data Director Presenter Dr. Jennifer Parker-Moore MI School Data Web Portal And Data Director GATHER Getting Ready Collect School Data Build School Profile

MI School Data Web Portal

Team Time School Process Profile/Analysis Monitoring School Improvement Network with Colleagues Seek Assistance