Overview of School Improvement Process One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Gather Study Plan Do Getting Ready Collect Data Build/Analyze Profiles School Process Profile 40 or 90 School Data Profile/Analysis Summary Report Set Goals Set Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan Repeat steps 1 - 10 Comprehensive Needs Assessment School Improvement Plan 9:15 - 9:45  Essential Question:  Is what we're doing working to improve teaching and learning and how do we know?  You may wish to use or expand your vision to identify what is working and reference or expand your obstacles to identify what is not working in your district.  The challenge:  For each accomplish or obstacle, HOW DO YOU KNOW?  Is it your intuition or based on one of the four types of data?  (Introduction to the four types of data and example of perception data).  SPR 90 pp 48, 49, 118, 119 ... Sample Survey?  Mike is thinking about creating a couple exemplar questions. Collect Discuss Report One Common Voice - One Plan by MDE

Collect Data 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? Demographic or 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 staff, parents, community and students regarding our school (Read Slide) This slide helps participants understand what four areas of concentration we are looking at when collecting data.

What types of data do you need? Demographic Data Achievement/ Outcome Data Process 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‐drugs violations Participation extra‐curriculars 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 Profile Rubrics (40 or 90) or SA/SAR (NCA) Event occurred: Who, what, when, where, why, how What you did for Whom: Eg. All 8th graders received violence Prevention Survey data (student, parent, staff, community) Opinions Clarified what others think People act based on what they believe How do they see you/us? (Read Slide) This list has examples of the four types of data collected. 3 3

What type of data supports this: Demographic, Achievement, Process, and/or Perception?

What’s Needed Now A balanced assessment system is needed Honoring the work in classroom assessment, aligned to the state and district assessments Use a variety of types to assessment Not just more assessment, but of different kinds All assessments needs to work in the same direction A coordinated as well as balanced system of assessment

What is a Balanced Assessment System? Formative (or Classroom) Assessment Assessments that takes place as learning is occurring in the classroom Informed Interim Benchmark Assessment Assessments that are periodic snapshots of student achievement at the school or district level Summative Assessment Assessments of student learning at the conclusion of a phase of learning All parts work together and are equally important Measure comparable skills in a complementary manner

Comprehensive Balanced Assessment System MEAP /MME/MI-Access/End of Course Summative – Assessment of Learning Are students proficient? Aligned to Content Standards Interim/Benchmark Assessments/Unit/Chapter Short-Cycle Informed Assessments Did students learn the important parts of this unit? Classroom Assessments Formative – Assessment for Learning Did the student learn what I just taught them? How can I help students learn even more?

Keys to Quality Classroom Assessment Accurate Assessment – “Doing It Right” 1. Clear Purpose Why assess? What’s the purpose? Who will use the results? 2. Clear Targets Assess what? What are the learning targets? Are they clear? Are they good? 3. Good Design Assess how? What method? Sampled how? Avoid bias--how? 4. Sound Communication Communicate how? How do we manage information? How do we report? Effectively Used – “Using It Well” 5. Student Involvement Students are users, too. Students need to understand learning targets, too. Students can participate in the assessment process, too. Students can track progress and communicate, too. Copyright 2007 Solution Tree 8

Leadership in Assessment Local leadership assessment actions: Balance assessments Continue to refine standards Assure assessment quality Turn learners into assessors Rely on descriptive feedback Motivate with learner success Assure assessment literacy through professional development Pearson Assessment Training Institute, Copyright 2010

“Data is powerful IF insight from educators transform the data through collaborative problem solving to create an inspiring action plan that is implemented with faith and courage. Then ask: Is what we’re doing working to improve teaching and learning? How do we know?” Doug Greer