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 Study Analyze Data Set Goals Set Measurable Objectives Research Best Practices

2 Continuous School Improvement Process

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 Analysis (SDA) School Process Profile (SPP) Self Assessment (SA) Interim Self Assessment (Interim SA) Goal Statement Measurable Objective Statement

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

6 Continuous School Improvement Process Comprehensive Needs Assessment School Improvement Plan Gather Study Plan Do

7 Supported by: School Data 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/Interim SA/SA) 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 Study Analyze Data Set Goals Set Measurable Objectives Research Best Practices

14 Continuous School Improvement Process Comprehensive Needs Assessment School Improvement Plan Gather Study Plan Do

15 Goals Goal Statement Academic or Organizational Goal 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? Strategy Name How it will work Research Activity Name Activity Type Activity Description Beginning Date Ending Date Funding Source Funding Amount Responsible Staff

16 Set Goals Schools are encouraged to write 3-5 goals Schools are required to write a goal in any content area for which they do not meet their annual measureable objectives (AMOs) Title I schools must address any content area identified as a need through their comprehensive needs assessment

17 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.

18 Set Goals In the Goal section of ASSIST, schools are asked to identify the following: Goal Statement – “All students will be proficient in (reading, writing, math, science or social studies)” Academic or organizational

19 Use multiple data sources Gap Identification 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

20 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?

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

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

23 Continuous School Improvement Process Comprehensive Needs Assessment School Improvement Plan Gather Study Plan Do

24 Goals Goal Statement Academic or Organizational Goal Measurable Objective Statement Who? What do they need to achieve? How much success will be measured? When will they achieve it? Strategy Name How it will work Research Activity Name Activity Type Activity Description Beginning Date Ending Date Funding Source Funding Amount Responsible Staff

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

26 Set Measurable Objectives

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

28 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

29 Right Thing Is this the Right Thing to do? Does the practice align to our need? Will the practice be a good fit with other district/school needs/priorities? Research Based Best Practices

30 Right Way Can we do it the Right Way? (Implement with Fidelity) How similar to the research situation is our situation? If our situation is not the same, can we still implement the practice with fidelity, possibly with acceptable adjustments? Can we build the level of commitment/readiness and successfully address resistance? Can we develop the necessary technical and adaptive skills in leadership? Can we put the right people in the right place to implement the strategy? Can we build the capacity, knowledge, and skills of those charged with implementation and provide on-going support for implementation, e.g. coaching? Can we put the required organizational/structural structures in place/remove barriers? Can we commit the necessary financial resources, e.g. fiscal, personnel, technology? Can we commit the necessary processes and mechanisms to monitor fidelity of adult implementation and student impact? Research Based Best Practices

Right Thing Is this the Right Thing to do?  No – choose something else.  Yes – proceed to “Can we do it the right way?” Right Way Can we do it the Right Way?  No – choose something else  Yes – proceed to developing action plan

32 Continuous School Improvement Process

33 Study Vocabulary Comprehensive Needs Assessment (CNA) Achievement Data Demographic Data Perception Data Process Data School Data Analysis (SDA) School Process Profile (SPP) Self Assessment (SA) Interim Self Assessment (Interim SA) 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 Elizabeth Brophy - Calhoun ISD Deb Dunbar - Bay-Arenac ISD Scott Felkey - Oakland Schools Diane Fleming - MDE Linda Forward - MDE Lisa Guzzardo Asaro - Macomb ISD These training materials and resources were developed by the Michigan Continuous School Improvement Team. We deeply appreciate their time and support. 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