1. 1 Michigan Department of Education Office of School Improvement Michigan Continuous School Improvement (MI-CSI)

2. Guided Conversations WHY: Why do we collect data? GATHER HOW: How does our vision guide this work? What: What data do we collect in order to identify student needs and inform changes in what we do?

3. 3 FEDERAL ESEA TITLE INTERNAL GRANTS STATE PA 25 School Improvement Process Coherent Plan for Improvement Common Vision Common Language Tools Assistance Continuous Improvement

4. Do Implement Plan Monitor Plan Evaluate Plan Plan Develop Action Plan Student Achievement Gather Getting Ready Collect District Data Build District Profile Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Michigan Continuous School Improvement School Process Rubrics School Data Profile/Analysis Goals Management School Improvement Plan Annual Education Report

5. 5 Continuous School Improvement Do Implement strategies Monitor, document, and evaluate improvement efforts StageProcessesProductsGather Assemble school improvement team Establish a collaborative vision Design a planning process Collect school data Engage stakeholders in an internal review Build school profile **School Process Rubrics**School Process Rubrics School Data Profile/ Analysis (SDP/A)School Data Profile/ Analysis (SDP/A) Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice SDP/ASDP/A Goals ManagementGoals Management Plan Develop action plan for strategies and activities Define methods for monitoring and evaluation School Improvement PlanSchool Improvement Plan Goals ManagementGoals Management DO Implement the Plan Progress Monitoring the Plan Annual Education ReportAnnual Education Report

6. Creating a Common Vocabulary For School Improvement Creating a Common Vocabulary For School Improvement A comprehensive needs assessment includes three components… 1. School Data Profile/Analysis 2. School Process Profile/Analysis* 3. Summary Report (Goals Management) *Comprehensive needs assessments may vary, however, in Michigan, the School Process Profile/Analysis is part of the EdYes! Accreditation & Accountability System requirement and must include one of four designated options.

7. In Michigan, all schools must complete one of these four School Process Profile options as a component of the EdYes! requirements: School Process Rubrics (90) or School Process Rubrics (40) (Formerly Education YES!) or ASSIST Self Assessment (ASSIST SA) or Self Assessment (SA) School Process Profile MDE AdvancED Michigan TAB TWELVE

8. 8 School Improvement Process Getting Ready Collect Data Build Profile School Data Profile School Process Profile Analyze Data School Data Analysis School Process Analysis Goals Management Set Goals & Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan

9. 9 Michigan Continuous School Improvement Stages and Steps Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

10. 10 Gather Getting Ready Collect Data Build Profile School Improvement Stage 1

11. 11 Gather Vocabulary Comprehensive Needs Assessment (CNA) School Data Profile/Analysis (SDPA) School Process Profile/Analysis Summary Report/Goals Management School Process Rubrics (40 or 90) Assist Self Assessment (Assist SA) Self Assessment (SA) Annual Education Report (AER) Mission Vision First and Second Order Change

12. 12 Do we have the ability - the knowledge, experience, and skills - to plan and implement school improvement initiatives? Are we willing – do we have the confidence, commitment, attitude, and motivation to plan and implement school improvement initiatives? Getting Ready for School Improvement

13. 13 Activity #2 Checklist As an individual, read each statement and complete your response. Check for consensus among your tablemates. How will this checklist help you in “Getting Ready” for the school improvement process?

14. Getting Ready for School Improvement DescriptionYes, willing Yes, Able No, willing No, able 1. School Improvement Team members and staff understand that the continuous school improvement process is a process, not an event, and that the first “round” will take a number of months to complete. 2. School Improvement Team members know and understand the various requirements for school improvement (PA 25 and Title I) as well as the timeline for completion of each of these requirements. 3. Staff members have an understanding of the common vocabulary. 4. SIT and Staff members develop a building a Mission, Vision and Belief Statements that focus on actions that will improve student achievement. 5. School Improvement Team members are able to locate resources that provide support for the school improvement process. 6. There is a process in place that ensures alignment between the school plan and the district plan, i.e. the district plan is informed by the building plan. 7. SIT and Staff members follow a team protocol that values individual input into decision making. 8. Staff members are able to use multiple types and sources of data for decision making. 9. Staff members are receptive to the idea that change may be necessary.

15. 15 The School Improvement Team (SIT) includes: REQUIRED TEAM MEMBERS *Administrators *Teachers *Other School Employees *Students, when appropriate *Parents of Title I Students *Parent (not an employee) *Community Members *Board Members SIT Membership A person knowledgeable about the continuous improvement process, as well as a person who is able to provide technical assistance for the process, should be available

16. 16 Activity #3 Required Components of School Improvement Considering your school’s current status (i.e. Title I Targeted Assistance, Title I Schoolwide, etc.) go through the required components handout to determine which required items apply to your school.

17. 17

18. Vision What do we wish to become? Where are we going? Mission Why do we exist? How do we get to where we want to be? Beliefs What do we value?

19. Vision What do we want to become? What do we want to do? What do we hope for? What would it look like if we accomplished it? 19

20. Vision Continued Vision instills an organization with a sense of direction. It asks, "If we are true to our purpose now, what might we become at some point in the future?“ “An effective vision statement articulates a vivid picture of the organization's future so compelling that a school's members will be motivated to work together to make it a reality.” Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998 “ Good is the enemy of great.” Jim Collins 20

21. 21 Benefits of a shared vision... Motivates and energizes people Creates a proactive orientation Gives direction to people within the organization Establishes specific standards of excellence Creates a clear agenda for action Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998 Vision Statement

22. Mission Why do we exist? What do we work for every day? How will we realize our vision? Should be crystal clear Something everyone can say and understand The mission operationalizes the vision and makes it “actionable.” The mission creates a “burning platform” that makes us want to get moving. 22

23. 23 Why do we exist? The mission question challenges members of the group to reflect on the fundamental purpose of the organization, the very reason for its existence, to ask, "Why do we exist?" Your Mission/Purpose Statement describes your current reality. It needs to be crystal clear and only one line long. Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998 Mission Statement

24. Belief Statements/Values Belief statements are core values or guiding principles that drive an institution’s everyday actions. They are powerful determinants of the quality of an institution. They guide the fundamental decision-making of the organization. (Placing this in the SI Template is optional.) 24

25. 25 Belief Statements What do we value? Beliefs are the assumptions we make about ourselves, about others, and about how we expect things to be. Beliefs reflect how we think things really are. Statements of what is valued A public/visible declaration of your expected outcomes Precise and practical Used to guide actions A reflection of knowledge, philosophy, and actions Underlying and encompassing of the vision

26. 26 Activity #4 The Gorilla Story

27. TrustVision SkillsResources Action Plan Payoff Shared Values/Beliefs Change Sabotage Confusion Anxiety Anger Sporadic Change False Starts First Order Change Trus t Vision SkillsResources Action Plan Payoff Shared Values/Beliefs Trust Visio n SkillsResources Action Plan Payoff Shared Values/Beliefs TrustVision SkillsResources Action Plan Payoff Shared Values/Beliefs = TrustVision SkillsResources Action Plan Payoff Shared Values/Beliefs TrustVision SkillsResources Action Plan Payoff Shared Values/Beliefs TrustVision SkillsResources Action Plan Payoff Shared Values/Beliefs TrustVision SkillsResources Action Plan Payoff Shared Values/Beliefs = = = = = = = Understanding Change - Peter Senge

28. 28 School Improvement Process Getting Ready Collect Data Build Profile School Data Profile School Process Profile Analyze Data School Data Analysis School Process Analysis Goals Management Set Goals & Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan

29. 29 Gather Getting Ready Collect Data Build Profile School Improvement Stage 1

30. 30 Setting up the “process” for working through the Comprehensive Needs Assessment (School Data Profile/Analysis, School Process Profile/Analysis, and Summary Report). Identify and organize data working teams for each content area. (These teams will likely include more members than the School Improvement Team (SIT) with some overlap.) Outline responsibilities for the data teams. Pre-organize the data packets. Process of Collecting Data

31. 31 Collect Data Where are we now (status) & where do we want to be (goal)? What do you already know? What do you need to know? What additional information/data do you need to know? Where can you find the data?

32. 32 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? Achievement/ Student Outcome Data How our students perform on local, state and federal assessments (subgroups) Demographic or Contextual Data Describes our students, staff, building, and community 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

33. What types of data do you need? 33 Demographic DataAchievement/ Outcome Data Process DataPerception 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?

34. 34 Perception and Process Data Building in “time” and a “process” for gathering perception data is a necessary component of the School Improvement process. Resources for gathering perception data: www.advanc-ed.org www.michigan.gov/schoolimprovement www.k12.wa.us (follow “School Improvement” links)www.k12.wa.us Electronic tools to help collect perception data – Zoomerang, Survey Monkey, Victoria Bernhardt materials, etc.

35. 35 Activity #5 Short Group Reflection What types of data do you have at your building?  Demographic  Student achievement/outcome  Perception  Process How do you collect it and how often? Why do you collect this data? Is it easily accessible to building teams? What do you do with it?

36. 36 Data Worksheet Activity By Whom Data Collected Demographic Academic Outcome How Data is Used How Often Data Type Process Perception

37. 37 School Improvement Process Getting Ready Collect Data Build Profile School Data Profile School Process Profile Analyze Data School Data Analysis School Process Analysis Goals Management Set Goals & Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan

38. 38 Gather Getting Ready Collect Data Build Profile School Improvement Stage 1

39. 39 School Data Profile www.mischooldata.org MDE Action Portfolio: first 24 pages shows an example profile of the data a school might collect for a data profile The profile summarizes your school/students through clear and compelling data. The profile is written with your staff.

40. www.advanc-ed.org/mde www.mischooldata.org 40 School Data Profile/Analysis

41. In Michigan, all schools must complete one of these four School Process Profile options as a component of the EdYes! requirements: School Process Rubrics (90) or School Process Rubrics (40) (Formerly Education YES!) or ASSIST Self Assessment (ASSIST SA) or Self Assessment (SA) School Process Profile www.advanc-ed.org/mde www.advanc-ed.org/mde MDE AdvancED Michigan

42. 42 School Data Profile and Process Profile Provides rich and accurate descriptions of reality Are living documents that continuously unfold Influence/inform decisions, efforts and actions

43. 43 Organize Your Data Collect & sort your data considering the following:  Types of data – Achievement/Outcome (by content area), Demographic, Perception, and Process  Year data represents  Subgroup analysis  Cohort comparisons (if available)  Grade level(s) represented

44. 44 Michigan Continuous School Improvement Stages and Steps Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

45. Guided Conversations WHY: Why do we collect data? GATHER HOW: How does our vision guide this work? What: What data do we collect in order to identify student needs and inform changes in what we do?

46. 46 REFLECTION Stage 1: Gather How would I use this information to assist my school(s)?

47. 47 All resources and activities for Stage 1: Gather are located on the Michigan Continuous School Improvement Wikispace http://micsi.wikispaces.com/ Resources and Activities