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

2. Connecting to the Continuous School Improvement Process At the top of an index card, identify a hobby, sport, or activity in which you enjoy participating. Then identify the following: 1.What would you have to do to be ready to participate? 2.What knowledge and/or skills would you need? 3.What opportunity would need to be present? 4.How would you know if you were carrying out the activity in the way it was intended? 5.What would be the result if you were skilled at the activity?

3. What is School Improvement? School Improvement is…. A mindset A process A document

4. 4 Do Implement Plan Monitor Plan Evaluate Plan Plan Develop Improvement Plan Student Achievement Gather Get Ready Collect School Data Build School Profile Study Analyze Data Set Goals Set Measurable Objectives Research Best Practices Michigan’s Continuous School Improvement Process

5. 5 Continuous School Improvement Process Get Ready Collect Data Build Profile School Data Profile (SDP) School Process Profile (SPP/SA) 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 Comprehensive Needs Assessment School Improvement Plan Gather Study Plan Do

6. 6 6 Michigan’s Continuous School Improvement Process StageProcessesProducts GATHER 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 Profile (SPR 40 or SPR 90, SA/Interim SA) School Data Profile (SDP) STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practices School Data Profile/Analysis School Process Rubrics/Analysis Goals Management PLAN Develop action plan for strategies and activities Define methods for monitoring and evaluation Goals Management School Improvement Plan DO Implement the Plan Progress with Monitoring the Plan Evaluate the Plan Annual Education Report New name for SDP/A (TBD)

7. 7 Continuous School Improvement Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop School Improvement Plan Gather Get Ready Collect School Data Build School Profile Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

8. 8 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

9. 9 Do we have the ability - the knowledge, experience, and skills - to plan and implement school improvement initiatives? Getting Ready for School Improvement Are we willing – do we have the confidence, commitment, attitude, and motivation - to plan and implement school improvement initiatives?

10. 10 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?

11. 11 WHY: Why do we collect data? 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? Guided Conversations - GATHER

12. 12 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 Collect Data

13. 13 What types of data do you need? 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 ‐ drug violations Extracurricular participation 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 Rubrics (SPA 40 or SPA 90) or SA/SAR (NCA) Event occurred: Who, what, when, where, why, how What you did for whom: E.g. All 8th graders received violence prevention Survey data (student, parent, staff, community) Opinions (Clarify what others think. People act based on what they believe. How do they see you/us?)

14. 14 Continuous School Improvement Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop School Improvement Plan Gather Get Ready Collect School Data Build School Profile Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

15. 15 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?

16. 16 Comprehensive Needs Assessment A Comprehensive Needs Assessment (CNA) includes two components… 1.School Data Profile/Analysis 2.School Process Profile/Analysis

17. 17 www.advanced.org/mde Supported by www.mischooldata.org www.mischooldata.org School Data Profile and School Process Profile Need new screenshot (not available yet)

18. 18 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

19. 19 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

20. 20 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

21. 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

22. 22 Continuous School Improvement Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop School Improvement Plan Gather Get Ready Collect School Data Build School Profile Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

23. 23 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? WHAT: What supports and training are needed to fully implement the plan? What monitoring systems are or will need to be in place?

24. 24 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

25. 25 Continuous School Improvement Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop School Improvement Plan Gather Get Ready Collect School Data Build School Profile Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

26. 26 Guided Conversations - DO WHY:Why is it important to strategically implement, monitor, and evaluate the School Improvement Plan? HOW: How will we communicate the plan to all stakeholders so that they clearly understand and own their roles in implementation? How do we build ownership of the strategy and the plan? How will we ensure implementation with fidelity? How is the implementation of your plan monitored and evaluated? How is the impact of your plan monitored and evaluated? WHAT:What will your school look like when this plan is implemented with fidelity? What is the expected impact on student achievement?

27. 27 Implementation is a Process!  Monitor Implementation  Evaluate Implementation  Monitor Impact  Evaluate Impact Adult Focused Student Focused

28. 28 Michigan Continuous School Improvement Plan, Monitor, and Evaluate Michigan Continuous School Improvement Plan, Monitor, and Evaluate Do Plan Gather Student Achievement Study Question 1: What is the readiness for implementing the strategy/initiative/program? Question 2: Do participants have the knowledge and skills to implement the plan? Question 3: Is there opportunity for high quality implementation? Monitor Question 4: Is the program implemented as intended? Question 5: What is the impact of strategy/initiative program on students? Evaluate Question 5: What was the impact of the strategy/initiative/program on students? If objectives were met: Conclusion: Should the strategy/initiative/program be continued or institutionalized? If objectives were not met: Question 1: What was the readiness for implementing the strategy/initiative program? Question 2: Did participants have the knowledge and skills to implement the plan? Question 3: Was there opportunity for high quality implementation? Question 4: Was the strategy/initiative/program implemented as intended? Conclusion: Should the strategy/initiative/program be adjusted or discontinued?

29. 29 Do: Plan Requirements The Elementary and Secondary Education Act (federal legislation) and Public Act 25 and the Revised School Code (state legislation) require annual evaluation of the following: Implementation of the plan Impact of the plan on student achievement Student achievement results by subgroup Modifications to the plan as needed

30. 30 Continuous School Improvement Process  The process is cyclical, and evaluation data should inform the next cycle of planning.  The ultimate goal is to have improvement strategies take hold and become so internalized that they become part of the school culture.

31. 31 Where are we now? Where do we want to go and how are we going to get there? Comprehensive Needs Assessment School Improvement Plan Annual Education Report leads to MAKING CONNECTIONS - THE BIG PICTURE How did we do? leads to

32. 32 It is also critical that the School Improvement Team structure opportunities to celebrate successes, no matter how small. Celebrating successes reinforces valued performance and reminds the school community that however challenging, school improvement results in improved academic performance.

33. What is School Improvement? School Improvement is…. A mindset A process A document

34. Connecting to the Continuous School Improvement Process At the top of an index card, identify a hobby, sport, or activity in which you enjoy participating. Then identify the following: 1.What would you have to do to be ready to participate? 2.What knowledge and/or skills would you need? 3.What opportunity would need to be present? 4.How would you know if you were carrying out the activity in the way it was intended? 5.What would be the result if you were skilled at the activity?

35. 35 Continuous School Improvement Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop School Improvement Plan Gather Get Ready Collect School Data Build School Profile Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice