1. One Voice – One Plan Michigan Continuous School Improvement (MI-CSI)
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
The second stage is Study where we will analyze data, set goals and measureable objectives, and research best instructional practices.

2. Continuous School Improvement ProcessDo
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
This slide shows where the Study stage fits into the 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?
As a facilitator, have the participants in your group reflect individually on these questions; then have them talk in pairs. From there, facilitate a whole group discussion. During this discussion, try to make connections between the comments, but it is not necessary to teach the content at this time. You will return to these questions at the end of the module to allow deeper reflection and at that point, you will be listening for complete understanding so you can revisit those areas where there is insufficient understanding for the team to move forward.

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
These are terms we will use as we work through the Study stage. Many of these words are defined in the School Improvement Framework glossary as well. By the end of this module you should understand how these terms fit into the School Improvement Process.

5. Set Measurable Objectives Research Best Practices
Study
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practices
The first component in the Study stage is to Analyze Data. What does the data tell us? What gaps exist? These questions will help us complete the analysis sections of the School Process Profile and School Data Profile.

6. Continuous School Improvement Process
Get Ready
Collect Data
Build Profile
School Data Analysis (SDA)
School Process Profile (SPP)
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
Gather
Study
Plan Do
Comprehensive
Needs Assessment
This slide shows how analyzing data fits into the Continuous School Improvement Process.
School Improvement Plan

7. Supported by: www.mischooldata.org
School Data Analysis
Supported by:
These hyperlinks will take us directly to either the AdvancED or the MI School Data websites. In addition to being the location of the School Data Analysis and the School Process Rubrics, the AdvancED website has a variety of resources, including School Improvement Tasks, Online Resources and Tools, a Glossary of Terms and Online Workshops. The login button is located at the upper right hand corner of this page.
The MI School Data website is accessible using a district allocated username and password.

8. School Data Analysis
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?
As part of the Gather stage, the school collected four different kinds of data: demographic, achievement, perception and process. During the Study stage, the school is asked to analyze that data through responses to a series of questions. The analysis process is intended to support deep dialogue and to draw thoughtful conclusions about the areas of need. In addition to the analysis questions that are part of the SDA, schools will want to answer summary questions such as those on the slide. When the SDA is completed and submitted, the school has a comprehensive blueprint to proceed to the next phase of School Improvement planning.

9. 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?
This slide contains examples of analysis questions regarding achievement data.

10. 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?
This slide contains examples of analysis questions regarding demographic data.

11. 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?
This slide contains examples of analysis questions regarding perception data.

12. 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?
This slide contains examples of analysis questions regarding process data.

13. Set Measurable Objectives Research Best Practices
Study
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practices
The second component in the Study stage is Set Goals.

14. Continuous School Improvement Process
Get Ready
Collect Data
Build Profile
School Data Analysis (SDA)
School Process Profile (SPP)
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
Gather
Study
Plan Do
Comprehensive
Needs Assessment
This slide shows where Set Goals fits into the Continuous School Improvement Process. We are now beginning to write the School Improvement Plan.
School
Improvement
Plan

15. Goals Goals Objectives Strategies Activities Resources Goal Source
Content Area
Goal Name
Student Goal Statement
Gap Statement
Cause for Gap
Measures/ Sources of Data
Criteria for Success
Person Responsible
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
This tool provides you with an overview of the elements of Goals. Goals are part of the overall School Improvement Plan.

16. Set Goals
Schools are required to write a minimum of three goals, including a goal for any area for which they do not meet AYP and/or are not performing at the state average on state assessments.
Maintenance goals are appropriate for areas in which the school is performing at a satisfactory level and focused on maintaining or improving student performance in that content area.
Title I schools must address all four content areas as either improvement or maintenance goals.
This slide addresses the question “How many goals?” While Title I schools need to address all four content areas in some way within their goals, more than one content area can be addressed within a single goal. For example: reading or writing across the curriculum can be used to satisfy this requirement.

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.
Note the characteristics of goals statements as described on this slide:
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 Goals Management, schools are asked to identify the following:
Goal Source – Continuous Improvement
Content Area – Reading, writing, math, science or social studies
Goal Name – Reading, Writing, Math, Science or Social Studies
Student Goal Statement – “All students will be proficient in (reading, writing, math, science or social studies)”
The choices for the first several components of a Goal are identified on this slide.

19. Use multiple data sources
Gap Statement
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.
Gap
READING
2006
2007
2008
2009
2010
Students without disabilities
93.86
92.35
89.25
89.95
83.86
Students with disabilities
82.35
56.25
66.67
70.00
62.86
Male
95.97
85.95
86.61
91.60
91.75
Female
94.39
90.82
88.28
93.55
90.63
The gap statement is always a data statement. The data should identify the gap of all students from the goal of 100% proficiency as well as gaps between students in subgroups and those not in that subgroup. (It is important not to compare students in a subgroup to “all students” since “all students” contains students in the subgroup.) It is important that multiple data sources are used to identify gaps, including both state and local data.
Use multiple data sources

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?
The Cause for the Gap asks questions such as, “Why is there a gap from 100%?” or “Why are not all students proficient?” Causes for the Gap should become evident as part of the Comprehensive Needs Analysis and frequently include things such as those indicated by the questions on the slide. It is important that the causes identified are those over which the school has control since those are the only causes about which the school can do something.
It is also important to dig deeply to identify causes and not just rely on surface answers. One tool to assist in that analysis is the Five Why’s protocol explained on the next slide.

21. Why are … ? Why? Why? Why? Why? Causes for the Gap DEGREE OF CONTROL
IMPACT
One tool to use for digging deeply into the Causes for the Gap is the Five Why’s Protocol. In this tool, an explanation is given in answer to a question about why students are not achieving, then the question “Why” is asked about that explanation. The question is answered, and the question “Why” is asked about that answer. The process continues until the question “Why” has been asked five times. Note that there may be a variety of answers to each question. It is important that answers focus on things that a school can control, not on things that a school cannot control. It is also important to focus on ideas that have a high amount of impact. Using the “Five Why’s” Protocol should lead to the identification of strategies and activities for the School Improvement Plan.
Example: Why are students not proficient in math? Because they do not understand number and operations.
Why do students not understand number and operations? Because students are not receiving effective instruction in number and operations.
Why are students not receiving effective instruction? Because teachers may not be aware of high leverage strategies that impact student achievement, especially subgroups.
Why are teachers not aware of the high leverage strategies? Because such strategies have not been identified and teachers have not received appropriate professional learning on such strategies.
Why have teachers not identified and received appropriate professional learning? Because professional learning opportunities have not been provided.
Further information can be found here:
DEGREE OF CONTROL

22. Set Goals
In the Goal section of Goals Management, schools are also asked to identify the following:
Multiple Measures – the data sources that were used in defining your gap statement and upon which the measureable objective will be based.
Criteria for Success – “Students will make progress toward measurable objectives as measured by (your multiple measures).”
Person Responsible – the person ultimately responsible for seeing that the goal is reached.
Multiple Measures – Ideally, there will be a triangulation of data, including the state assessment, another standardized assessment, and a local assessment. If the school is not yet at the point of having three data sources, it should list only those sources that it currently uses to identify gaps in student achievement. These same measures will be used to write measureable objectives.
Criteria for Success – This language can be copied: “Students will make progress toward measurable objectives as measured by (your multiple measures).”
Person Responsible – As the building leader, the principal is typically responsible for achieving the goal.

23. Set Measurable Objectives Research Best Practices
Study
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practices
The third component in the Study stage is to Set Measureable Objectives.

24. Continuous School Improvement Process
Get Ready
Collect Data
Build Profile
School Data Analysis (SDA)
School Process Profile (SPP)
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
Gather
Study
Plan Do
Comprehensive
Needs Assessment
This slide shows where Set Measureable Objectives fits into the Continuous School Improvement Process.
School
Improvement
Plan

25. Goals Goals Objectives Strategies Activities Resources Goal Source
Content Area
Goal Name
Student Goal Statement
Gap Statement
Cause for Gap
Measures/ Sources of Data
Criteria for Success
Person Responsible
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
There are two parts to an objective – the objective name and the objective statement.

26. Develop School Improvement Plan Goals Management
Goal Statement
Measurable Objective Statement
Strategy Statement
Activities
The Measurable Objective Statement is meant to align directly with the Goal statement. Like the Goal statement, the Measureable Objective statement is also focused on students.

27. Set Measurable Objectives Research Best Practices
Study
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practices
The final component in the Study stage is Research Best Practices

28. Research-Based Best Practices
What research-based strategies will we use to ensure that students make progress toward meeting the goal and the measureable objective?
Once the greatest area of need has been established, it is important to know what research says about the best way to address the need. While it may be tempting to simply identify a “favorite” strategy or repeat one that has been used in the past, it is critical that schools review what the latest research says about the highest leverage strategies that, if implemented with fidelity, will help students make the greatest amount of progress toward meeting the goal of being proficient.
There are a variety of sources for research-based practices. One is Michigan’s Teaching for Learning website at

29. Research Based Best Practices
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?
There are two main questions that need to be addressed as part of this research process. The first is, “Is this the right thing to do?” To answer that question, you will need to address the two other questions on this slide. If the answer is “no” to either of those questions, the practice may not be the right one for your school. Once you can answer “yes” to a practice, you can move on to the next main question.

30. Research Based Best Practices
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?
While a number of practices might be appropriate to address the need, you will need to answer the second question that will help narrow the choice: “Can we do it the right way?” To answer this question, you will need to address the other questions on the slide. (Fidelity refers to an ability to replicate the practice in the same way as what it was implemented in the research setting, including methodology and frequency. This is sometimes referred to as “the gold standard” or the “non-negotiables.” Acceptable adjustments are those that can be made while still being true to the research. E.g. If research calls for implementing a practice 90 minutes per day five days a week, is it still acceptable to only implement it 75 minutes per day or to implement it only four days a week but for two hours each day?) Answering “no” to any of these questions may be an indication that this is not the right practice for your school.

31. Research Based Best Practices
Is this the Right Thing to do?
No – choose something else.
Yes – proceed to “Can we do it the right way?”
Can we do it the Right Way?
No – choose something else
Yes – proceed to developing action plan
This slide summarizes the process of choosing a best instructional practice.

32. Continuous School Improvement ProcessDo
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
We have now completed the Study stage and are ready to move on to the Plan stage.

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
Review each of the vocabulary terms on this page. Based on the Study stage, how do each of these terms fit into the School Improvement process?

34. 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?
Have the participants return to the reflection questions. The facilitator can structure this discussion in whatever way will allow assessment of understanding. It is the intent that, compared to the initial exposure to these questions, the responses are deeper and demonstrate a more comprehensive knowledge of the Study process.
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 website

36. These training materials and resources were developed by the Michigan Continuous School Improvement Team. We deeply appreciate their time and support.
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
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