1. Data Driven Continuous Improvement May 5, 2010
HOW DO YOU DO SCHOOL IMPROVEMENT?
WHAT IS RDI?
WHAT IS D4SS?
WHAT DATA WAREHOUSES ARE BEING USED?
WHAT IS AER?
NCA/MDE SCHOOLS?
Do you know how to incorporate all of the tools above into Data Drive Continuous Improvement?
“It is about focusing on building a culture of quality data through professional development and web based dynamic inquiries for school improvement.”

2. Outcomes To define Continuous Improvement
To outline the Stages and Steps of the SI Process
To understand the importance of starting with the data
To demonstrate the use of the Data Points Reference Manual in supporting the completion of the School Data Profile
To understand the importance of strong data analysis before writing goals, objectives, strategies and action steps
To identify the steps needed for effective implementation monitoring and evaluation of the SI Plan

3. What is Continuous Improvement?
A process by which staff engages in collaborative inquiry, focused on the use of consistent formative and summative assessments, strategic monitoring of the effectiveness of instruction and strategy implementation, adjusting instruction, and continual evaluation to increase student LEARNING.
Have participants read the slide – provide handout for activity.

4. “Unwrap” the definition
Nouns
Process
Staff
Inquiry
Formative Assessments
Summative Assessments
Instruction
Strategy implementation
Evaluation
Learning
Verb
Engages
Focused
Monitoring
Adjusting
Increase
Larry Ainsworth

5. “Unwrap” the definition
Nouns
Process
Staff
Inquiry
Formative Assessments
Summative Assessments
Instruction
Strategy implementation
Evaluation
Learning
a particular course of action intended to achieve a result
Teachers, administrators, counselors, paraprofessionals
seeking information by asking questions

6. “Unwrap” the definition
To take part
To concentrate effort or attention
Keep track of
Verb
Engages
Focused
Monitoring
Adjusting
Implementing
Increase

7. Collaborative Inquiry How does this relate to Continuous Improvement?
What are the similarities? What are the differences?
Vehicle for data driven decisions
Adapted from The Teaching and Learning Cycle ©1999 by Richard C. Owen Publishers, Inc. All rights reserved. Do not duplicate without publisher’s permission. 

8. Is Continuous Improvement a finite process. Why or why not
Is Continuous Improvement a finite process? Why or why not? Why does it sometimes feel like a finite process?
Think-Pair-Share

9. Improvement Process in Michigan
Requirements with finite deadlines
Requirements for all schools
Requirements for Title 1 schools
Requirements for Title 1 districts
We have finite deadlines imposed by state and federal law. In the past, SI has been thought of as another “report” that needs to be checked off a list. How do we change that perspective? What needs to happen?

10. School Requirements School Improvement Plan
With Title I components for Title I schools
Comprehensive Needs Assessment
School Data Profile
School Data Analysis
School Process Profile (SPR 90 or EdYes! 40)
School Process Analysis
Summary
Annual Education Report (posted before the start of school)
SI Plan – September 1, 2010
CNA SPR – due March 12, 2010
Annual Report – posted/available before the start of school in 2010)

11. District Requirements
District Improvement Plan
LEA Planning Cycle for Title I districts
Comprehensive Needs Assessment
District Data Profile
District Data Analysis
District Process Profile (DPR 19)
District Process Analysis
Summary
CIMS-2 indicators
Annual Education Report
DI Plan – June 30, 2010
CNA – DPR 19 – April 1, 2010
CIMS-2 Indicators need to be embedded in individual SI Plans by Sept 1, 2010
Annual Report – posted/available by start of school 2010

12. Graphic found in Data Points Reference Manual

13. One Common Voice – One Plan
LEA Planning Cycle
district
CIMS-2
district
CNA school and district
Common Vision
Common Language
Tools
Assistance
Goals
Causes for Gap
Objectives
Strategies
Data and Process
Profile, Analysis and Summary
Indicators
Improvement Plan school and district
Reports/Requirements all work together for CSI
Coherent Plan for Improvement
Annual Education Report – school and district
Continuous School Improvement
Goals, objectives, strategies and action steps 13

14. Calhoun CSI –
CIMS-2 transmittal forms – last spring - in letter format (new)
In CALHOUN this is the plan for this spring – transmittal addendum – embedded in CSI process at Calhoun
May 27th RAP teams meeting for Facilitated CSI with support from SE Supervisors

15. Steps and Stages of the School Improvement Process
One Common Voice-One Plan

16. C N A School Improvement Planning Process Student Achievement GatherDo
Implement Plan Monitor Plan
Evaluate Plan
Plan
Develop Action Plan
Gather
Getting Ready
Collect Data
Build Profile
Student
Achievement
C N A
Study
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practice
Study
Analyze Data
Set Goals
Measurable Objectives
Research Best Practice
Circle collect data,, build profile, analyze data
Blue Cards 16

17. School Improvement Plan
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps
Getting Ready
Collect Data
Build Profile
School Data Profile
School Process Profile
Analyze Data
School Data Analysis
School Process Analysis
Summary Report
Set Goals
Set Measurable Objectives
Research Best Practice
Develop Action Plans
Implement Plan
Monitor Plan
Evaluate Plan
Gather
Study
Plan Do
Comprehensive
Needs Assessment
School Improvement Plan

18. School Improvement Plan
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps
Getting Ready
Collect Data
Build Profile
School Data Profile
School Process Profile
Gather
Study
Plan Do
Comprehensive
Needs Assessment
School Improvement Plan

19. Handout –
Some in Calhoun wanted specific time lines of what to do when. This is what came out of that discussion
Emphasize Culture trumps Innovation quote from Dennis Sparks – why culture changes need to occur first

20. 20

21. The school’s culture…
dictates, in no uncertain terms, “the way we do things around here.” Ultimately, a school’s culture has far more influence on life and learning in the schoolhouse than the state department of education, the superintendent, the school board or even the principal can ever have… Roland Barth (2001)
Read this statement- as a group reflect Do you agree? Disagree? How does this impact what you do?
WHAT IS CULTURE?
WHAT IS A TOXIC CULTURE?
WHAT TYPES OF CULTURE PROMOTES QUALITY CONTINUOUS SCHOOL IMPROVEMENT?

22. Creating a Culture of Quality Data
The most promising strategy for sustained, substantive school improvement is developing the ability for school personnel to function as professional learning communities.
DuFour and Eaker, 1998
Develop ability of school personnel…this is not necessarily natural for educators to work collaboratively to build community
Factory model…
WHAT IS A PLC?
HOW DO YOU USE PLC’S IN YOUR SCHOOL IMPROVEMENT PROCESS?

23. Why do we start with the data
Why do we start with the data? What kind of data help us make decisions as we go through the Continuous Improvement Process?
The data allows us to look objectively at the state of the learning
Data is neutral
Otherwise we go on hunch, gut feeling and may be lead astray

25. Gather: Collect Data and Build Profile Data Reference Points For the Michigan School Data Profile
Using D4SS or your Data Warehouse for data inquiry to complete the Michigan School Data Profile.
Versions Available to date:
Data Director
Pearson
IGOR/Pinnacle
Others coming soon!
Refer to manuals

36. 36

37. It is recommend that you use Demo data as you train unless everyone in the room has permissions to view student level data. 37

38. 38

39. User name: demo_test1 Password: demo_test1
User name: demo_test1 Password: demo_test1
Instruct participants to login to the demo site using login and password on slide.

40. Need a login?
If you need a D4SS Inquiry Tool username, please contact your local district curriculum or technical leader, or your RESA/ISD's Curriculum or Technical leader. 
Click on the link to see the contact list

41. Time for Exploration of Data 4SS

43. In manual also page 6

44. School Improvement Plan
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps
Analyze Data
School Data Analysis
School Process Analysis
Summary Report
Set Goals
Set Measurable Objectives
Research Best Practice
Gather
Study
Plan Do
Comprehensive
Needs Assessment
School Improvement Plan

45. Handout

46. Analysis
You can gather all the data you want but until you analyze the data, decide what the data is telling you and determine what you are going to do, the data is just data, numbers on a page. To make the data meaningful, dialogue needs to occur, decisions need to be made and actions need to be taken.
What AHA MOMENTS HAVE YOU GOTTEN FROM DOING DATA ANALYSIS? SUCCESS / FAILURES SHARED….
Collecting more Data is not the answer to all our problems…the careful analysis of data will lead to the question…So what are we going to do about it?

47. Analysis
Collaborative analysis of data needs to happen before school improvement goals are determined. To have a goal, objectives, strategies and action steps that are not grounded in the data perpetuates the idea that school improvement plans are just paper, they are documents, not real plans used to support sustained instructional improvement and increase student learning.
Finite plans/reports versus continuous improvement process
Should determine how instruction will be adjusted/modified/improved to increase student learning – What needs to happen?

48. Goals Management Components
This is the order of components in Goals Management on Advanc-ed.
SHARE EXAMPLES OF GOALS YOU ARE USING

49. Example Goal statement
Important!
Example Goal statement
All students will improve their reading comprehension skills in all core subject areas.
student focused
stated broadly
based on data analysis
Goals: Goal statements are:
Student focused.
Linked to identified student academic learning needs in the four core content areas or associated with a Content Area for which there are no challenges in the CNA or EdYES!
State broadly the area of focus and that all students will become successful learners.
Based on a careful analysis of multiple sources/types of data.
Define the priority area for an improvement plan.

50. Goal Criteria Goal statements are: Student focused
Linked to identified student academic learning needs in the four core content areas or associated with a Content Area for which there are challenges in the CNA or EdYES!
State broadly the area of focus and that all students will become successful learners.
Based on a careful analysis of multiple sources/types of data.
Define the priority area for an improvement plan.
See

51. S.M.A.R.T. Objectives Building Level
S.M.A.R.T. Objectives/Goals would lead to incremental student learning objectives – grade level S.M.A.R.T objectives/goals – need to be measurable across time – in meeting with building teams the process of reviewing student learning goals would be informed by the data they are collecting
Revision of Student learning objective/goal would be based upon the data. – The grade level action plan revision would be based upon the student learning achievement in meetings through out the year

52. Research Based Strategies
Research occurs before the strategies are
determined for the plan
Do you have a process in place to research strategies before inclusion in the plan?
Why is researching strategies so important?
Where should we look?

53. Strategies and Action Steps
Strategies are what will be done by the adults to support student learning
Action Steps are how the strategies will be implemented
What specifically needs to happen
Professional Development
Implementation of strategy -direct instruction
Monitoring of strategy
What will adults do to support student learning?
How will these strategies be implemented?
What needs to be planned?

54. Criteria for Strategy Statement
Begin each statement with “District staff will...” (and/or which specific group of teachers).
Use an action verb of observable behavior which must be done.
Write clear, concise statements that describe what you intend to accomplish. (Be specific.)
Make sure each strategy addresses the issue and connects back to the measurable objective.
Research and evidence based
Describe an adult action (what adults will do to assist students in meeting the objective).
Linked to an objective statement.
Specific, planned, research-based instructional practices.
Address system practices that were identified as challenges in the CNA process.
Focus on maximizing each student's growth and individual successes.
Can be academic or non academic in focus.
Done to/or with students to develop a specific result.

55. Strategy Sample
Teachers will provide Tier I reading comprehension instruction for all students to include the use of Question Answer Relationship and Strategies That Work including; visualizing and making inferences, making connections, questioning, determining importance and synthesizing.
Strategy Sample -

56. Check Strategy criteria
Staff will
Connects back to objective
Action verb
Teachers will provide Tier I reading comprehension instruction for all students to include the use of Question Answer Relationship and Strategies That Work including; visualizing and making inferences, making connections, questioning, determining importance and synthesizing.
Describe what you intend to accomplish and research based
Check the criteria identified for Strategies

57. School Improvement Plan
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps
Gather
Study
Plan Do
Develop Action Plans
Comprehensive
Needs Assessment
School Improvement Plan

58. Plan Develop Action Plans Who? Will do what? By when?
How will you know it has been done?
How will you know if it has been effective?
What evidence will we collect?
Goal, objectives, lead to PLAN -strategies and action steps.

59. Criteria for Activities
Describes an adult activity/action (what adults will do to assist students in meeting the measurable objective).
Linked to the strategy statement.
Includes specific steps that include:
activity
staff responsible
timeline for implementation,
resources needed
funding source and amount
monitoring plan and evidence of success.

60. Activity 1 Sample
Professional Development will be provided for all core staff on the use of the strategies identified Question Answer Relationships and Strategies That Work by members of the Reading Committee. These strategies are: making connections, visualizing and making inferences, asking questions, determining importance and synthesizing.

61. Check Activity Criteria
Specific Step
Check Activity Criteria
Linked to strategy
Teacher action
Professional Development will be provided by members of the Reading Committee for all core staff on the use of Question Answer Relationships and the strategies identified in Strategies That Work. These strategies are: 1) making connections; 2) visualizing and making inferences; 3) asking Questions; 4) determining importance; and 5) synthesizing.
Check criteria for activity
Specific steps, linked to strategy, teacher action

62. Activity 2 Sample
ELA teachers will provide explicit instruction of QAR within
the first week of school. The instruction will include modeling,
think aloud strategies, guided practice and independent
practice.
ELA teachers will display QAR posters and provide QAR bookmarks for student use.
ELA teachers will provide explicit instruction of the Strategies That Work, making connections, visualizing and making inferences, questioning, determining importance and synthesizing.
Each strategy will be taught individually with at least a week of practice devoted to each strategy.
Thinking Charts will be utilized to monitor student
use of strategies.
Explicit instruction (specific strategies)
Use of posters and bookmarks
How the strategy will be taught – for what length of time
Monitored how?

63. Activity 3 and Activity 4 Sample
All core teachers will use the one of the strategies identified
at least three times a week.
Lesson plans will be monitored weekly.
“Walk-Through’s” will occur looking for evidence of strategy implementation.
Collaborative Action Teams will meet weekly to monitor implementation of strategies through dialogue, and examination of student work (Thinking Charts) and formative assessments.
Core teacher use – how often? 3 x per week
Monitored by lesson plans
Walk-throughs
CAT discussion around Thinking Charts

64. Activity 5 and Activity 6 Sample
Co-Teaching will occur in selected classrooms based on data. Common formative assessments will be created in Collaborative Action Teams, where necessary, to support monitoring of comprehension strategies. Data will be entered in Data Director for ease of monitoring.
How instruction will be supplemented for all.
Monitoring of effectiveness of strategies on the learning of students
how?
by whom?

65. Implement Plan Monitor Plan Evaluate Plan
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps
Gather
Study
Plan Do
School Improvement Plan
Implement Plan
Monitor Plan
Evaluate Plan

66. Do Implement the Plan How do you implement the plan?
What needs to be done to implement the strategy effectively?
Who is responsible?
What manageable steps need to be put in place to implement strategy?
What timeline needs to be put in place?
What materials/resources are needed?
What professional development is needed to support the strategy?
What on-going support will be provided?
How will the plan be monitored?
Notice that much of this was embedded in the action steps
- Action steps can outline your implementation, monitoring and evaluation

67. Do
Monitor the Plan
Who will monitor that the strategy is being implemented with fidelity?
How will this be done?
How often?
How will you document?
How will you respond if the strategy is not being implemented with fidelity?
Note it was embedded in the action steps

68. Do Evaluate the Plan How will you know if the strategy is successful?
What assessment(s) will you use?
How will you keep track of the data?
How will you respond if the strategy is not effective?
How will you respond if the strategy is effective?
Embedded in the action steps.
Why do you think all three of these were embedded in action steps?
Implementation
Monitoring
Evaluation?

69. What is Continuous Improvement?
A process by which staff engages in collaborative inquiry, focused on the use of consistent formative and summative assessments, strategic monitoring of the effectiveness of instruction and strategy implementation, adjusting instruction, and continual evaluation to increase student LEARNING.
How does data drive this process?
Identify areas where data might be collected that will impact learning

70. Formative Assessment
“Is an assessment for learning, a tool used to inform both the teacher and the student about the student’s current level of achievement, to guide the teacher’s instructional practice, to help the student understand what steps must be taken to further his or her learning and to motivate the student to take those steps.” (William & Thompson, 2007)
DATA ..ongoing. Used to guide instruction and determine next steps

71. “Assessment for learning…when done well, is one of the most powerful, high-leverage strategies for improving student learning that we know of.” (Fullan, 2004) “Assessment for learning rivals one-on-one tutoring in its effectiveness and …particularly benefits low-achieving students.” (Stiggens, 2004)

72. Summative Assessment
Is an assessment of learning, a tool to answer the question, “Did the student learn by the deadline?” with a “yes” or “no,” “pass” or fail.
DATA did they learn what they were supposed to learn?

73. Collaborative Inquiry Teaching and Learning Cycle
How does data relate to this graphic?
Adapted from The Teaching and Learning Cycle ©1999 by Richard C. Owen Publishers, Inc. All rights reserved. Do not duplicate without publisher’s permission. 

74. How do you build in time for Collaborative Inquiry?
Line up activity depending on time

75. Questions

76. Contact Information
Beth Brophy, Calhoun ISD (269) Jennifer Parker-Moore, Ed.D., Macomb ISD (586) David Judd, Office of Educational Assessment and Accountability (517)