1. Michigan Department of Education Office of School Improvement
One Common Voice – One Plan
Michigan Continuous School Improvement
(MI-CSI)
Welcome to Stage 1 of 4 in our School Improvement Professional Development Series. This is the Gather stage in which we will be learning about Getting Ready, Collecting Data and Building Your School Data Profile. The information you will be gathering will help you to complete the required components for school improvement in the state of Michigan: School Data Profile, School Process Profile, Assist Self Assessment and the Self Assessment.

2. School Improvement Process Coherent Plan for Improvement
One Common Voice – One Plan
NCLB & PA 25
Grants
Title I
State
Internal
Common Vision
Common Language
Tools
Assistance
School Improvement Process
One Common Voice-One Common Plan came to fruition due to numerous reports in various locations throughout the Michigan Department of Education. The purpose is to create a common vision, language, tools and assistance while having alignment across departments. The SIP supports the vision that continuous improvement processes are informed and aligned within a comprehensive and coherent plan.
Coherent Plan for Improvement
Continuous Improvement

3. Michigan Continuous School Improvement
School Process Rubrics
Gather
Getting Ready
Collect District Data
Build District Profile
School Data Profile/Analysis Do
Implement Plan
Monitor Plan
Evaluate Plan
Study
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practice
Student
Achievement
The process cycle provides the foundation to address school improvement and promote student achievement through a comprehensive and systemic approach consisting of the following main tasks:
gathering data
analyzing/studying data
developing an Improvement Plan
implementing, monitoring, and evaluating this plan
The reports shown in red are required documentation which need to be completed by the school in the Advanc-Ed system.
School Improvement Plan
School Data Profile/Analysis
Plan
Develop Action Plan
Goals Management
School Improvement Plan

4. Continuous School Improvement
Stage
Processes
Products
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 Rubrics
School Data Profile/ Analysis (SDP/A)
Study
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practice
SDP/A
Goals Management
Plan
Develop action plan for strategies and activities
Define methods for monitoring and evaluation
School Improvement Plan
Processes
Products
Internal Review
conducts internal review of current capacity in meeting accreditation standards
Self-Assessment (SA)
Executive Institutional Summary (EIS)
External Review
hosts external review conducted by professional peers
Quality Assurance Review Report (QAR)
Continuous Improvement
continues to monitor, document, and evaluate improvement efforts
Accreditation Progress Report (APR)
The online reports are documentation that describe processes for continuous cycles of school improvement that have been implemented in the school.
There are processes and products that relate to each continuous improvement stage. Do
Implement strategies
Monitor, document, and evaluate improvement efforts
School Improvement Plan
Goals Management 4 4 4 4 4

5. Creating a Common Vocabulary For School Improvement One Common Voice-One Plan
NEW
A comprehensive needs assessment
includes three components…
1. School Data Profile/Analysis
2. School Process Profile/Analysis*
3. Summary Report (Goals Management)
Common Vocabulary
A comprehensive needs assessment includes these three components (read slide)
*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.

6. School Process Profile
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!)
ASSIST Self Assessment
(ASSIST SA)
Self Assessment (SA)
NEW
MDE
Common Vocabulary
Read the slide for the four School Process Profile options available.
AdvancED Michigan
TAB TWELVE

7. One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps
Study
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practice
Today we are going to focus on the Gather Stage 7

8. Guided Conversations GATHER 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?

9. Steps: 1. Getting Ready 2. Collect Data 3. Build Profile
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Stage 1: Gather
Steps:
1. Getting Ready
2. Collect Data
3. Build Profile
The Gather Stage consists of three steps: Getting Ready, Collecting Data and Building a Profile

10. One Common Voice – One Plan 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)
Mission
Vision
First and Second Order Change
Overview
Ability vs. Willingness
School Improvement Team (SIT) Members
Required Components of School Improvement
Comprehensive Needs Assessment (CNA)
Mission and Vision
School Level Change – 1st and 2nd Order
The above information will give you an overview of what you will be learning in the Gather Stage. We will be covering all of the vocabulary as we move through the training today. 10

11. School Improvement Plan
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps
Gather
Study
Plan Do
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
Comprehensive
Needs Assessment
We will start with Getting Ready
School Improvement Plan

12. One Common Voice – One Plan
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?
Take two minutes and turn to your neighbor and discuss both ability and willingness for school improvement (read slide) 12

13. One Common Voice – One Plan Activity Checklist Ability or Willingness?
As an individual, determine whether each checklist item is a representation of “Ability” or “Willingness”.
Check for consensus among your tablemates.
How will this checklist help you in “Getting Ready” for the school improvement process?
(Read Slide - See next slide for handout)

14. One Common Voice – One Plan Getting Ready for School Improvement
Description
Yes No
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 Mission, Vision and Belief
Statement that focuses on actions that will improve student achievement.
5. SIT members are able to locate resources that provide support for the school improvement process.
Individually complete this checklist.
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 plans.
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. 14

15. One Common Voice – One Plan
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
(Read slide)
(Questions to ask) Who is on your team? How do we get stakeholders involved.? What is the importance of having all of these stakeholders involved?
It is important that the parents and community members are not employed by the school district. (For further activities see MI-MAP 8.1 and 8.2.)
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 .
MI-MAP Developing School Decision-Making Teams (See Module 8.1 & 8.2) 15

16. One Common Voice – One Plan Mandate Activity
Required Components of School Improvement
Considering your school’s current status, i.e. Title I Targeted Assistance, Title I Schoolwide, Improvement Phase Status, etc., go through the required components handout to determine which required items apply to your school.
(Read slide)
Each individual highlights on the 3-page handout to determine which required items apply to their school. 16

17. One Common Voice – One Plan
(Provide teams with the copies of the three pages of grids available in the Action Portfolio or at: This is what school teams can highlight to ensure that they add the additional parts to the SI plan required by their building) 17

18. One Common Voice - One Plan
Mission Statement
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.
(Read slide)
Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998 

19. One Common Voice - One Plan Mission Statement
One Example:
It is the mission of our school to help each and every child to be career/college ready and to realize his or her full potential and become responsible, productive citizens.    
Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998
(Read slide) 19

20. One Common Voice - One Plan Vision Statement
Vision Statement:  What do we wish to become?
Whereas mission establishes an organization's purpose, 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
(Read slide)

21. One Common Voice - One Plan Vision Statement
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
(Read slide)
Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998

22. One Common Voice - One Plan Vision Statement
Vision Example
Community of learners who use technology effectively, appreciate the multi-cultural society in which we live, and are prepared for the challenges of the 21st Century.
(Read slide) 22

23. Vision Statements One Common Voice - One Plan
There is a Holding a Shared Vision module that is available at:
MI-Map Holding a Shared Vision
(See Modules 2-1)
(Possible activities in Mi-Map materials. See link above)

24. One Common Voice - One Plan
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
(Read slide) 24

25. One Common Voice - One Plan
The Gorilla Story
Take a 3 minutes to individually read the Gorilla Story.
As a table discuss the following:
What happened in the story?
How do you think this applies to schools?

26. One Common Voice - One Plan School Level Change
Types of change identified by research on the effects of the restructuring movement in schools:
First Order Changes
Specific classroom and schoolwide practices: Changes in efficiency, organization, specific practices, “change without difference.”
Take 3 minutes; Turn to your neighbor and talk about first and second order change. Give some examples of each.
Second Order Changes
Philosophy, focus, and ownership: Systemic change, fundamental ethos, philosophy, beliefs driving practice “restructuring.” 26

27. First and Second Order Changes
One Common Voice - One Plan
First and Second Order Changes
First Order Change
Second Order Change
Changing relationships
and teaching strategies
Research shows that first order changes are NOT necessarily predictors of student achievement.
Smaller classes
Site-based councils
Ninety-minute
teaching blocks
Schools within schools
Collaboration and ownership
(Read slide)
Extended teaching and learning opportunities
New interactions and relationships
Teaching teams with
common planning
Coordinated focused curriculum

28. One Common Voice - One Plan
In understanding change, there are some critical components that need to be in place for positive outcomes. A building needs trust, vision, skills, resources, payoff, action plan, shared value and beliefs. If any of these are absent, you will not have a positive outcome. For instance, if Trust is missing; you may have some type of sabotage in your building.
Individually, go through the slide and identify the status of your building. If something is missing in your school, write down some things your school can do to improve in that area.
Reference Unknown – Senge, Peter 28

29. One Common Voice – One Plan
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.
(Read Slide) 29

30. 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
Step 2 in the Gather Stage is to Collect Data
School Improvement Plan

31. One Common Voice – One Plan 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?
(Read slide) 31

32. One Common Voice – One Plan Gather: 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?
Process Data
Disciplinary Information
Policies and Procedures
School Process Rubrics
When collecting data, it is important to collect all four types of data. This data can be found in your School Data Profile. (Go through all four data points)
Achievement/
Outcome Data
Local Assessments
State Assessments
National Assessments
Demographic Data
Student Subgroups
Enrollment
Staff Attendance
Graduation/
Dropout Rates
Perception Data
Survey Data
Opinions
*The list of data examples above is not all inclusive. Your building may have other data to consider. 32

33. One Common Voice – One Plan Gather: Collect Data
Types of Data
Demographic Data: Describes our students, staff, district, and community
Achievement/Outcome Data: How our students perform academically on federal, state, and local assessments
Process Data: Disciplinary Information, Policies and Procedures, School Process Rubrics
Perception Data: Survey Data, Opinions
(Read Slide) 33

34. One Common Voice – One Plan
Demographic Examples
Enrollment
Subgroups of Students
Staff
Attendance (Student & Staff)
Mobility
Graduation & Dropout
Socio Economic Status
Education Status
The following are examples of Demographic Data. (Read slide) 34

35. One Common Voice – One Plan
Examples
Achievement/ Outcome Data
National
State
Local
Local Formative Assessments
Classroom
Assessments
Report Cards
NAEP
ACT/SAT
ITBS, CAT, MET
NWEA
MEAP
MME
MI Access
ELPA
The following are examples of Achievement Data. (Read Slide)
* Aggregate & Disaggregate
Total & By Subgroup 35

36. One Common Voice – One Plan Process Data
Examples: 
Policies and Procedures (e.g. Grading, Homework, Attendance, Discipline)
Student and Staff Expectations (e.g. Academic and Behavior)
Parent Participation (Total & Subgroups)
Parent-Teacher Conferences
PTO/PTA
Volunteers
Days of Suspension (Total, by Grade, by Subgroups)
School Process Rubrics
The following are examples of Process Data. (Read Slide) 36

37. One Common Voice – One Plan School Process Rubrics
Part of the data that will be critical to consider in your school improvement planning is the data you submit for the CNA: School Data Profile and School Process Profile).
(Read Slide) 37

38. School Process Analysis
One Common Voice – One Plan
School Process Analysis
The analysis of the school process data you complete (i.e. either the School Process Rubric (90) or School Process Rubrics (40) or ASSIST Self Assessment (ASSIST SA) or Self Assessment (SA). will help you to identify the best practice processes that you may want to consider implementing as you work to determine your school improvement action plan strategies. 
For example, if in reading, you indicated that your curriculum is only partially aligned, an action step in your plan could be the alignment of the curriculum with Grade Level Content Expectations.
(Read Slide) 38

39. One Common Voice – One Plan Perception Data
Example:
Surveys of students, staff, parents, community
A belief - stronger than an impression, but less strong than positive knowledge
Helps us understand what students, parents, staff, and others think about the learning environment (Bernhardt, 2002)
The following are examples of Perception Data. (Read slide) 39

40. One Common Voice – One Plan 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:
(follow “School Improvement” links)
Electronic tools to help collect perception data –
Zoomerang, Survey Monkey, Victoria Bernhardt materials, etc.
(Read slide) 40

41. One Common Voice – One Plan Perception and Process Data
There is a Moving Decisively Towards Data Module that is available at:
Mi Map Moving Decisively Towards Data
(See Modules 4-1 through 4-5)
(For ideas on gathering perception and process data see MI-Map Modules 4-1 through 4-5) 41

42. One Common Voice – One Plan 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?
(Read Slide)
(Use data workshop handout on the next slide) 42

43. One Common Voice – One Plan Data Worksheet Activity
Type
Data Collected
How Often
By Whom
How Data
is Used
Academic Outcome
Using this Data Worksheet , as a team, complete each column.
Demographic
Process
Perception

44. 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
The third step in the Gather Stage is to Build Your School Profile.
School Improvement Plan

45. One Common Voice – One Plan
School Data Profile
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.
(Read Slide)

46. School Process Profile
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!)
ASSIST Self Assessment
(ASSIST SA)
Self Assessment (SA)
NEW
MDE
Common Vocabulary
(Read slide for the four School Process Profile options available)
AdvancED Michigan
TAB TWELVE

47. School Data Profile and Process Profile
One Common Voice - One Plan
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
(Read slide)

48. One Common Voice – One Plan
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
(Read slide)
This information is housed within your School Data Profile. 48

49. REFLECTION Stage 1: Gather
One Common Voice - One Plan
REFLECTION Stage 1: Gather
How would I use this information to assist my school(s)?
Please take 3 minutes to reflect on how you would use this information to assist your school.