1. Overview of School Improvement Process
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps
Gather
Study
Plan Do
Getting Ready
Collect Data
Build/Analyze Profiles
School Process Profile 40 or 90
School Data Profile/Analysis
Summary Report
Set Goals
Set Measurable Objectives
Research Best Practice
Develop Action Plans
Implement Plan
Monitor Plan
Evaluate Plan
Repeat steps
Comprehensive
Needs Assessment
School Improvement Plan
9:15 - 9:45  Essential Question:  Is what we're doing working to improve teaching and learning and how do we know?  You may wish to use or expand your vision to identify what is working and reference or expand your obstacles to identify what is not working in your district.  The challenge:  For each accomplish or obstacle, HOW DO YOU KNOW?  Is it your intuition or based on one of the four types of data?  (Introduction to the four types of data and example of perception data).  SPR 90 pp 48, 49, 118, Sample Survey?  Mike is thinking about creating a couple exemplar questions.
Collect
Discuss
Report
One Common Voice - One Plan by MDE

2. 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?
Demographic or Contextual Data
Describes our students, staff, building, and community
Achievement/ Student
Outcome Data
How our students perform on local, state and federal assessments (subgroups)
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
(Read Slide)
This slide helps participants understand what four areas of concentration we are looking at when collecting data.

3. What types of data do you need?
Demographic Data
Achievement/
Outcome Data
Process Data
Perception 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?
(Read Slide)
This list has examples of the four types of data collected. 3 3

4. What type of data supports this: Demographic, Achievement, Process, and/or Perception?

5. What’s Needed Now A balanced assessment system is needed
Honoring the work in classroom assessment, aligned to the state and district assessments
Use a variety of types to assessment
Not just more assessment, but of different kinds
All assessments needs to work in the same direction
A coordinated as well as balanced system of assessment

6. What is a Balanced Assessment System?
Formative (or Classroom) Assessment
Assessments that takes place as learning is occurring in the classroom
Informed Interim Benchmark Assessment
Assessments that are periodic snapshots of student achievement at the school or district level
Summative Assessment
Assessments of student learning at the conclusion of a phase of learning
All parts work together and are equally important
Measure comparable skills in a complementary manner

7. Comprehensive Balanced Assessment System
MEAP /MME/MI-Access/End of Course
Summative – Assessment of Learning
Are students proficient?
Aligned to Content Standards
Interim/Benchmark Assessments/Unit/Chapter
Short-Cycle Informed Assessments
Did students learn the important parts of this unit?
Classroom Assessments
Formative – Assessment for Learning
Did the student learn what I just taught them?
How can I help students learn even more?

8. Keys to Quality Classroom Assessment
Accurate Assessment – “Doing It Right”
1. Clear Purpose
Why assess?
What’s the purpose?
Who will use the results?
2. Clear Targets
Assess what?
What are the learning targets?
Are they clear?
Are they good?
3. Good Design
Assess how?
What method?
Sampled how?
Avoid bias--how?
4. Sound Communication
Communicate how?
How do we manage information?
How do we report?
Effectively Used – “Using It Well”
5. Student Involvement
Students are users, too.
Students need to understand learning targets, too.
Students can participate in the assessment process, too.
Students can track progress and communicate, too.
Copyright 2007 Solution Tree 8

9. Leadership in Assessment
Local leadership assessment actions:
Balance assessments
Continue to refine standards
Assure assessment quality
Turn learners into assessors
Rely on descriptive feedback
Motivate with learner success
Assure assessment literacy through professional development
Pearson Assessment Training Institute, Copyright 2010

10. “Data is powerful IF insight from educators
transform the data through collaborative
problem solving to create an inspiring action plan
that is implemented with faith and courage.
Then ask: Is what we’re doing working to improve
teaching and learning? How do we know?” Doug Greer