1. Michigan School Improvement Conversation Starter Kit II

2. 2 Purpose of Session Develop a deeper understanding of the School Improvement Strands, Standards and Benchmarks Develop a deeper understanding of the School Improvement Strands, Standards and Benchmarks Practice dialogue using the rubricsPractice dialogue using the rubrics Imagine how the rubrics can be used to analyze your school’s practicesImagine how the rubrics can be used to analyze your school’s practices Identify evidence to support your analysis of your school’s practicesIdentify evidence to support your analysis of your school’s practices

3. 3 The Framework

4. 4 The Framework Summary The School Improvement Framework was developed to: The School Improvement Framework was developed to: Provide a comprehensive view of research-based practicesProvide a comprehensive view of research-based practices A road map to support continuous school improvementA road map to support continuous school improvement Provide a common vocabularyProvide a common vocabulary Provide a conceptual foundation to guide thinking and program developmentProvide a conceptual foundation to guide thinking and program development

5. 5 Framework Criteria Aligned with current research, NCLB, NCA, State and Federal Programs, PA25 and the existing Performance Indicators Address a triple purpose Provide feedback and guidance Serve as a guidepost for our work Provide internal accountability checkpoints

6. 6 Framework Criteria, Cont. … Easy to Understand & User Friendly Easy to Understand & User Friendly Focused on Student Achievement Focused on Student Achievement Measurable Measurable Self-sufficient/Stand Alone Self-sufficient/Stand Alone

7. 7 SI Framework Structure Strand – General Area of Focus Standard - Category of Influence within the Strand Benchmark - Specific Area of Performance within a Standard Key Characteristics – Examples of the Benchmark statements Evidence - Hard and/or soft data that provides evidence of Benchmark performance.

8. 8 The SI Framework 5 Strands 12 Standards 26 Benchmarks Key Characteristics Prioritize

9. 9 Michigan School Improvement Framework Michigan School Improvement Framework Strand IStrand IIStrand IIIStrand IVStrand V Teaching for Learning Leadership Personnel & Professional Learning School and Community Relations Data and Information Management Standards (12) and Benchmarks (26) 1. Curriculum Aligned, Reviewed & Monitored Communicated 2. Instruction Planning Delivery 3. Assessment Aligned to Curriculum and Instruction Data Reporting and Use 1. Instructional Leadership Educational Program Instructional Support 2.Shared Leadership School Culture and Climate Continuous Improvement 3.Operational Resource Management Resource Allocation Operational management 1.Personnel Qualifications Requirements Skills, Knowledge, Dispositions 2.Professional Learning Collaboration Content & Pedagogy Alignment 1.Parent/Family Involvement Communication Engagement 2.Community Involvement Communication Engagement 1.Data Management Data Generation, Identification & Collection Data Accessibility Data Support 2.Information Management Analysis & Interpretation Applications

10. 10 Taking a Look at the Rubrics

11. 11 Focus of the Rubrics 5 Strands 12 Standards 26 Benchmarks Key Characteristics

12. 12 Purpose of the SI Rubrics Further defines and gives meaning to the School Improvement Framework Further defines and gives meaning to the School Improvement Framework Helps to visualize a “scope of practice” Helps to visualize a “scope of practice” Facilitates a conversation based upon a common language Facilitates a conversation based upon a common language Promotes self-assessment of current level of implementation Promotes self-assessment of current level of implementation

13. 13 Purpose of the SI Rubrics, Cont. Provides a description of a continuum of implementation Provides a description of a continuum of implementation Describes exemplary practice Describes exemplary practice Suggests sources of documentation to validate level of implementation Suggests sources of documentation to validate level of implementation Use as a tool to help focus on school improvement and student achievement Use as a tool to help focus on school improvement and student achievement

14. 14 Review of Rubric Strand 1 – Teaching for Learning Strand 1 – Teaching for Learning Standard 2 – Instruction Standard 2 – Instruction Benchmark A – Planning Benchmark A – Planning Key Characteristic – A2 Developmental Appropriateness Key Characteristic – A2 Developmental Appropriateness

15. 15

16. 16 Framework in Action: Reflection and Dialogue

17. 17 Conversation Question small group How might your school respond to each of these key characteristics? How might your school respond to each of these key characteristics?

18. 18 Key Characteristics (small group) Strand I, Standard 2, Benchmark A – Planning (page 4 of the School Improvement Framework)  Content Appropriateness – Groups 1 & 2 How are classroom lessons aligned to the school’s/district’s written curriculum?How are classroom lessons aligned to the school’s/district’s written curriculum? How are the planned instructional processes and practices appropriate for the content?How are the planned instructional processes and practices appropriate for the content?  Reflection and Refinement – Group 3 How are planned instructional processes reviewed and refined to meet the needs of all students?How are planned instructional processes reviewed and refined to meet the needs of all students?

19. 19 Rubrics in Action: Reflection and Dialogue

20. 20 The Rubrics (small group)  Look at how the Rubrics describe these key characteristics: Content Appropriateness (pg.9) Content Appropriateness (pg.9) Reflection & Refinement (pg.11) Reflection & Refinement (pg.11)

21. 21 Conversation Question small group How did your group’s initial response to each of these key characteristics compare to the description in the rubrics? How did your group’s initial response to each of these key characteristics compare to the description in the rubrics?

22. 22 Group Dialogue (large group) Focus Questions: What’s consistent with your current practice? What’s consistent with your current practice? What concerns did you identify? What concerns did you identify? In what ways are the data sources and examples helpful. What else could be added? In what ways are the data sources and examples helpful. What else could be added? How would you use this exercise with your school staff? How would you use this exercise with your school staff? What insight have you gathered from this dialogue that you would share with your colleagues ? What insight have you gathered from this dialogue that you would share with your colleagues ?

23. 23 Purpose Revisited Address a triple purpose Provide feedback and guidance Serve as a guidepost for our work Provide internal accountability checkpoints

24. 24 Suggested Next Steps Look at other Benchmarks and engage in comprehensive reflection and dialogue Look at other Benchmarks and engage in comprehensive reflection and dialogue Discuss possible focus areas Discuss possible focus areas Identify potential strategies for improving focus areas Identify potential strategies for improving focus areas

25. 25 Resources Resources available to support your work with the School Improvement Framework and the Rubrics can be obtained at the following web site: Resources available to support your work with the School Improvement Framework and the Rubrics can be obtained at the following web site: www.mi.gov/schoolimprovement