1. 1 One Common Voice – One Plan School Improvement Stage 3 Plan: Develop School Improvement Plan

2. Guided Conversations WHY: Why do we need an school improvement plan? PLAN HOW: How does the plan reflect the data and data analysis? How does the plan inform job embedded practice to support student achievement? How do we select appropriate strategies and activities to accomplish the goals? How does the plan address the student needs identified in your data? What: What supports and training are needed to fully implement the plan? What monitoring systems are/will need to be in place?

3. 3 One Common Voice – One Plan School Improvement Planning Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop School Improvement Plan Gather Getting Ready Collect School Data Build School Profile Student Achievement Study Analyze Data Set Goals and Measurable Objectives Research Best Practice

4. Plan Develop School Improvement Plan Plan Develop School Improvement Plan

5. 5 Plan: Overview and Vocabulary One Common Voice – One Plan Plan: Overview and Vocabulary Vocabulary Action Plan Goal Statement Measurable Objective Statement Strategy Statement Action Steps AdvancED

6. 6 One Common Voice – One Plan Plan: Develop School Improvement Plan Begin with the end in mind… Where are we now? Where do we want to be? How will we get there? This is your school improvement plan!!!

7. 7 One Common Voice – One Plan Closing the Gap Between Where You Are and Where You Want to Be Where Are We? Where Do We Want to Go? How Are We Going to Get There? #1 #2 #3 SIP

8. 8 When you open your SI Plan on the AdvancEd website, verify that you have been assigned the appropriate SI Plan. One Common Voice – One Plan Plan: Develop School Improvement Plan 1.SIP 2.SIP Single Building District 3.Title I Targeted Assistance 4.Title I Schoolwide 5.Single Building District - Targeted Assistance 6.Single Building District - Schoolwide

9.   Instructions   Introductionution   Instititution Information   Vision, Mission, and Beliefs   Goals   Objective   Strategy   Activity   Resources   Screen shot to come

10. 10 One Common Voice - One Plan Plan: Develop School Improvement Plan Goal Measurable Objective Statement Strategy Statement Activities

11. 11 Student Goal Statement: All students will improve their reading skills across the curriculum schoolwide. Measurable Objective Statement : All students will increase skills in the area of informational reading so that the percentage of non-disabled students proficient on the MEAP increases from 56% to 65% and the percentage of students with disabilities proficient on the MEAP increases from x% - y% by the end of the next school year (20XX-20XX). One Common Voice - One Plan Sample Goal & Objective

12. 12 Strategy Statement (Adult Actions) Linked to the measurable objective which is linked to the student goal Uses specific, planned, research-based and/or evidence-based instructional practices Addresses system practices that were identified as challenges in the needs assessment Focuses on maximizing each student’s growth and individual success Done to, or with, students to develop a specific result One Common Voice – One Plan Plan: Develop School Improvement Plan

13. 13 Having clarified/discussed gaps and challenges utilizing your data, the next step is to merge these ideas into 3-4 teacher strategy statements (which may be grade level specific). One Common Voice – One Plan Plan: Develop Action Plan Criteria for Strategy Statement 1.Begin each statement with “Teachers/Staff will...” (and/or which specific group of teachers and staff). 2.Use an action verb of observable behavior which must be done. 3.Write clear, concise statements that describe what you intend to accomplish. (Be specific.) 4.Make sure each teacher/staff strategy addresses the issue and connects back to the measurable objective. Courtesy of Jackson County ISD

14. 14 Examples of Strategy Statements Teachers/staff will use non-linguistic representation, specifically flow maps, to teach critical thinking skills in order to increase student capacity for retelling. Teachers/staff will implement a common writing rubric based on an identified research-based model (6+1 writing). Specific emphasis will be placed on main idea and details. Teachers/staff will utilize manipulatives while instructing in standards related to numbers and numeration. Teachers/staff will incorporate Marzano’s note-taking strategies into science and social studies instruction. Pink = Teachers/staff will Blue = Observable Action Verb Green = Intended Accomplishment One Common Voice – One Plan Plan: Develop School Improvement Plan

15. 15 Connecting Measurable Objective Statement and Strategy Statement One Common Voice – One Plan Connecting Measurable Objective Statement and Strategy Statement Student Goal Statement: Student Goal Statement: All students will improve their reading skills across the curriculum school-wide. Measurable Objective Statement: Measurable Objective Statement: All students will increase skills in the areas of retelling and informational reading so that the percentage of non-disabled students proficient on the MEAP increases from XX%(Fall 20XX) to YY% (Fall 20XX), and the percentage of disabled students proficient on the MEAP increases from XX% (Fall 20XX) to YY% (Fall 20XX). Strategy Statement: Strategy Statement: Teachers/staff will use specific non- linguistic representation, specifically flow maps, for sequencing to teach critical thinking skills to increase student capacity for retelling.

16. 16 One Common Voice - One Plan Develop School Improvement Plan Goal Details Measurable Objective Statement Strategy Statement Activities

17. 17 Example of Components of an Activity One Common Voice – One Plan Example of Components of an Activity  Activity: Create common lesson plans using manipulatives for math instruction  Staff responsible: All math teachers  Timeline: Fall 20XX through Spring 20XX  Human and Financial Resources needed: Time for collaboration for math teachers  Monitoring plan: Math chair/principal will check lesson plans and do walkthroughs every two weeks  Evidence of success: Use of manipulatives reflected in lesson plans and documented in walk-through observations

18. Online Components of an Activity Activity: Activity Description: Planned staff responsible for implementing activity: Actual staff responsible for implementing activity: Planned Timeline: Begin Date End Date Actual Timeline: Begin Date End Date Fiscal Resources Needed for Activity: Resource Funding Source Planned Amount: Actual Amount: 18

19. Considerations for Activities Getting Ready to Implement Implement Monitoring Fidelity of Implementation and Impact Connection to SPR 40/90, SA/Assist SA*  Professional development around strategy  Purchase materials  Planning for implementation – Identify schedule for strategy use, personnel, mechanism for monitoring, rollout, etc.  Communication – to whom? How?  Gathering achievement data  Instructional technology*  Activities to support at-risk students (For Title One students)* *Required Components  Walkthroughs  PLC/CASL meetings  Documentation of impact 19 Example:

20. Connecting to Your CNA What areas of the School Process Profile, SA or ASSIST SA that your building identified as “challenges” does your staff need ongoing, sustained, coached, professional learning opportunities in order to have the skills to positively impact student achievement? 20

21. 21 Planning for Professional Learning What professional learning activities will you need to provide to support the successful implementation of this strategy/activity and address challenge areas before implementation, during implementation and during adaptation? How will you align your professional learning model with the Michigan professional learning policies and guidelines? (To be reviewed by the State Board in Fall, 2011.) One Common Voice – One Plan Plan: Develop School Improvement Plan

22. Michigan Professional Learning Policies and Guidelines Include:  Learning Communities  Leadership  Resources  Data  Learning Designs  Implementation  Outcomes 22

23. 23 Questions to Consider: What is the readiness for implementing the strategies /activities? Do participants have the knowledge and skills to Implement the strategies/activities? Is there an opportunity to implement the strategies/activities?

24. Questions to Consider Before Proceeding What is the readiness for implementing the strategies and/or activities?  To what extent can stakeholders articulate and do they believe the research behind the decision to implement the strategy/activity?(Competency)  To what extent are stakeholders really committed to the strategy/activity (hearts as well as minds)?  To what extent are stakeholder (staff, parent, student) concerns about the strategy/activity identified and addressed?(Leadership)  To what extent are staff able to integrate this strategy/activity with other existing initiatives? (Competency) 24

25. Questions to Consider… Do participants have the knowledge and skills to Implement the strategy/activity?  To what extent do participants share a vision of how practice will change as a result of the strategy/activity?(Leadership)  To what extent do administrators demonstrate the knowledge and skills to assess the effectiveness of the strategy/activity?(Leadership)  To what extent are opportunities sufficient for staff to learn the knowledge/skills identified as essential to the strategy/activity?(Organization/Competency)  To what extent is staff able to apply the acquired knowledge and skills?(Competency) 25

26. Questions to Consider… Is there Opportunity for Implementation?  To what extent is administrative support sufficient to get the results you intend?  To what extent are the financial resources and allocated time sufficient to get the results you intend?  To what extent is staff collaborating to support the program?  To what extent are structures in place to collect and review formative implementation data? 26

27. Resources  MI Map has several modules that might prove helpful in developing appropriate activities, i.e. MI-Map Organizing Financial Resources MI-Map Learning as a Professional Community MI-Map Learning as a Professional Community MI-Map Using Technology Need to include others that relate 27

28. 28 One Common Voice – One Plan Plan: Making Connections with the Online School Improvement Template Click the icon below to get to the training and support tutorials for the Michigan School Improvement Template.

29. DRAFT 2/6 version 29

30. 30 One Common Voice – One Plan School Improvement Planning Process Study Analyze Data Set Goals and Measurable Objectives Research Best Practice

31. Guided Conversations WHY: Why do we need an school improvement plan? PLAN HOW: How does the plan reflect the data and data analysis? How does the plan inform job embedded practice to support student achievement? How do we select appropriate strategies and activities to accomplish the goals? How does the plan address the student needs identified in your data? What: What supports and training are needed to fully implement the plan? What monitoring systems are/will need to be in place?