Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 Core Group Training for Implementing MI-Plan. 2 Session 2 – Core Group Training Jeff Guykema Kathy Budge

Similar presentations


Presentation on theme: "1 Core Group Training for Implementing MI-Plan. 2 Session 2 – Core Group Training Jeff Guykema Kathy Budge"— Presentation transcript:

1 1 Core Group Training for Implementing MI-Plan

2 2 Session 2 – Core Group Training Jeff Guykema Kathy Budge MGT of America 711 Capitol Way S. Olympia, WA mgtamer.com Training Facilitators

3 3 Result of partnership between:  Center for Education Performance and Assessment (CEPI)  Michigan Department of Education (Office of Field Services)  Michigan North Central Association  MGT of America Acknowledgements

4 4 Training Purpose: Provide training for: 1)Facilitating technical use of the MI- PLAN web-based tool. 2)Using MI-Plan processes and techniques for developing systemic school improvement plans. 3)Creating an individual MI-PLAN framework for conducting subsequent professional development training.

5 5 What is MI-Plan? Time saving, easy to use web-based management system for creating, implementing, and monitoring school improvements plans. Creates a single planning environment that meets multiple reporting requirements.

6 6 Why Use MI-PLAN? Combines expectations of Revised School Code (Public Act 25), NCA school improvement protocols, Title 1 requirements in “No Child Left Behind”, and Education YES into a web-based planning process. Helps insure coordination of effort and resources. Automatically downloads school data (MEAP, MI-Access, Alternative LEP). Provides common planning process.

7 7 MI-Plan Benefits Creates a collaborative, continuous improvement culture to ensure that all students are achieving at high levels. Encourages innovation through research-based practices. Focuses and aligns staff development and resources. Increases public participation in planning. Provides data to support and document continuous growth.

8 8 Training Participant Assumption (Level 4 or 5) School Improvement Planning “Intelligence Quotient” Levels On a scale of 1 – 5: 1)Unsure how to spell school improvement 2)Know there are processes for school improvement. 3)Can describe various steps of school improvement. 4)Can lead school improvement. 5)Can train others in the school improvement process.

9 9 Recommended Skill Sets for MI-Plan Trainers Strong background/experience in facilitating planning processes (Possess substantial toolbox of group process/consensus building techniques.) Previous experience in facilitation and/or development of school improvement plans. Intermediate to advanced level computer skills in using MS Windows, MS Office, and web applications.

10 10 MI-Plan Michigan School Improvement Planning Process Michigan School Improvement Planning Process Step 8: Step 4: Step 6: Step 5: Step 1 Step 2: Step 3: Step 7: What are the steps in the MI-Plan Process? This is a test…This is only a test!

11 11 Achievement Demographic Perception (Aligned to Ed Yes) Contextual (Ed Yes) Goal Target Areas N N N N Student Performance Goals Strategies & Interventions Research Monitoring Evaluating A A A A Reporting Professional Development DATA Collect Analyze MI-Plan Web Tool Process Flow Goal Target Areas SCHOOL PROFILE Narratives Education YES Indicators Monitor EVALUATION Evaluate ACTION PLAN Strategies/Interventions Activities Goals

12 12 Getting Started with MI-Plan MI-Plan URL: User ID: First Initial + Last Name (i.e., jsmith) Password: “training” Communication Portal: michiganplan.com User ID: First Initial + Last Name (i.e., jsmith Password: First Name (i.e., joanne)

13 13 MI-Plan School Improvement Planning Process Guide (SIP Guide) Use in training professional development providers. Provides basic outline of the MI-Plan process. Compliments use of the MI-Plan online tool (Not a substitute). Resource for facilitating teamwork, effective use of data, and principal and teacher leadership.

14 14 MI-Plan Michigan School Improvement Planning Process Michigan School Improvement Planning Process Step 8: Evaluate Impact on Student Achievement Step 8: Evaluate Impact on Student Achievement Step 4: Set Student Performance Goals Step 4: Set Student Performance Goals Step 6: Develop Action Plan Step 6: Develop Action Plan Step 5: Research and Select Best Practices Step 5: Research and Select Best Practices Step 1: Assess readiness to benefit Step 1: Assess readiness to benefit Step 2: Collect sort and select data Step 2: Collect sort and select data Step 3: Build and Analyze School Portfolio Step 3: Build and Analyze School Portfolio Step 7: Monitor Plan Implementation Step 7: Monitor Plan Implementation An 8 Step Process

15 15 Assess readiness to benefit Assess readiness to benefit Two Minute Turn and Talk Why do we plan?

16 16 A metaphor

17 17 IN MOUNTAIN CLIMBING- The creation of a vision, the importance of a plan, the precision of technique, careful organization, thoughtful team building, painstaking route finding, professionalism, and tenacity are critical to achieving the goal. IN OUR SCHOOLS- Does the education of our children demand any less?

18 18 Assess readiness to benefit Assess readiness to benefit To be more intentional and focus on what’s important To “professionalize” the culture by learning together and deprivitizing our practice To build learning environments of inquiry, trust, and mutual respect Why do we plan?

19 19 “The most compelling factor leading to school success is functioning in a collaborative family-like atmosphere.” -Bridging the Opportunity Gap Assess readiness to benefit Assess readiness to benefit Building a Continuous Improvement Culture

20 20 Assess readiness to benefit Assess readiness to benefit The Importance of Trust 1 in 2 chances of making significant improvements in student learning Strongest Level of Trust 1 in 7 chances of making significant improvements in student learning ( Source: Bryk and Schneider) Weakest Level of Trust

21 21 Assess readiness to benefit Assess readiness to benefit Integrity Personal Regard Respect Competence Four Vital Signs of Trust

22 22 Assess readiness to benefit Assess readiness to benefit Why are some schools successful and others not when implementing the same improvement strategies? Readiness Guiding Question

23 23

24 24 Hersey, Paul and Blanchard, Kenneth, Management of Organizational Behavior, Utilizing Human Resources, Fifth Edition, Prentice Hall, Assess readiness to benefit Assess readiness to benefit School Readiness - the extent to which a school’s staff has the ability and willingness to accomplish a specific task. Two major components of readiness are ability and willingness. Assess School Readiness

25 25 Ability is the knowledge, experience, and skill that an individual or group brings to a particular task or activity. Hersey, Paul and Blanchard, Kenneth, Management of Organizational Behavior, Utilizing Human Resources, Fifth Edition, Prentice Hall, Assess readiness to benefit Assess readiness to benefit Assess School Readiness

26 26 Willingness is the extent to which an individual or group has the confidence, commitment, and motivation to accomplish a specific task. Hersey, Paul and Blanchard, Kenneth, Management of Organizational Behavior, Utilizing Human Resources, Fifth Edition, Prentice Hall, Assess readiness to benefit Assess readiness to benefit Assess School Readiness

27 27 Hersey, Paul and Blanchard, Kenneth, Management of Organizational Behavior, Utilizing Human Resources, Fifth Edition, Prentice Hall, Assess readiness to benefit Assess readiness to benefit Assess School Readiness Sometimes, people aren’t really unwilling, it’s just that they’ve never done a specific task before. They don’t have any experience with it, so they’re insecure or afraid.

28 28 Assess readiness to benefit Assess readiness to benefit Staff Focused on Action Value Data in Decisions Value Input Receptive to Change School Readiness for Planning Willing (Attitudes) Continuous Improvement Focus Strong/Visionary Leadership Team Time Resources (Human and Fiscal) District Understanding and Support Support Processes in Place Able (Skills)

29 29 Readiness Assessment Assess readiness to benefit Assess readiness to benefit Not a one-time event – assess for every step and every activity of school improvement planning Assessments are completed by the school improvement team See MI-Plan tool readiness assessments and resources under Foundation/Readiness to Benefit/ Materials

30 30 Assess readiness to benefit Assess readiness to benefit “We Make the Road by Walking” “Se Hace Camino al Ander” -Antonio Machado

31 31 Step 1: Assess Readiness to Benefit (Foundation for Planning) Step 1: Assess Readiness to Benefit (Foundation for Planning) 1.Establish a school improvement team.* 2.Assess school’s readiness to plan.* 3.Determine SIP team/steering committee level of knowledge in school improvement process and research-based practices. 4.Develop a School Introduction.* 5.Create a school improvement planning calendar * 6.Define/clarify the school’s decision making process.* 7.Verify/validate the school’s mission statement. * 8.Create a school vision statement. Essential Off-line Process Activities SIP Guide Step 1 * - Required Activities

32 32 Assess readiness to benefit Assess readiness to benefit P3T Paper, Passing, Purpose Tool (“Tool Time”) 1)Divide stakeholders into small groups-Each stakeholder get index card & has 5-10 minutes to write a vision/mission statement-no names 2) Pass papers to left-upon receiving colleague underlines the significant words or passages-passes on-continue until each statement has been reviewed by all members 3) Recorder for group writes all the underlined statements on flipchart-repeat process to form one common list of statements small groups combine thee underlined words into a vision/mission statement 4) Each group shares their statements-combine into one statement or have small group do so --all stakeholders review statement and come to agreement-Use a Consensogram to confirm agreement A word about Mission and Vision Statements…

33 33 Assess readiness to benefit Assess readiness to benefit Consenogram (Tool Time) 1)Give each person same size sticky note 2) Determine what is going to be measures (e.g. “How committed are you to…?) 3) Write numbers in increments of 10% (10%-100%) virtically on the left side of a flipchart sized paper-these percentages are used to represent what you think, feel, or where you stand 4) Each person writes a representative percentage on their sticky note and puts them in the center of table 5) Post notes on flipchart to form a frequency distribution chart-discuss results- Have you reached consensus? Note: Another quick check is “Fist to Five” What are your process for coming to consensus?

34 34 Checking for Understanding What are your questions about Laying the Foundation?

35 35 MI-Plan Michigan School Improvement Planning Process Michigan School Improvement Planning Process Step 8: Evaluate Impact on Student Achievement Step 8: Evaluate Impact on Student Achievement Step 4: Set Student Performance Goals Step 4: Set Student Performance Goals Step 6: Develop Action Plan Step 6: Develop Action Plan Step 5: Research and Select Best Practices Step 5: Research and Select Best Practices Step 1: Assess readiness to benefit Step 1: Assess readiness to benefit Step 2: Collect sort and select data Step 2: Collect sort and select data Step 3: Build and Analyze School Profile Step 3: Build and Analyze School Profile Step 7: Monitor Plan Implementation Step 7: Monitor Plan Implementation An 8 Step Process

36 36 Essential Off-line Process Activities SIPP Guide Step 2 Step 2: Collect, Sort and Select Data Step 2: Collect, Sort and Select Data 1. Schedule SIP Team Meetings.* 2. Determine readiness to benefit.* 3. Determine “What to Collect.” 4. Collect, sort, and select data from a variety of sources.* 5. Inventory programs and processes. 6. Review rational for data choices. 7. Evaluate quality/value of data.* *- Required Activities

37 37 Demographics Contex tual Perceptions Student Learning Collect, Sort and Select data Collect, Sort and Select data MI-Plan Data Domains

38 38 Collecting Data Contex t Perceptions Student Learning Demographics Free and Reduced ESL Special Populations Gender Ethnicity Mobility Dropout Rates Attendance Data Demographics Collect, Sort and Select data Collect, Sort and Select data

39 39 Collecting Data Demographics Contex t Student Learning Perceptions Parents, Student, Staff Surveys Title I Survey Climate Surveys CSR Survey Technology Survey Collect, Sort and Select data Collect, Sort and Select data

40 40 Collecting Data Demographics Perceptions Contex t Student Learning Student Learning MEAP ACT Levels Tests GPA SAT-9 Portfolios Collect, Sort and Select data Collect, Sort and Select data

41 41 Collecting Data Demographics Contex t Perceptions Student Learning Context Education YES Health Survey Safe Schools Data Discipline Data School Systems School Programs Collect, Sort and Select data Collect, Sort and Select data

42 42 School Profile

43 43 Checking for Understanding What are your questions about Collecting and Selecting Data?

44 44 MI-Plan Michigan School Improvement Planning Process Michigan School Improvement Planning Process Step 8: Evaluate Impact on Student Achievement Step 8: Evaluate Impact on Student Achievement Step 4: Set Student Performance Goals Step 4: Set Student Performance Goals Step 6: Develop Action Plan Step 6: Develop Action Plan Step 5: Research and Select Best Practices Step 5: Research and Select Best Practices Step 1: Assess readiness to benefit Step 1: Assess readiness to benefit Step 2: Collect sort and select data Step 2: Collect sort and select data Step 3: Build and Analyze School Profile Step 3: Build and Analyze School Profile Step 7: Monitor Plan Implementation Step 7: Monitor Plan Implementation An 8 Step Process

45 45 Step 3: Build and Analyze School Profile Step 3: Build and Analyze School Profile 1.Determine readiness to build and analyze the school portfolio. * (Consider conducting a “mini lesson” on writing narratives) 2.Conduct data carousel.* 3.Write non-evaluative narrative statements to describe the data.* (Achievement, demographic, perception, and contextual) 4.Prioritize “challenges.” * 5.Analyze school profile.* 6.Evaluate school profile. * - Required Activities Essential Off-line Process Activities SIP Guide Step 3

46 46 Build and Analyze School Profile Build and Analyze School Profile Data Carousel Activity (SIP Guide –Step 3. pp. 9-15) Tables with data for groups to review Each table reviews the data individually, think about strengths and challenges. Group discusses data and develops non-evaluative narrative statements. Strengths and challenges are recorded. Narrative tally sheets are collected and compiled. Synthesize and prioritize challenges.

47 47 Prioritized Challenges After Data Carousel (Example) Reading achievement16 Math achievement10 Attendance6 Student discipline4 Parent involvement2 Curriculum planning2 Conflict resolution2 Time to “do all this”2 Home-school relations2 Team functioning2 Closing minority gap 2 Prioritize Challenges: Build and Analyze School Profile Build and Analyze School Profile

48 48 Build and Analyze School Profile Build and Analyze School Profile Data Carousel Activity (with spreadsheet) Record and synthesize concerns between each “round” of data analysis into spreadsheet Read once for clarity and another time for duplication--eliminate duplication Rate and Rank concerns individually Tally group scores-use spreadsheet to rank

49 49 Narratives from Data Carousel (prior to rating and ranking) Prioritize Challenges: Build and Analyze School Profile Build and Analyze School Profile

50 50 Prioritized Challenges After Data Carousel (Example) Prioritize Challenges: Build and Analyze School Profile Build and Analyze School Profile

51 51 Quality School Profile Profile complete, well organized, and concise. Sufficient data from multiple sources been collected (students, instruction, community, former students, etc.) Data been disaggregated. Data been analyzed and implications determined. Data can be presented in graphic tables and charts. Build and Analyze School Profile Build and Analyze School Profile

52 52 Checking for Understanding What are your questions about Analyzing Data?

53 53 Steps 1-3 Objectives How did we do? We can instruct others: 1)To understand the purpose, background, and development of the MI-Plan process. 2)To understand the relationship/role of MI- Plan in fulfilling multiple planning and reporting requirements. 3)To understand the role/function of MI-Plan in a continuous school improvement process. 4)Skill in the basic use and function of Steps 1- 3 of the MI-Plan application tool.

54 54 MI-Plan Michigan School Improvement Planning Process Michigan School Improvement Planning Process Step 8: Evaluate Impact on Student Achievement Step 8: Evaluate Impact on Student Achievement Step 4: Set Student Performance Goals Step 4: Set Student Performance Goals Step 6: Develop Action Plan Step 6: Develop Action Plan Step 5: Research and Select Best Practices Step 5: Research and Select Best Practices Step 1: Assess readiness to benefit Step 1: Assess readiness to benefit Step 2: Collect sort and select data Step 2: Collect sort and select data Step 3: Build and Analyze School Profile Step 3: Build and Analyze School Profile Step 7: Monitor Plan Implementation Step 7: Monitor Plan Implementation An 8 Step Process

55 55 Step 4: Set Student Performance Goals Step 4: Set Student Performance Goals Essential Off-line Process Activities SIP Guide Step 4 1.Schedule a SIP Team to review narratives 2.Assess readiness to set and prioritize goals.* 3.Group “challenges” into emerging goal target areas (i.e., Math).* 4.Write student performance goal statements.* 5.Review goal statements goals with all staff. * - Required Activities

56 56 Step 4: Set Student Performance Goals Step 4: Set Student Performance Goals Essential Off-line Process Activities SIP Guide Step 4 (Contd.) 6.Determine the essence the goals.* 7.Align goals to the Education YES Measures of School Performance. 8.Rank quality of student performance goals.* 9.Evaluate goals in terms of school’s mission. * - Required Activities

57 57 From Challenges to Goals Set and prioritize goals Set and prioritize goals Draft goal statements around the identified challenges. Goal statements begin with a general, overarching vision of what needs to happen. Choose three to five goal statements to refine. (Reading and/or Math goals required by NCLB if school has been identified for improvement based on AYP).

58 58 Set and prioritize goals Set and prioritize goals Critical Elements of Goals Compelling evidence (Rationale/Justification from 3 sources) “Essence” of the goal – points of emphasis which determine assessments. (The “guts” of the goal) Goal statement describing what is to be developed with students.

59 59 Is it a Strategy or is it a Goal? Goals are what your “preferred future” is related to how students should perform. It’s what you want students to accomplish. Strategies/Interventions are action steps that identify what you will do to achieve the goal. Set Student Performances Goals Set Student Performances Goals

60 60 Writing a Goal Consider what students will be able to do better, differently, or more because of the goal. Consider what teachers will be able to do better, differently, or more of because of the goal. Determine how the goal will impact student learning. Decide what evidence is needed to assure the goal was reached. Set Student Performances Goals Set Student Performances Goals

61 61 Goal Examples Set Student Performances Goals Set Student Performances Goals All students will improve their reasoning skills to solve problems in all curricular areas. All students will demonstrate an improved ability to read and comprehend expository text in all curricular areas. All students will increase their scientific reasoning skills across the curriculum.

62 62 Checking for Understanding What are your questions about writing goals?

63 63 MI-Plan Michigan School Improvement Planning Process Michigan School Improvement Planning Process Step 8: Evaluate Impact on Student Achievement Step 8: Evaluate Impact on Student Achievement Step 4: Set Student Performance Goals Step 4: Set Student Performance Goals Step 6: Develop Action Plan Step 6: Develop Action Plan Step 5: Research and Select Best Practices Step 5: Research and Select Best Practices Step 1: Assess readiness to benefit Step 1: Assess readiness to benefit Step 2: Collect sort and select data Step 2: Collect sort and select data Step 3: Build and Analyze School Profile Step 3: Build and Analyze School Profile Step 7: Monitor Plan Implementation Step 7: Monitor Plan Implementation An 8 Step Process

64 64 Essential Questions to Guide Research What do our students need to know and be able to do? How will we know if our students are meeting the standards? What will we do differently if students are not meeting the standard? Research & Select Effective Practices Research & Select Effective Practices

65 65 Essential Off-line Process Activities SIP Guide Step 5 Step 5: Research and Select Effective Practices Step 5: Research and Select Effective Practices 1.Determine study approach (Options: Engage all staff or just use SIP team). 2.Determine readiness for research. * 3.Create a “plan for study” with timelines 4.“Dig Deeper” into the data to better understand the essence of the goal. 5.Become familiar with types of research? (i.e., “gold standard” – quantitative research using an experimental design) Do study teams know how to “unpack” a goal? * - Required Activities

66 66 Essential Off-line Process Activities SIP Guide Step 5 Step 5: Research and Select Effective Practices Step 5: Research and Select Effective Practices 6.Investigate and document effective strategies/interventions, best practices, and activities from multiple sources such as site visits and content area specialists. 7.Complete study team report, share and discuss findings with all stakeholders 8. Evaluate strategies/interventions.* Do study teams know how to “unpack” a goal? * - Required Activities

67 67 “Jump Starting” the research process Research & Select Effective Practices Research & Select Effective Practices The Fishbone What is preventing us from meeting our goal in… Math

68 68 A Plan for Study Research & Select Effective Practices Research & Select Effective Practices

69 69 School Level Change Types of change identified by research on the effects of the restructuring movement in schools. Specific classroom and school-wide practices: Changes in efficiency, organization, specific practices, “change without difference.” Philosophy, focus and ownership: Systemic change, fundamental ethos, philosophy, beliefs driving practice “restructuring.” Research & Select Effective Practices Research & Select Effective Practices First Order Changes Second Order Changes

70 70 First and Second Order Change Smaller classes Site-based councils Ninety-minute teaching blocks Schools within schools First Order ChangeSecond Order Change Changing relationships and teaching strategies Collaboration and ownership Extended teaching and learning opportunities New interactions and relationships Coordinated focused curriculum Teaching teams with common planning Research & Select Effective Practices Research & Select Effective Practices Research shows that first order changes are NOT necessarily predictors of student achievement.

71 71 Research Strategies/ Interventions Research & Select Effective Practices Research & Select Effective Practices Does the strategy/intervention clearly align with the essence of the goal? Is each strategy/intervention based on sound and relevant research? Is the strategy/intervention appropriate for student population? (including Title 1 students or students achieving at less than proficient) Can the strategy/intervention be implemented with available/ obtainable fiscal or human resources?

72 72 Checking for Understanding What are your questions about the research process?

73 73 MI-Plan Michigan School Improvement Planning Process Michigan School Improvement Planning Process Step 8: Evaluate Impact on Student Achievement Step 8: Evaluate Impact on Student Achievement Step 4: Set Student Performance Goals Step 4: Set Student Performance Goals Step 6: Develop Action Plan Step 6: Develop Action Plan Step 5: Research and Select Best Practices Step 5: Research and Select Best Practices Step 1: Assess readiness to benefit Step 1: Assess readiness to benefit Step 2: Collect sort and select data Step 2: Collect sort and select data Step 3: Build and Analyze School Profile Step 3: Build and Analyze School Profile Step 7: Monitor Plan Implementation Step 7: Monitor Plan Implementation An 8 Step Process

74 74 Step 6: Develop Action Plans Essential Off-line Process Activities SIP Guide Step 6 1.Develop action plan readiness.* 2.If Title 1 School, complete Title 1 Target Assistance Requirements.* 3.If School Identified for Improvement, complete NCLB AYP Two-Year Plan Requirements.* 4.Complete Michigan School Improvement Requirements descriptors.* 5.Review Action Plan examples. 6.Develop Professional Development Plan and Calendar.* 7.Complete Action Plan assessment.* * - Required Activities

75 75 The Essence of the Goal Action Plan Outline Standardized/local assessment which measure if the goal is achieved New initiatives for achieving and implementing the essence of the goal. Support data summarizing three compelling reasons for the goal Develop Action Plans Develop Action Plans

76 76 Questions to Guide Activities for Strategies/Interventions What will teachers teach? What will teachers model? What will students practice? What is expected of students? What will be done to support these efforts? What professional development is needed to implement the strategy successfully? Develop Action Plans Develop Action Plans

77 77 Checking for Understanding What are your questions about developing action plans?

78 78 MI-Plan Michigan School Improvement Planning Process Michigan School Improvement Planning Process Step 8: Evaluate Impact on Student Achievement Step 8: Evaluate Impact on Student Achievement Step 4: Set Student Performance Goals Step 4: Set Student Performance Goals Step 6: Develop Action Plan Step 6: Develop Action Plan Step 5: Research and Select Best Practices Step 5: Research and Select Best Practices Step 1: Assess readiness to benefit Step 1: Assess readiness to benefit Step 2: Collect sort and select data Step 2: Collect sort and select data Step 3: Build and Analyze School Profile Step 3: Build and Analyze School Profile Step 7: Monitor Plan Implementation Step 7: Monitor Plan Implementation An 8 Step Process

79 79 Monitor Plan Implementation Monitor Plan Implementation Monitor Plan Implementation Essential Off-line Process Activities SIP Guide Step 7 1.Determine readiness to monitor implementation of the action plan.* 2.Review and adjust plan if necessary to implement strategies/ interventions. 3.Monitor activities timelines.* 4.Survey implementation effectiveness. 5.Evaluate implementation of action plan.* * - Required Activities

80 80 Monitoring the Action Plan How will we know that strategies/interventions are being implemented by teachers? How will we know that strategies/interventions are making a difference in student achievement? Monitor Plan Implementation Monitor Plan Implementation

81 81 Monitoring Implementation Outcomes Demonstrates/documents progress. Focuses attention on the plan. Provides basis for making changes. Give reasons to celebrate! Implement and monitor plan Implement and monitor plan

82 82 Monitoring Implementation Process Use formative measures. Schedule a regular check-in time. Designate staff to monitor and cheerlead. Use forms and resources. Identify what processes are working. Identify what processes are NOT working? Monitor Plan Implementation Monitor Plan Implementation

83 83 Checking for Understanding What are your questions about developing monitoring the plan?

84 84 MI-Plan Michigan School Improvement Planning Process Michigan School Improvement Planning Process Step 8: Evaluate Impact on Student Achievement Step 8: Evaluate Impact on Student Achievement Step 4: Set Student Performance Goals Step 4: Set Student Performance Goals Step 6: Develop Action Plan Step 6: Develop Action Plan Step 5: Research and Select Best Practices Step 5: Research and Select Best Practices Step 1: Assess readiness to benefit Step 1: Assess readiness to benefit Step 2: Collect sort and select data Step 2: Collect sort and select data Step 3: Build and Analyze School Profile Step 3: Build and Analyze School Profile Step 7: Monitor Plan Implementation Step 7: Monitor Plan Implementation An 8 Step Process

85 85 Step 8: Evaluate Impact on Student Achievement Essential Off-line Process Activities SIP Guide Step 8 1.Evaluate readiness to determine impact of Plan on student achievement.* 2.Complete improvement planning process survey.* 3.Complete plan evaluation rubric.* * - Required Activities

86 86 Review action plan and determine if additional measures are needed. Process Measure progress and determine effectiveness of the implementation of the SIP. Review progress on Ed YES Indicators. Celebrate successes. Begin again! The profile is now updated. Evaluate Impact on Student Achievement Evaluate Impact on Student Achievement

87 87 Step 8: Evaluate Impact on Student Achievement Step 8: Evaluate Impact on Student Achievement Have goals been met? Celebrate success! Identify new opportunities.

88 88 Checking for Understanding What are your questions about evaluating the plan?

89 89 MI-Plan Michigan School Improvement Planning Process Michigan School Improvement Planning Process Step 8: Evaluate Impact on Student Achievement Step 8: Evaluate Impact on Student Achievement Step 4: Set Student Performance Goals Step 4: Set Student Performance Goals Step 6: Develop Action Plan Step 6: Develop Action Plan Step 5: Research and Select Best Practices Step 5: Research and Select Best Practices Step 1: Assess readiness to benefit Step 1: Assess readiness to benefit Step 2: Collect sort and select data Step 2: Collect sort and select data Step 3: Build and Analyze School Profile Step 3: Build and Analyze School Profile Step 7: Monitor Plan Implementation Step 7: Monitor Plan Implementation An 8 Step Process

90 90 Checking for Mastery We possess skill in the use of MI-Plan for: 1)Administering and facilitating site use. 2)Collecting and selecting data. 3)Analyzing data and identifying goal target areas. 4)Identifying and prioritizing school improvement goals. 5)Using research to identify and select improvement strategies and practices. 6)Developing an action plan. 7)Monitoring implementation of the plan. 8)Evaluating the impact of the plan on student achievement. 9)Creating School Improvement Reports.

91 91 However noble, sophisticated, or enlightened proposals for change and improvement might be, they come to nothing if teachers don’t adopt them in their own classrooms and if they don’t translate them into effective classroom practices. -Micheal Fullen “Working Together for Your School”


Download ppt "1 Core Group Training for Implementing MI-Plan. 2 Session 2 – Core Group Training Jeff Guykema Kathy Budge"

Similar presentations


Ads by Google