School Improvement Plan

School Improvement Plan
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Getting Ready Collect Data Build Profile I. School Data Profile III. School Process Profile Analyze Data II. School Data Analysis IV. School Process Analysis V. 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 This would be a good place to do the bucket activity and share the blue cards. Point out all of the work that needs to be done in the first two steps before the SI Plan can be developed. If you could look at your blue cards, you see that there should be a School Data Profile and its analysis, a School Process Profile and its analysis and a summary of both of those. This gives you all of the necessary data to build your school profile. School Improvement Plan

One Common Voice – One Plan
Stage One: Gather Step Three: Build Profile Stage Two: Study Step Four: Analyze Data DR Lead- They came to a half day work session at the ISD in order to build your school data profile DR and SB Share start

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? 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 The hard work of building that data profile is actually collecting all of the data that is available on your students and your system. Demographic or Contextual Data Describes our students, staff, building, and community Perception Data Opinions of staff, parents, community and students regarding our school *The list of data examples above is not all inclusive. Your building may have other data to consider. 3

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, MIAccess, 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?

SB lead This is the summary of the MDE School Process Profile. Whether a school does the 40 or the 90, it will look like this once you have finished it. The descriptions of the rubrics are in the document You will have to choose at least one challenge Key Characteristic to focus on in your school improvement plan.

V. Summary Report Goals and Measureable Objectives
A comprehensive needs assessment MI-CSI 5 Components I. Data Profile & II. Analysis III. Process Profile & IV. Analysis V. Summary Report SB Funnel represents that the profiles and analysis form the summary report. The summary report provides information about strengths/challenges which form the basis for goals. After collecting and analyzing data and processes and creating a summary analysis report, identify the greatest strengths, needs, and challenges of the district. Determine if additional information is needed. Strengths Challenges Goals and Measureable Objectives

Data Analysis Process 1. Data Profile and Process Profile
2. Observe, Discuss & Document 3. Assumptions 4. Hypothesis 5. Goal Development

TASK 1 TASK 2 DR TASK 3

School Improvement Resource Site
Resources and information can be found at: Karen

Step 2: Observations (by School Data Profile Category)
Observations are explicit in the data; observations are NOT interpretations of the data. What are your data findings? What patterns do you see? How did all students and subgroups of students perform on the state math assessments? Suggested stem: "______ (group) is performing ______________ as seen by _________ (data) in _______ (time frame)." Each observation should communicate a single idea clearly and concisely. The statements should focus only on observable facts that are contained in the data, WITHOUT interpretation or inference. The statements should use relevant data concepts, such as mean, median, mode, range, and distribution. “Everyone is entitled to their own opinion, but not their own facts.” -Daniel Patrick Moynihan Example: Our free/reduced lunch students are performing 25-30 percentage points below our non-free/reduced lunch students in MEAP Fall 2006 to Fall 2009. Record your team’s observations on the “Category Analysis Summary.”

Step 3: Assumptions (by School Data Profile Category)
Assumptions are questions about our practice that may contribute to our data patterns. How do our practice(s) contribute to this result? What about our practice(s) do we need to investigate? Suggested stem: "Are we assuming that ___________?" Example: Are we assuming that all teachers have identified and implemented specific strategies that address free/reduced lunch students’ learning needs? sb Stop here and teams have time to work on their steps 2 and 3. After lunch, they will work on the Content Area Summary. Group 2, March 9, 2010: Work Time between 9:20 and 11:30 & continued from 12:15-1:30. Include your School Process Profile rubric identifier(s) to support your assumptions. Record your team’s assumptions on the “Category Analysis Summary.”

Challenge or Target Areas
By session Challenge or Target Areas

Step 4: Common Assumptions (by Content Area) As you review the assumptions from your previous analysis, identify which assumptions apply to this content area. Assumptions are questions about our practice that may contribute to our data patterns. How do our practice(s) contribute to this result? What about our practice(s) do we need to investigate? Suggested stem: "Are we assuming that ___________?" Sb Work Time for Step 4 Example: Are we assuming that all teachers have identified and implemented specific strategies that address free/reduced lunch students’ learning needs? Record your team’s assumptions on the “Content Area Summary” forms for each content area.

Step 5: Hypotheses (by Content Area)
Hypotheses are beliefs about practice that if implemented will positively impact student achievement. What practices should we implement that will lead to increased student achievement? What classroom strategies might improve these results? What should we stop doing? What should we start doing? Suggested stem: "If we_______ then _____ will occur." Susan Group 2, March 9, 2010: Work Time from 1:40-2:40 Example: If teachers decide upon and teach specific vocabulary words at each grade level in the building each year, then all student learning will improve. (Marzano’s “Building Academic Vocabulary). Record your team’s hypotheses on the “Content Area Summary” forms for each content area.

Step 5 (continued): Target Areas
Include your School Process Profile rubric identifier(s) to support your assumptions and hypotheses in this content area. Susan Work Time

One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Getting Ready Collect Data Build Profile I. School Data Profile III. School Process Profile Analyze Data II. School Data Analysis IV. School Process Analysis V. 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 This would be a good place to do the bucket activity and share the blue cards. Point out all of the work that needs to be done in the first two steps before the SI Plan can be developed. If you could look at your blue cards, you see that there should be a School Data Profile and its analysis, a School Process Profile and its analysis and a summary of both of those. This gives you all of the necessary data to build your school profile. School Improvement Plan

By session

Measurable Objective Statement (Draft)
One Common Voice - One Plan Study: Set Goals School Improvement Template Vocabulary Goal Statement Measurable Objective Statement (Draft) Strategy Statement Action Steps During Session 3, you will go back and look at your draft Measureable Objective to see if you need to tweak or revise it based on further goal work.

One Common Voice - One Plan Stage Two Study: Step 5 Set Goals
Identify your school improvement goals. State broadly the area of focus and that all students will become successful learners. Example: All students will be proficient in reading. Schools are required to write a goal for any area for which they do not meet AYP and/or are not performing at the state average on state assessments. Maintenance goals are appropriate for areas in which the school is performing at a satisfactory level and are focused on maintaining or improving student performance in that content area. (MDE) MDE Guideline: Schools should have 3-5 goals.

Stage Two Study: Step 6 Set Measurable Objectives
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Stage Two Study: Step 6 Set Measurable Objectives Specific clearly defined beyond global statements Measurable tied to data which allows for objective evaluation Attainable able to do but still challenging Realistic tied to important outcomes Time-bound set within a specific timeframe SMART Objective

Stage Two Study: Step 6 Measurable Objectives
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Stage Two Study: Step 6 Measurable Objectives SMART Measurable Objective Example All students will increase skills in the area of numbers and operations on MEAP: The percent of non-disabled students proficient on this domain will increase from 65% ( ) to 82% on the Fall, 2011 MEAP. The percent of students with disabilities proficient will increase from 46% ( ) to 75% as measured by the Fall, 2011 MEAP. The percentage of African American students proficient will increase from 59% (2009/10) to 75% on the Fall, 2011 MEAP. Continued on next slide

Stage Two Study: Step 6 Measurable Objectives
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Stage Two Study: Step 6 Measurable Objectives SMART Measurable Objective Example All students will increase skills in the area of numbers and operations on targeted local assessments: The percentage of non-disabled non-AA students proficient on the end of unit assessments will increase from 75% to 85% The percentage of students with disabilities proficient on the end of unit assessments will increase from 37% to 70% by the end of the school year. The percentage of AA students proficient on the end of unit assessments will increase from 62% to 75% by 2010/11. *Be sure to consider all data sources as you determine your goals and your measurable objectives.

One Common Voice - One Plan Study: Set Goals School Improvement Template Vocabulary
Goal Details Measurable Objective Statement Strategy Statement Action Steps/Activity Point out that this is your work of the day – the agenda

One Common Voice - One Plan Stage Two Study: Step 5 Set Goals
Goal Structure allows for multiple objectives and strategies—and multiple activities for each strategy. Goals Management is available for both MDE schools and NCA schools in Michigan. The basic hierarchy of a goal is shown here where you’ve got the high level goal, the objective, the strategy, and the activity.

All students will be proficient in math.
Goal All students will be proficient in math. SMART Measureable Objective All students will increase skills in the area of numbers and operations on targeted local assessments: The percentage of non-disabled non-AA students proficient on the end of unit assessments will increase from 75% to 85% The percentage of students with disabilities proficient on the end of unit assessments will increase from 37% to 70% by the end of the school year. The percentage of AA students proficient on the end of unit assessments will increase from 62% to 75% by 2010/11. Research-based Strategy Teachers/staff will use manipulatives while instructing GLCEs related to numbers and operations. Activities The Administrator will purchase manipulatives aligned with concepts in numbers and operations at each grade level. The SIT will plan professional development regarding appropriate use of manipulatives. Goals and measureable objective about the students; strategy and activities about adults. This measurable objective only uses one source of data; you would want to have more than one.

Goal Details Goal (9 parts) Goal Source: Continuous Improvement
Content Area Goal Name Name of Person Responsible Student Goal Statement Gap Statement Cause for Gap Multiple Measures or Data Sources used to Identify Gap Criteria for Success and Measures for Monitoring Progress and Success of Goal Goals management is setup in a hierarchy progressing from the student goal all the way down to the activities/fiscal resources. The LEA Planning Cycle that use to reside in MEGS had the NEED as one item LEA Planning in AdvancED has broken the need statement into two parts. See (need part 1 and need part 2) 30

When you click on Goals, you will see a page like this if you have added goals. If you have not added goals, then click on Manage Goals and you will be able to add goals. Shall we have people actually log on? DRAFT 2/6 version

When you create a new Goal, you need to:
Identify the Goal Source from the drop down – Continuous Improvement, Ed Yes!, SA Identify the Content Area from the drop down Name the Goal so that you know what it is – just the name of the content is fine – for ELA name it either Reading or Writing The Student Goal Statement must be worded as: All students will be proficient in…. So you need to figure out what proficieint means in your building – let’s look at how MEAP defines proficient Who is responsible for this goal?

What Does Proficiency Look Like?
Fall Passing Cut Scores 3rd – 5th Grade Subject Correct Total Percent 3rd Reading 15 33 45% Math 45 33% Grade Subject Correct Total Percent 4th Reading 14 33 42% Math 19 53 36% Grade Subject Correct Total Percent 5th Reading 16 33 48% Math 21/22 52 40/42% Science 23 51 45%

What Does Proficiency Look Like?
Fall Passing Cut Scores 6th – 9th Grade Subject Correct Total Percent 6th Reading 16 33 48% Math 19/20 52 37/38% Social Studies 18 40 45% Grade Subject Correct Total Percent 7th Reading 18 33 55% Math 16/18 53 30/34% Grade Subject Correct Total Percent 8th Reading 16 33 48% Math 19 51 37% Science 24 57 42% Grade Subject Correct Total Percent 9th Social Studies 19 40 48%

We need to define proficiency, especially as we look across the strands.

Standardized Assessments (MAP, Explore, DIBELS, STAR, others)
What are the differences between students in a subgroup and students not in that subgroup? If you have no subgroups, what is the difference between all students and the 100% goal? Name all the sources of data that you have analyzed and in which you have found challenges: MEAP/MME Standardized Assessments (MAP, Explore, DIBELS, STAR, others) District or building common assessments. Name the % of the gap Name the subgroup Once you choose your goal, you enter your gap statement DRAFT 2/6 version

Example of a Gap Statement
Based on the 2009/10 School Data Profile, there is an achievement gap of : 27 percentage points on MEAP between African American students and other ethnicities 52 percentage points on MEAP between SWDs and non-SWDs 14 percentage points on grade level end of unit tests between African American students and other ethnicities 38 percentage points on grade level end of unit tests between SWDs and non-SWDs

Gaps in standards, domains? Challenges in the School Process Profile?
Now that we have identified the achievement gaps, what might be the contributing causes for those gaps over which we have control? Gaps in standards, domains? Challenges in the School Process Profile? Challenges identified from Perceptual data? DRAFT 2/6 version

Example of Cause for the Gap
Over all three grade levels, the targeted subgroups performed significantly lower on the Numbers and Operations strand on MEAP: African American males score approximately 6 points lower than other ethnicities and SWDs score approximately 9 points lower than non SWDs. Instructional staff has not collaboratively aligned appropriate classroom practices with the curriculum nor identified the developmentally appropriate (cultural differences, learning styles, individual learner abilities) practices for the identified subgroups.

Stage Two Study: Step 4 Analyze Data The 5 Whys Activity
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Stage Two Study: Step 4 Analyze Data The 5 Whys Activity We have not reached our goal that “all students will be proficient in math.” - Why? Students are not proficient in numbers and operations. Why? We are not teaching this strand consistently. Why? We don’t have a common understanding of the strand. Why? We have not unwrapped the GLCE’s. Why? For more information, refer to MI-MAP toolkit. When you wrote your goal you also wrote draft measureable objectives. Now we will use a process to dig more deeply to check our thinking. This process will assist in writing appropriate strategies and activities. Have participants do another “5 Whys” using their goal. All students will be proficient in (content area)…

Ideally you would have three but if you only have two, go with that.
List here the achievement data that you used to identify this student achievement gap. Ideally you would have three but if you only have two, go with that. How will you know that what you implement in your SI Plan is successful? DRAFT 2/6 version

Example of Criteria for Success
Students will make progress toward measureable objectives as measured by MEAP and end-of-unit math tests. Both the criteria as well as the data source

Goal Details Measurable Objective Statement Strategy Statement Action Steps/Activity

Numbers and Numeration
Look at the tabs at the top. Click on Objective to move to the objective. Each objective needs a name. A goal may have multiple objectives and this is a way to discriminate between them. DRAFT 2/6 version

Write a measurable objective for each content goal that states: who
will be able to achieve what by when as measured by what (2-3 measures) The examples that we used only mentioned two data sources.

Stage Two Study: Step 6 Set Measurable Objectives
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Stage Two Study: Step 6 Set Measurable Objectives Specific clearly defined beyond global statements Measurable tied to data which allows for objective evaluation Attainable able to do but still challenging Realistic tied to important outcomes Time-bound set within a specific timeframe Stop here to write goals and measureable objectives. SMART Objective

AdvancEd Login Goals Management
We want to get them to the SIP: Goals Management

One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Getting Ready Collect Data Build Profile I. School Data Profile III. School Process Profile Analyze Data II. School Data Analysis IV. School Process Analysis V. 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 School Improvement Plan

One Common Voice – One Plan Stage Two Study: Step 7 Research Best Practices
We have identified what our students know and are able to do. 2. We have identified which groups of students are not achieving and the areas of the content in which they are not achieving at desired levels. What are the research-based best practices that have been shown to improve achievement with these subgroups and/or content areas? 4. What will teachers do differently if students are not achieving at desired levels?

One Common Voice – One Plan Stage Two Study: Step 7 Research Best Practices
Buildings will need to establish procedures to identify and use the best available research-based practices and strategies to improve student learning. A school that relies on research throughout the school improvement process is better able to set measurable objectives and select strategies that will be most effective for their students. Finding the research that fits your situation can be very time consuming. If the deficiencies in student achievement are similar across the content areas (unfamiliarity with academic vocabulary, inability to show learning via paper and pencil, inability to organize learning) You may want to look for research that is congruent across your content areas. Remember, the rubrics/indicators in the School Process Profile Analysis are based on current research and should be used to guide strategy statements and activities.

Critical Questions About Research
One Common Voice – One Plan Critical Questions About Research In what context was the practice effective? (such as particular subgroups, processes, content areas) How is this context same/different from our context? How will the differences render the practice less/not effective? How would the practice need to be modified for our use? Will the modified practice still be effective? With what probability? Why do we believe this? Once you have found the research that you believe addresses your issues, these are the questions you may want to ask. (evidence-based)

Research The implementation of Thinking Maps by teachers has been shown to increase student achievement in math for different populations of students, including Students with Disabilities. Thinking Maps: The Cognitive Bridge to Literacy A Visual Language for Bridging Reading Text Structures to Writing Prompts By David Hyerle, Ed.D. and Thommasina DePinto Piercy, Ph.D SIF: Content Appropriateness I.2.A.1 Developmental Appropriateness I.2.A.2 .Once you do your research, then you are ready to create your strategy. You are not allowed to only list a web site for your citation.

Your Strategy Must Be Based on Your Research
Instructional strategies are chosen for each content area, targeting the contributing cause for the gap in student achievement After reviewing the research, a building team may find a strategy that addresses the contributing cause for the gap in ALL content areas. The same instructional strategy may then be used across all content areas.

Nonlinguistic Representations
Teachers/staff will utilize Nonlinguistic Representations to teach critical thinking skills in order to increase student capacity in writing for all students including students with disabilities. Research must be added at the tab Required Info.

The implementation of Thinking Maps by teachers has been shown to increase student achievement in math for different populations of students, including Students with Disabilities. Thinking Maps: The Cognitive Bridge to Literacy A Visual Language for Bridging Reading Text Structures to Writing Prompts By David Hyerle, Ed.D. and Thommasina DePinto Piercy, Ph.D Title I reviewers may not accept web-based research citations as appropriate research.

Determine Strategy Statements
One Common Voice – One Plan Stage Three Plan: Step 8 Develop Action Plan Strategies Determine Strategy Statements Strategy Statement (Adult Actions) Linked to the measurable objective which is linked to the student goal Uses specific, planned, research and/or evidence-based instructional practices Addresses system practices that were identified as challenges in the needs assessment/process profile Focuses on maximizing each student’s growth and individual success Done to, or with, students to develop a specific result

Criteria for Strategy Statement
One Common Voice – One Plan Stage Three Plan: Step 8 Develop Action Plan Strategies 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). Criteria for Strategy Statement Begin each statement with “Teachers/Staff will...” (and/or which specific group of teachers and staff). Use an action verb of observable behavior which must be done. Write clear, concise statements that describe what you intend to accomplish. (Be specific.) Make sure each teacher/staff strategy addresses the issue and connects back to the measurable objective. Please stress that these are about what the adults are going to do with the students to increase student achievement.

Examples of Strategy Statements
Teachers/staff will use nonlinguistic representation, specifically flow maps, to teach critical thinking skills in order to increase student capacity for retelling. Teachers/staff will implement traits of effective writing focusing on main idea and supporting details. Teachers/staff will utilize manipulatives while instructing GLCEs/HSCEs related to numbers and numeration. Teachers/staff will incorporate note-taking strategies into science and social studies instruction. Pink = Teachers/staff will Blue = Observable Action Verb Green = Intended Accomplishment 60 60

Example of a Strategy Title & Statement
Strategy Title: Non-linguistic representation Staff will implement non-linguistic representation tools to increase the critical thinking abilities in Numbers and Operations of all students including African Americans and Students With Disabilities Think of the research citation earlier. Look at the criteria and evaluate this strategy statement. Does your strategy statement include the phrase “Teachers/staff will...”? Does your strategy statement include an action verb of observable behavior? Is your strategy statement clear, concise, and describe what you intend to accomplish? Does your strategy statement connect back to your student goal? Is your strategy statement appropriate for the intended subgroup?

Challenge or Target Areas
By session Challenge or Target Areas

Select your Target Areas from the drop down menu
-The down arrow adds a highlighted Target Area -The up arrow deletes a highlighted Target Area You would highlight the rubrics or indicators that you want to include in your Action Plan, hit the down arrow and it will appear as a Selected Target Area . Always SAVE. DRAFT 2/6 version

Goal Details Measurable Objective Statement Strategy Statement Action Steps/Activity Karen starts here.

Plan: Develop Action Plan Actions Steps
One Common Voice – One Plan Plan: Develop Action Plan Actions Steps Action Steps (Adult Actions) Teams must fill in these categories from the action plan template for each activity Activity Name Activity Description Activity Type (if applicable) Planned Staff Responsible Actual Staff Responsible (part of evaluation) Planned Timeline Actual Timeline (part of evaluation) Determine Action Steps The Action Plan details the Action Steps that need to happen in order accomplish your strategy. These categories need to be completed for each activity that supports the strategy implementation.

Action Plan Activities
You will need to complete a separate activity box for all of the steps necessary to implement your selected strategy, i.e.: Professional development Collaborative meetings School Process Profile challenge* Number of times a week the strategy is used Use of instructional technology* Interventions for at-risk students (if Title I)* *Required While you can choose to have one Measurable Objective or One Strategy, you need to have multiple Activities to support your strategy. Anything that needs money to support it needs to be included in an activity. PD – is it aligned with the state standards? Technology – look under the Teaching and Learning (Delivery) and also Data and Information Management to determine if technology is used for communication, data accessibility, and integration in curriculum to support instruction.

Walk through all the pieces that need to be filled out
Walk through all the pieces that need to be filled out. Note that there is a box under “Planned Staff….” for the names of “Actual Staff” Note the Fiscal Resources. Each Activity needs to have a Fiscal Resource attached to it – even if there is no money needed. You need to choose “no funds required” from the drop down menu and choose 0. DRAFT 2/6 version

This is where you list each activity with the required components
This is where you list each activity with the required components. Note the tab for Fiscal Resources. You must complete this for each activity.

Fiscal Resources Which activities require money if they are going to be implemented: Professional development? Collaborative meeting time? Technology Resources? What is the source of this money: Title I? Title IIA? Title IID? General Fund? If no financial support is required, choose that from the drop down menu. You must indicate something even if 0.

Even if you have no fiscal resources, you still need to enter 0.

Other SI Tasks Verify Institution Information
Enter Vision, Mission and Beliefs Complete Stakeholders Page Names of Stakeholders How Stakeholders are involved in planning Decision making process How information is shared in languages stakeholders can understand Contact information for non-discrimination coordinator continued Susan starts here.

Other SI Tasks (cont.) Under CONCLUSIONS:
Provide a narrative of the professional development activities from all of the goals Provide a narrative of the integration of fiscal resources from all of the goals Provide a narrative of the integration of technology from all of the goals

All students will be proficient in math.
Goal All students will be proficient in math. SMART Measureable Objective All students will increase skills in the area of numbers and operations on targeted local assessments: The percentage of non-disabled non-AA students proficient on the end of unit assessments will increase from 75% to 85% The percentage of students with disabilities proficient on the end of unit assessments will increase from 37% to 70% by the end of the school year. The percentage of AA students proficient on the end of unit assessments will increase from 62% to 75% by 2010/11. Research-based Strategy Teachers/staff will use manipulatives while instructing GLCEs related to numbers and operations. Activities The Administrator will purchase manipulatives aligned with concepts in numbers and operations at each grade level. The SIT will plan professional development regarding appropriate use of manipulatives. Goals and measureable objective about the students; strategy and activities about adults. This measurable objective only uses one source of data; you would want to have more than one.

Let’s look at how SMART Goals might do that.
One Common Voice – One Plan Plan: Develop Action Plan For Your Consideration How will you get School Improvement to the classroom level so that all teachers are accountable for student achievement? Let’s look at how SMART Goals might do that. Stress that this is not part of the state’s school improvement process but that it was a request from several buildings to show the connection to SMART Goals.

What if your Measurable Objective in Math is Numbers and Numeration?
SMART Goals would focus every math teacher on the GLCEs in Numbers and Operations that support the Measurable Objective at his/her grade level. The template for “What is Our Area of Focus” could be used in each grade level.

S.M.A.R.T. Goal: Area of Focus Template
This is where teachers can get down to the GLCE/HSCE level – not at the Measurable Objective level

S.M.A.R.T. Goal: Area of Focus Example
Measurable Objective goes in the Goal area.

How can each teacher implement the strategies in the School Improvement Plan?
Each grade level could look at the strategy(ies) in the School Improvement Plan and figure out how that would look at their grade level. The template for “How Are We Going to Reach the Target” could be used at each grade level.

S.M.A.R.T. Goal: How Will We Get There? Template

S.M.A.R.T. Goal: How Will We Get There? Example

Stage Four: Do Step 9 - Implement the Plan
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Stage Four: Do Step 9 - Implement the Plan Just Do It! Ongoing Communication – How will you ensure that the plan is part of continuous conversation? Assignments and Accountability – How will everyone be held accountable for implementing the plan? KISD - Pull out the Action Plan – this is the document that should be referred to at staff meetings, department meetings, grade level meetings. This is the document that points out what you are supposed to be doing to increase student achievement. USE IMPLEMENTING, MONITORING, EVALUATING CHECKSHEET STARTING HERE Team Processing Conversation Have conversation about this.

Stage Four Do: Step 10 Monitor Plan Implementation
One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Stage Four Do: Step 10 Monitor Plan Implementation (Monitoring of the plan occurs concurrently with implementation of the plan.) Why monitor plan implementation? Demonstrates/documents progress Focuses attention on the plan Provides basis for making changes Identifies opportunities for improvement Gives reasons to celebrate Two Levels – monitor that the plan is actually being implemented and monitor student achievement via formative assessments. The only thing that MDE supplies for Monitoring is

One Common Voice – One Plan Steps 10 - Monitor Plan Implementation
EVALUATE THE PLAN (SUMMATIVE) 1. DID ALL STAKEHOLDERS IMPLEMENT THE PLAN WITH FIDELITY? 2. DID IT IMPACT STUDENT ACHIEVEMENT IN THE WAY WE THOUGHT IT WOULD? ARE WE GIVING THE PROCESS ENOUGH TIME? ENOUGH RESOURCES? DO WE HAVE THE RIGHT TOOLS TO MEASURE OUR MEASURABLE OBJECTIVES OR DO WE NEED OTHERS? ARE PEOPLE COMPLETING THEIR ASSIGNED TASKS? ARE WE IMPLEMENTING THE PLAN CORRECTLY AND CONSISTENTLY? ARE WE REGULARLY ANALYZING STUDENT DATA? The graphic shows that the monitoring supports the evaluation and that the evaluation is done on two levels. The questions on this slide speak specifically to on-going monitoring. MONITOR IMPLEMENTATION OF THE PLAN (FORMATIVE) HOW ARE THESE PILLARS BEING IMPLEMENTED WITH FIDELITY BY ALL STAKEHOLDERS? HOW IS STUDENT ACHIEVEMENT BEING IMPACTED?

KISD - Under Progress Update, you will be expected to update thr responsible person as well as the actual dates of activities and that’s it! To do this you have to unapprove your Goal.

Stage Four: Do How will we bring all teachers into the dialogue about the data – observations, assumptions, hypotheses - that represents their students and the school? How will we engage teachers in owning the measureable objectives? How will we support teachers in the implementation of the strategies and activities? How will we ensure that the action plan is part of continuous conversation? How will we plan to monitor student achievement on measureable objectives so we know that the strategies are being implemented by all stakeholders? How will we plan to monitor the identified activities so we know they are being implemented the way they were intended to be implemented, with fidelity? How will we hold everyone accountable for implementing the plan? KISD - Building Process Questions – allow 15 – 20 minutes GRPS – Do you want any formal plan submitted for this?

One Common Voice – One Plan Step 11 Evaluate The Plan
EVALUATE THE PLAN (SUMMATIVE) 1. DID ALL STAKEHOLDERS IMPLEMENT THE PLAN WITH FIDELITY? 2. DID THE PLAN IMPACT STUDENT ACHIEVEMENT IN THE WAY WE THOUGHT IT WOULD? DID WE GIVE THE PROCESS ENOUGH TIME? ENOUGH RESOURCES? DID WE HAVE THE RIGHT TOOLS TO MEASURE OUR MEASURABLE OBJECTIVES? DID PEOPLE COMPLETE THEIR ASSIGNED TASKS? DID WE IMPLEMENT THE PLAN CORRECTLY AND CONSISTENTLY? DID WE REGULARLY ANALYZE STUDENT DATA? KISD - The School Improvement Team’s role shifts from driving the process of implementation as described in the Action Plan to helping determine: the degree to which the school met its goal and measurable objectives the degree to which the strategies and activities made a difference in student achievement new or emerging trends in student achievement how to strengthen existing school improvement initiatives for the next cycle The questions on this slide switch to past tense and refer to evaluating the fidelity and impact of implementation. MONITOR IMPLEMENTATION OF THE PLAN (FORMATIVE) HOW ARE THESE PILLARS BEING IMPLEMENTED WITH FIDELITY BY ALL STAKEHOLDERS? HOW IS STUDENT ACHIEVEMENT BEING IMPACTED?

One Common Voice – One Plan Checking for Understanding
How do you currently evaluate your SIP’s implementation and effect on student achievement? What are your questions about evaluating the plan? KISD - Table talk with your team

And finally… The process is cyclical, and evaluation data should inform the next cycle of planning. The ultimate goal is to have improvement strategies take hold and become so internalized that they become part of the school culture. Bring the planning process full circle and ask: What do we continue to do? What do we stop doing? What do we need to “tweak”? The School Improvement Team can then: Move on to new measureable objectives when the original objectives are achieved Revise the action plan to maintain and strengthen existing measureable objectives Begin the cycle over again. KISD - Begin the cycle over again on this slide.

One Common Voice – One Plan School Improvement Planning Process
Gather Getting Ready Collect Data Build Profile Study Analyze Data Set Goals and Measurable Objectives Research Best Practice Do Implement Plan Monitor Plan Evaluate Plan Student Achievement KISD - Graphic of the cyclical process Plan Develop Action Plan

Do: Evaluate the Impact on Student Achievement
One Common Voice – One Plan Do: Evaluate the Impact on Student Achievement It is also critical that the School Improvement Team structure opportunities to celebrate success, no matter how small. Celebrating successes reinforces valued performance and reminds the school community that however challenging, school improvement results in improved academic performance. KISD

Index for Plan When you print your plan from the AdvancEd website, it will automatically generate an index for you; not every section of the plan is reflected in the index. If you are a Title I TA building, your components can be printed as a PDF, and there is an index If you are a Title I SW building, your components are incomplete, but you can print the components that are there as a PDF. KISD

Goals must be approved when completed
KISD Goals must be approved when completed

KISD There is a page that allows a Reviewer to comment on your report as option. This will most likely be someone in your Central Office who is responsible for reviewing School Improvement Plans.

There are many resources pertaining to this site under Training and Suppot

KISD So if you forget how to do something, there will be a tutorial to remind you.

Plan: Develop Action Plan
One Common Voice – One Plan Plan: Develop Action Plan Additional Required Elements of a School Improvement Plan on the AdvancEd site Title I Schools Targeted Assistance Schoolwide Link to Required Title I Elements Because Title I schools receive extra funding to support the achievement of at-risk students, they are required to submit additional documentation relative to their school improvement processes. Ideally, all of this should be visible in your SI plan, but in reality it is separate on the website.

DRAFT 2/6 version

Title I Schools Complete the Targeted Assistance components on the AdvancEd website by September 1. Can you copy and paste from your current components document? Are there things you can copy and paste from your SIP? KISD We do have a word document for you if you would want to do the work off-line and then copy and paste to the AdvancEd website. DRAFT 2/6 version

Title I Schools If your building is Schoolwide, there are issues.
The online template will not currently meet the expectations of reviewers for a desk audit.

All SW buildings already have these green checks.

As you look at the statements that show up when you click on the green checks, what is written there makes sense, but these statements will not pass muster with the federal reviewers. At this time, our recommendation is that you continue to keep this information in a document with an index that could be submitted MDE if you receive notification of a desk audit of your SW Plans. Also, copy and paste the information from your document into the proper categories on this website until we receive clarification from MDE on what they want SW schools to do this year.

Title I Rubrics for Components
Rubrics that will be used to evaluate your Targeted Assistance and Schoolwide components are put out by MDE and they are available on the Kent ISD website: and at the MDE website: You should compare your completed components to this rubric.

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