1. 1 One Common Voice – One Plan Michigan Continuous School Improvement MI- CSI

2. 2 One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Implement Plan Monitor Plan Evaluate Plan Develop Action Plan Getting Ready Collect School Data Build School Profile Student Achievement Analyze Data Set Goals Set Measurable Objectives Research Best Practice

3. One Common Voice – One Plan Michigan Continuous School Improvement Steps Getting Ready Collect Data Build Profile  School Data Profile  School Process Profile Analyze Data  School Data Analysis  School Process Analysis  Summary Report Set Goals Set Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan 3

4. One Common Voice – One Plan Michigan Continuous School Improvement Steps and Tools Getting Ready Collect Data Build Profile-Analyze Data  School Data Profile/Analysis  School Process Profile/Analysis  Summary Report Set Goals Set Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan 4

5. 5 Getting Ready –Mission, Vision, Beliefs –Effective Meetings –Communications Collect Data, Build Profile, Analyze Data –School Data Profile (due Sept 1) –School Process Profile (due March 11) One Common Voice – One Plan Michigan Continuous School Improvement Current Work

6. 6 Goals, Objectives, Strategies, Action Plans –Goals Management –Action Plan Detail Implement, Monitor, Evaluate –Implementation (expectation or optional?) –Structures & Tools to Monitor –Plan to Evaluate One Common Voice – One Plan Michigan Continuous School Improvement Current Work

7. One Common Voice – One Plan Michigan Continuous School Improvement Steps and Tools Getting Ready Collect Data Build Profile-Analyze Data  School Data Profile/Analysis  School Process Profile/Analysis  Summary Report Set Goals Set Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan 7

8. 8 Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998 One Common Voice - One Plan Step 1: Getting Ready Mission, Vision, and Beliefs Mission Statement: Why do we exist? Your Mission/Purpose Statement describes your current reality. It needs to be crystal clear and only one line long. Vision Statement: What do we wish to become? Whereas mission establishes an organization's purpose, vision instills an organization with a sense of direction. It asks, “If we are true to our purpose now, what might we become at some point in the future?” Belief Statements: What do we value? Beliefs are the assumptions we make about ourselves, about others, and about how we expect things to be. Beliefs reflect how we think things really are.

9. The Science of Implementation Shared Vision and Purpose Seems simple, often overlooked ASSUMPTIONS are deadly Key Questions Are the vision and purpose co-created? Was consensus built? Is there a structured process to identify and articulate need?

10. The Science of Implementation Communication Clear, intentional communications are essential Key Questions Is the message consistent? Who conveys the message to whom? What timing and context would amplify the message?

11. Resources: Tools for School Improvement (www.michigan.gov/schoolimprovement) Developing a Shared Decision Team Holding a Shared Vision Organizing Staff Communications Running Effective D-M Meetings Van Buren Moodle Van Buren Moodle (moodle.vbisd.org) One Common Voice - One Plan Step 1: Getting Ready Vision, Communications, Effective Meetings 11

12. EDMs in an RtI Framework Continuum of Supports Benchmark Meetings Instruction: Students in Whole Class and Differentiated Instruction Data Core Program Assessments Formative assessments Screening measures Classroom Observations Progress Monitoring Meetings Instruction Students in Small Group Instruction and Supplemental Intervention Programs Data Supplemental program assessments CBM Progress monitoring probes Frequent targeted formative assessments Student Study Team Meetings Instruction Student s in 3:1 or smaller Group Instruction and Intensive Intervention Programs Data Diagnostic assessments Progress monitoring of specific skills

13. Leadership team: Meets monthly to look at all school wide academic and behavior issues- various members attend relevant PD. Team works with MEAP, DIBELS, SWIS, etc. Provides leadership for SI and for PLC/GLMs – ensuring clarity of responsibilities and accountability (monitor, feedback) MATH team: Meets as needed to review School Improvement Team: Made up of all staff or representatives of goal area teams … may rotate. Meets monthly to review progress on goal area strategies. Discusses roadblocks and need for changes to the plan. Evaluates outcomes. READING team: Meets as needed to review BEHAVIOR team: Meets as needed to review WRITING team: Is a cross-grade level team. (all staff members are on a team?) Members are responsible to take information to grade level meetings. Meets as needed to work on the goal strategies. Grade 6 team: Meets monthly to discuss curriculum, instruction, asses GRADE 7 team: Meets monthly to discuss curriculum, instruction and asses GRADE 8 team: Meets monthly (semi- monthly?) to discuss curriculum, instruction, and assessment results. Develops grade level plans for each goal area and strategy. School Team Organization

14. One Common Voice – One Plan Michigan Continuous School Improvement Steps and Tools Getting Ready Collect Data Build Profile-Analyze Data  School Data Profile/Analysis  School Process Profile/Analysis  Summary Report Set Goals Set Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan 14

15. 15 One Common Voice – One Plan Step 2: Collect Data Four Kinds of Data: Definitions 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) Demographic or Contextual Data Describes our students, staff, building, and community Process Data The policies, procedures, and systems we have in place that define how we do business Perception Data Opinions of staff, parents, community and students regarding our school Definitions

16. 16 One Common Voice – One Plan Step 2: Collect Data Four Kinds of Data: Examples 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 Local Assessments State Assessments National Assessments Demographic or Contextual Data Student Subgroups Enrollment Attendance Parent Involvement Teaching Staff Process Data Policies & Procedures School Process Rubrics (40 or 90) Or SA/SAR (NCA) Perception Data Survey Data Opinions Examples

17. One Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data School Data Profile School Context Staff Students Community Perceptions Achievement 17

18. 18 One Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data School Data Profile

19. 19 One Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data School Data Profile

20. One Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data School Process Profile 20 School Processes- How things are done (Standards and Rubrics)

21. One Common Voice – One Plan Step 4: Analyze Data Summary Analysis Strengths Weaknesses Content Goals Process Needs Priorities 21

22. One Common Voice – One Plan Michigan Continuous School Improvement Steps and Tools Getting Ready Collect Data Build Profile-Analyze Data  School Data Profile/Analysis  School Process Profile/Analysis  Summary Report Set Goals Set Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan 22

23. 23 One Common Voice - One Plan School Improvement Plan Hierarchy Goal Structure allows for multiple objectives and strategies—and multiple activities for each strategy.

24. One Common Voice – One Plan Step 5: Set Goals State Goals based on Data All students will be proficient in ________. Goal justification requires data. How far do you dig into data? –Proficiency gap with state or other comparison –Subgroup gaps –Grade level or course gaps –Strand or item gaps –Consider trends –UNTIL YOU IDENTIFY WHAT TO WORK ON

25. One Common Voice – One Plan Step 5: Set Goals Explore Gaps Gap Causes –Look for the root causes – 5 why’s –Processes (the way we do things) –Brainstorm possibilities; then collect data to verify –Look for causes where you have high levels of Control and Impact 25

26. One Common Voice – One Plan Step 6: Set Measurable Objectives Objectives “SMART” (Specific, Measureable, Attainable, Relevant, Time bound) Who will be able to do what by when as measured by what? (Increase ___ from ___ to ___ by ___.) Level of change related to level of work –Macro (Reading proficiency-curriculum, instruction) versus micro (Informational Text) –Whole School (general objective) and/or targets by grade/content (grade level objectives, course objectives), targets by subgroup (ED objectives, special education objectives)

27. Objectives- Example 1 Improve the percent of students scoring proficient on the Reading MEAP by a minimum of 10% at applicable grade levels. Is this objective SMART?

28. Objectives- Example 2 Students will increase skills in the area of informational reading: the percentage of non-disabled students proficient on the MEAP Reading Informational Text strand will increase from 56% (2009-10) to 65% and the percentage of students with disabilities proficient on this strand will increase from 35% (2009-10) to 52% by Fall 2011. Specific Measurable Attainable Time-bound Relevant

29. One Common Voice – One Plan Step 7: Research best Practices Strategies Adult actions Appropriate approach for context (Research Based) ONE thing Reflects an approach, concept, or program Represents NEW work (or is Title funded) NOT considered strategies: –Professional development is an action step –Research best practice should be done as part of planning

30. 30 One Common Voice – One Plan Step 7: Research Best Practice Strategy Statements Teachers (K-5) will implement a system of Common Formative Assessments in math. Teachers in the Social Studies Department will use a curriculum map and learning targets to guide their instruction. Teachers (all content areas) will implement Marzano’s 6-Step process for teaching academic vocabulary.

31. Strategy Example Teachers will develop grade level appropriate lists of measurement vocabulary terms. These will be made into posters for classroom use and be sent home to parents in several ways: a parent vocabulary letter, a calendar of activities incorporating measurement and monthly articles in the school newsletter.

32. Strategy Example Teachers will develop grade level appropriate lists of measurement vocabulary terms. These will be made into posters for classroom use and be sent home to parents in several ways: a parent vocabulary letter, a calendar of activities incorporating measurement and monthly articles in the school newsletter. What is the strategy? What are action steps?

33. 33 Visible Learning: John Hattie What Works Website Center on Instruction Instructional Strategies That Work Florida Center for Reading Research PLCs-National Staff Development Council Eye on Education Assessment Institute Hope Foundation One Common Voice - One Plan Step 7: Research Best Practice Resources Moodle.vbisd.org

34. 34 Is it the right thing to do? Need Fit Evidence Can we do it the right way? Resources Readiness Capacity Practice Selection

35. One Common Voice – One Plan Step 8: Develop Action Plan Action Steps Are action steps sufficiently detailed so that expectations are clear? Do action steps include (or consider): –professional development needs (initial and ongoing)? –materials purchase and/or development time? –implementation expectations? –collaboration and communication with colleagues? –accountability (individual and group)? Do action steps show sequencing? (not all steps ongoing) 35

36. 36 Activity to implement the strategy Staff responsible to implement Timeline Begin End Resources needed Amount Source One Common Voice – One Plan Step 8: Develop Action Plan Matrix –type Template

37. 37 Activity to implement the strategy Staff responsible to implement Timeline Begin End Resources needed Amount Source Monitoring Activities Evidence of Success One Common Voice – One Plan Step 9: Implement Plan in Sufficient Detail

38. One Common Voice – One Plan Michigan Continuous School Improvement Steps and Tools Getting Ready Collect Data Build Profile-Analyze Data  School Data Profile/Analysis  School Process Profile/Analysis  Summary Report Set Goals Set Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan 38

39. 39 Activity to implement the strategy Staff responsible to implement Timeline Begin End Resources needed Amount Source Monitoring Activities Evidence of Success One Common Voice – One Plan Step 9: Implement Plan in Sufficient Detail

40. One Common Voice – One Plan Step 10: Monitor Action Plan ActivityMonitoring Plan Evidence Staff will read “Boys and Girls Learn Differently” (Marzano) Grade level/Content area teachers meet 4X per year to collaboratively score student writing Teachers monitor and adjust instruction based on data; provide timely interventions. 40

41. One Common Voice – One Plan Step 10-11: Monitor and Evaluate Big Picture Monitor ongoing Is the strategy being implemented as planned? If not, why not? Is there consistent implementation? Is everyone on the same page? Do we need to make changes to the plan now? What is happening with students as a result? (Is anything expected yet? Do we have good ways to measure change?) 41

42. 42 NCLB and PA 25 Require Annual Evaluation of the following: Implementation of the Plan Impact of the Plan in terms of Student achievement results using State assessment and other data In addition, evaluative information should be used to modify the plan as needed ISD/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluation plans. One Common Voice – One Plan Steps 10-11: Monitor, Evaluate Requirements

43. One Common Voice – One Plan Step 10-11: Monitor and Evaluate Big Picture Evaluate retrospectively by and across strategies How well did we do at implementing the strategy? Any lessons? What was the impact on student learning? Do we need to make changes to the strategy for next year? (drop, modify) Did we meet our objective? What changes do we need to make to our goal for next year? 43

44. One Common Voice - One Plan Steps 10-11: Monitor and Evaluate Implementation and Impact Monitoring Evaluation 44

45. School Improvement Planning Plans are nothing; planning is everything. Dwight D. Eisenhower Without some goals and some efforts to reach them, no man can live. John Dewey The wise man bridges the gap by laying out the path by means of which he can get from where he is to where he wants to go. John Pierpont Morgan Reduce your plan to writing. The moment you complete this, you will have definitely given concrete form to the intangible desire. Napoleon Hill Leader as Lone Nut