Michigan Department of Education Office of Education Improvement and Innovation One Voice – One Plan Michigan Continuous School Improvement (MI-CSI)

2 Federal Requirements State Requirements PA 25 Accreditation Continuous Improvement Coherent Plan for Improvement One Voice – One Plan Common Vision, Common Language

3 What is School Improvement? School Improvement is… A mindset A process A document

4 Michigan’s Continuous School Improvement Process

5 5 Michigan’s Continuous School Improvement Process StageProcessesProducts GATHER Assemble school improvement team Establish a collaborative vision Design a planning process Collect school data Engage stakeholders in an internal review Build school profile School Process Profile (SPR 40 or SPR 90, SA/Interim SA) School Data Analysis (SDA) STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practices School Data Analysis School Process Rubrics Analysis Goals & Plans PLAN Develop action plan for strategies and activities Define methods for monitoring and evaluation Goals & Plans School Improvement Plan DO Implement the Plan Progress with Monitoring the Plan Evaluate the Plan Annual Education Report

6 Video great_leaders_inspire_action.html

7 Gather Get Ready Collect Data Build Profile Gather Get Ready Collect Data Build Profile

8 Continuous School Improvement Process

9 WHY: Why do we collect data? GATHER HOW: How does our vision guide this work? What: What data do we collect in order to identify student needs and inform changes in what we do? Guided Conversations

10 Comprehensive Needs Assessment (CNA) School Data Analysis (SDA) School Process Profile School Process Rubrics 40 and 90 (SPR 40/90) Interim Self Assessment (Interim SA) Self Assessment (SA) Annual Education Report (AER) Purpose Mission Vision Belief Statements First and Second Order Change AdvancED Website Michigan School Data

11 Gather Get Ready Collect Data Build Profile Gather Get Ready Collect Data Build Profile

12 Continuous School Improvement Process Comprehensive Needs Assessment School Improvement Plan Gather Study Plan Do

13 The School Improvement Team (SIT) includes: REQUIRED TEAM MEMBERS – Administrators – Teachers – Other School Employees – Students, when appropriate – Parents of Title I Students – Parent (not an employee) – Community Members – Board Members SIT Membership

14 Do we have the ability - the knowledge, experience, and skills - to plan and implement school improvement initiatives? Getting Ready for School Improvement Are we willing – do we have the confidence, commitment, attitude, and motivation - to plan and implement school improvement initiatives?

15 Description Yes/ Willing Yes/ Able No/ Willing No/ Able 1.School Improvement Team (SIT) members and staff understand that the continuous school improvement process is a process, not an event, and that the first “round” will take a number of months to complete. 2.SIT members know and understand the various requirements for school improvement (PA 25 and Title I), as well as the timeline for completion of each of these requirements. 3.Staff members have an understanding of the common vocabulary. 4.SIT members and staff develop a Mission, Vision and Belief Statements that focus on actions that will improve student achievement. 5.SIT members are able to locate resources that provide support for the School Improvement process. 6.There is a process in place that ensures alignment between the school plan and the district plan, i.e. the district plan is informed by the building plan. 7.SIT members and staff follow a team protocol that values individual input into decision making. 8.Staff members are able to use multiple types and sources of data for decision making. 9.Staff members are receptive to the idea that change may be necessary. Get Ready for School Improvement

16 Vision What do we wish to become? Where are we going? Mission Why do we exist? How do we get to where we want to be? Beliefs What do we value?

17 The Gorilla Story Story

18 TrustVisionSkillsResources Action Plan Payoff Shared Values/Beliefs Sustainable Change Sabotage Confusion Anxiety Anger Sporadic Change False Starts First Order Change Trust VisionSkillsResources Action Plan Payoff Shared Values/Beliefs Trust Visio n SkillsResources Action Plan Payoff Shared Values/Beliefs TrustVision Skills Resources Action Plan Payoff Shared Values/Beliefs = TrustVisionSkills Resources Action Plan Payoff Shared Values/Beliefs TrustVisionSkillsResources Action Plan Payoff Shared Values/Beliefs TrustVisionSkillsResources Action Plan Payoff Shared Values/Beliefs Trust VisionSkillsResources Action Plan Payoff Shared Values/Beliefs = = = = = = = Ambrose, 1987 “Managing Complex Change” Understanding Change

19 Gather Get Ready Collect Data Build Profile Gather Get Ready Collect Data Build Profile

20 Continuous School Improvement Process Comprehensive Needs Assessment School Improvement Plan Gather Study Plan Do

21 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 Collect Data

22 What types of data do you need? Demographic DataAchievement/ Outcome Data Process DataPerception 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 ‐ drug violations Extracurricular participation Physical, mental, social and health Local assessments: District Common Assessments, Classroom Assessments, Report Cards State assessments: MME, ACT, MEAP, MI- Access, 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 Rubrics (SPR 40 or SPR 90) or Interim SA/SA (NCA) Event occurred: Who, what, when, where, why, how What you did for whom: E.g. All 8th graders received violence prevention Survey data (student, parent, staff, community) Opinions (Clarify what others think. People act based on what they believe. How do they see you/us?)

23 Data Type Data Collected How Often By WhomLocation How Data Is Used Academic Outcome Demographic Process Perception Data Worksheet Activity

24 Gather Get Ready Collect Data Build Profile Gather Get Ready Collect Data Build Profile

25 Continuous School Improvement Process Comprehensive Needs Assessment School Improvement Plan Gather Study Plan Do

26 Comprehensive Needs Assessment A Comprehensive Needs Assessment (CNA) includes three components… 1.School Data Profile/Analysis 2.School Process Profile/Analysis 3.Summary Report (to inform School Improvement Plan)

27 School Process Profile In Michigan, all schools must complete one of these four School Process Profile options: School Process Rubrics (SPR 40) or School Process Rubrics (SPR 90) or Interim Self Assessment (Interim SA) or Self Assessment (SA) MDE AdvancED Michigan

28 Supported by School Data Profile and School Process Profile

29 Continuous School Improvement Process

30 Comprehensive Needs Assessment (CNA) School Data Analysis (SDA) School Process Profile School Process Rubrics 40 and 90 (SPR 40/90) Interim Self Assessment (Interim SA) Self Assessment (SA) Annual Education Report (AER) Purpose Mission Vision Belief Statements First and Second Order Change AdvancED Website Michigan School Data

31 Guided Conversations WHY: Why do we collect data? GATHER HOW: How does our vision guide this work? What: What data do we collect in order to identify student needs and inform changes in what we do?

32 Questions/Comments? Please contact:  Renie Araoz  Diane Fleming  Diane Joslin-Gould Or visit the MDE - School Improvement websiteMDE - School Improvement

33 Renie Araoz – MDE/AdvancED Michigan Deb Asano - Marquette-Alger RESA Lisa Bannon - Wexford-Missaukee ISD Ben Boerkoel - Kent ISD Elizabeth Brophy - Calhoun ISD Deb Dunbar - Bay-Arenac ISD Scott Felkey - Oakland Schools Diane Fleming - MDE Linda Forward - MDE Lisa Guzzardo Asaro - Macomb ISD These training materials and resources were developed by the Michigan Continuous School Improvement Team. We deeply appreciate their time and support. Carrie Haubenstricker - Tuscola ISD Fiona Hinds - AdvancED Michigan Diane Joslin-Gould - MDE Scott Koziol - Michigan Center Public Schools Kathleen Miller - Shiawassee RESD Carolyn Rakotz - Wayne RESA Dodie Raycraft - St Joseph County ISD Karen Ruple – MDE Jennifer Sell-Sabsook - Charlevoix-Emmet ISD Kathy Sergeant - AdvancED Michigan