1 Michigan School Improvement Framework. 2 In Support of the State Board of Education’s Vision Statement State Board of Education’s Vision Statement The.

1 Michigan School Improvement Framework

2 In Support of the State Board of Education’s Vision Statement State Board of Education’s Vision Statement The State Board of Education and Department of Education, with their partners, are the driving forces to create learning environments that prepare all students to be successful in the 21 st Century knowledge economy. Our challenge - to co-create systemic processes that engender and promote continuous school improvement.

3 The Challenge… Provide a comprehensive framework based on current research and best practice to serve as a road map to support continuous school improvement. Provide a comprehensive framework based on current research and best practice to serve as a road map to support continuous school improvement.

4 The Challenge… Develop a framework that is based on research yet can be individualized to support the unique needs of each school. Develop a framework that is based on research yet can be individualized to support the unique needs of each school.

5 The Challenge… Provide the educational community with a common school improvement dialogue and vocabulary. Provide the educational community with a common school improvement dialogue and vocabulary.

6 The Challenge… Serve as a conceptual foundation to guide our thinking and action regarding school improvement. Serve as a conceptual foundation to guide our thinking and action regarding school improvement.

The Challenge… Develop a set of standards through which our work is filtered and/or designed Develop a set of standards through which our work is filtered and/or designed Professional DevelopmentProfessional Development Technical Support and Program DevelopmentTechnical Support and Program Development Grant CriteriaGrant Criteria Accreditation – Performance IndicatorsAccreditation – Performance Indicators

8 Criteria for SI Framework Build on current Indicators Build on current Indicators Easy to Understand & User Friendly Easy to Understand & User Friendly Focused on Student Achievement Focused on Student Achievement Measurable and Organic Measurable and Organic Self-sufficient/Stand Alone Self-sufficient/Stand Alone

Criteria continued… Aligned - NCLB, Research, State/Federal Programs, PA 25, existing Performance Indicators Aligned - NCLB, Research, State/Federal Programs, PA 25, existing Performance Indicators Address triple purpose: Address triple purpose:  feedback and guidance,  guideposts for our work, and  internal accountability

10 Overview of Workgroup Process Convened 60 educators (July ‘04) Convened 60 educators (July ‘04) Reviewed “Kent Report” for recommendations Reviewed “Kent Report” for recommendations Reviewed current EdYES! Performance Reviewed current EdYES! PerformanceIndicators Reviewed the literature on school improvement Reviewed the literature on school improvement Cross-referenced research – search for common elements Cross-referenced research – search for common elements

11 Overview of Workgroup Process Developed a “School Improvement Framework” as a curriculum – strands, standards, benchmarks, criteria, rubrics Developed a “School Improvement Framework” as a curriculum – strands, standards, benchmarks, criteria, rubrics OSI develops framework; OEAA develops measurements OSI develops framework; OEAA develops measurements Cross reference Framework w/ Continuous Improvement Monitoring System (CIMS) Cross reference Framework w/ Continuous Improvement Monitoring System (CIMS) State Board Final Approval (Dec ’05) State Board Final Approval (Dec ’05)

12 The Framework

The SI Framework 5 Strands 12 Standards 26 Benchmarks Key Characteristics Prioritize

Strand I - TEACHING for LEARNING Strand II – LEADERSHIP Strand III - PERSONNEL & PROFESSIONAL LEARNING Strand V - DATA & INFORMATION MANAGEMENT Strand IV – SCHOOL & COMMUNITY RELATIONS The 5 Strands

Strand II - LEADERSHIP INSTRUCTIONAL LEADERSHIP OPERATIONAL RESOURCE MNGT. SHARED LEADERSHIP CURRICULUM INSTRUCTION ASSESSMENT Strand I – TEACHING for LEARNING Strand III - PERSONNEL & PROF. LEARNING PERSONNEL QUALIFICATIONS PROFESSIONAL LEARNING Strand IV - SCHOOL/ COMMUNITY RELATIONS PARENT/FAMILY INVOLVEMENT COMMUNITY INVOLVEMENT Strand V - DATA & INFORMATION MANAGEMENT DATA MANAGEMENT INFORMATION MANAGEMENT The 12 Standards

16 The Rubrics

17 The SI Framework 5 Strands 12 Standards 26 Benchmarks Key Characteristics

18 Strand I: Teaching for Learning The school holds high expectations for all students, identifies essential curricular content, makes certain it is sequenced appropriately and is taught effectively in the available instructional times. Assessments used are aligned to curricular content and are used to guide instructional decisions and monitor student learning. The school holds high expectations for all students, identifies essential curricular content, makes certain it is sequenced appropriately and is taught effectively in the available instructional times. Assessments used are aligned to curricular content and are used to guide instructional decisions and monitor student learning. Standard 1: Curriculum Schools/districts have a cohesive plan for instruction and learning that serves as the basis for teachers’ and students’ active involvement in the construction and application of knowledge. Schools/districts have a cohesive plan for instruction and learning that serves as the basis for teachers’ and students’ active involvement in the construction and application of knowledge. Benchmark B: Communicated School/district curriculum is provided to staff, students, and parents in a manner that they can understand. School/district curriculum is provided to staff, students, and parents in a manner that they can understand.

19 Rubric Intent Further defines and gives meaning to the School Improvement Framework. Further defines and gives meaning to the School Improvement Framework. Helps to visualize a “continuum of practice.” Helps to visualize a “continuum of practice.” Facilitates a conversation based upon a common language. Facilitates a conversation based upon a common language. Promotes self-assessment of current level of implementation. Promotes self-assessment of current level of implementation.

20 Rubric Intent Cont. Provides a description of the next level of success. Provides a description of the next level of success. Describes exemplary practice. Describes exemplary practice. Suggests sources of documentation to validate level of implementation. Suggests sources of documentation to validate level of implementation.

21 The SI Framework 5 Strands 12 Standards 26 Benchmarks Key Characteristics Prioritize

22 The “Shell”

23 Strand I, Standard 1, Benchmark B: Communicated

24 Characteristics/ Key Attributes Getting Started Partially Imple- mented ImplementedExemplary 3. Parents Parents have a clear understanding of the curricular expectations for their child. They have a variety of opportunities to obtain information about the goals and objectives of units of study and clarify any aspects of the curriculum they do not understand. The primary opportunity for parents to receive information about the curriculum occurs at an annual school event. Any additional opportunities to have information regarding curriculum expectations are at the initiative of the parent. The primary opportunity for parents to receive information about the curriculum occurs at an annual school event. Any additional opportunities to have information regarding curriculum expectations are at the initiative of the parent. Parents have access to general information regarding curriculum expectations including the goals and objectives of each unit of study through written materials provided. Parents have access to general information regarding curriculum expectations including the goals and objectives of each unit of study through written materials provided. School procedures encourage parents to contact their child’s teacher should questions or concerns arise regarding the curriculum. School procedures encourage parents to contact their child’s teacher should questions or concerns arise regarding the curriculum. The school communicates to all parents, detailed information about the curriculum including goals, objectives, activities and accompanying assessments of all units of study. The school communicates to all parents, detailed information about the curriculum including goals, objectives, activities and accompanying assessments of all units of study. The school schedules periodic large group (grade level, classroom or content area) sessions at which time information regarding the curriculum is presented. Follow-up is provided for any individual questions that arise. The school schedules periodic large group (grade level, classroom or content area) sessions at which time information regarding the curriculum is presented. Follow-up is provided for any individual questions that arise. Parents are provided detailed information regarding the goals and objectives, activities and assessment measures of each unit of study through a variety of sources. Parents are provided detailed information regarding the goals and objectives, activities and assessment measures of each unit of study through a variety of sources. Parents are provided face-to- face individual opportunities to understand the curriculum and to clarify any aspects they do not understand. Parents are provided face-to- face individual opportunities to understand the curriculum and to clarify any aspects they do not understand. All parent information regarding the curriculum is translated into the primary languages of the school population. All parent information regarding the curriculum is translated into the primary languages of the school population.

25 C/KA Getting Started Partially Imple- mented ImplementedExemplary 3. Parents Parents have a clear understanding of the curricular expectations for their child. They have a variety of opportunities to obtain information about the goals and objectives of units of study and clarify any aspects of the curriculum they do not understand. The primary opportunity for parents to receive information about the curriculum occurs at an annual school event. Any additional opportunities to have information regarding curriculum expectations are at the initiative of the parent. The primary opportunity for parents to receive information about the curriculum occurs at an annual school event. Any additional opportunities to have information regarding curriculum expectations are at the initiative of the parent. Parents have access to general information regarding curriculum expectations including the goals and objectives of each unit of study through written materials provided. Parents have access to general information regarding curriculum expectations including the goals and objectives of each unit of study through written materials provided. School procedures encourage parents to contact their child’s teacher should questions or concerns arise regarding the curriculum. School procedures encourage parents to contact their child’s teacher should questions or concerns arise regarding the curriculum. The school communicates to all parents, detailed information about the curriculum including goals, objectives, activities and accompanying assessments of all units of study. The school communicates to all parents, detailed information about the curriculum including goals, objectives, activities and accompanying assessments of all units of study. The school schedules periodic large group (grade level, classroom or content area) sessions at which time information regarding the curriculum is presented. Follow-up is provided for any individual questions that arise. The school schedules periodic large group (grade level, classroom or content area) sessions at which time information regarding the curriculum is presented. Follow-up is provided for any individual questions that arise. Parents are provided detailed information regarding the goals and objectives, activities and assessment measures of each unit of study through a variety of sources. Parents are provided detailed information regarding the goals and objectives, activities and assessment measures of each unit of study through a variety of sources. Parents are provided face-to- face individual opportunities to understand the curriculum and to clarify any aspects they do not understand. Parents are provided face-to- face individual opportunities to understand the curriculum and to clarify any aspects they do not understand. All parent information regarding the curriculum is translated into the primary languages of the school population. All parent information regarding the curriculum is translated into the primary languages of the school population.

26 C/KA Getting Started PartiallyImplementedImplementedExemplary 3. Parents Parents have a clear understanding of the curricular expectations for their child. They have a variety of opportunities to obtain information about the goals and objectives of units of study and clarify any aspects of the curriculum they do not understand. The primary opportunity for parents to receive information about the curriculum occurs at an annual school event. Any additional opportunities to have information regarding curriculum expectations are at the initiative of the parent. The primary opportunity for parents to receive information about the curriculum occurs at an annual school event. Any additional opportunities to have information regarding curriculum expectations are at the initiative of the parent. Parents have access to general information regarding curriculum expectations including the goals and objectives of each unit of study through written materials provided. Parents have access to general information regarding curriculum expectations including the goals and objectives of each unit of study through written materials provided. School procedures encourage parents to contact their child’s teacher should questions or concerns arise regarding the curriculum. School procedures encourage parents to contact their child’s teacher should questions or concerns arise regarding the curriculum. The school communicates to all parents, detailed information about the curriculum including goals, objectives, activities and accompanying assessments of all units of study. The school communicates to all parents, detailed information about the curriculum including goals, objectives, activities and accompanying assessments of all units of study. The school schedules periodic large group (grade level, classroom or content area) sessions at which time information regarding the curriculum is presented. Follow-up is provided for any individual questions that arise. The school schedules periodic large group (grade level, classroom or content area) sessions at which time information regarding the curriculum is presented. Follow-up is provided for any individual questions that arise. Parents are provided detailed information regarding the goals and objectives, activities and assessment measures of each unit of study through a variety of sources. Parents are provided detailed information regarding the goals and objectives, activities and assessment measures of each unit of study through a variety of sources. Parents are provided face-to- face individual opportunities to understand the curriculum and to clarify any aspects they do not understand. Parents are provided face-to- face individual opportunities to understand the curriculum and to clarify any aspects they do not understand. All parent information regarding the curriculum is translated into the primary languages of the school population. All parent information regarding the curriculum is translated into the primary languages of the school population.

29 Possible Data Sources Examples of Documentable/Observable Results Districtwide/school one-way communications Districtwide/school one-way communications Websites, curriculum calendars, newsletters and other media Websites, curriculum calendars, newsletters and other media Accommodations for non-English speakers Accommodations for non-English speakers Two-way parent communications Two-way parent communications Open House, parent activity nights and curriculum nights Open House, parent activity nights and curriculum nights Curriculum documents Curriculum documents Curriculum broken down into various formats and specificity based upon audience Curriculum broken down into various formats and specificity based upon audience Accommodations for non-English speakers Accommodations for non-English speakers School accommodations School accommodations Provision of transportation, telephone contacts, individual assigned to communicate with specific groups of parents Provision of transportation, telephone contacts, individual assigned to communicate with specific groups of parents

30 Possible Data Sources Examples of Documentable/Observable Results Districtwide/s chool one-way communicatio ns Districtwide/s chool one-way communicatio ns Websites, curriculum calendars, newsletters and other media Websites, curriculum calendars, newsletters and other media Accommodations for non-English speakers Accommodations for non-English speakers Two-way parent communicatio ns Two-way parent communicatio ns Open House, parent activity nights and curriculum nights Open House, parent activity nights and curriculum nights Curriculum documents Curriculum documents Curriculum broken down into various formats and specificity based upon audience Curriculum broken down into various formats and specificity based upon audience Accommodations for non-English speakers Accommodations for non-English speakers School accommodatio ns School accommodatio ns Provision of transportation, telephone contacts, individual assigned to communicate with specific groups of parents Provision of transportation, telephone contacts, individual assigned to communicate with specific groups of parents

31 School Improvement Cycle Plan Study Gather Data Do Student Achievement

32 Documents Available Online The School Improvement Framework, Rubrics, this PowerPoint, and other resources are available online at: The School Improvement Framework, Rubrics, this PowerPoint, and other resources are available online at:www.mi.gov/osi or at www.mi.gov/schoolimprovement www.mi.gov/schoolimprovement

33 Dr. Yvonne Caamal Canul, DirectorDr. Yvonne Caamal Canul, Director Office of School Improvement Canuly@michigan.gov Linda Forward, SupervisorLinda Forward, Supervisor Office of School Improvement ForwardL@michigan.gov Linda Kent, Project CoordinatorLinda Kent, Project Coordinator Office of School Improvement KentL2@michigan.gov Contact Information

1 Michigan School Improvement Framework. 2 In Support of the State Board of Education’s Vision Statement State Board of Education’s Vision Statement The.

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1 Michigan School Improvement Framework. 2 In Support of the State Board of Education’s Vision Statement State Board of Education’s Vision Statement The.

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