1. Facilitators of School Improvement
January 2017

2. Systemic improvement
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Deane Spencer

4. Have you ever been involved in a project that was unsuccessful?

5. SUCCESSFUL
HAVE
YOU
EVER
BEEN
INVOLVED
IN A
PROJECT
THAT WAS

6. Have you ever been involved in a project that was successful?

7. What was the difference?

8. A Bigger Picture of Systemic Improvement
Created at Mi CSI
A high quality written system, implemented well, is associated with higher student achievement.

9. School Improvement process
Program Evaluation Tool
School Data Analysis
Goals & Plans
School Improvement Plan

10. Four Types of Data
As part of the Gather stage, four kinds of data—demographic, academic, perception and process—were collected. During the Study stage, the school is asked to analyze that data through responses to a series of questions. The analysis process is intended to support deep dialogue and to draw thoughtful conclusions about the areas of need.
Although information can be gained from individual types of data, the analysis is even more powerful when multiple types of data are analyzed together, e.g., demographic data with assessment data. Analyzing multiple types of data allows you to answer specific questions and therefore is more informative in the instructional decision-making process and more likely to improve student achievement. When used together, these measures provide the information needed to improve teaching and learning!
On the next few screens, there will be examples of analysis questions for each data type, but remember that you’ll want to use multiple measures of data as well. Review the “Multiple Measures of Data” article by Victoria Bernhardt ( by going to the link on your screen for examples of questions that use multiple measures of data.
11/17/2015
Office of Education Improvement & Innovation

11. Michigan’s Continuous School Improvement Process
Stage
Processes
Products
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 Data Collected from (DSR/SSR or SA/Interim SA)
School Data Analysis
STUDY
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practices
School Process Rubrics Analysis
Goals & Plans
PLAN
Develop action plan for strategies and activities
Define methods for monitoring and evaluation
School Improvement Plan DO
Implement the Plan
Progress with Monitoring the Plan
Evaluate the Plan
Annual Education Report
Program Evaluation
In many districts the EdYes! report is completed in isolation or by a small group. To complete with fidelity it should engage the entire school community with follow up feedback processing. 11

12. Do you agree?... “If we do what we’ve done….
We will get, what we’ve gotten”
This means that THIS is a time for CHANGE!

13. urgency
Can you HEAR it? Can you FEEL it? Can you SEE it? Can you SMELL it?
1st Order Change
Change and Return
Urgency is sometimes necessary. What is your “Rally Cry”?
2nd Order Change
Forced Change
3rd Order Change
Internal Drive to Change

14. Turn and Talk to your neighbor What is URGENT in your classroom?
urgency
Can you HEAR it? Can you FEEL it? Can you SEE it? Can you SMELL it?
Turn and Talk to your neighbor
What is URGENT in your classroom?
School?
District?
Urgency is sometimes necessary. What is your “Rally Cry”?

15. EdYes! Charting the Strands
In many districts the EdYes! report is completed in isolation or by a small group. To complete with fidelity it should engage the entire school community with follow up feedback processing.
Deane Spencer

16. Comprehensive Needs Assessment Process
Handout
Comprehensive Needs Assessment Process
ASSIST
Outcome Data
Demographic Data
School System Review
Title I Diagnostic Data Collection
GATHER
Process Data
Perception Data
School Data Profile
Program Evaluation Begins *
Identify Strengths and Challenges
Conduct an Inquiry to Determine Appropriate Strategies
School System Review
Title I Diagnostic Data Analysis
STUDY
School Data Analysis - Data Planner
Research Best Practices *
PLAN
Unpack Strategies to Create an Action Plan
Goals and Plans
Action Plan
Michigan’s Comprehensive Needs Assessment (CNA) process is the first step in developing a school or district improvement plan. Improvement teams gather and study multiple sources of data and information. Through the Michigan CNA process, thoughtful conclusions are drawn about what is going well (strengths) and what needs improvement (challenges). These conclusions drive the development/refinement of goals, measurable objectives, strategies and activities.
Systematic process to acquire an accurate, thorough picture of the strengths and weaknesses of a school community, that can be used in response to the academic needs of all students for improving student achievement and meeting challenging academic standards. Process that collects and examines information about schoolwide issues and then utilizes that data to determine priority goals, develop an improvement plan, and allocate funds and resources.
This process examines building demographics, system processes and protocols of practices, instructional program, and disaggregated student academic achievement data, so that the following questions can be answered:
Who do we serve?
How do we do business?
Where are we now?
Where do we want to be?
What and where are the gaps?
What is/are the root cause(s) for the gaps?
How will we get to where we want to be?
How will we evaluate our efforts and progress?
The CNA will help a school align these system challenges with the student achievement goals the school will establish. Ensuring that your systems are aligned with the elements of effective schools, to support your instructional program goals and objectives, is the first step to establishing the continuous school improvement process.
Monitor & Evaluate Implementation (Adult Behaviors)
Monitor & Evaluate Impact (Student Growth)
Program Evaluation Tool Finalized * DO
Revisit, Review, and Revise PLAN as needed *
Revisit, Review, Revise PLAN as needed

17. Do you know me well enough to teach me?
What do you alread y know?
What data do you need to know?
What additi onal inform ation/ data do you need to know?
Where can the inform ation/ data be found?
Demographic - Contextual Data
Describes our students, staff, building, and community
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
Perception Data
Opinions of students, staff, parents and community regarding our school
Schools have a wealth of data available to them. Ideally, the data collection process is an on-going process rather than being an event. THINK: the Comprehensive Needs Assessment Process. To make that process as efficient as possible, it is important that those collecting the data are clear about their responsibilities, have clear timelines and expectations, and know how the data is to be organized.
When collecting data we need to consider where we are now as well as where we want to be. To determine what needs to be collected, schools need to think deliberately about the four questions at the top of this chart: What do you already know? What do you need to know? What additional information/
data do you need to know? Where can you find the data?
As part of the School Improvement process, schools need to collect and analyze the four types of data identified and described on the chart: demographic, achievement, process and perception data.

18. Charting the strands Our Process Today
Review the instructions as a group
Create your school chart
Complete the Activity
Debrief the Activity
Apply the Activity to our EdYes! Report
Charting the strands

19. Use a piece of chart paper to create the graph at the right
Charting the Strands
Use a piece of chart paper to create the graph at the right
Read through slides 50 through 55 BEFORE starting.

20. Charting the Strands – activity tools
Read through slides 50 through 55 BEFORE starting.
Instruction sheet
Template: SSR or Interim Self Assessment
Standard Cards: School Improvement Framework of AdvancEd Standards for Quality Schools

21. Charting the Strands Find your EdYes! cards
Green – School Improvement Framework
Orange – AdvancEd Standards for Quality Schools
Shuffle the cards and randomly select 10 cards from your deck.
Use a lens of your building work of School Improvement, Rank your 10 cards from Least Important to Most Important

22. Charting the Strands
Graph each of the Indicators on the Quadrant graph according to their Impact and Importance.
The horizontal axis is Impact.
The vertical axis is Importance.
The horizontal axis is Impact. The left most location indicates no perceived Impact on student achievement. The right end of the horizontal axis indicates maximum perceived Impact on student achievement.
The vertical axis is Importance. The bottom most location indicates least Importance to our building work of School Improvement. The top end of the vertical axis indicates maximum Importance to our building work of School Improvement.

23. Charting the Strands – examine your graph
Use the graph to begin reflection on your EdYes! template:
On your template, put a star next to all of the Standards you determined were the Most Impactful and Most Important.

24. Charting the Strands – examine your graph
Begin with your Most Impactful and Most Important:
How does your building rate?
Find the Characteristics/Response that describe your school/district.
Evidence
What evidence is listed that supports your rating?
Can you produce the evidence?
Who has the evidence?
Where can the evidence be found?
Do you have additional evidence that is not listed that satisfies the Characteristic/Response?

25. One or the Other; NOT BOTH
AdvancED - Interim Self Assessment
MDE - School System Review (SSR)
One or the Other; NOT BOTH

26. Bringing it all together
Debrief charting the standards

27. Charting the Strands Consider:
Is your evidence sufficient to support your rating?
What possible action steps can the team identify that may impact the School Improvement Planning for next year?
Wrap up the activity

28. School Improvement Framework School Systems Review (SSR) 26 Indicators

29. AdvancEd Interim Self-Assessment
The Self Assessment or Interim Self Assessment is based on the five AdvancED Standards for Quality, which serve as the foundation of the AdvancED accreditation process.
The AdvancED Self Assessment (SA) is designed to serve as a valuable tool that will assist school systems in reflecting upon their effectiveness as well as prepare them for an External Review.

30. Ed YES! Report Due Date: March 17, 2017
Process and Perception
Data
MDE Accredited
26 Quality Indicators
AdvancED Michigan
Interim Self- Assessment
Self- Assessment
When you involve your staff, you are getting at schoolwide perception data.

31. Process and Perception data

32. TEAM WORK TIME Questions and Communication always welcome!
PET – “Getting Ready Components”
Data Planner
Data Worksheet
EdYes! Report
Questions and Communication always welcome!
Deane Spencer
Dr. Jennifer Parker
@jpmoore67