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

2. Common Vision, Common Language Coherent Plan for Improvement
One Voice – One Plan
Common Vision, Common Language
Federal Requirements
State
Requirements
PA 25
Accreditation
Continuous
Improvement
Over the past several years the Michigan Department of Education has attempted to bring together the various federal and state requirements for school improvement into one place so schools can speak with a common vision and a common language. It is the intent of the Department that school improvement is a continuous process, not a one-time event. The School Improvement Plan is intended to be the vehicle that drives the continuous improvement process.
Conversation: What is the difference between continuous and episodic school improvement? What does the School Improvement process look like in your school/district? What would it look like if it was continuous?
Coherent Plan for Improvement

3. What is School Improvement?
School Improvement is…
A mindset
A process
A document
When people talk about school improvement, they could mean several things. First of all, school improvement is a mindset, a way of thinking. Having a school improvement mindset means that all decisions are made thinking about how the results would impact increased student achievement. Such a mindset can then lead to an overall culture of improvement.
Secondly, school improvement is not an event but a process, one that requires implementation with fidelity and consistency for the number of years that are required to realize the student achievement gains targeted in improvement plans. This process also requires regular monitoring and evaluating so implementation can be adjusted to assure fidelity.
Finally, school improvement is often thought of as the School Improvement Plan itself. The intent is that the plan be a living document that guides the teaching for learning process throughout the entire school year.
Conversation: How is school improvement defined in your school/district?

4. Michigan’s Continuous School Improvement Process
Annual Education Report
School Data Analysis
This process cycle provides the foundation to address school improvement and promote student achievement through a comprehensive and systemic approach consisting of the following main tasks (also called stages):
gather data
analyze/study data
develop an Improvement Plan
implement, monitor, and evaluate this plan
Although some parts of the process are linear, the arrows show that the process is very iterative, where you will find yourself going back and forth between tasks. You can also enter the process at multiple points. Ultimately, the goal of the entire process is high levels of achievement for all students.
The reports shown in yellow are required documentation that need to be completed by the school in the AdvancED system, except for the Annual Education Report that is completed in the MI School Data portal.
School Improvement Plan
Goals & Plans

5. 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 Rubrics (SPR 40 or SPR 90, SA/Interim SA)
School Data Analysis
(SDA)
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
The training modules are organized by stage and as we work through the various stages we will be talking about both the processes and the products associated with that stage. 5

6. Video
great_leaders_inspire_action.html
In the School Improvement Plan we are asked to identify “what” we will target for improved student achievement as well as “how” we will get to our target. However, before we identify the “what” and the “how,” it is important that we understand “why” we are doing this. We will watch about five minutes of a video clip that asks us to understand this important question: “Why?” (Show the TED Video – first 5 minutes). Following the video, have participants discuss the “why” of school improvement.

7. Gather Get Ready Collect Data Build Profile
The first stage is the Gather stage where we will focus on three components.

8. Continuous School Improvement Process
This view shows how the Gather stage fits into the rest of the Continuous School Improvement Process.

9. Guided Conversations GATHER WHY: Why do we collect data?
HOW: How does our vision guide this work?
When thinking about gathering data, these are some of the questions that should be considered.
Conversation: Have participants consider these questions and share any perspectives they already have. They will be asked to reflect on these questions once again at the end of this segment.
What: What data do we collect in order to identify student needs and inform changes in what we do?

10. Gather Vocabulary 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
These are terms we will use as we work through the Gather stage. Many of these words are defined in the School Improvement Framework glossary as well. By the end of this module you should understand how these terms fit into the School Improvement Process.

11. Gather Get Ready Collect Data Build Profile
The first component in the Gather stage is to Get Ready for collecting and analyzing the data and using it to build the School Improvement Plan.

12. Continuous School Improvement Process
Get Ready
Collect Data
Build Profile
School Data Analysis (SDA)
School Process Profile
Analyze Data
School Data Analysis
School Process Analysis
Set Goals
Set Measureable Objectives
Research Best Practice
Develop School Improvement Plan
Implement Plan
Monitor Plan
Evaluate Plan
Gather
Study
Plan Do
Comprehensive
Needs Assessment
This slide shows how Get Ready fits into the Continuous School Improvement Process.
Note: Any district/school receiving federal funding is required to conduct program evaluations. The MDE Program Evaluation Tool can be used to monitor and evaluate the plan, strategies/ initiatives or activities within the plan.
School Improvement Plan

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
Before writing the School Improvement Plan, it is important to have the right people on the team. This slide shows who should ideally comprise the team. Note the importance of parent involvement, particularly if you are a Title I school. Note also that parents, community members, and board members should not be employees of the district. While having students (particularly at the secondary level), community members, and board members is ideal, not having them at every meeting does not preclude the team from moving forward. If such persons cannot be present on an on-going basis, they can still be used in an advisory capacity.
Conversation: Why is it important to have a variety of stakeholders on the team? As you compare your team to the ideal team, where are the gaps? How might you be able to fill any gaps that exist?

14. Getting Ready for School Improvement
Do we have the ability - the knowledge, experience, and skills - to plan and implement school improvement initiatives?
Are we willing – do we have the confidence, commitment, attitude, and motivation - to plan and implement school improvement initiatives?
Before beginning the School Improvement process, it is important to answer the two questions on this slide. To help assess the ability and willingness of the school we will use the chart on the next slide. If the answer is “no” to either question, the team first needs to address the knowledge and/or cultural barriers before proceeding with the rest of the process.
Conversation: What is the difference between ability and willingness? Why are both important?

15. Get Ready for School Improvement
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.
Each participant will need a copy of this chart for this activity. (The chart can be found above, next to the slide.) Have each team member individually complete the chart. Then have team members try to reach consensus about the willingness and ability of the school as a whole. Considering the results, what actions might the school have to take to be in a good position to ensure the development and implementation of a high quality plan?

16. Vision Mission Beliefs What do we wish to become? Where are we going?
Why do we exist? How do we get to where we want to be?
Beliefs
What do we value?
Guiding the school’s work at the highest level are the vision, mission and beliefs. The School Improvement Plan must also be developed to align with these and support progress to realize the vision and achieve the mission. Let’s look at each one individually.
Vision
Note the questions addressed in the vision. Other questions might include, “What do we work for every day?” or “How will we realize our vision?” Every decision made, program implemented, policy instituted, and all goals should align with this vision.
Conversation: What might be the benefits of having a shared vision? Answers might include the following:
it motivates and energizes people1
creates a proactive orientation1
gives direction to people within the organization1
establishes specific standards of excellence1
creates a clear agenda for action1
Have participants look at their school’s vision statement. What answers does their vision statement give to the questions raised in the slide? What would it look and sound like in their school if their vision was accomplished? If their school’s vision does not answer these questions, how might they need to change the vision?
Mission
The mission is sometimes called the purpose. Note the questions addressed in the mission. Other questions might include, “What do we want to do?” or “What do we hope for?” While the vision describes where we want to go, the mission describes how we will get there. “The mission challenges members of the group to reflect on the fundamental purpose of the organization, the very reason for its existence, to ask, "Why do we exist?“1  
Conversation: Have participants look at their school’s mission statement. What answers does their mission statement give to the questions raised in the slide? What does their mission say is the purpose of their school? What would it look and sound like in their school if their mission was actually being implemented by all stakeholders? If their school’s mission does not answer the questions on the slide, how might they need to change the mission?
Beliefs
Beliefs are the assumptions we make about ourselves, others, and expectations. They are statements of what is valued and are used to guide the school’s actions.
Conversation: Have participants look at their school’s beliefs. What is valued in their school? What would it look and sound like if all stakeholders were practicing these beliefs?
A school is required to enter its vision and mission statements in its School Improvement Plan; entering belief statements is optional.
_______________
1Richard DuFour & Robert Eaker, Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement, National Education Service, Bloomington, IA, 1998.

17. The Gorilla
Story
The Gorilla Story is an optional activity. The story focuses on the impact of beliefs and how they influence a school culture. (The story needed for the activity is above, next to the slide.) Should you not wish to use the story, you can simply hide this slide.
A suggested protocol for using the story is as follows:
With an elbow partner, share the following:
3 sentences about the story
2 questions that the story raises
1 connection between the story and the School Improvement process

18. Understanding Change = = = = = = = = Trust Vision Skills Resources
Payoff
Action Plan
Shared Values/Beliefs =
Sustainable
Change
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs =
Sabotage
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs =
Confusion
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs =
Anxiety
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs =
Anger
Optional Activity
The School Improvement process is a change process. It is important to note that not all change is of the same magnitude, and some changes have greater implications than others for various stakeholders. Before implementing changes that result from the School Improvement Plan, it is important to recognize the level of change the plan calls for. Anticipating the response to the change and even writing activities into the plan to help those implementing the plan accommodate the change can go far in ensuring its success.
Change theorists have suggested that there are two levels of change: first order change and second order change. First order change is characterized by modifications of past practice within existing paradigms and implemented with existing knowledge and skills. It might also be thought of as doing work in new ways resulting from “in-the-box” thinking. Sustainable change (second order change) is characterized by a break with past practice and working outside of the existing paradigms. To implement such change requires new knowledge and skills. It might also be thought of as doing new work resulting from “out-of-the-box” thinking. An example of first order change might include moving to 90-minute teaching blocks while simply doing the same thing as a 45-minute block but for twice as long; sustainable (second order) change would be using the teaching blocks for a different kind of learning such as projects and collaborative groups.
It is important to recognize which changes are of which order. Recognizing the difference can help leaders select practices that are appropriate for the stakeholders who will be implementing them and generally results in more sustainable efforts and a positive impact on student achievement. On the other hand, a negative impact will likely result if we use first order change when second order change is needed or if we assume that both types of changes have the same impact.
Activity: Note the elements of change identified across the top of the chart. (Payoff refers to whether those implementing the change believe that the change will benefit them in some way.) Change theorists believe that if all elements are in place, second order change will result. If one of the elements is missing, other things will result.
Post the following terms someplace in the room or have participants write them on the a piece of paper: anger, anxiety, confusion, false starts, first order change, sabotage. Have them individually or in small groups predict what will happen if each of the elements is missing. E.g., in the second row, what will result if trust is absent? Once participants have completed the activity, reveal the answers. (Note: The slide is set up so that the boxes in the last column are empty until revealed one at a time with the forward key on the computer.)
Conversation: Have participants identify a past school improvement practice that might not have been successful and indicate what kind of change might have been called for and which of the elements might have been missing that may have caused the lack of success. Also talk about what kinds of activities might be written into the plan to increase chances that changes called for in a School Improvement Plan might be successful.
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs
Sporadic Change =
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs =
False Starts
Trust
Vision
Skills
Resources
Payoff
Action Plan
Shared Values/Beliefs =
First Order Change
Ambrose, 1987 “Managing Complex Change”

19. Gather Collect Data Get Ready Build Profile
The second component in the Gather stage is to Collect Data.

20. Continuous School Improvement Process
Get Ready
Collect Data
Build Profile
School Data Analysis (SDA)
School Process Profile (SPP)
Analyze Data
School Data Analysis
School Process Analysis
Set Goals
Set Measureable Objectives
Research Best Practice
Develop School Improvement Plan
Implement Plan
Monitor Plan
Evaluate Plan
Gather
Study
Plan Do
Comprehensive
Needs Assessment
This slide shows how Collect Data fits into the Continuous School Improvement Process.
School Improvement Plan

21. Demographic or Contextual Data
Collect Data
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?
Demographic or 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 staff, parents, community and students 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. 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.
The next slide gives specific examples of each type of data.

22. What types of data do you need?
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‐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?)
Using this chart as a reference, have participants talk about the following:
Of the four types of data, which do you have at your building?
How do you collect it and how often? How accessible is it to those that need to use it?
How do you use the data?
What gaps exist in the data you collect? What might you do to fill those gaps?
Optional Activity: Prior to answering the questions above, distribute the chart on the next slide and have participants complete it and use the data for the conversation.

23. Data Worksheet Activity
Data Type
Data Collected
How Often
By Whom
Location
How Data Is Used
Academic Outcome
Demographic
Process
Perception
Have participants complete this worksheet as teams. (The worksheet can be found above, next to the slide.)

24. Gather Build Profile Get Ready Collect Data
The third component in the Gather stage is Build Profile.

25. Continuous School Improvement Process
Get Ready
Collect Data
Build Profile
School Data Analysis (SDA)
School Process Profile
Analyze Data
School Data Analysis
School Process Analysis
Set Goals
Set Measureable Objectives
Research Best Practice
Develop School Improvement Plan
Implement Plan
Monitor Plan
Evaluate Plan
Gather
Study
Plan Do
Comprehensive
Needs Assessment
This slide shows how Build Profile fits into the continuous School Improvement process. With this component we are also beginning the Comprehensive Need Assessment.
School
Improvement
Plan

26. Comprehensive Needs Assessment
A Comprehensive Needs Assessment (CNA) includes three components…
School Data Profile/Analysis
School Process Profile/Analysis
Summary Report (to inform School Improvement Plan)
A Comprehensive Needs Assessment contains two components; as part of the Gather stage, you are collecting data to use for building the School Data Profile and the School Process Profile. As part of the Study stage you will analyze the data in those documents.
Summary Report is not a formal report. It is the various statements of the strengths and challenges discovered during the analysis of the data.

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)
Interim Self Assessment
(Interim SA)
Self Assessment (SA)
MDE
Michigan schools have four options for the School Process Profile. Schools that are AdvancED accredited will use the Self Assessment during their accreditation year and the Interim Self Assessment during alternate years. All other schools will complete the School Process Profile (School Process Rubrics 40 or 90) based on the School Improvement Framework.
AdvancED
Michigan

28. School Data Profile and School Process Profile
Supported by
Both the School Data Analysis and the School Process Rubrics (40 or 90)/Interim SA or SA can be accessed through the AdvancED website. Much of the data for the Data Profile can be accessed through MI School Data portal at .
As you collect your data and build your profile, you will want to organize it for analysis as part of the Study stage. You might consider the following organization structures: Types of data – Achievement/Outcome (by content area), Demographic, Perception, and Process; the year the data represents; subgroups; cohorts (if available); grade level(s).
There are a number of resources for gathering perception data:
- Victoria Bernhardt surveys
Electronic tools to help collect perception data – Zoomerang, Survey Monkey, CPS Systems, etc.

29. Continuous School Improvement Process
We have now completed the Gather stage and are ready to move to the Study stage.

30. Gather Vocabulary 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
Review each of the vocabulary terms on this page. Based on the Gather stage, how do each of these terms fit into the School Improvement process?

31. Guided Conversations GATHER WHY: Why do we collect data?
HOW: How does our vision guide this work?
Have the participants return to the reflection questions. The facilitator can structure this discussion in whatever way will allow assessment of understanding. It is the intent that, compared to the initial exposure to these questions, the responses are deeper and
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 website

33. These training materials and resources were developed by the Michigan Continuous School Improvement Team. We deeply appreciate their time and support.
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
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