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

2. 2 To what extent does this represent your experience with School Improvement?

3. 3 DO Implement Plan Monitor Plan Evaluate Plan

4. 4 Guided Conversations WHY:Why is it important to strategically implement, monitor, and evaluate the School Improvement Plan? HOW: How will we communicate the plan to all stakeholders so that they clearly understand and own their roles in implementation? How do we build ownership of the strategy and the plan? How will we ensure implementation with fidelity? How is the implementation of your plan monitored and evaluated? How is the impact of your plan monitored and evaluated? WHAT:What will your school look like when this plan is implemented with fidelity? What is the expected impact on student achievement? DO

5. 5 Do Vocabulary Implementation Monitor Evaluation Fidelity Impact

6. 6 Continuous School Improvement Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop School Improvement Plan Gather Get Ready Collect School Data Build School Profile Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

7. 7 Do: Plan Requirements ESEA and PA 25 require annual evaluation of the following: Implementation of the plan Student achievement results by subgroup using data from state assessments and other indicators Modifications to plan as needed ISDs/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluations.

8. 8 Where are we now? Where do we want to go and how are we going to get there? Comprehensive Needs Assessment School Improvement Plan Annual Education Report leads to MAKING CONNECTIONS - THE BIG PICTURE How did we do? leads to

9. 9 Plan Develop School Improvement Plan DO Implement Plan Monitor Plan Evaluate Plan

10. 10 Reflection What have you done to implement your building/district plans?

11. 11 Leadership Competency Organization Components of Effective Implementation Vision Mission Beliefs Student Achievement

12. 12 DEVELOP ACTION PLAN - to be done prior to implementation Question 1: How will we ensure readiness for implementing the strategy/program/initiative? Question 2: How will we ensure that staff and administrators have the knowledge and skills to implement the strategy/program/initiative? Question 3: How will we ensure that there is opportunity for implementation with fidelity of the strategy/program/initiative? Question 4: How will we ensure that the strategy/program/initiative will be implemented as intended? Question 5: How will we ensure a positive impact on student achievement? Do Plan Gather Student Achievement Study

13. 13 Questions to Reconsider Prior to Implementation How will we ensure readiness for implementing the strategy?  What evidence will we have that stakeholders (staff, parent, student) understand the need and can articulate the research behind the decision to implement the strategy? (Competency) KC I.2.B.2  What evidence will we have that stakeholders have a shared vision and purpose and are strongly committed to it? (Competency) KC I.2.B.2  What evidence will we have that stakeholder concerns about the strategy have been identified and addressed? (Leadership) KC I.1.B.3, KC IV.1.B.3  What evidence will we have that staff and administrators are able to integrate this strategy with other existing initiatives? (Competency)

14. 14 Questions to Reconsider Prior to Implementation How will we ensure that staff and administrators have the knowledge and skills to implement the strategy?  What evidence will we have that staff and administrators share a vision of how practice will change as a result of implementing the strategy? (Leadership) KC II.2.B.1  What evidence will we have that administrators have the knowledge and skills to assess the effectiveness of the strategy? (Leadership) KC II.1.A.1  What evidence will we have that there are sufficient opportunities for staff to learn the knowledge and skills – including the non-negotiable or acceptable variations of the elements – essential to implementing the strategy? (Organization/Competency) KC III.2.C.1, KC III.2.C.2; AdvancED Indicator 3.11  What evidence will we have that staff have the ability to apply the acquired knowledge and skills? (Competency) KC III.2.B.2

15. 15 Questions to Reconsider Prior to Implementation How will we ensure that there is Opportunity for Implementation with fidelity?  What evidence will we have that there is sufficient administrative support to achieve the intended results? (Organization) KC II.1.A.1-7, KC II.1.B.1-5; AdvancED Indicator 3.4  What evidence will we have that there is sufficient professional learning during implementation, e.g., modeling/coaching? (Competency) KC III.2.B.2  What evidence will we have that there are sufficient resources – including financial and time - to achieve the intended results? (Organization) KC II.3.A.2-4; AdvancED Indicator 4.1  What evidence will we have that there is opportunity for staff collaboration? (Organization) KC III.2.A.1; AdvancED Indicator 3.5  What evidence will we have that structures are in place to collect and review implementation data? (Organization) KC II.1.A.2, KC V.1.A.4; AdvancED Indicator 3.2, 5.1

16. 16 Strategy Implementation Guide

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19. 19 Ultimately….. To what extent are stakeholders fully committed with to implementing the non- negotiable or acceptable variations of the elements? KC I.2.B.2, KC II.2.B.3

20. 20 Implementation is a Process!  Monitor Implementation  Evaluate Implementation  Monitor Impact  Evaluate Impact Adult Focused Student Focused

21. 21 Reflection What might you do to enhance the implementation of your building/district plans?

22. 22 MONITOR ADULT IMPLEMENTATION AND IMPACT ON STUDENT ACHIEVEMENT (Formative) IS IT WORKING? EVALUATE ADULT IMPLEMENTATION AND IMPACT ON STUDENT ACHIEVEMENT (Summative) DID IT WORK? ARE STRATEGIES AND ACTIVITIES BEING IMPLEMENTED AS INTENDED WITH FIDELITY? ARE WE COLLECTING & USING STUDENT AND ADULT DATA TO MODIFY & ADJUST ONGOING IMPLEMENTATION? WAS THE PROGRAM IMPLEMENTED AS INTENDED? DID WE IMPLEMENT THE PLAN/STRATEGIES CORRECTLY & CONSISTENTLY? DID WE GIVE IT ENOUGH TIME? RESOURCES? IS WHAT WE ARE DOING WORKING? ARE WE SHOWING EVIDENCE OF STUDENT GROWTH? WHAT INTERIM ADJUSTMENTS ARE SUGGESTED BY IMPLEMENTATION DATA? HOW MIGHT THESE ADJUSTMENTS AFFECT THE INTEGRITY OF THE RESULTS? Implementation: Adult FocusedImpact: Student Focused MONITOREVALUATE MONITOR DID OUR STRATEGIES RESULT IN INCREASED STUDENT ACHIEVEMENT? WHAT UNINTENDED CONSEQUENCES (GOOD AND BAD) HAVE OCCURRED? SHOULD THE STRATEGY/ACTIVITY BE CONTINUED? DISCONTINUED? MODIFIED?

23. 23 Plan Develop School Improvement Plan DO Implement Plan Monitor Plan Evaluate Plan

24. 24 Reflection What have you done to monitor the implementation and impact of your building/district plans?

25. 25 Implementation is a Process!  Monitor  Monitor Implementation  Evaluate Implementation  Monitor  Monitor Impact  Evaluate Impact Adult Focused Student Focused

26. 26 Leadership and Learning Center 2010

27. 27 MONITOR - to be used on an on-going basis during implementation Question 4: What does the evidence say about whether the strategy is being implemented with fidelity? Impact:What does the evidence say about the impact on student achievement? Do Plan Gather Student Achievement Study

28. 28 MONITOR ADULT IMPLEMENTATION AND IMPACT ON STUDENT ACHIEVEMENT (Formative) IS IT WORKING? ARE STRATEGIES AND ACTIVITIES BEING IMPLEMENTED AS INTENDED WITH FIDELITY ? ARE WE COLLECTING & USING STUDENT AND ADULT DATA TO MODIFY & ADJUST ONGOING IMPLEMENTATION ? IS WHAT WE ARE DOING WORKING? ARE WE SHOWING EVIDENCE OF STUDENT GROWTH? WHAT INTERIM ADJUSTMENTS ARE SUGGESTED BY IMPLEMENTATION DATA? HOW MIGHT THESE ADJUSTMENTS AFFECT THE INTEGRITY OF THE RESULTS? Implementation: Adult FocusedImpact: Student Focused MONITOREVALUATE MONITOR

29. 29 Activities Connection to SPR 40/90, Interim SA/SA Getting Ready to Implement Implement Monitoring Fidelity of Implementation and Impact How will we address the targeted areas in your Process Data (SPP) ? What areas in your process data have been identified as challenge areas during your comprehensive needs assessment process? How will we ensure readiness for implementation? How will we ensure that staff and administrators have the knowledge and skills to implement? POSSIBLE ACTIVITIES Professional development around strategy Purchase materials Planning for implementation – Identify schedule for strategy use, personnel, mechanism for monitoring, rollout, etc. Communication vehicles How will we ensure successful opportunity for and implementation of the strategy? POSSIBLE ACTIVITIES Communication – to whom? How? Ongoing coaching? Observations? Instructional technology utilized? * Activities to support at-risk students (For Title One students)* Parent Involvement * *Required Components How will we ensure the strategy is implemented with fidelity? How will we monitor the impact on student achievement? POSSIBLE ACTIVITIES Walkthroughs PLC/CASL meetings Documentation of effective implementation Documentation of impact Demonstration classrooms, videos, self assessments Gathering achievement data

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31. 31 Monitoring Monitoring Implementation and Impact Are you meeting on a regular basis to monitor implementation of your plan? What does the data say when you monitored implementation? What evidence have you collected to determine if adults are implementing with fidelity? What evidence have you collected to determine the impact of implementation? What adjustments are suggested by implementation and impact data? How might these adjustments affect the integrity of results? How will you communicate progress with stakeholders?

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36. 36 Checking for Understanding monitoring What are your questions about monitoring implementation and impact?

37. 37 Reflection What might you do to enhance the monitoring of the implementation and impact of your building/district plans?

38. 38 Plan Develop School Improvement Plan DO Implement Plan Monitor Plan Evaluate Plan

39. 39 Reflection What have you done to evaluate the implementation and impact of your building/ district plans?

40. 40 Implementation is a Process!  Monitor Implementation  Evaluate Implementation  Monitor Impact  Evaluate Impact Adult Focused Student Focused

41. 41 EVALUATE – to be used at the end of an implementation cycle Impact: What was the strategy’s impact on students? If objectives were met: Conclusion: Should the strategy be continued or institutionalized? If objectives were not met: Question 1: What was the readiness for implementing the strategy? Question 2: Did staff and administrator’s have the knowledge and skills to implement the plan? Question 3: Was there opportunity for high quality implementation? Question 4: Was the strategy implemented as intended? Conclusion: Should the strategy be adjusted or discontinued? Do Plan Gather Student Achievement Study

42. 42 MONITOR ADULT IMPLEMENTATION AND IMPACT ON STUDENT ACHIEVEMENT (Formative) IS IT WORKING? EVALUATE ADULT IMPLEMENTATION AND IMPACT ON STUDENT ACHIEVEMENT (Summative) DID IT WORK? ARE STRATEGIES AND ACTIVITIES BEING IMPLEMENTED AS INTENDED WITH FIDELITY ? ARE WE COLLECTING & USING STUDENT AND ADULT DATA TO MODIFY & ADJUST ONGOING IMPLEMENTATION? WAS THE PROGRAM IMPLEMENTED AS INTENDED? DID WE IMPLEMENTTHE PLAN/STRATEGIES CORRECTLY & CONSISTENTLY? DID WE GIVE IT ENOUGH TIME? RESOURCES? IS WHAT WE ARE DOING WORKING? ARE WE SHOWING EVIDENCE OF STUDENT GROWTH? WHAT INTERIM ADJUSTMENTS ARE SUGGESTED BY IMPLEMENTATION DATA? HOW MIGHT THESE ADJUSTMENTS AFFECT THE INTEGRITY OF THE RESULTS? Implementation: Adult FocusedImpact: Student Focused MONITOREVALUATE MONITOR DID OUR STRATEGIES RESULT IN INCREASED STUDENT ACHIEVEMENT? WHAT UNINTENDED CONSEQUENCES (GOOD AND BAD) HAVE OCCURRED? SHOULD THE STRATEGY/ACTIVITY BE CONTINUED? DISCONTINUED? MODIFIED?

43. 43 IMPLEMENTATION  What evidence do you have that the strategy was or was not implemented with fidelity? KC II.2.B.4; AdvancED Indicator 3.6  What evidence do you have that implementation adhered to strategies, timelines, and responsibilities? KC II.2.B.4: AdvancED Indicator 3.6 IMPACT  What impact has the strategy had on student achievement and what is the evidence? KC I.3.B.3; AdvancED Indicators 3.2, 5.2  What impact has the strategy had on subgroups and what is the evidence? KC I.3.B.3; AdvancED Indicators 3.2, 5.2 Evaluating Implementation and Impact

44. 44 Evaluate Plan - Conclusion Given your evidence, what adjustments are needed to your School Improvement Plan, if any? What do we continue to do? What do we stop doing? What do we need to “tweak”?

45. 45 Evaluate Plan - Digging Deeper To what extent was this the right strategy/activity to address your need? What is needed to maintain momentum and accelerate achievement gains? Are the benefits of the strategy/activity sufficient to justify the resources it requires? How might these results inform the School Improvement Plan?

46. 46 Evaluate Plan  The process is cyclical, and evaluation data should inform the next cycle of planning.  The ultimate goal is to have improvement strategies take hold and become so internalized that they become part of the school culture.

47. 47 Checking for Understanding evaluating What are your questions about evaluating implementation and impact?

48. 48 Reflection What might you do to enhance the evaluation of the implementation and impact of your building/district plans?

49. 49 It is also critical that the School Improvement Team structure opportunities to celebrate successes, no matter how small. Celebrating successes reinforces valued performance and reminds the school community that however challenging, school improvement results in improved academic performance. One Voice – One Plan

50. 50 One Voice – One Plan change improvement effective classroom practices. However noble, sophisticated, or enlightened proposals for change and improvement might be, they come to nothing if teachers don’t adopt them in their own classrooms and if they don’t translate them into effective classroom practices.

51. 51 Continuous School Improvement Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop School Improvement Plan Gather Get Ready Collect School Data Build School Profile Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

52. 52 Do Vocabulary Implementation Monitor Evaluation Fidelity Impact

53. 53 Guided Conversations WHY: Why is it important to strategically implement, monitor, and evaluate the School Improvement Plan? HOW: How will we communicate the plan to all stakeholders so that they clearly understand and own their roles in implementation? How do we build ownership of the strategy and the plan? How will we ensure implementation with fidelity? How is the implementation of your plan monitored and evaluated? How is the impact of your plan monitored and evaluated? WHAT: What will your school look like when this plan is implemented with fidelity? What is the expected impact on student achievement? DO

54. 54 Questions/Comments? Please contact:  Renie Araoz (Araozr@michigan.gov)Araozr@michigan.gov  Diane Fleming (FlemingD6@michigan.gov)FlemingD6@michigan.gov  Diane Joslin-Gould (Joslin-Gouldd@michigan.gov)Joslin-Gouldd@michigan.gov Or visit the MDE - School Improvement websiteMDE - School Improvement

55. 55 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