1. 11 One Common Voice – One Plan School Improvement Gather: Getting Ready Module

2. 22 One Common Voice – One Plan School Improvement Planning Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop Action Plan Study Analyze Data Set Goals & Measurable Objectives Research Best Practice Student Achievement Gather Getting Ready Collect Data Build Profile

3. 33 One Common Voice – One Plan As we think about the abilities and willingness of schools for continuous improvement, how can we tell if they are ready to do school improvement work? TURN AND TALK Record key thoughts on top half of chart paper Designate a person to be prepared to share out

4. 44 One Common Voice – One Plan School Improvement Planning Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop Action Plan Study Analyze Data Set Goals & Measurable Objectives Research Best Practice Gather Getting Ready Collect Data Build Profile Student Achievement

5. 5 One Common Voice – One Plan Gather: Getting Ready

6. 66 One Common Voice – One Plan Gather: Getting Ready Overview Ability vs. Willingness School Improvement Team (SIT) Members Required Components of School Improvement Comprehensive Needs Assessment (CNA) Mission and Vision Effective Meeting Protocols School Level Change – 1 st and 2 nd Order Vocabulary Comprehensive Needs Assessment (CNA) School Data Profile School Data Analysis School Process Profile School Process Analysis Summary Report School Process Rubrics EdYES! Subset Standards Assessment Report (SAR) Self Assessment (SA) Mission Vision First and Second Order Change

7. 77 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? One Common Voice – One Plan Gather: Getting Ready?

8. 88 There is a Holding and Tending to Spirit/Culture module that is available at: Mi Map Tending to Spirit/Culture (See Modules 3-2) One Common Voice – One Plan Gather: Getting Ready

9. 99 One Common Voice – One Plan Gather: Getting Ready Activity Checklist Ability or Willingness? As an individual, determine whether each checklist item is a representation of “Ability” or “Willingness”. Check for consensus among your tablemates. How will this checklist help you in “Getting Ready” for the school improvement process?

10. 10 DescriptionYesNo 1. School Improvement Team 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. School Improvement Team 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 and Staff members develop a building Mission, Vision and Belief Statement that focuses 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 plans. 7. SIT and Staff members 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. One Common Voice – One Plan Getting Ready for School Improvement

11. 11 One Common Voice – One Plan Gather: Getting Ready The School Improvement Team (SIT) includes: REQUIRED TEAM MEMBERS *Administrators *Teachers *Other School Employees *Students, when appropriate *Parents of Title I Students *Parents of non-Title I Students *Community Members *Board Members SIT Membership * A person knowledgeable about the continuous improvement process, as well as a person who is able to provide technical assistance for the process should be available.

12. 12 One Common Voice – One Plan Required Components of School Improvement Required Items that have been built into the Template Design Comprehensive Needs Assessment (1) Legislative Citation A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in Section 1111(b)(1). [NCLB Act Sec. 1114 (b)(1)(A)] Assesses the needs of the school relative to each of the components of the schoolwide program under Section 200.28 as described in Section 200.26 (a)(ii). 3-5 year comprehensive school improvement plan cycle Comprehensive Plan Requirement #1: Legislative Citation IN GENERAL— Any eligible school that desires to operate a schoolwide program shall first develop (or amend a plan) for such a program that was in existence on the day before the date of enactment of the No Child Left Behind Act of 2001, in consultation with the local educational agency and its school support team or other technical assistance provider under Section 1117, a comprehensive plan for reforming the total instructional program in the school that describes how the school will implement the components described in paragraph (1). [NCLB Act Section 1114 (b)(2)(A)(i)] Mission Statement Goals based on academic objectives for all students Local board of education approval of the SIP Local district approval of the SIP Evaluation of School Improvement Plan Legislative Citation (c) Evaluation. A school operating a schoolwide program must – (1) Annually evaluate the implementation of, and results achieved by, the schoolwide program, using data from the State’s annual assessments and other indicators of academic achievement (2) Determine whether the schoolwide program has been effective in increasing the achievement of students who had been furthest from achieving the standards (3) Revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program. [Section 200.26(c) of the Title I Final Regulation]

13. 13 One Common Voice – One Plan Gather: Getting Ready Mandate Activity Required Components of School Improvement Considering your school’s current status, i.e. Title I Targeted Assistance, Title I Schoolwide, Improvement Phase Status, etc., go through the following three slides to determine which required items apply to your school.

14. 14 One Common Voice – One Plan

15. 15 One Common Voice – One Plan

16. 16 One Common Voice – One Plan

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18. 18 One Common Voice - One Plan Creating a Common Vocabulary for School Improvement A comprehensive needs assessment* includes five components…. 1. School Data Profile 2. School Data Analysis 3. School Process Profile 4. School Process Analysis 5. Summary Report *Comprehensive needs assessments may vary, however, in Michigan, the School Process Profile must include one of four designated options. Common Vocabulary

19. 19 The Michigan Comprehensive Needs Assessment (CNA)* includes these same components…. 1.School Data Profile 2.School Data Analysis 3.School Process Profile 4.School Process Analysis 5.Summary Report *Comprehensive needs assessments may vary, however, in Michigan, the School Process Profile must include one of four designated options. One Common Voice - One Plan Creating a Common Vocabulary for School Improvement Common Vocabulary

20. 20 One Common Voice - One Plan Michigan Comprehensive Needs Assessment In Michigan, all schools must complete one of these four School Process Profile options: School Process Rubrics (90) or EdYes! Subset (40) or Standards Assessment Report (SAR) or Self Assessment (SA) MDE NCA

21. 21 One Common Voice - One Plan School Improvement Process Getting Ready Collect Data Build Profile School Data Profile School Process Profile Analyze Data School Data Analysis School Process Analysis Summary Report Set Goals & Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan

22. 22 One Common Voice - One Plan School Improvement Planning Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop Action Plan Study Analyze Data Set Goals & Measurable Objectives Research Best Practice Student Achievement Gather Getting Ready Collect Data Build Profile

23. 23 Mission Statement: Why do we exist? The mission question 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?" Your Mission/Purpose Statement describes your current reality. It needs to be crystal clear and only one line long. Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998 One Common Voice - One Plan Gather: Getting Ready Mission Statement

24. 24 One Common Voice - One Plan Gather: Getting Ready Mission Statement One Example: It is the mission of our school to help each and every child to realize his or her full potential and become a responsible and productive citizen and life-long learner who is able to use technology effectively and appreciate the multi-cultural society in which we live as we prepare for the challenges of the twenty-first century. Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998

25. 25 One Common Voice - One Plan Gather: Getting Ready Vision Statements Vision Statements: What do we wish to become? Whereas mission establishes an organization's purpose, vision instills an organization with a sense of direction. It asks, "If we are true to our purpose now, what might we become at some point in the future?“ An effective vision statement articulates a vivid picture of the organization's future so compelling that a school's members will be motivated to work together to make it a reality. Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998

26. 26 A shared vision... motivates and energizes people. creates a proactive orientation. gives direction to people within the organization. establishes specific standards of excellence. creates a clear agenda for action. Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998 One Common Voice - One Plan Gather: Getting Ready Vision Statements

27. 27 One Common Voice - One Plan Gather: Getting Ready Vision Statements Vision Example Community of learners who use technology effectively, appreciate the multi-cultural society in which we live and are prepared for the challenges of the 21 st Century.

28. 28 There is a Holding a Shared Vision module that is available at: Mi Map Holding a Shared Vision (See Modules 2-1) One Common Voice - One Plan Gather: Getting Ready Vision Statements

29. 29 Effective Meetings Protocol Preparation is critical! Focus on the task at hand – school improvement to impact student achievement. Determine the facilitation process you will utilize – i.e. Professional Learning Communities (PLC), SMART meetings, utilize action agendas, etc. Evaluate and follow up. One Common Voice - One Plan Gather: Getting Ready

30. 30 There is a Sharing Decision Making module that is available at: Mi Map Sharing Decision Making (See Modules 8-1, 8-2 and 8-4) One Common Voice - One Plan Gather: Getting Ready

31. 31 One Common Voice - One Plan Gather: Getting Ready School Level Change Types of change identified by research on the effects of the restructuring movement in schools. First Order Changes Second Order Changes Specific classroom and schoolwide practices: Changes in efficiency, organization, specific practices, “change without difference.” Philosophy, focus, and ownership: Systemic change, fundamental ethos, philosophy, beliefs driving practice “restructuring.”

32. 32 First and Second Order Changes Smaller classes Site-based councils Ninety-minute teaching blocks Schools within schools First Order ChangeSecond Order Change Changing relationships and teaching strategies Collaboration and ownership Extended teaching and learning opportunities New interactions and relationships Coordinated focused curriculum Teaching teams with common planning Research shows that first order changes are NOT necessarily predictors of student achievement. One Common Voice - One Plan Gather: Getting Ready

33. 33 One Common Voice - One Plan Gather: Getting Ready Reference Unknown – Senge, Peter

34. 34 One Common Voice - One Plan School Improvement Planning Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop Action Plan Study Analyze Data Set Goals & Measurable Objectives Research Best Practice Student Achievement Gather Getting Ready Collect Data Build Profile