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.

4. The Challenge… 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.

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

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

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

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

10. Overview of Workgroup Process Convened 60 educators (July ‘04) Reviewed “Kent Report” for recommendations Reviewed current EdYES! Performance Indicators Reviewed the literature on school improvement 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 OSI develops framework; OEAA develops measurements Cross reference Framework w/ Continuous Improvement Monitoring System (CIMS) State Board Final Approval (Dec ’05)

12. The Framework

13. SI Framework Structure Strand – General Area of Focus Standard - Category of Influence within the Strand Benchmark - Specific Area of Performance within a Standard Key Characteristics – Examples of the Benchmark statements Evidence - Hard and/or soft data that provides evidence of Benchmark performance.

14. The SI Framework 5 Strands 12 Standards 26 Benchmarks Key Characteristics (Rubrics) Prioritize

15. 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

16. 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

17. Benchmarks Strand I Teaching for Learning 1.Curriculum – Aligned, Reviewed, Monitored & Communicated 2.Instruction – Planning – Delivery 3.Assessment – Aligned to Curriculum & Instruction – Data Reporting and Use

18. Benchmarks Strand II Leadership 1.Instructional Leadership – Educational Program – Instructional Support 2.Shared Leadership – School Culture and Climate – Continuous Improvement 3.Operational Resource Management – Resource Allocation – Operational Management

19. Benchmarks Strand III Personnel and Professional Learning 1.Personnel Qualifications – Requirements – Skills, Knowledge, and Dispositions 2.Professional Learning – Collaboration – Content & Pedagogy – Alignment

20. Benchmarks Strand IV School & Community Relations 1.Parent/Family Involvement – Communication – Engagement 2.Community Involvement – Communication – Engagement

21. Benchmarks Strand V Data & Information Management 1.Data Management – Data Generation, Identification, & Collection – Data Accessibility – Data Support 2.Information Management – Analysis & Interpretation – Applications

22. Other Information in Framework Glossary for Common Vocabulary Supporting Research

23. Conversation Starter Kit Information contained in the conversation starter kit is designed to help guide conversations about the School Improvement Framework: – What is it? – What does it mean to us? – In what ways can we use it?

24. Conversation Starter Kit  Description of Levels of Conversation about the SI Framework Level I (Awareness) and Level II (Understanding) – Overview of Sessions (pg. 2) 3 One-hour Sessions (pp.3 & 4) –Activities for Dialogue »Strategy Cards (Session 3) –Sample Agendas –Facilitator Tip Sheet

25. The Framework

26. School Improvement Framework Rubrics to Support Self-Assessment

27. The SI Framework 5 Strands 12 Standards 26 Benchmarks Key Characteristics Rubrics

28. 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. 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. Benchmark B: Communicated School/district curriculum is provided to staff, students, and parents in a manner that they can understand. Rubrics Format

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

30. Rubrics Intent, cont. Provides a description of the next level of success. Describes exemplary practice. Suggests sources of documentation to validate level of implementation.

31. The SI Framework 5 Strands 12 Standards 26 Benchmarks Key Characteristics Rubrics

32. The “Shell”

33. Rubric Example Strand I, Standard 1, Benchmark B

34. 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. 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. 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. 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. All parent information regarding the curriculum is translated into the primary languages of the school population.

35. C/KAGetting 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. 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. 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. 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. All parent information regarding the curriculum is translated into the primary languages of the school population.

36. C/KAGetting Started Partially Implemented Exemplary 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. 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. 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. 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. All parent information regarding the curriculum is translated into the primary languages of the school population.

37. C/KAGetting Started Partially Implemented (Target) Exemplary 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. 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. 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. 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. All parent information regarding the curriculum is translated into the primary languages of the school population.

38. C/KAGetting Started Partially Implemented Exemplary 3. Parents Parents have a clear understandi ng of the curricular expectation s for their child. They have a variety of opportunitie s 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. 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. 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. 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. All parent information regarding the curriculum is translated into the primary languages of the school population.

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

40. Conversation Starter Kit Information contained in the conversation starter kit is designed to help guide conversations about the School Improvement Framework Rubrics: – What are they? – What do they mean to us? – In what ways can we use them?

41. Conversation Starter Kit  Description of Levels of Conversation about the SI Framework Rubrics Level I (Awareness) and Level II (Understanding) Overview of Sessions (pg.2) 3 One-hour Sessions (pp.4 & 5) –Activities for Dialogue »First Session in Re-write –Sample Agendas –Facilitator Tip Sheet

42. The Framework

43. School Improvement Website

45. The School Improvement Website is available at: www.mi.gov/schoolimprovement

46. Documents Available Online The School Improvement Framework, Rubrics and this PowerPoint are available online at www.mi.gov/osi

47. Reflections How will information and materials presented today, facilitate the school improvement efforts within your district/school? In what area(s) do you think you will need additional support or technical assistance? What do you think will be your “next steps” in relationship to using these materials in your district/school?

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