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One Common Voice – One Plan
Michigan Continuous School Improvement
MI- CSI
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One Common Voice – One PlanOne Common Voice – One Plan
Michigan Continuous School ImprovementMichigan Continuous School ImprovementStages and StepsStages and Steps
Implement Plan Monitor PlanEvaluate Plan
Develop Action Plan
Getting ReadyCollect School DataBuild School Profile
StudentAchievement
Analyze DataSet Goals
Set Measurable ObjectivesResearch Best Practice
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Steps and ToolsSteps and Tools
• Getting Ready• Collect Data• Build Profile-Analyze Data
School Data Profile/Analysis School Process Profile/Analysis Summary Report
• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans• Implement Plan• Monitor Plan• Evaluate Plan
Comprehensive Needs
Assessment
School Improvement
Plan
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One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Steps and ToolsSteps and Tools
• Getting Ready• Collect Data• Build Profile-Analyze Data
School Process Profile/Analysis School Data Profile/Analysis Summary Report
• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans for 2011-12
• Implement 2011-12 Plan• Monitor 2011-12 Plan• Evaluate 2011-12 Plan
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• Getting Ready• Collect Data• Build Profile-Analyze Data
School Process Profile/Analysis School Data Profile/Analysis Summary Report
• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans for 2012-13
• Implement 2012-13 Plan• Monitor Plan 2012-13 Plan• Evaluate 2012-13 Plan
2010-11 2011-12
2011-12 2012-13
School Start up 2011
Spring 2012 Fall-Winter
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School Process Profile/Analysis (90) OR NCA – SA Feb or March 2012
School Data Profile/Analysis Sept 1, 2012
School Improvement Plan Sept 1, 2012
Annual Education Report Aug 15, 2012
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Reporting Requirements 2011-12 Reporting Requirements 2011-12
NEW
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• Role of the SI Chair
• Sharing the SI Plan • Meeting Calendar – Planning for the Year • The “How-To’s” of Monitoring • Tackling the School Process Rubrics (90) Report • Ongoing Communications
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
TopicsTopics
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Steps and ToolsSteps and Tools
• Getting Ready• Collect Data• Build Profile-Analyze Data
School Data Profile/Analysis School Process Profile/Analysis Summary Report
• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans• Implement Plan• Monitor Plan• Evaluate Plan
Comprehensive Needs
Assessment
School Improvement
Plan
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Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998
One Common Voice - One PlanOne Common Voice - One PlanStep 1: Getting ReadyStep 1: Getting Ready
Mission, Vision, and BeliefsMission, Vision, and Beliefs
Mission Statement: Why do we exist?Your Mission/Purpose Statement describes your current reality. It needs to be crystal clear and only one line long.
Vision Statement: 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?”
Belief Statements: What do we value?Beliefs are the assumptions we make about ourselves, about others, and about how we expect things to be. Beliefs reflect how we think things really are.
Leadership team:
Meets monthly to look at all school wide academic and behavior issues- various members attend relevant PD. Team works with MEAP, DIBELS, SWIS, etc. Provides leadership for SI and for PLC/GLMs – ensuring clarity of responsibilities and accountability (monitor, feedback)
MATH team:Meets as needed to review
School Improvement Team:Made up of all staff or
representatives of goal area teams… may rotate. Meets monthly to review progress on goal area strategies. Discusses roadblocks and need for changes to the plan. Evaluates outcomes.
READING team:Meets as needed to review
BEHAVIOR team:Meets as needed to review WRITING team:
Is a cross-grade level team. (all staff members are on a team?) Members are responsible to take information to grade level meetings. Meets as needed to work on the goal strategies.
Grade 6 team:Meets monthly to discuss curriculum, instruction, asses GRADE 7 team:
Meets monthly to discuss curriculum, instruction and asses
GRADE 8 team:Meets monthly (semi-monthly?) to discuss curriculum, instruction, and assessment results. Develops grade level plans for each goal area and strategy.
One Common Voice - One PlanOne Common Voice - One PlanStep 1: Getting ReadyStep 1: Getting Ready
Team StructuresTeam Structures
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One Common Voice - One PlanOne Common Voice - One PlanStep 1: Getting ReadyStep 1: Getting Ready
Organization and StructuresOrganization and Structures
• Calendar Calendar • Effective MeetingsEffective Meetings• CommunicationsCommunications
Resource:Tools for School Improvement (www.michigan.gov/schoolimprovement) Developing a Shared Decision Team
Holding a Shared Vision Organizing Staff Communications Running Effective D-M Meetings
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One Common Voice - One PlanOne Common Voice - One PlanGather: Getting ReadyGather: Getting Ready
Reference Unknown – Senge, Peter
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Steps and ToolsSteps and Tools
• Getting Ready• Collect Data• Build Profile-Analyze Data
School Data Profile/Analysis School Process Profile/Analysis Summary Report
• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans• Implement Plan• Monitor Plan• Evaluate Plan
Comprehensive Needs
Assessment
School Improvement
Plan
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One Common Voice – One PlanOne Common Voice – One Plan Step 2: Collect Data Step 2: Collect Data
Four Kinds of Data: Examples Four Kinds of Data: Examples
Achievement/ Student
Outcome Data
Local AssessmentsState AssessmentsNational Assessments
Demographic or
Contextual Data
Student SubgroupsEnrollmentAttendanceParent InvolvementTeaching Staff
Process Data
Policies & Procedures
School Process Rubrics (40 or 90)Or SA/SAR (NCA)
Perception Data
Survey DataOpinions
ExamplesDemographic: describes context Achievement: across various assessments Perceptions: stakeholder groupsProcess: procedures and policies (EdYES!)
One Common Voice – One PlanOne Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data Steps 2-4: Collect, Profile, Analyze Data
School Data Profile/Analysis School Data Profile/Analysis
School Context Staff Students Community Perceptions Achievement
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One Common Voice – One PlanOne Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data Steps 2-4: Collect, Profile, Analyze Data
School Data Profile/Analysis School Data Profile/Analysis
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One Common Voice – One PlanOne Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data Steps 2-4: Collect, Profile, Analyze Data
School Data Profile/Analysis School Data Profile/Analysis
Components Questions• Enrollment Patterns/Trends?• Mobility & Attendance Highest/Lowest?• Grade Level Achievement Causes?• Subgroup Achievement Areas of Concern? • Students with Disabilities Implications?• Limited English Proficient Possible Actions? • Extended Learning Opps• Staff Demographics• Perception Data• Parent & Community• Health and Safety
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One Common Voice – One PlanOne Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data Steps 2-4: Collect, Profile, Analyze Data
School Data Profile/Analysis School Data Profile/Analysis
• Pre-populated data – Enrollment and achievement– Updated 2 times per year
• Submit ANSWERS- do not upload DATA • Enter something in every text box • This is a process
One Common Voice – One PlanOne Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data Steps 2-4: Collect, Profile, Analyze Data
School Process Profile/Analysis School Process Profile/Analysis
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School Processes- How things are done(Standards and Rubrics)
One Common Voice – One PlanOne Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data Steps 2-4: Collect, Profile, Analyze Data
School Improvement FrameworkSchool Improvement Framework
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One Common Voice – One PlanOne Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data Steps 2-4: Collect, Profile, Analyze Data
School Process Rubric ExampleSchool Process Rubric Example
Getting Started Partially Implemented Implemented Exemplary
Teachers provide an initial outline of a unit of study but the specific goals and objectives of the unit are not made clear to the students.
While all teachersprovide students withan initial unit outline,some teachers also preview the goals andobjectives of the units of study with students.
A process is in place for all teachers to preview the goals and objectives of the units of study with students.
A system is in place that provides all teachers with a developmentally appropriate way ofarticulating the curriculum to their students.
Teachers provide meaningful examples of real life application of the goals and objectives of each unit of study.
At the beginning of a unit of study, students are provided a clear understanding of how the goals and objectives will be assessed.
Documents written in student-friendly language are translated into other primary spoken and written languages of the schooland are reviewed orally.
Strand I - Teaching For Learning » Standard 1 - Curriculum » Benchmark B - Communicated
Key Characteristic - I.1.B.2 Students: The school makes a concerted effort to assure that all students have a clear understanding of what they are studying and why they are studying it.
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One Common Voice – One PlanOne Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data Steps 2-4: Collect, Profile, Analyze Data
School Process Profile/AnalysisSchool Process Profile/Analysis
• No “grade”, just credit • Research base – source of strategies • SPR 90 in 2011-12
One Common Voice – One PlanOne Common Voice – One Plan Step 4: Analyze Data Step 4: Analyze Data
Summary AnalysisSummary Analysis
Strengths Weaknesses
Content Goals Process NeedsConsiderations
Priorities
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One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Steps and ToolsSteps and Tools
• Getting Ready• Collect Data• Build Profile-Analyze Data
School Data Profile/Analysis School Process Profile/Analysis Summary Report
• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans• Implement Plan• Monitor Plan• Evaluate Plan
Comprehensive Needs
Assessment
School Improvement
Plan
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One Common Voice - One PlanOne Common Voice - One Plan School Improvement Plan School Improvement Plan
HierarchyHierarchy
Goal Structure allows for multiple objectives and strategies—and multiple activities for each strategy.
One Common Voice – One PlanOne Common Voice – One Plan Step 5: Set GoalsStep 5: Set Goals
Goals based on Data Goals based on Data
• All students will be proficient in _____. • Gaps
– Proficiency gap with state, ideal, other – Subgroup gaps – Grade level or course gaps – Strand or item gaps – Consider trends
One Common Voice – One PlanOne Common Voice – One Plan Step 5: Set GoalsStep 5: Set Goals
Goals based on Data Goals based on Data
• Causes for the gaps – Look for the root causes – Processes (the way we do things) – Brainstorm possibilities; then collect
data to verify – Look for causes with high levels of
control and impact
• Data Used / Criteria
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One Common Voice – One PlanOne Common Voice – One Plan Step 6: Set Measurable ObjectivesStep 6: Set Measurable Objectives
ObjectivesObjectives
• “SMART” (Specific, Measureable, Attainable, Relevant, Time bound)
• Who will be able to do what by when as measured by what? (Increase ___ from ___ to ___ by ___.)
• EXAMPLE Increase informational reading school wide from 53%
(2010-11) to 65% proficient as measured by the MEAP by Fall 2012. Increase the percentage of non-disabled students proficient on the MEAP Reading Informational Text strand from 56% to 65% and of students with disabilities from 35% to 55%.
One Common Voice – One PlanOne Common Voice – One Plan Step 7: Research Based StrategiesStep 7: Research Based Strategies
Strategy FeaturesStrategy Features
• Aligned with Gaps and Objective • Adult actions • Implementation Science Screen
– Is it the right thing to do? – Can we do it the right way?
• EXAMPLE Teachers in all content areas will implement Marzano’s
6-Step process for teaching academic vocabulary.
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School Process Indicators
What Works Website Center on Instruction
Instructional Strategies That WorkFlorida Center for Reading Research
PLCs-National Staff Development Council
Visible Learning: John Hattie
One Common Voice - One PlanOne Common Voice - One PlanStep 7: Research Best PracticeStep 7: Research Best Practice
ResourcesResources
One Common Voice – One PlanOne Common Voice – One Plan Step 8: Develop Action Plan Step 8: Develop Action Plan
Action StepsAction Steps
• Detailed (what, who, when, how much) • Sequenced • Addresses or considers:
– professional development (initial and ongoing)– purchase and/or development time for materials – clear implementation expectations– collaboration and communication – accountability (individual and group)
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Activity to implement
the strategy
Staff responsible to
implement
Timeline
Begin End
Resources
Amt Source
One Common Voice – One PlanOne Common Voice – One Plan Step 8: Develop Action PlanStep 8: Develop Action Plan
Matrix –type Template Matrix –type Template
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Steps and ToolsSteps and Tools
• Getting Ready• Collect Data• Build Profile-Analyze Data
School Data Profile/Analysis School Process Profile/Analysis Summary Report
• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans• Implement Plan• Monitor Plan• Evaluate Plan
Comprehensive Needs
Assessment
School Improvement
Plan
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Activity to implement strategy
Staff responsible
to implement
Timeline
Begin End
Resources
Amt Source
Monitoring Activities
Evidence of
Success
One Common Voice – One PlanOne Common Voice – One Plan Step 9: Implement Step 9: Implement Monitoring Detail Monitoring Detail
One Common Voice – One PlanOne Common Voice – One Plan Step 10: Monitor Step 10: Monitor
Action Plan Monitoring Action Plan Monitoring
Activity Monitoring Plan
Evidence
Staff will receive PD on effective vocabulary instruction.
Staff will implement ___ vocabulary instructional methods in October.
Teachers will monitor students’ vocabulary growth.
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One Common Voice – One PlanOne Common Voice – One Plan Step 10: MonitorStep 10: Monitor
Monitor Implementation and Impact Monitor Implementation and Impact
Monitor Implementation (Adults) • Reporting Schedule • Address Implementation Issues • Adjust Plan
Monitor Impact (Students) • Appropriate Assessments
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One Common Voice – One PlanOne Common Voice – One Plan Making it REAL Making it REAL
Sufficient Detail
Data and Plan Review(monthly?)
Monitoring Questions(quarterly?)
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Activity to implement strategy
Staff responsible
to implement
Timeline
Begin End
Resources needed
Amount Source
Monitoring Activities
Evidence of
Success
Name 1=B 2=C 3=D 4=C 5=A %
Tef Pofw D 80
Dir Disn A A A D 20
Jfl Kfdl A 80
Kfl Bdls 100
Msd Esjkld A 80
Wfd Sjkl A A B D 20
Dke Iddskl A A 60
Vsakl Qklfs 100
Osk Hsakld C 80
Wslj Xads 100
Sdfkl Bsk 100
Eklds Oskld A D 60
Qsj Bsldk A 80
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NCLB and PA 25 Require Annual Evaluationof the following:
• Implementation of the Plan• Impact of the Plan in terms of Student achievement
results using State assessment and other data
In addition, evaluative information should be used to modify the plan as needed
ISD/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluation plans.
One Common Voice – One PlanOne Common Voice – One Plan Step 11: Evaluate Step 11: Evaluate
RequirementsRequirements
One Common Voice – One PlanOne Common Voice – One Plan Step 11: EvaluateStep 11: Evaluate
Evaluate Implementation and Impact Evaluate Implementation and Impact
Evaluate by strategy • Did we implement the strategy?• What was the impact on students?
Evaluate by goal area • What did we learn?• Did we meet our objective?
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MDE Website (SI Framework)
Advanc-Ed Website (Templates)
MI-MAP Toolkit
Van Buren ISD moodle
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Resources Resources
School Improvement Planning
• Plans are nothing; planning is everything. Dwight D. Eisenhower
• Without some goals and some efforts to reach them, no man can live. John Dewey
• The wise man bridges the gap by laying out the path by means of which he can get from where he is to where he wants to go. John Pierpont Morgan
• Reduce your plan to writing. The moment you complete this, you will have definitely given concrete form to the intangible desire. Napoleon Hill
Leader as Lone Nut