1 michigan department of education office of school improvement one common voice – one plan...

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Michigan Department of Michigan Department of EducationEducation

Office of School ImprovementOffice of School Improvement

One Common Voice – One PlanMichigan Continuous School Improvement

(MI-CSI)

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NCLB & PA 25

Title IInternalGrants State

School Improvement

Process

Coherent Plan for

Improvement

• Common Vision

• Common Language

• Tools

• Assistance

Continuous Improvement

One Common Voice – One PlanOne Common Voice – One Plan

DoImplement Plan

Monitor PlanEvaluate Plan

PlanDevelop Action Plan

StudentAchievement

GatherGetting Ready

Collect District DataBuild District Profile

StudyAnalyze Data

Set Goals Set Measurable Objectives

Research Best Practice

Michigan Continuous School Improvement

School Process RubricsSchool Process Rubrics

School Data Profile/AnalysisSchool Data Profile/Analysis

School Data Profile/AnalysisSchool Data Profile/Analysis

Goals ManagementGoals Management

School Improvement PlanSchool Improvement Plan

School Improvement PlanSchool Improvement Plan

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Continuous School Improvement

Processes Products

Internal Review conducts internal review of current capacity in meeting accreditation standards

Self-Assessment (SA)Executive Institutional

Summary (EIS)

External Review

hosts external review conducted by professional peers

Quality Assurance Review Report (QAR)

Continuous Improvement

continues to monitor, document, and evaluate improvement efforts

Accreditation Progress Report (APR)

Stage ProcessesProcesses ProductsProducts

Gather 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 **School Process RubricsRubrics

• School Data School Data Profile/ Analysis Profile/ Analysis (SDP/A)(SDP/A)

Study Study • Analyze Data• Set Goals• Set Measurable Objectives• Research Best Practice

• SDP/ASDP/A• Goals Goals

ManagementManagement

Plan Plan • Develop action plan for strategies and activities

• Define methods for monitoring and evaluation

• School School Improvement Plan Improvement Plan

• Goals Goals ManagementManagement

Do Do • Implement strategies• Monitor, document, and evaluate

improvement efforts

• School School Improvement Plan Improvement Plan

• Goals ManagementGoals Management

Creating a Common Vocabulary For Creating a Common Vocabulary For School ImprovementSchool ImprovementOne Common Voice-One PlanOne Common Voice-One Plan

Common Vocabulary

A comprehensive needs assessment includes three components…

1. School Data Profile/Analysis2. School Process Profile/Analysis*3. Summary Report (Goals Management)

*Comprehensive needs assessments may vary, however, in Michigan, the School Process Profile/Analysis is part of the EdYes! Accreditation & Accountability System requirement and must include one of four designated options.

In Michigan, all schools must complete one ofthese four School Process Profile options asa component of the EdYes! requirements:

School Process Rubrics (90) or

School Process Rubrics (40) (Formerly Education YES!)

orASSIST Self Assessment (ASSIST SA)

orSelf Assessment (SA)

School Process ProfileSchool Process Profile

Common Vocabulary

MDE

AdvancED Michigan

TAB TWELVE

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One Common Voice – One Plan

Michigan Continuous School ImprovementMichigan Continuous School ImprovementStages and StepsStages and Steps

DoImplement Plan

Monitor PlanEvaluate Plan

PlanDevelop Action Plan

Gather DataGetting Ready

Collect School DataBuild School Profile

StudentAchievement

StudyAnalyze Data

Set Goals Set Measurable Objectives

Research Best Practice

Guided Conversations

WHY: Why do we collect data?

GATHER

HOW: How does our vision guide this work?

What: What data do we collect in order to identify student needs and inform changes in what we do?

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One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement

Stages and StepsStages and Steps

Stage 1: GatherStage 1: Gather

Steps: 1. Getting Ready2. Collect Data 3. Build Profile

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One Common Voice – One Plan Gather

Overview

Ability vs. Willingness

School Improvement Team (SIT) Members

Required Components of School Improvement

Comprehensive Needs Assessment (CNA)

Mission and Vision

School Level Change – 1st and 2nd Order

Vocabulary

Comprehensive Needs Assessment (CNA)

School Data Profile/Analysis (SDPA)

School Process Profile/Analysis

Summary Report/Goals Management

School Process Rubrics (40 or 90)

Assist Self Assessment (Assist SA)

Self Assessment (SA)

Mission

Vision

First and Second Order Change

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Stages and StepsStages and Steps

• Getting Ready• Collect Data • Build Profile

School Data Profile School Process Profile

• Analyze Data School Data Analysis School Process 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

Gather

Study

Plan

Do

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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?


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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?

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Description Yes No

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 PlanGetting Ready for School Improvement

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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

• 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

• . • MI-MAP Developing School Decision-Making Teams (See Module 8.1 & 8.2)

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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 required components handout to determine which required items apply to your school.

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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

Mission Statement

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Mission Statement

One Example: It is the mission of our school to help each and every child to be career/college ready and to realize his or her full potential and become responsible, productive citizens. Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998

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Vision Statement

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?“ 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

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Benefits of 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


Vision Statement

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Vision Statement

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 21st Century.

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There is a Holding a Shared Vision module that is available at:

MI-Map Holding a Shared Vision(See Modules 2-1)


Vision Statements

http://www.michigan.gov/mde/0,1607,7-140-28735_33424-,00.html


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One Common Voice - One PlanOne Common Voice - One Plan

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.

• Statements of what is valued• A public/visible declaration of your expected outcomes • Precise and practical• Used to guide actions • A reflection of knowledge, philosophy, and actions• Underlying and encompassing of the vision

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The Gorilla Story The Gorilla Story


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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.”

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First and Second Order Changes

Smaller classes

Site-based councils

Ninety-minute teaching blocks

Schools within schools

First Order Change Second Order Change

Changing relationshipsand teaching strategies

Collaboration and ownership

Extended teaching and learning opportunities

New interactions and relationships

Coordinated focusedcurriculum

Teaching teams with common planning

Research shows that first order changes are NOT necessarily predictors of student achievement.


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Reference Unknown – Senge, Peter

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Setting up the “process” for working through the Comprehensive Needs Assessment (School Data Profile/Analysis, School Process Profile/Analysis, and Summary Report).

• Identify and organize data working teams for each content area. (These teams will likely include more members than the School Improvement Team (SIT) with some overlap.)

• Outline responsibilities for the data teams.

• Pre-organize the data packets.

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Stages and StepsStages and Steps• Getting Ready• Collect Data • Build Profile





School Improvement

Plan

Gather

Study

Plan

Do

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One Common Voice – One Plan Collect Data

Where are we now (status) & where do we want to be (goal)? • 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?

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*The list of data examples above is not all inclusive. Your building may have other data to consider.

One Common Voice – One Plan Gather: 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?

Achievement/Outcome Data

Local AssessmentsState Assessments

National Assessments

Demographic Data

Student SubgroupsEnrollment

Staff AttendanceGraduation/

Dropout Rates

Process Data

Disciplinary InformationPolicies and Procedures

School Process Rubrics

Perception Data

Survey DataOpinions

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One Common Voice – One Plan Gather: Collect Data

Types of Data

Demographic Data: Describes our students, staff, district, and community

Achievement/Outcome Data: How our students perform academically on federal, state, and local assessments

Process Data: Disciplinary Information, Policies and Procedures, School Process Rubrics

Perception Data: Survey Data, Opinions

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Demographic Examples

• Enrollment• Subgroups of Students• Staff• Attendance (Student & Staff)• Mobility• Graduation & Dropout• Socio Economic Status• Education Status

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• Local Formative Assessments

• Classroom Assessments• Report Cards

• MEAP• MME• MI Access• ELPA

• NAEP• ACT/SAT• ITBS, CAT, MET• NWEA

LocalStateNational

* Aggregate & DisaggregateTotal & By Subgroup

Achievement/ Outcome Data

Examples

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Process Data

Examples: • Policies and Procedures (e.g. Grading, Homework,

Attendance, Discipline)• Student and Staff Expectations (e.g. Academic and

Behavior)• Parent Participation (Total & Subgroups)

• Parent-Teacher Conferences• PTO/PTA• Volunteers

• Days of Suspension (Total, by Grade, by Subgroups)• School Process Rubrics

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School Process Rubrics

Part of the data that will be critical to consider in your school improvement planning is the data you submit for the CNA: School Data Profile and School Process Profile).

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School Process Analysis

The analysis of the school process data you complete (i.e. either the School Process Rubric (90) or School Process Rubrics (40) or ASSIST Self Assessment (ASSIST SA) or Self Assessment (SA). will help you to identify the best practice processes that you may want to consider implementing as you work to determine your school improvement action plan strategies. For example, if in reading, you indicated that your curriculum is only partially aligned, an action step in your plan could be the alignment of the curriculum with Grade Level Content Expectations.

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Perception Data

Example:• Surveys of students, staff, parents,

community• A belief - stronger than an impression, but

less strong than positive knowledge• Helps us understand what students,

parents, staff, and others think about the learning environment (Bernhardt, 2002)

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Perception and Process Data

Building in “time” and a “process” for gathering perception data is a necessary component of the School Improvement process.

Resources for gathering perception data:

• www.advanc-ed.org• www.michigan.gov/schoolimprovement • www.k12.wa.us (follow “School Improvement” links)• Electronic tools to help collect perception data –

Zoomerang, Survey Monkey, Victoria Bernhardt materials, etc.

http://www.advanc-ed.org/

http://www.michigan.gov/schoolimprovement

http://www.k12.wa.us/

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There is a Moving Decisively Towards Data Module that is available at:

Mi Map Moving Decisively Towards Data(See Modules 4-1 through 4-5)


Perception and Process Data



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Short Group Reflection

• What types of data do you have at your building? Demographic Student achievement/outcome Perception Process

• How do you collect it and how often?• Why do you collect this data?• Is it easily accessible to building teams?• What do you do with it?

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Data Worksheet ActivityData Worksheet Activity

By WhomData Collected

Demographic

Academic Outcome

How Data is Used

How OftenDataType

Process

Perception

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One Common Voice – One PlanOne Common Voice – One Plan Michigan ContinuousMichigan Continuous School ImprovementSchool Improvement

Stages and StepsStages and Steps• Getting Ready• Collect Data • Build Profile





School Improvement

Plan

Gather

Study

Plan

Do

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School Data Profile

• MDE Action Portfolio: first 24 pages shows an example profile of the data a school might collect for a data profile

• The profile summarizes your school/students through clear and compelling data. The profile is written with your staff.

In Michigan, all schools must complete one ofthese four School Process Profile options asa component of the EdYes! requirements:

School Process Rubrics (90) or

School Process Rubrics (40) (Formerly Education YES!)

orASSIST Self Assessment (ASSIST SA)

orSelf Assessment (SA)

School Process ProfileSchool Process Profile

Common Vocabulary

MDE

AdvancED Michigan

TAB TWELVE

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School Data Profile and Process ProfileSchool Data Profile and Process Profile

• Provides rich and accurate descriptions of reality

• Are living documents that continuously unfold

• Influence/inform decisions, efforts and actions


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Organize Your Data

Collect & sort your data considering the following: Types of data – Achievement/Outcome

(by content area), Demographic, Perception, and Process

Year data represents Subgroup analysis Cohort comparisons (if available) Grade level(s) represented

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REFLECTIONREFLECTION

Stage 1: GatherStage 1: Gather

How would I use this information to assist my school(s)?


1 michigan department of education office of school improvement one common voice – one plan...

Documents

plan plan

school improvement team

school process profileanalysis

plan monitor plan

school process profile

plan common vocabulary

data set goals

common voice