1 one common voice – one plan michigan continuous school improvement mi- csi

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One Common Voice – One Plan

Michigan Continuous School Improvement

MI- CSI

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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

StepsSteps• 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

(CNA)

School Improvement

Plan

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Getting Ready – Mission, Vision, Beliefs– Effective Meetings – Communications

Collect Data, Build Profile, Analyze Data – School Data Profile– School Process Profile


Fall WorkFall Work

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Goals, Objectives, Strategies, Action Plans– Goals Management – Action Plan Detail

Implement, Monitor, Evaluate – Implementation (expectation or optional?) – Structures & Tools to Monitor– Plan to Evaluate


Fall WorkFall Work


StepsSteps• Getting Ready• Collect Data • Build Profile





(CNA)

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.

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One Common Voice - One PlanGather: Getting Ready

Reference Unknown – Senge, Peter

The Science of Implementation

Shared Vision and Purpose • Seems simple, often overlooked• ASSUMPTIONS are deadly

Key QuestionsAre the vision and purpose co-created? Was consensus built?Is there a structured process to identify

and articulate need?

The Science of Implementation

Communication • Clear, intentional communications are

essential

Key QuestionsIs the message consistent?Who conveys the message to whom? What timing and context would amplify

the message?

Resources: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

Van Buren Moodle (moodle.vbisd.org)

One Common Voice - One PlanOne Common Voice - One PlanStep 1: Getting ReadyStep 1: Getting Ready

Effective Meetings, CommunicationsEffective Meetings, Communications

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EDMs in an RtI FrameworkEDMs in an RtI Framework

Continuum of Supports

Benchmark Meetings •Instruction:

•Students in Whole Class and Differentiated Instruction

•Data•Core Program Assessments•Formative assessments •Screening measures•Classroom Observations

Progress Monitoring Meetings• Instruction

•Students in Small Group Instruction and Supplemental Intervention Programs

•Data•Supplemental program assessments•CBM Progress monitoring probes•Frequent targeted formative assessments

Student Study Team Meetings•Instruction

•Student s in 3:1 or smaller Group Instruction and Intensive Intervention Programs

•Data•Diagnostic assessments•Progress monitoring of specific skills


Steps and ToolsSteps and Tools• Getting Ready• Collect Data • Build Profile





(CNA)

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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: Definitions Four Kinds of Data: Definitions

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/ Student

Outcome Data

How our students perform on local, state and federal

assessments (subgroups)

Demographic or

Contextual Data

Describes our students, staff, building, and community

Process Data

The policies, procedures, and systems we have

in place that define how we do

business

Perception Data

Opinions of

staff, parents, community and

students regarding our

school

Definitions

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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

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/ 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

Examples

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 ProfileSchool Data Profile

School Context Staff Students Community Perceptions Achievement

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School Data Profile School Data Profile

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School Data Profile School Data Profile


School Process Profile School Process Profile

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School Processes- How things are done(Standards and Rubrics)

One Common Voice – One PlanOne Common Voice – One Plan Step 4: Analyze Data Step 4: Analyze Data

Summary ReportSummary Report

Strengths Weaknesses

Content Goals Process NeedsPriorities

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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.

Goals• All students will be proficient in ________. • Goal justification requires data. • How far do you dig into data?

– Proficiency gap with state or other comparison – Subgroup gaps – Grade level or course gaps – Strand or item gaps – Consider trends– UNTIL YOU IDENTIFY WHAT TO WORK ON

Goals - Continued

• Gap causes – Look for the root causes – 5 why’s– Processes (the way we do things) – Brainstorm possibilities; then collect

data to verify – Look for causes where you have high

levels of Control and Impact

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Objectives• “SMART” (Specific, Measureable, Attainable,

Relevant, Time bound) • Who will be able to do what by when as measured

by what? (Increase ___ from ___ to ___ by ___.) • Level of change related to level of work

– Macro (Reading proficiency-curriculum, instruction) versus micro (Informational Text)

– Whole School (general objective) and/or targets by grade/content (grade level objectives, course objectives), targets by subgroup (ED objectives, special education objectives)

Objectives- Example 1

Improve the percent of students scoring proficient on the Reading MEAP by a minimum of 10% at applicable grade levels.

Is this objective SMART?

Objectives- Example 2

Students will increase skills in the area of informational reading: the percentage of non-disabled students proficient on the MEAP Reading Informational Text strand will increase from 56% (2009-10) to 65% and the percentage of students with disabilities proficient on this strand will increase from 35% (2009-10) to 52% by Fall 2011.

Specific

Measurable

Attainable

Time-bound

Relevant

Strategies

• Adult actions • Appropriate approach for context (Research Based) • ONE thing• Reflects an approach, concept, or program• Represents NEW work (or is Title funded)• NOT considered strategies:

– Professional development is an action step – Research best practice should be done as part of

planning

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One Common Voice – One Plan Step 7: Research Best PracticeResearch Best Practice

Strategy StatementsStrategy Statements

Teachers (K-5) will implement a system of Common Formative Assessments in math.

Teachers in the Social Studies Department will use a curriculum map and learning targets to guide their instruction.

Teachers (all content areas) will implement Marzano’s 6-Step process for teaching academic vocabulary.

Strategy Example

Teachers will develop grade level appropriate lists of measurement vocabulary terms. These will be made into posters for classroom use and be sent home to parents in several ways: a parent vocabulary letter, a calendar of activities incorporating measurement and monthly articles in the school newsletter.

Strategy Example

Teachers will develop grade level appropriate lists of measurement vocabulary terms. These will be made into posters for classroom use and be sent home to parents in several ways: a parent vocabulary letter, a calendar of activities incorporating measurement and monthly articles in the school newsletter.

What is the strategy? What are action steps?

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Visible Learning: John Hattie

Advanc-Ed Resource Network What Works Website

Instructional Strategies That WorkFlorida Council Reading Research

PLCs-National Staff Development CouncillEye on Education

Assessment InstituteHope Foundation

One Common Voice - One PlanStep 7: Research Best Practice

Resources

Moodle.vbisd.org

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Is it the right thing to do? NeedFit Evidence

Can we do it the right way? Resources ReadinessCapacity


Step 7: Research Best Practice Depth of Research

One Common Voice – One PlanOne Common Voice – One Plan Step 8: Develop Action Plan Step 8: Develop Action Plan

Action StepsAction Steps

• Are action steps sufficiently detailed so that expectations are clear?

• Do action steps include (or consider):– professional development needs (initial and ongoing)?– materials purchase and/or development time?– implementation expectations?– collaboration and communication with colleagues?– accountability (individual and group)?

• Do action steps show sequencing? (not all steps ongoing)

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Activity to implement

the strategy

Staff responsible

to implement

Timeline

Begin End

Resources neededAmount Source

Monitoring Activities

Evidence of

Success

One Common Voice – One Plan Step 8: Develop Action PlanStep 8: Develop Action Plan

Matrix –type Template Matrix –type Template







School Improvement

Plan

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Activity to implement

the strategy

Staff responsible

to implement

Timeline

Begin End

Resources neededAmount Source

Monitoring Activities

Evidence of

Success

One Common Voice – One Plan Step 8: Develop Action PlanStep 8: Develop Action Plan

Matrix –type Template Matrix –type Template

One Common Voice – One Plan Step 10: Monitor Step 10: Monitor

Action Plan Action Plan

Activity Monitoring Plan

Evidence

Staff will read “Boys and Girls Learn Differently” (Marzano)

Grade level/Content area teachers meet 4X per year to collaboratively score student writing

Teachers monitor and adjust instruction based on data; provide timely interventions.

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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.


Steps 10-11: Monitor, Evaluate Requirements

One Common Voice – One Plan Step 10-11: Monitor and EvaluateStep 10-11: Monitor and Evaluate

Big PictureBig Picture

Monitor ongoing with accountability • Is the strategy being implemented as

planned? If not, why not? • Is there consistent implementation? Is

everyone on the same page? • Do we need to make changes to the plan

now? • What is happening with students as a result?

(Is anything expected yet? Do we have good ways to measure change?)

One Common Voice – One Plan Step 10-11: Monitor and EvaluateStep 10-11: Monitor and Evaluate

Big PictureBig Picture

Evaluate retrospectively by and across strategies

• How well did we do at implementing the strategy? Any lessons?

• What was the impact on student learning? • Do we need to make changes to the strategy

for next year? (drop, modify) • Did we meet our objective? • What changes do we need to make to our

goal for next year?

One Common Voice - One Plan Steps 10-11: Monitor and Evaluate

Implementation and Impact

Monitoring Evaluation

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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

1 one common voice – one plan michigan continuous school improvement mi- csi

Documents

plan monitor plan

plan step

data set goals

common voice

work slide

peter slide

ready mission

vision statement