1 core group training for implementing mi-plan. 2 session 2 – core group training jeff guykema...

1

Core Group Training

for

Implementing

MI-Plan

2

Session 2 – Core Group Training

Jeff Guykema [email protected]

Kathy [email protected]

MGT of America711 Capitol Way S.Olympia, WA 98501mgtamer.com

Training Facilitators

mailto:[email protected]

mailto:[email protected]

3

Result of partnership between: Center for Education Performance

and Assessment (CEPI) Michigan Department of Education

(Office of Field Services) Michigan North Central Association MGT of America

Acknowledgements

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Training Purpose:

Provide training for:1) Facilitating technical use of the MI-

PLAN web-based tool.2) Using MI-Plan processes and

techniques for developing systemic school improvement plans.

3) Creating an individual MI-PLAN framework for conducting subsequent professional development training.

5

What is MI-Plan?

• Time saving, easy to use web-based management system for creating, implementing, and monitoring school improvements plans.

• Creates a single planning environment that meets multiple reporting requirements.

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Why Use MI-PLAN?• Combines expectations of Revised

School Code (Public Act 25), NCA school improvement protocols, Title 1 requirements in “No Child Left Behind”, and Education YES into a web-based planning process.

• Helps insure coordination of effort and resources.

• Automatically downloads school data (MEAP, MI-Access, Alternative LEP).

• Provides common planning process.

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MI-Plan Benefits

• Creates a collaborative, continuous improvement culture to ensure that all students are achieving at high levels.

• Encourages innovation through research-based practices.

• Focuses and aligns staff development and resources.

• Increases public participation in planning.

• Provides data to support and document continuous growth.

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Training Participant Assumption(Level 4 or 5)

School Improvement Planning “Intelligence Quotient” Levels

On a scale of 1 – 5:1) Unsure how to spell school

improvement2) Know there are processes for

school improvement.3) Can describe various steps of school

improvement.4) Can lead school improvement.5) Can train others in the school

improvement process.

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Recommended Skill Setsfor MI-Plan Trainers

• Strong background/experience in facilitating planning processes (Possess substantial toolbox of group process/consensus building techniques.)

• Previous experience in facilitation and/or development of school improvement plans.

• Intermediate to advanced level computer skills in using MS Windows, MS Office, and web applications.

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MI-Plan

MichiganSchool Improvement

Planning Process


Planning Process

Step 8:Step 8:

Step 4:Step 4:Step 6:Step 6:

Step 5:Step 5:

Step 1Step 1

Step 2:Step 2:

Step 3:Step 3:Step 7:Step 7:

What are the steps in the MI-Plan Process? This is a test…This is only a test!

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Achievement

Demographic

Perception(Aligned to

Ed Yes)

Contextual(Ed Yes)

GoalTargetAreas

N

N

N

N

Student Performance

Goals-------------

Strategies &

Interventions

Research

Monitoring

Evaluating

A

A

A

A

Reporting

ProfessionalDevelopment

DATACollect Analyze

MI-Plan Web Tool Process Flow

Goal Target Areas

SCHOOL PROFILENarratives

Education YES

Indicators

Monitor

EVALUATIONEvaluate

ACTION PLANStrategies/Interventions ActivitiesGoals

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Getting Started withMI-Plan

MI-Plan URL:http://216.210.149.4/miplan

User ID:First Initial + Last Name(i.e., jsmith)

Password:“training”

Communication Portal:michiganplan.com

User ID:First Initial + Last Name(i.e., jsmith

Password:First Name(i.e., joanne)

http://216.210.149.4/miplan

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MI-Plan School Improvement Planning Process Guide

(SIP Guide)

• Use in training professional development providers.

• Provides basic outline of the MI-Plan process.

• Compliments use of the MI-Plan online tool (Not a substitute).

• Resource for facilitating teamwork, effective use of data, and principal and teacher leadership.

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MI-Plan


Planning Process


Planning Process

Step 8:Evaluate Impact

on Student Achievement



Step 4:Set Student

Performance Goals

Step 4:Set Student

Performance Goals

Step 6:Develop ActionPlan


Step 5:Research and

Select Best Practices

Step 5:Research and


Step 1:Assess

readinessto benefit

Step 1:Assess

readinessto benefit

Step 2:Collect sort and

select data


select data

Step 3:Build and AnalyzeSchool Portfolio

Step 3:Build and AnalyzeSchool Portfolio

Step 7:Monitor Plan

Implementation

Step 7:Monitor Plan

Implementation

An 8 Step Process

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Assess readinessto benefit


Two Minute Turn and Talk

Why do we plan?

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A metaphor

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IN MOUNTAIN CLIMBING-

The creation of a vision, the importance of a plan, the precision of technique, careful organization, thoughtful team building, painstaking route finding, professionalism, and tenacity are critical to achieving the goal.

IN OUR SCHOOLS-

Does the education of our children demand any less?

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•To be more intentional and focus on what’s important

•To “professionalize” the culture by learning together and deprivitizing our practice

•To build learning environments of inquiry, trust, and mutual respect

Why do we plan?

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“The most compelling factor leading to school success is functioning in a collaborative family-like atmosphere.”

-Bridging the Opportunity Gap



Building a Continuous Improvement Culture

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The Importance of Trust

1 in 2 chances of making significant improvements in student learning

Strongest Level of Trust

1 in 7 chances of making significant improvements in student learning

(Source: Bryk and Schneider)

Weakest Level of Trust

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• Integrity

•Personal Regard

•Respect

•Competence

Four Vital Signs of Trust

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Why are some schools successful and others not when implementing the same improvement strategies?

Readiness Guiding Question

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UNDERSTANDING CHANGE

Trust

Trust

Trust

Trust

Trust

Trust

Trust

Vision

Vision

Vision

Vision

Vision

Vision

Vision

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Resources Payoff

Payoff

Payoff

Payoff

Payoff

Payoff

Payoff

Payoff

Action Plan

Resources

Resources

Resources

Resources

Resources

Resources

Resources

Action Plan

Action Plan

Action Plan

Action Plan

Action Plan

Action Plan

Action Plan

Change

Sabotage

Confusion

Anxiety

Anger

Sporadic Change

False Starts

First OrderChange

SharedValues/Beliefs







an

Action Plan

=

=

=

=

=

=

=

=

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Hersey, Paul and Blanchard, Kenneth, Management of Organizational Behavior, Utilizing Human Resources, Fifth Edition, Prentice Hall, 1988.



School Readiness - the extent to which a school’s staff has the ability and willingness to accomplish a specific task.

Two major components of readiness are ability and willingness.

Assess School Readiness

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Ability is the knowledge, experience, and skill that an individual or group brings to a particular task or activity.





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Willingness is the extent to which an individual or group has the confidence, commitment, and motivation to accomplish a specific task.





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Sometimes, people aren’t really unwilling, it’s just that they’ve never done a specific task before. They don’t have any experience with it, so they’re insecure or afraid.

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• Staff Focused on Action• Value Data in Decisions• Value Input• Receptive to Change

School Readiness for Planning

Willing (Attitudes)

• Continuous Improvement Focus• Strong/Visionary Leadership Team• Time• Resources (Human and Fiscal)• District Understanding and Support• Support Processes in Place

Able (Skills)

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Readiness Assessment



Not a one-time event – assess for every step and every activity of school improvement planning

Assessments are completed by the school improvement team

See MI-Plan tool readiness assessments and resources under Foundation/Readiness to Benefit/ Materials

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“We Make the Road by Walking”

“Se Hace Camino al Ander”

-Antonio Machado

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Step 1:Assess Readiness to Benefit

(Foundation for Planning)

Step 1:Assess Readiness to Benefit

(Foundation for Planning)

1. Establish a school improvement team.*2. Assess school’s readiness to plan.*3. Determine SIP team/steering committee level

of knowledge in school improvement process and research-based practices.

4. Develop a School Introduction.*5. Create a school improvement planning

calendar * 6. Define/clarify the school’s decision making

process.*7. Verify/validate the school’s mission

statement. * 8. Create a school vision statement.

Essential Off-line Process ActivitiesSIP Guide Step 1

* - Required Activities

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P3T Paper, Passing , Purpose Tool (“Tool Time”)

1)Divide stakeholders into small groups-Each stakeholder get index card & has 5-10 minutes to write a vision/mission statement-no names

2) Pass papers to left-upon receiving colleague underlines the significant words or passages-passes on-continue until each statement has been reviewed by all members

3) Recorder for group writes all the underlined statements on flipchart-repeat process to form one common list of statements-- 2-3 small groups combine thee underlined words into a vision/mission statement

4) Each group shares their statements-combine into one statement or have small group do so --all stakeholders review statement and come to agreement-Use a Consensogram to confirm agreement

A word about Mission and Vision Statements…

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Consenogram (Tool Time)

1)Give each person same size sticky note

2) Determine what is going to be measures (e.g. “How committed are you to…?)

3) Write numbers in increments of 10% (10%-100%) virtically on the left side of a flipchart sized paper-these percentages are used to represent what you think, feel, or where you stand

4) Each person writes a representative percentage on their sticky note and puts them in the center of table

5) Post notes on flipchart to form a frequency distribution chart-discuss results- Have you reached consensus?

Note: Another quick check is “Fist to Five”

What are your process for coming to consensus?

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Checking for Understanding

What are your questions about

Laying the Foundation?

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MI-Plan


Planning Process


Planning Process





Step 4:Set Student

Performance Goals

Step 4:Set Student

Performance Goals



Step 5:Research and


Step 5:Research and


Step 1:Assess

readinessto benefit

Step 1:Assess

readinessto benefit


select data


select data

Step 3:Build and Analyze

School Profile


School Profile

Step 7:Monitor Plan

Implementation

Step 7:Monitor Plan

Implementation

An 8 Step Process

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Essential Off-line Process ActivitiesSIPP Guide Step 2

Step 2:Collect, Sort and Select Data

Step 2:Collect, Sort and Select Data

1. Schedule SIP Team Meetings.*2. Determine readiness to benefit.*3. Determine “What to Collect.”4. Collect, sort, and select data from a

variety of sources.*5. Inventory programs and processes.6. Review rational for data choices.7. Evaluate quality/value of data.*

*- Required Activities

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Demographics

Co

nte

xtu

al

Pe

rcep

tion

s

Student Learning

Collect, Sort andSelect data


MI-Plan Data Domains

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Collecting DataC

on

text

Pe

rcep

tion

s

Student Learning

Demographics

Free and ReducedESLSpecial PopulationsGenderEthnicityMobilityDropout RatesAttendance Data

Demographics



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Collecting Data

Demographics

Co

nte

xt

Student Learning

Pe

rcep

tion

s

PerceptionsParents, Student, Staff SurveysTitle I SurveyClimate SurveysCSR SurveyTechnology Survey



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Collecting Data

Demographics

Pe

rcep

tion

sCo

nte

xt

Student Learning

Student Learning

MEAPACTLevels TestsGPASAT-9Portfolios



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Collecting Data

Demographics

Co

nte

xt

Pe

rcep

tion

s

Student Learning

ContextEducation YESHealth SurveySafe Schools DataDiscipline DataSchool SystemsSchool Programs



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School Profile

Grade 4 Reading Accountability Goals

55.158

6164

66.3

55.1

73.676.3 76.9

30

35

40

45

50

55

60

65

70

75

80

1997 1998 1999 2000 2001

SES TargetedScores

SES Scores

Elementary School Parents79 responses

Averages 5 = High 1 = Low

3.6

2.5

3.13.2

4.74.4

1.0

2.0

3.0

4.0

5.0

K-4 Class sizereductions

5-12 Class sizereductions

K-12 ExtendedLearning

Opportunities

AdditionalProfessionalDevelopment

Pre-Kindergarten

support

Improve SchoolBuildingFacilities

Total School - Staff167 responses

Averages 5 = High 1 = Low

4.04.4

3.2 3.2 3.23.7

1.0

2.0

3.0

4.0

5.0

K-4 Class sizereductions

5-12 Class sizereductions

K-12 ExtendedLearning

Opportunities

AdditionalProfessional

Development

Pre-Kindergarten

support

Improve SchoolBuildingFacilities

1 2 3 4 5A. Reduce class sizes in grades K-4 by hiring certificated

elementary classroom teachers 3 4 7 12 4.1

B. Make selected class size reductions in grades 5-12, such as middle school and high school writing classes 1 8 17 4.6

C. Provide extended learning opportunities for students in K-12, including but not limited to extended school year, extended school day, before and after school programs, special tutoring programs, weekend school programs, summer school, and all-day kindergarten

3 3 7 8 6 3.4

D. Provide additional professional development for educators5 3 7 7 4 3.1

E. Provide early assistance for children who need pre-kindergarten support 4 3 8 8 3 3.1

F. Provide improvements or additions to school building facilities directly related to class size reductions and extended learning opportunities

5 2 10 9 3.7

AveragePriority

Lowest Highest

District/Schools Baseline 1997

Goal 1998

Goal 1999

Goal 2000

Goal 2001

Falls City 65.1 68 70 72 73.8North View 53.4 56 59 62 65.1Maple Hill 60.2 63 66 68 70.2Hawkins 55.1 58 61 64 66.3

District 58.9 62 65 67 69.2

0

10

20

30

40

50

60

70

Reading Math Language

2002-2003 Grade 7 MEAP Scores

SVSD

State

Nation

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What are your questions about Collecting and Selecting Data?

44

MI-Plan


Planning Process


Planning Process





Step 4:Set Student

Performance Goals

Step 4:Set Student

Performance Goals



Step 5:Research and


Step 5:Research and


Step 1:Assess

readinessto benefit

Step 1:Assess

readinessto benefit


select data


select data


School Profile


School Profile

Step 7:Monitor Plan

Implementation

Step 7:Monitor Plan

Implementation

An 8 Step Process

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Step 3:Build and Analyze School Profile

Step 3:Build and Analyze School Profile

1. Determine readiness to build and analyze the school portfolio. * (Consider conducting a “mini lesson” on writing narratives)

2. Conduct data carousel.*3. Write non-evaluative narrative statements

to describe the data.* (Achievement, demographic, perception, and contextual)

4. Prioritize “challenges.” *5. Analyze school profile.*6. Evaluate school profile.* - Required Activities


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Build and AnalyzeSchool Profile


Data Carousel Activity(SIP Guide –Step 3. pp. 9-15)

Tables with data for groups to reviewEach table reviews the data individually, think about strengths and challenges.Group discusses data and develops non-evaluative narrative statements. Strengths and challenges are recorded.

Narrative tally sheets are collected and compiled.

Synthesize and prioritize challenges.

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Prioritized Challenges After Data Carousel(Example)

Reading achievement 16 Math achievement 10 Attendance 6 Student discipline 4 Parent involvement 2 Curriculum planning 2 Conflict resolution 2 Time to “do all this” 2 Home-school relations 2 Team functioning 2 Closing minority gap 2

Prioritize Challenges:



48



Data Carousel Activity(with spreadsheet)

Record and synthesize concerns between each “round” of data analysis into spreadsheet

Read once for clarity and another time for duplication--eliminate duplication

Rate and Rank concerns individually

Tally group scores-use spreadsheet to rank

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Narratives from Data Carousel(prior to rating and ranking)




Rate each item 1-5 5= greatest dissatisfaction with results, I.e., lowest test scores, worst problem, etc.

Rate each item 1-5. 5= most important issue; needing most immediate attention; most essential to the mission.

Rate each item 1-5. 5= most amenable to change; within power of school.

Math scores have moved from 10 to 18% meeting standard 0 0.00

Staff don't feel safe expressing opinion (63%) 0 0.0075% of boys did not meet standard in reading 0.00

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Prioritized Challenges After Data Carousel(Example)




Area of Concern Points

71% of Staff don't feel supported by district admin. 88

Staff don't feel safe expressing opinion (63%) 82

Respect building and respecting each other (Task/trust) 77

School Size (enrollment, 219 in 2 grades) 72

Math scores have moved from 10 to 18% meeting standard 63

60% of math students are in level 1 62

6% of Latino students met standard in math 62

Writing scores have moved to 39% meeting standard 52

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Quality School Profile

Profile complete, well organized, and concise.Sufficient data from multiple sources been collected (students, instruction, community, former students, etc.) Data been disaggregated.

Data been analyzed and implicationsdetermined.

Data can be presented in graphic tables and charts.



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What are your questions about Analyzing Data?

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Steps 1-3 ObjectivesHow did we do?

We can instruct others:1) To understand the purpose, background,

and development of the MI-Plan process.2) To understand the relationship/role of

MI-Plan in fulfilling multiple planning and reporting requirements.

3) To understand the role/function of MI-Plan in a continuous school improvement process.

4) Skill in the basic use and function of Steps 1-3 of the MI-Plan application tool.

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MI-Plan


Planning Process


Planning Process





Step 4:Set Student

Performance Goals

Step 4:Set Student

Performance Goals



Step 5:Research and


Step 5:Research and


Step 1:Assess

readinessto benefit

Step 1:Assess

readinessto benefit


select data


select data


School Profile


School Profile

Step 7:Monitor Plan

Implementation

Step 7:Monitor Plan

Implementation

An 8 Step Process

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Step 4:Set Student Performance Goals


Essential Off-line Process Activities

SIP Guide Step 41. Schedule a SIP Team to review narratives 2. Assess readiness to set and prioritize

goals.*3. Group “challenges” into emerging goal

target areas (i.e., Math).*4. Write student performance goal

statements.*5. Review goal statements goals with all staff.


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SIP Guide Step 4 (Contd.)

6. Determine the essence the goals.*7. Align goals to the Education YES

Measures of School Performance.8. Rank quality of student performance

goals.*9. Evaluate goals in terms of school’s

mission.


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From Challenges to Goals

Set and prioritizegoals


Draft goal statements around the identified challenges.

Goal statements begin with a general, overarching vision of what needs to happen.

Choose three to five goal statements to refine.(Reading and/or Math goals required by NCLB if school has been identified for improvement based on AYP).

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Critical Elements of Goals

Compelling evidence (Rationale/Justification from 3 sources)

“Essence” of the goal – points of emphasis which determine assessments. (The “guts” of the goal)

Goal statement describing what isto be developed with students.

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Is it a Strategy or is it a Goal?

Goals are what your “preferred future” is related to how students should perform. It’s what you want students to accomplish.

Strategies/Interventions are action steps that identify what you will do to achieve the goal.

Set Student Performances

Goals


Goals

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Writing a Goal

Consider what students will be able to do better, differently, or more because of the goal.

Consider what teachers will be able to do better, differently, or more of because of the goal.

Determine how the goal will impact student learning.

Decide what evidence is needed to assure the goal was reached.


Goals


Goals

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Goal ExamplesSet Student Performances

Goals


Goals

All students will improve their reasoning skills to solve problems in all curricular areas.

All students will demonstrate an improved ability to read and comprehend expository text in all curricular areas.All students will increase their scientific reasoning skills across the curriculum.

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What are your questions about writing goals?

63

MI-Plan


Planning Process


Planning Process





Step 4:Set Student

Performance Goals

Step 4:Set Student

Performance Goals



Step 5:Research and


Step 5:Research and


Step 1:Assess

readinessto benefit

Step 1:Assess

readinessto benefit


select data


select data


School Profile


School Profile

Step 7:Monitor Plan

Implementation

Step 7:Monitor Plan

Implementation

An 8 Step Process

64

Essential Questions toGuide Research

What do our students need to know and be able to do?How will we know if our students are meeting the standards?

What will we do differently if students are not meeting the standard?

Research & SelectEffective

Practices


Practices

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Step 5:Research and Select Effective Practices


1. Determine study approach (Options: Engage all staff or just use SIP team).

2. Determine readiness for research. *

3. Create a “plan for study” with timelines

4. “Dig Deeper” into the data to better understand the essence of the goal.

5. Become familiar with types of research? (i.e., “gold standard” – quantitative research using an experimental design)

Do study teams know how to

“unpack” a goal?


66




6. Investigate and document effective strategies/interventions, best practices, and activities from multiple sources such as site visits and content area specialists.

7. Complete study team report, share and discuss findings with all stakeholders

8. Evaluate strategies/interventions.*

Do study teams know how to

“unpack” a goal?


67

“Jump Starting” the research process


Practices


Practices

The FishboneWhat is preventing us from meeting our goal in…

Math

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A Plan for StudyResearch & Select

Effective Practices


Practices

Study Process Planning Grid

Goal:

Group Members:

Additi onal Data Analysis:

Site Visits:

Content Specialist/Experts

Research/R esources:

Steps to Be Taken Lead Responsibility Timeline for Completion

69

School Level Change

Types of change identified by research on the effects of the restructuring movement in schools.

Specific classroom and school-wide practices: Changes in efficiency, organization, specific practices, “change without difference.”

Philosophy, focus and ownership: Systemic change, fundamental ethos, philosophy, beliefs driving practice “restructuring.”


Practices


Practices

First Order Changes

Second Order Changes

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First and Second Order Change

Smaller classes

Site-based councils

Ninety-minute teaching blocks

Schools within schools

First Order Change Second Order Change

Changing relationships and teaching strategies

Collaboration and ownership

Extended teaching and learning opportunities

New interactions and relationships

Coordinated focusedcurriculum

Teaching teams with common planning


Practices


Practices

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

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Research Strategies/Interventions


Practices


Practices

Does the strategy/intervention clearly align with the essence of the goal?

Is each strategy/intervention based on sound and relevant research?Is the strategy/intervention appropriate for student population? (including Title 1 students or students achieving at less than proficient)Can the strategy/intervention be implemented with available/obtainable fiscal or human resources?

72


What are your questions about the research process?

73

MI-Plan


Planning Process


Planning Process





Step 4:Set Student

Performance Goals

Step 4:Set Student

Performance Goals



Step 5:Research and


Step 5:Research and


Step 1:Assess

readinessto benefit

Step 1:Assess

readinessto benefit


select data


select data


School Profile


School Profile

Step 7:Monitor Plan

Implementation

Step 7:Monitor Plan

Implementation

An 8 Step Process

74

Step 6:Develop Action Plans


SIP Guide Step 6

1. Develop action plan readiness.*2. If Title 1 School, complete Title 1 Target

Assistance Requirements.*3. If School Identified for Improvement,

complete NCLB AYP Two-Year Plan Requirements.*

4. Complete Michigan School Improvement Requirements descriptors.*

5. Review Action Plan examples.6. Develop Professional Development Plan

and Calendar.*7. Complete Action Plan assessment.*


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The Essence of the Goal

Action Plan Outline

Action Plan Outline

Standardized/local assessment which measure if the goal is achieved

New initiatives for achieving and implementing the essence of the goal.

Support data summarizing three compelling reasons for the goal

Develop ActionPlans

Develop ActionPlans

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Questions to Guide Activities for Strategies/Interventions

What will teachers teach?

What will teachers model?

What will students practice?

What is expected of

students?

What will be done to support these efforts?

What professional development is needed to implement the strategy successfully?

Develop ActionPlans

Develop ActionPlans

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developing action plans?

78

MI-Plan


Planning Process


Planning Process





Step 4:Set Student

Performance Goals

Step 4:Set Student

Performance Goals



Step 5:Research and


Step 5:Research and


Step 1:Assess

readinessto benefit

Step 1:Assess

readinessto benefit


select data


select data


School Profile


School Profile

Step 7:Monitor Plan

Implementation

Step 7:Monitor Plan

Implementation

An 8 Step Process

79

Monitor PlanImplementation

Monitor PlanImplementationMonitor Plan ImplementationMonitor Plan Implementation


1. Determine readiness to monitor implementation of the action plan.*

2. Review and adjust plan if necessary to implement strategies/ interventions.

3. Monitor activities timelines.*4. Survey implementation

effectiveness.5. Evaluate implementation of

action plan.** - Required Activities

80

Monitoring the Action Plan

How will we know that strategies/interventions are being implemented by teachers?

How will we know that strategies/interventions are making a difference in student achievement?



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Monitoring Implementation Outcomes

Demonstrates/documents progress.

Focuses attention on the plan.

Provides basis for making changes.

Give reasons to celebrate!

Implement andmonitor plan

Implement andmonitor plan

82

Monitoring Implementation Process

Use formative measures.

Schedule a regular check-in time.

Designate staff to monitor and cheerlead.

Use forms and resources.

Identify what processes are working.

Identify what processes areNOT working?



83



developing monitoring the plan?

84

MI-Plan


Planning Process


Planning Process





Step 4:Set Student

Performance Goals

Step 4:Set Student

Performance Goals



Step 5:Research and


Step 5:Research and


Step 1:Assess

readinessto benefit

Step 1:Assess

readinessto benefit


select data


select data


School Profile


School Profile

Step 7:Monitor Plan

Implementation

Step 7:Monitor Plan

Implementation

An 8 Step Process

85

Step 8:Evaluate Impact on Student AchievementEssential Off-line Process Activities

SIP Guide Step 8

1. Evaluate readiness to determine impact of Plan on student achievement.*

2. Complete improvement planning process survey.*

3. Complete plan evaluation rubric.*


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Review action plan and determine if additional measures are needed.

Process

Measure progress and determine effectiveness of the implementation of the SIP.

Review progress on Ed YES Indicators. Celebrate successes.

Begin again! The profile is now updated.

EvaluateImpact


EvaluateImpact


87

Step 8:Evaluate Impact on Student AchievementStep 8:Evaluate Impact on Student Achievement

Have goals been met?

Celebrate success!

Identify new opportunities.

88



evaluating the plan?

89

MI-Plan


Planning Process


Planning Process





Step 4:Set Student

Performance Goals

Step 4:Set Student

Performance Goals



Step 5:Research and


Step 5:Research and


Step 1:Assess

readinessto benefit

Step 1:Assess

readinessto benefit


select data


select data


School Profile


School Profile

Step 7:Monitor Plan

Implementation

Step 7:Monitor Plan

Implementation

An 8 Step Process

90

Checking for MasteryWe possess skill in the use of MI-Plan for:

1) Administering and facilitating site use.2) Collecting and selecting data.3) Analyzing data and identifying goal target

areas.4) Identifying and prioritizing school

improvement goals.5) Using research to identify and select

improvement strategies and practices.6) Developing an action plan.7) Monitoring implementation of the plan.8) Evaluating the impact of the plan on

student achievement.9) Creating School Improvement Reports.

91

However noble, sophisticated, or enlightened proposals for change and improvement might be, they come to nothing if teachers don’t adopt them in their own classrooms and if they don’t translate them into effective classroom practices.

-Micheal Fullen“Working Together for Your School”

1 core group training for implementing mi-plan. 2 session 2 – core group training jeff guykema...

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