michigan department of education office of education improvement and innovation
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Michigan Department of Education Office of Education Improvement and Innovation. One Voice – One Plan Michigan Continuous School Improvement (MI-CSI). One Voice – One Plan Common Vision, Common Language. Federal Requirements. State Requirements. PA 25. Accreditation. Continuous - PowerPoint PPT PresentationTRANSCRIPT
Michigan Department of Michigan Department of EducationEducation
Office of Education Improvement Office of Education Improvement and Innovationand Innovation
One Voice – One PlanMichigan Continuous School
Improvement (MI-CSI)
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Federal Requirements
State Requirements
PA 25Accreditation
ContinuousImprovement
Coherent Plan for Improvement
One Voice – One PlanCommon Vision, Common Language
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What is School Improvement?
School Improvement is…• A mindset• A process• A document
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Michigan’s Continuous School Improvement Process
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Michigan’s Continuous School Improvement Process
Stage Processes Products
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 Rubrics (SPR 40 or SPR 90, SA/Interim SA)
• School Data Analysis (SDA)
STUDY • Analyze Data• Set Goals• Set Measurable Objectives• Research Best Practices
• School Data Analysis• School Process Rubrics
Analysis• Goals & Plans
PLAN • Develop action plan for strategies and activities
• Define methods for monitoring and evaluation
• Goals & Plans• School Improvement
Plan
DO • Implement the Plan• Progress with Monitoring the Plan• Evaluate the Plan
• Annual Education Report
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Video
http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html
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GatherGet Ready
Collect DataBuild Profile
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Continuous School Improvement Process
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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?
Guided Conversations
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Comprehensive Needs Assessment (CNA)
School Data Analysis (SDA)
School Process Profile
School Process Rubrics 40 and 90 (SPR 40/90)
Interim Self Assessment (Interim SA)
Self Assessment (SA)
Annual Education Report (AER)
Purpose
Mission
Vision
Belief Statements
First and Second Order Change
AdvancED Website
Michigan School Data
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GatherGet ReadyCollect DataBuild Profile
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Continuous School Improvement Process
Comprehensive Needs Assessment
School Improvement
Plan
Gather
Study
Plan
Do
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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
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Do we have the ability - the knowledge, experience, and skills - to plan and implement school improvement initiatives?
Getting Ready for School Improvement
Are we willing – do we have the confidence, commitment, attitude, and motivation - to plan and implement school improvement initiatives?
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Description Yes/ Willing
Yes/Able
No/ Willing
No/ Able
1. School Improvement Team (SIT) 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. SIT 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 members and staff develop a Mission, Vision and Belief Statements that focus 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 plan.
7. SIT members and staff 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.
Get Ready for School Improvement
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The GorillaThe Gorilla StoryStory
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Trust Vision Skills ResourcesAction Plan
PayoffShared
Values/BeliefsSustainable
Change
Sabotage
Confusion
Anxiety
Anger
Sporadic Change
False Starts
First Order Change
Trust
Vision Skills ResourcesAction Plan
PayoffShared
Values/Beliefs
TrustVisio
nSkills Resources
Action Plan
PayoffShared
Values/Beliefs
Trust Vision Skills ResourcesAction Plan
PayoffShared
Values/Beliefs =Trust Vision Skills Resources Action
PlanPayoff
Shared Values/Beliefs
Trust Vision Skills ResourcesAction PlanPayoff Shared
Values/Beliefs
Trust Vision Skills ResourcesAction Plan
PayoffShared
Values/Beliefs
Trust Vision Skills ResourcesAction Plan
PayoffShared
Values/Beliefs
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Ambrose, 1987 “Managing Complex Change”
Understanding Change
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GatherGet Ready
Collect DataBuild Profile
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Continuous School Improvement Process
Comprehensive Needs Assessment
School Improvement
Plan
Gather
Study
Plan
Do
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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
Collect Data
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What types of data do you need?Demographic Data Achievement/
Outcome DataProcess Data Perception
Data• Enrollment• Subgroups of students• Staff• Attendance (Students and
Staff)• Mobility• Graduation and Dropout• Conference attendance• Education status• Student subgroups• Parent involvement• Teaching staff• Course enrollment
patterns• Discipline referrals• Suspension rates• Alcohol‐tobacco‐drug
violations• Extracurricular
participation• Physical, mental, social
and health
• Local assessments: District Common Assessments, Classroom Assessments, Report Cards
• State assessments:MME, ACT, MEAP, MI-Access, MEAP Access, ELPA
• National assessments:ACT Plan, ACT Explore, ACT WorkKeys, NWEA, ITBS, CAT, MET NAEP, PSAT
• GPA• Dropout rates• College acceptance
• Policies and procedures (e.g. grading, homework, attendance, discipline)
• Academic and behavior expectations
• Parent participation: PT conferences, PTO/PTA, volunteers
• Suspension data• School Process Rubrics
(SPR 40 or SPR 90) or Interim SA/SA (NCA)
• Event occurred: Who, what, when, where, why, how
• What you did for whom: E.g. All 8th graders received violence prevention
• Survey data (student, parent, staff, community)
• Opinions (Clarify what others think. People act based on what they believe. How do they see you/us?)
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Data Type Data Collected
How Often
By Whom Location How Data Is Used
Academic Outcome
Demographic
Process
Perception
Data Worksheet Activity
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GatherGet Ready
Collect Data
Build Profile
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Continuous School Improvement Process
Comprehensive Needs Assessment
School Improvement
Plan
Gather
Study
Plan
Do
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Comprehensive Needs Assessment
A Comprehensive Needs Assessment (CNA) includes three components…1.School Data Profile/Analysis2.School Process Profile/Analysis3.Summary Report (to inform School Improvement Plan)
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School Process ProfileIn Michigan, all schools must complete one of these four School Process Profile options:
School Process Rubrics (SPR 40)or
School Process Rubrics (SPR 90) or
Interim Self Assessment (Interim SA)
orSelf Assessment (SA)
MDE
AdvancEDMichigan
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www.advanc-ed.org/mde
Supported bywww.mischooldata.org
School Data Profile and School Process Profile
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Continuous School Improvement Process
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Comprehensive Needs Assessment (CNA)
School Data Analysis (SDA)
School Process Profile
School Process Rubrics 40 and 90 (SPR 40/90)
Interim Self Assessment (Interim SA)
Self Assessment (SA)
Annual Education Report (AER)
Purpose
Mission
Vision
Belief Statements
First and Second Order Change
AdvancED Website
Michigan School Data
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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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Questions/Comments?Please contact:
Renie Araoz ([email protected]) Diane Fleming ([email protected]) Diane Joslin-Gould ([email protected])
Or visit the MDE - School Improvement website
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Renie Araoz – MDE/AdvancED MichiganDeb Asano - Marquette-Alger RESALisa Bannon - Wexford-Missaukee ISDBen Boerkoel - Kent ISDElizabeth Brophy - Calhoun ISDDeb Dunbar - Bay-Arenac ISDScott Felkey - Oakland SchoolsDiane Fleming - MDELinda Forward - MDELisa Guzzardo Asaro - Macomb ISD
These training materials and resources were developed by the Michigan Continuous School Improvement Team. We deeply appreciate their time and support.
Carrie Haubenstricker - Tuscola ISDFiona Hinds - AdvancED MichiganDiane Joslin-Gould - MDEScott Koziol - Michigan Center Public Schools Kathleen Miller - Shiawassee RESDCarolyn Rakotz - Wayne RESADodie Raycraft - St Joseph County ISDKaren Ruple – MDEJennifer Sell-Sabsook - Charlevoix-Emmet ISDKathy Sergeant - AdvancED Michigan