One Common Voice – One Plan

Michigan Continuous
School Improvement
MI- CSI

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 One Common Voice – One Plan
Michigan Continuous School Improvement
Stages and Steps

Getting Ready
Collect School Data
Build School Profile

Implement Plan Student Analyze Data

Set Goals
Monitor Plan Achievement Set Measurable Objectives
Evaluate Plan
Research Best Practice

Develop Action Plan

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 One Common Voice – One Plan
Michigan Continuous School Improvement
Steps
• Getting Ready
• Collect Data
• Build Profile
 School Data Profile
 School Process Profile Comprehensive
• Analyze Data Needs Assessment
 School Data Analysis (CNA)
 School Process Analysis
 Summary Report
• Set Goals School
• Set Measurable Objectives
Improvement
• Research Best Practice
Plan
• Develop Action Plans
• Implement Plan
• Monitor Plan
• Evaluate Plan

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 One Common Voice – One Plan
Michigan Continuous School Improvement
Fall Work

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

Collect Data, Build Profile, Analyze Data

– School Data Profile
– School Process Profile

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 One Common Voice – One Plan
Michigan Continuous School Improvement
Fall Work

Goals, Objectives, Strategies, Action Plans

– Goals Management
– Action Plan Detail

Implement, Monitor, Evaluate

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

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 One Common Voice – One Plan
Michigan Continuous School Improvement
Steps
• Getting Ready
• Collect Data
• Build Profile
 School Data Profile
 School Process Profile Comprehensive
• Analyze Data Needs Assessment
 School Data Analysis (CNA)
 School Process Analysis
 Summary Report
• Set Goals School
• Set Measurable Objectives
Improvement
• Research Best Practice
Plan
• Develop Action Plans
• Implement Plan
• Monitor Plan
• Evaluate Plan

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 One Common Voice - One Plan
Step 1: Getting Ready
Mission, 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.
Professional Learning Communities at Work,
Richard DuFour & Robert Eaker, 1998
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 One Common Voice - One Plan
Gather: Getting Ready

Reference Unknown – Senge, Peter

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 The Science of Implementation
Shared Vision and Purpose
• Seems simple, often overlooked
• ASSUMPTIONS are deadly

Key Questions
Are 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 Questions
Is the message consistent?
Who conveys the message to whom?
What timing and context would amplify
the message?
 One Common Voice - One Plan
Step 1: Getting Ready
Effective Meetings, Communications

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)

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 EDMs in an RtI Framework
Student Study Team Meetings
•Instruction
•Student s in 3:1 or smaller
Benchmark Meetings Group Instruction and
•Instruction: Intensive Intervention
•Students in Whole Programs
Class and •Data
Differentiated •Diagnostic assessments
Instruction •Progress monitoring of
•Data specific skills
•Core Program Progress Monitoring Meetings
Assessments • Instruction
•Formative •Students in Small
assessments Group Instruction and
•Screening Supplemental
measures Intervention Programs
•Classroom •Data
Observations •Supplemental program
assessments
•CBM Progress
monitoring probes
•Frequent targeted
formative assessments
Continuum of Supports
 One Common Voice – One Plan
Michigan Continuous School Improvement
Steps and Tools
• Getting Ready
• Collect Data
• Build Profile
 School Data Profile
 School Process Profile Comprehensive
• Analyze Data Needs Assessment
 School Data Analysis (CNA)
 School Process Analysis
 Summary Report
• Set Goals School
• Set Measurable Objectives
Improvement
• Research Best Practice
Plan
• Develop Action Plans
• Implement Plan
• Monitor Plan
• Evaluate Plan

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 One Common Voice – One Plan
Step 2: Collect Data
Four Kinds of Data: Definitions
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?

Demographic Achievement/ Process Perception

or Student Data Data
Contextual Outcome Data
The policies, Opinions of
Data How our students procedures, and staff, parents,
Describes our perform on local, systems we have community and
students, staff, state and federal in place that students
building, and assessments define how we do regarding our
community (subgroups) business school

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 One Common Voice – One Plan
Step 2: Collect Data
Four Kinds of Data: Examples

What do you already know? Examples

What data do you need to know?
What additional information/data do you need to know?
Where can the information/data be found?

Demographic Achievement/ Process Perception

or Student Data Data
Contextual Outcome Data
Policies & Procedures Survey Data
Data Opinions
Local Assessments School Process
Student Subgroups State Assessments Rubrics (40 or 90)
Enrollment National Assessments Or SA/SAR (NCA)
Attendance
Parent Involvement
Teaching Staff

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 One Common Voice – One Plan
Steps 2-4: Collect, Profile, Analyze Data
School Data Profile

School Context
Staff
Students
Community
Perceptions
Achievement

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 One Common Voice – One Plan
Steps 2-4: Collect, Profile, Analyze Data
School Data Profile

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 One Common Voice – One Plan
Steps 2-4: Collect, Profile, Analyze Data
School Data Profile

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 One Common Voice – One Plan
Steps 2-4: Collect, Profile, Analyze Data
School Process Profile

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

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 One Common Voice – One Plan
Step 4: Analyze Data
Summary Report

Strengths
Weaknesses

Content Goals
Process Needs
Priorities

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 One Common Voice – One Plan
Michigan Continuous School Improvement
Steps and Tools

• Getting Ready
• Collect Data
• Build Profile-Analyze Data Comprehensive
 School Data Profile/Analysis
 School Process Profile/Analysis
Needs
 Summary Report Assessment
• Set Goals
School
• Set Measurable Objectives
Improvement
• Research Best Practice
Plan
• Develop Action Plans
• Implement Plan
• Monitor Plan
• Evaluate Plan

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One Common Voice - One Plan
School Improvement Plan
Hierarchy
Goal Structure allows for
multiple objectives and
strategies—and multiple
activities for each
strategy.

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 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
Measurable

Students will increase skills in the

area of informational reading: the
Specific
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
Attainable
students with disabilities proficient
on this strand will increase from
35% (2009-10) to 52% by Fall
2011. Relevant

Time-bound
 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
 One Common Voice – One Plan
Step 7: Research Best Practice
Strategy 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.

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 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?

One Common Voice - One Plan
Step 7: Research Best Practice
Resources

Visible Learning: John Hattie

Advanc-Ed Resource Network

What Works Website
Instructional Strategies That Work
Florida Council Reading Research
PLCs-National Staff Development Councill
Eye on Education
Assessment Institute
Hope Foundation
Moodle.vbisd.org

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 One Common Voice – One Plan
Step 7: Research Best Practice
Depth of Research

Is it the right thing to do?

Need
Fit
Evidence

Can we do it the right way?

Resources
Readiness
Capacity

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 One Common Voice – One Plan
Step 8: Develop Action Plan
Action 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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 One Common Voice – One Plan
Step 8: Develop Action Plan
Matrix –type Template

Activity to Staff Timeline Resources Monitoring Evidence

implement responsible to needed Activities of
the implement Begin End Amount Success
strategy Source

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 One Common Voice – One Plan
Michigan Continuous School Improvement
Steps and Tools

• Getting Ready
• Collect Data
• Build Profile-Analyze Data Comprehensive
 School Data Profile/Analysis
 School Process Profile/Analysis
Needs
 Summary Report Assessment
• Set Goals
School
• Set Measurable Objectives
Improvement
• Research Best Practice
Plan
• Develop Action Plans
• Implement Plan
• Monitor Plan
• Evaluate Plan

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 One Common Voice – One Plan
Step 8: Develop Action Plan
Matrix –type Template

Activity to Staff Timeline Resources Monitoring Evidence

implement responsible to needed Activities of
the implement Begin End Amount Success
strategy Source

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 One Common Voice – One Plan
Step 10: Monitor
Action Plan
Activity Monitoring Evidence
Plan
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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 One Common Voice – One Plan
Steps 10-11: Monitor, Evaluate
Requirements
NCLB and PA 25 Require Annual Evaluation
of 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.

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