One Common Voice

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One Common Voice One Plan Michigan Continuous
School Improvement MI- CSI
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One Common Voice One Plan Michigan
Continuous School ImprovementStages and Steps
Gather
Do
Study
Analyze Data Set Goals Set Measurable
Objectives Research Best Practice
Plan
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One Common Voice One Plan Michigan Continuous
School ImprovementSteps and Tools

• Getting Ready
• Collect Data
• Build Profile-Analyze Data
• School Data Profile/Analysis
• School Process Profile/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

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One Common Voice One Plan Michigan Continuous
School ImprovementActual Sequence

• Getting Ready (Foundations)
• Team Structures, Organization, Procedures,
  Assignments, Calendar, etc.
• Mission, Vision, Beliefs
• Update and Communicate School Data
  Profile/Analysis (SDP/A)
• Update and Communicate School Process
  Profile/Analysis (SPP/A)
• Celebrate Successes of 2010-11 SI work
• Confirm and Communicate Actionable Plan

• Implement, Monitor Plan
• Ongoing implementation and trouble shooting
• Monthly review of progress (monitoring)
• Evaluate Plan

• Collect Data, Build Profile
• Ongoing collection of data
• SPP/A due to State March
• SDP/A do before initial planning
• Analyze

Develop Action Plan Goals, Objectives,
Strategies, Activities
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One Common Voice One Plan Michigan Continuous
School ImprovementReporting Requirements 2011-12
NEW

• School Process Profile/Analysis (90) 3-9-12
• School Data Profile/Analysis 9-1-12
• School Improvement Plan 9-1-12
• Annual Education Report 8-15-12

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One Common Voice One Plan Michigan Continuous
School ImprovementWHAT-HOW-WHY

• What is School Improvement?
• How do we do School Improvement?
• Why do we do School Improvement?

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One Common Voice One Plan Michigan Continuous
School ImprovementSteps and Tools

• Getting Ready
• Collect Data
• Build Profile-Analyze Data
• School Data Profile/Analysis
• School Process Profile/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

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One Common Voice - One Plan Step 1 Getting
Ready Aspects of Getting Ready

• Able and Willing
• Required Components of SIP
• Required Membership on SIT
• Mission, Vision, and Beliefs
• Organization and Structures
• Change Process
•  

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One Common Voice - One Plan Step 1 Getting
Ready Able and Willing
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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One Common Voice - One Plan Step 1 Getting
Ready Requireds

• Required Components PA25  
• Required Team Members
• Administrators
• Teachers
• Other School Employees
• Students (when appropriate)
• Parents of Title I students
• Parent (not an employee)
• Community members
• Board members
• Recommended person knowledgeable regarding CSI
  processes and person able to provide technical
  assistance
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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 Step 1 Getting
Ready Team Structures
Leadership team Meets monthly to look at all
school wide academic and behavior issues- various
members attend relevant PD. Team works with MEAP,
DIBELS, SWIS, etc. Provides leadership for SI
and for PLC/GLMs ensuring clarity of
responsibilities and accountability (monitor,
feedback)
MATH team Meets as needed to review
Grade 6 team Meets monthly to discuss
curriculum, instruction, asses
READING team Meets as needed to review
GRADE 7 team Meets monthly to discuss
curriculum, instruction and asses
BEHAVIOR team Meets as needed to review
GRADE 8 team Meets monthly (semi-monthly?) to
discuss curriculum, instruction, and assessment
results. Develops grade level plans for each
goal area and strategy.
WRITING team Is a cross-grade level team. (all
staff members are on a team?) Members are
responsible to take information to grade level
meetings. Meets as needed to work on the goal
strategies.
School Improvement Team Made up of all staff or
representatives of goal area teams may rotate.
Meets monthly to review progress on goal area
strategies. Discusses roadblocks and need for
changes to the plan. Evaluates outcomes.
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One Common Voice - One Plan Step 1 Getting
Ready Organization and Structures

• Calendar
• Effective Meetings
• Communications
• Resource
• 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

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Reflection
Get Ready
WHAT What do we do well? What do we need to do
differently? Are there actions we need to take
now? HOW How will we carry out these actions?
(who, when) WHY What is the priority of
focusing on this work? How will it help us
achieve our mission?
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One Common Voice One Plan Michigan Continuous
School ImprovementSteps and Tools

• Getting Ready
• Collect Data
• Build Profile-Analyze Data
• School Data Profile/Analysis
• School Process Profile/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

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One Common Voice One Plan Step 2 Collect Data
Four Kinds of Data Examples
Examples
Demographic describes context Achievement
across various assessments Perceptions
stakeholder groups Process procedures and
policies (EdYES!)
Achievement/ Student Outcome Data Local
Assessments State Assessments National
Assessments
Demographic or Contextual Data Student
Subgroups Enrollment Attendance Parent
Involvement Teaching Staff
Process Data Policies Procedures School
Process Rubrics (40 or 90) Or SA/SAR (NCA)
Perception Data   Survey Data Opinions
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One Common Voice One Plan Steps 2-4 Collect,
Profile, Analyze Data School Data
Profile/Analysis

• 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/Analysis

• Components Questions
• Enrollment Patterns/Trends?
• Mobility Attendance Highest/Lowest?
• Grade Level Achievement Causes?
• Subgroup Achievement Areas of Concern?
• Students with Disabilities Implications?
• Limited English Proficient Possible Actions?
• Extended Learning Opps
• Staff Demographics
• Perception Data
• Parent Community
• Health and Safety

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One Common Voice One Plan Steps 2-4 Collect,
Profile, Analyze Data School Data
Profile/Analysis

• Components
• Enrollment
• Mobility Attendance
• Extended Learning Opportunities
• Staff Demographics
• Health and Safety
• Grade Level Achievement
• Subgroup Achievement
• Students with Disabilities
• Limited English Proficient
• Parent Community
• Perception Data

What did you learn? What do you still want to
know?
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One Common Voice One Plan Steps 2-4 Collect,
Profile, Analyze Data School Data
Profile/Analysis

• Process for Data Collection
• Identify teams for each content area
• Outline responsibilities
• Calendar for Data Collection
• Assessments
• Surveys
• Context data (parent involvement, staff data,
  etc.)

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One Common Voice One Plan Steps 2-4 Collect,
Profile, Analyze Data School Data
Profile/Analysis

• SDP/A Open Winter
• Advanc-Ed Surveys available this year
• More pre-populated data
• Submit ANSWERS- do not upload DATA
• This is a process

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One Common Voice One Plan Steps 2-4 Collect,
Profile, Analyze Data School Process
Profile/Analysis
School Processes- How things are done (Standards
and Rubrics)


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One Common Voice One Plan Steps 2-4 Collect,
Profile, Analyze Data School Improvement
Framework


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One Common Voice One Plan Steps 2-4 Collect,
Profile, Analyze Data School Process Rubric
Example
Strand I - Teaching For Learning Standard 1 -
Curriculum Benchmark B - Communicated Key
Characteristic - I.1.B.2 Students The school
makes a concerted effort to assure that all
students have a clear understanding of what they
are studying and why they are studying it.
Getting Started Partially Implemented Implemented Exemplary
Teachers provide an initial outline of a unit of study but the specific goals and objectives of the unit are not made clear to the students. While all teachers provide students with an initial unit outline, some teachers also preview the goals and objectives of the units of study with students. A process is in place for all teachers to preview the goals and objectives of the units of study with students. A system is in place that provides all teachers with a developmentally appropriate way of articulating the curriculum to their students. Teachers provide meaningful examples of real life application of the goals and objectives of each unit of study. At the beginning of a unit of study, students are provided a clear understanding of how the goals and objectives will be assessed. Documents written in student-friendly language are translated into other primary spoken and written languages of the school and are reviewed orally.
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One Common Voice One Plan Steps 2-4 Collect,
Profile, Analyze Data School Process
Profile/Analysis

• No grade, just credit for accreditation
• Research base source of strategies
• SPR 90 this year! 5 year-cycle

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One Common Voice One Plan Step 4 Analyze
Data Summary Analysis

• Strengths Weaknesses
• Content Goals
• Process Needs
• Considerations
• Priorities

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Reflection
CNA
WHAT What do we do well? What do we need to do
differently? Are there actions we need to take
now? HOW How will we carry out these actions?
(who, when) WHY What is the priority of
focusing on this work? How will it help us
achieve our mission?
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One Common Voice One Plan Michigan Continuous
School ImprovementSteps and Tools

• Getting Ready
• Collect Data
• Build Profile-Analyze Data
• School Data Profile/Analysis
• School Process Profile/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

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One Common Voice - One Plan School Improvement
Plan Hierarchy
Goal Structure allows for multiple objectives and
strategiesand multiple activities for each
strategy.
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One Common Voice One Plan Step 5 Set
GoalsGoals based on Data

• All students will be proficient in _____.
• Gaps
• Proficiency gap with state, ideal, other
• Subgroup gaps
• Grade level or course gaps
• Strand or item gaps
• Consider trends

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One Common Voice One Plan Step 5 Set Goals
Goals based on Data

• Causes for the gaps
• Look for the root causes
• Processes (the way we do things)
• Brainstorm possibilities then collect data to
  verify
• Look for causes with high levels of control and
  impact
• Data Used / Criteria

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One Common Voice One Plan Step 5 Set Goals
Causes for Gaps

• The 5 Whys
• Why are our students performing poorly in
  algebra?
• Why?
• Why?
• Why?
• Why?

Degree of Impact
HIGH IMPACT HIGH CONTROL
LOW IMPACT LOW CONTROL
Degree of Control
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One Common Voice One Plan Step 6 Set
Measurable ObjectivesObjectives

• SMART (Specific, Measureable, Attainable,
  Relevant, Time bound)
• Who will be able to do what by when as measured
  by what? (Increase ___ from ___ to ___ by ___.)
• EXAMPLE
• Increase informational reading school wide from
  53 (2010-11) to 63 proficient as measured by
  the MEAP by Fall 2012. Increase the percentage
  of non-disabled students proficient on the MEAP
  Reading Informational Text strand from 56 to 65
  and of students with disabilities from 35 to
  55.

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One Common Voice One Plan Step 7 Research
Based StrategiesStrategy Features

• Aligned with Gaps and Objective
• Adult actions
• Research or Evidence Base
• Practice Selection
• Is it the right thing to do?
• Can we do it the right way?

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

• School Process Indicators
• What Works Website
• Center on Instruction
• Instructional Strategies That Work
• Florida Center for Reading Research
• PLCs-National Staff Development Council
• Visible Learning John Hattie

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One Common Voice One Plan Step 8 Develop
Action Plan Action Steps

• Detailed (what, who, when, how much)
• Sequenced
• Implementation Science
• Leadership, Staff Capacity, System Supports
• Address or consider
• professional development (initial and ongoing)
• purchase and/or development time for materials
• clear implementation expectations
• collaboration and communication
• accountability (individual and group)

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One Common Voice One Plan Step 8 Develop
Action Plan Matrix type Template
Activity to implement the strategy Staff responsible to implement Timeline Begin End Resources Amt Source



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Reflection
SI Plan
WHAT What do we do well? What do we need to do
differently? Are there actions we need to take
now? HOW How will we carry out these actions?
(who, when) WHY What is the priority of
focusing on this work? How will it help us
achieve our mission?
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One Common Voice One Plan Michigan Continuous
School ImprovementSteps and Tools

• Getting Ready
• Collect Data
• Build Profile-Analyze Data
• School Data Profile/Analysis
• School Process Profile/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

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One Common Voice One Plan Step 9 Implement
Monitoring Detail
Activity to implement strategy Staff responsible to implement Timeline Begin End Resources Amt Source Monitoring Activities Evidence of Success



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One Common Voice One Plan Step 10 Monitor
Action Plan Monitoring
Activity Monitoring Plan Success Evidence
Staff will receive PD on effective strategies for summarizing.
Staff will implement ___ summarization strategies on a daily / weekly basis.
Staff will meet, bring samples, and talk about the impact of using these strategies.
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One Common Voice One Plan Step 10
MonitorMonitor Implementation and Impact

• Monitor Implementation (Adults)
• Monitoring schedule
• Address implementation issues
• Adjust plan as needed
• Monitor Impact (Students)
• Appropriate (short term) assessments

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One Common Voice One Plan Step 10 Monitor
Activity to implement strategy Staff responsible to implement Timeline Begin End Resources needed Amount Source Monitoring Activities Evidence of Success

• Sufficient Detail
• Data and Plan Review
• (monthly?)
• Monitoring Questions
• (quarterly?)

Name 1B 2C 3D 4C 5A
Tef Pofw D 80
Dir Disn A A A D 20
Jfl Kfdl A 80
Kfl Bdls 100
Msd Esjkld A 80
Wfd Sjkl A A B D 20
Dke Iddskl A A 60
Vsakl Qklfs 100
Osk Hsakld C 80
Wslj Xads 100
Sdfkl Bsk 100
Eklds Oskld A D 60
Qsj Bsldk A 80

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One Common Voice One Plan Implementation
Science

• JUST DO IT!

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One Common Voice One Plan Step 11 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 11
EvaluateEvaluate Implementation and Impact

• Evaluate by strategy
• Did we implement the
• strategy?
• What was the impact on students?
• Evaluate by goal area
• What did we learn?
• Did we meet our objective?

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One Common Voice One Plan Michigan Continuous
School ImprovementReporting Requirements 2011-12

• School Process Profile/Analysis 3-9-12
• School Data Profile/Analysis 9-1-12
• School Improvement Plan 9-1-12
• Annual Education Report 8-15-12

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Reflection
Do
WHAT What do we do well? What do we need to do
differently? Are there actions we need to take
now? HOW How will we carry out these actions?
(who, when) WHY What is the priority of
focusing on this work? How will it help us
achieve our mission?
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One Common Voice One Plan Michigan Continuous
School ImprovementResources

• MDE Website (SI Framework)
• Advanc-Ed Website (Templates)
• MI-MAP Toolkit
• K/RESA School Improvement

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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

Leader as Lone Nut