Michigan School Improvement Conversation Starter Kit II

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Michigan School ImprovementConversation Starter
Kit II
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Purpose of Session

• Develop a deeper understanding of the School
  Improvement Strands, Standards and Benchmarks
• Practice dialogue using the rubrics
• Imagine how the rubrics can be used to analyze
  your schools practices
• Identify evidence to support your analysis of
  your schools practices

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The Framework
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The Framework Summary

• The School Improvement Framework was developed
  to
• Provide a comprehensive view of research-based
  practices
• A road map to support continuous school
  improvement
• Provide a common vocabulary
• Provide a conceptual foundation to guide thinking
  and program development

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Framework Criteria

• Aligned with current research, NCLB, NCA, State
  and Federal Programs, PA25 and the existing
  Performance Indicators
• Address a triple purpose
• Provide feedback and guidance
• Serve as a guidepost for our work
• Provide internal accountability checkpoints

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Framework Criteria, Cont.

• Easy to Understand User Friendly
• Focused on Student Achievement
• Measurable
• Self-sufficient/Stand Alone

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SI Framework Structure
Strand General Area of Focus
Standard - Category of Influence within the Strand
Benchmark - Specific Area of Performance within
a Standard
Key Characteristics Examples of the Benchmark
statements
Evidence - Hard and/or soft data that provides
evidence of Benchmark performance.
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The SI Framework
5 Strands
12 Standards
26 Benchmarks
Prioritize
Key Characteristics
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Michigan School Improvement Framework
Strand I Strand II Strand III Strand IV Strand V
Teaching for Learning Leadership Personnel Professional Learning School and Community Relations Data and Information Management
Standards (12) and Benchmarks (26) Standards (12) and Benchmarks (26) Standards (12) and Benchmarks (26) Standards (12) and Benchmarks (26) Standards (12) and Benchmarks (26)
1. Curriculum Aligned, Reviewed Monitored Communicated 2. Instruction Planning Delivery 3. Assessment Aligned to Curriculum and Instruction Data Reporting and Use 1.Instructional Leadership Educational Program Instructional Support 2.Shared Leadership School Culture and Climate Continuous Improvement 3.Operational Resource Management Resource Allocation Operational management 1.Personnel Qualifications Requirements Skills, Knowledge, Dispositions 2.Professional Learning Collaboration Content Pedagogy Alignment 1.Parent/Family Involvement Communication Engagement 2.Community Involvement Communication Engagement 1.Data Management Data Generation, Identification Collection Data Accessibility Data Support 2.Information Management Analysis Interpretation Applications


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Taking a Look at the Rubrics
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Focus of the Rubrics
5 Strands
12 Standards
26 Benchmarks
Key Characteristics
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Purpose of the SI Rubrics

• Further defines and gives meaning to the School
  Improvement Framework
• Helps to visualize a scope of practice
• Facilitates a conversation based upon a common
  language
• Promotes self-assessment of current level of
  implementation

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Purpose of the SI Rubrics, Cont.

• Provides a description of a continuum of
  implementation
• Describes exemplary practice
• Suggests sources of documentation to validate
  level of implementation
• Use as a tool to help focus on school improvement
  and student achievement

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Review of Rubric

• Strand 1 Teaching for Learning
• Standard 2 Instruction
• Benchmark A Planning
• Key Characteristic A2 Developmental
  Appropriateness

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(No Transcript)
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• Framework in Action
• Reflection and Dialogue

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Conversation Questionsmall group

• How might your school respond to each of these
  key characteristics?

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Key Characteristics(small group)

• Strand I, Standard 2, Benchmark A Planning
• (page 4 of the School Improvement Framework)
• Content Appropriateness Groups 1 2
• How are classroom lessons aligned to the
  schools/districts written curriculum?
• How are the planned instructional processes and
  practices appropriate for the content?
• Reflection and Refinement Group 3
• How are planned instructional processes reviewed
  and refined to meet the needs of all students?

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• Rubrics in Action
• Reflection and Dialogue

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The Rubrics(small group)

• Look at how the Rubrics describe these key
  characteristics
• Content Appropriateness (pg.9)
• Reflection Refinement (pg.11)

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Conversation Questionsmall group

• How did your groups initial response to each of
  these key characteristics compare to the
  description in the rubrics?

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Group Dialogue(large group)

• Focus Questions
• Whats consistent with your current practice?
• What concerns did you identify?
• In what ways are the data sources and examples
  helpful. What else could be added?
• How would you use this exercise with your school
  staff?
• What insight have you gathered from this dialogue
  that you would share with your colleagues ?

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Purpose Revisited

• Address a triple purpose
• Provide feedback and guidance
• Serve as a guidepost for our work
• Provide internal accountability checkpoints

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Suggested Next Steps

• Look at other Benchmarks and engage in
  comprehensive reflection and dialogue
• Discuss possible focus areas
• Identify potential strategies for improving focus
  areas

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Resources

• Resources available to support your work with the
  School Improvement Framework and the Rubrics can
  be obtained at the following web site
• www.mi.gov/schoolimprovement