Transcript Document

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
Monitor Plan
Evaluate Plan
Student
Achievement
Develop Action Plan
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Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practice
One Common Voice – One Plan
Michigan Continuous School Improvement
Steps and Tools
• Getting Ready
• Collect Data
• Build Profile-Analyze Data
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 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
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Comprehensive
Needs
Assessment
School
Improvement
Plan
One Common Voice – One Plan
Michigan Continuous School Improvement
Actual Sequence
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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
Collect Data, Build Profile
• Ongoing implementation and trouble
shooting
• Monthly review of progress (monitoring)
• Ongoing collection of data
• SPP/A – due to State March
• SDP/A – do before initial planning
Evaluate Plan
Analyze
Develop Action Plan
Goals, Objectives, Strategies, Activities
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One Common Voice – One Plan
Michigan Continuous School Improvement
Reporting Requirements 2011-12
School Process Profile/Analysis (90)
3-9-12
School Data Profile/Analysis
9-1-12
School Improvement Plan
9-1-12
Annual Education Report
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8-15-12
One Common Voice – One Plan
Michigan Continuous School Improvement
WHAT-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 Improvement
Steps and Tools
• Getting Ready
• Collect Data
• Build Profile-Analyze Data
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Comprehensive
 School Data Profile/Analysis
Needs
 School Process Profile/Analysis
Assessment
 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
Aspects of Getting Ready
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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
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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
MATH team:
Meets as needed to review
READING team:
Meets as needed to
review
BEHAVIOR team:
Meets as needed to review
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.
Leadership team:
Meets monthly to look at all school
wide academic and behavior issuesvarious 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)
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.
Grade 6 team:
Meets monthly to discuss
curriculum, instruction,
asses
GRADE 7 team:
Meets monthly to discuss
curriculum, instruction and
asses
GRADE 8 team:
Meets monthly (semimonthly?) to discuss
curriculum, instruction,
and assessment results.
Develops grade level plans
for each goal area and
strategy.
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?
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
Needs
 School Process Profile/Analysis
Assessment
 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: Examples
Demographic: describes context
Achievement: across various assessments
Perceptions: stakeholder groups
Process: procedures and policies (EdYES!)
Demographic
or Contextual
Data
Student Subgroups
Enrollment
Attendance
Parent Involvement
Teaching Staff
Achievement/
Student
Outcome Data
Local Assessments
State Assessments
National Assessments
Process
Data
Policies & Procedures
School Process
Rubrics (40 or 90)
Or SA/SAR (NCA)
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Examples
Perception
Data
Survey Data
Opinions
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
• Enrollment
• Mobility & Attendance
• Grade Level Achievement
• Subgroup Achievement
• Students with Disabilities
• Limited English Proficient
• Extended Learning Opps
• Staff Demographics
• Perception Data
• Parent & Community
• Health and Safety
Questions
Patterns/Trends?
Highest/Lowest?
Causes?
Areas of Concern?
Implications?
Possible Actions?
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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
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What did you
learn?
What do you
still want to
know?
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
ProcessesHow 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
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.
Partially Implemented
Implemented
Exemplary
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.
Teachers provide meaningful
examples of real life
application of the goals and
objectives of each unit of
study.
A system is in place
that provides all
teachers with a
developmentally
appropriate way of
articulating the
curriculum to their
students.
At the beginning of a unit of
study, students are provided
a clear understanding of how
the goals and objectives will
be assessed.
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Documents written in
student-friendly language are
translated into other primary
spoken and written
languages of the school
and are reviewed orally.
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
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?
CNA
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
Needs
 School Process Profile/Analysis
Assessment
 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
School Improvement Plan
Hierarchy
Goal Structure allows for
multiple objectives and
strategies—and multiple
activities for each
strategy.
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One Common Voice – One Plan
Step 5: Set Goals
Goals 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
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 Why’s
Degree of Impact
– Why are our students performing
poorly in algebra?
– Why?
– Why?
HIGH IMPACT
HIGH CONTROL
– Why?
– Why?
LOW IMPACT
LOW CONTROL
Degree of Control
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One Common Voice – One Plan
Step 6: Set Measurable Objectives
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 ___.)
• 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%.
One Common Voice – One Plan
Step 7: Research Based Strategies
Strategy 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?
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
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–
–
–
–
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
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Resources
Amt
Source
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?
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
Needs
 School Process Profile/Analysis
Assessment
 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 9: Implement
Monitoring Detail
Activity to
implement
strategy
Staff
responsible
to implement
Timeline
Resources
Begin End
Amt Source
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Monitoring
Activities
Evidence
of
Success
One Common Voice – One Plan
Step 10: Monitor
Action Plan Monitoring
Monitoring
Plan
Activity
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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Success
Evidence
One Common Voice – One Plan
Step 10: Monitor
Monitor 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
Sufficient Detail
Activity to
implement
strategy
Name
Staff
responsible
to implement
Timeline
Begin End
1=B 2=C 3=D
Tef Pofw
Data and Plan Review
(monthly?)
Dir Disn
4=C
Amount Source
5=A %
D
A
Jfl Kfdl
A
A
80
D
A
100
Msd Esjkld
A
Wfd Sjkl
A
80
A
B
A
A
Vsakl Qklfs
Osk Hsakld
20
80
Kfl Bdls
Dke Iddskl
Monitoring Questions
(quarterly?)
Resources
needed
D
20
60
100
C
80
Wslj Xads
100
Sdfkl Bsk
100
Eklds Oskld
Qsj Bsldk
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A
A
D
60
80
Monitoring
Activities
Evidence
of
Success
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: Evaluate
Evaluate 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 Improvement
Reporting 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
47
8-15-12
Reflection
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?
Do
One Common Voice – One Plan
Michigan Continuous School Improvement
Resources
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