Michigan Department of Education
Office of Education Improvement
and Innovation
Michigan Continuous School
Improvement (MI-CSI)
Overview
Connecting to the Continuous
School Improvement Process
At the top of an index card, identify a hobby, sport, or
activity in which you enjoy participating. Then identify
the following:
1. What would you have to do to be ready to participate?
2. What knowledge and/or skills would you need?
3. What opportunity would need to be present?
4. How would you know if you were carrying out the
activity in the way it was intended?
5. What would be the result if you were skilled at the
activity?
What is School Improvement?
School Improvement is….
• A mindset
• A process
• A document
Michigan’s Continuous School Improvement Process
Gather
Get Ready
Collect School Data
Build School Profile
Do
Implement Plan
Monitor Plan
Evaluate Plan
Study
Student
Achievement
Plan
Develop Improvement
Plan
4
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practices
Continuous School Improvement Process
Gather
Get Ready
Collect Data
Build Profile
School Data Profile (SDP)
School Process Profile (SPP/SA)
Analyze Data
Study
Plan
Do
Comprehensive
Needs Assessment
School Data Analysis
School Process Analysis
Set Goals
Set Measureable Objectives
Research Best Practice
Develop School Improvement Plan
Implement Plan
Monitor Plan
Evaluate Plan
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School
Improvement
Plan
Continuous School Improvement Process
Gather
Get Ready
Collect School Data
Build School Profile
Do
Implement Plan
Monitor Plan
Evaluate Plan
Student
Achievement
Plan
Develop School
Improvement Plan
7
Study
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practice
The School Improvement Team (SIT) includes:
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
SIT Membership
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Getting Ready for School Improvement
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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• What do we wish
to become?
Where are we
going?
Vision
Mission
Beliefs
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• Why do we exist?
How do we get to
where we want to
be?
• What do we
value?
Collect Data
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
or Contextual
Data
Describes our
students, staff,
building, and
community
Achievement/
Student
Outcome Data
Process
Data
The policies,
How our students procedures, and
perform on local, systems we have
state and federal
in place that
assessments
define how we do
(subgroups)
business
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Perception
Data
Opinions of
staff, parents,
community and
students
regarding our
school
What types of data do you need?
Demographic Data
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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
Achievement/
Outcome Data
•
•
•
•
•
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Local assessments:
District Common
Assessments,
Classroom
Assessments, Report
Cards
State assessments:
MME, ACT, MEAP, MIAccess, MEAP Access,
ELPA
National assessments:
ACT Plan, ACT Explore,
ACT WorkKeys, NWEA,
ITBS, CAT, MET NAEP,
PSAT
GPA
Dropout rates
College acceptance
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Process Data
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•
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•
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•
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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
(SPA 40 or SPA 90) or
SA/SAR (NCA)
Event occurred: Who,
what, when, where,
why, how
What you did for whom:
E.g. All 8th graders
received violence
prevention
Perception
Data
•
•
Survey data
(student,
parent, staff,
community)
Opinions
(Clarify what
others think.
People act
based on what
they believe.
How do they
see you/us?)
Continuous School Improvement Process
Gather
Get Ready
Collect School Data
Build School Profile
Do
Implement Plan
Monitor Plan
Evaluate Plan
Study
Student
Achievement
Plan
Develop School
Improvement Plan
14
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practice
Comprehensive Needs
Assessment
A Comprehensive Needs Assessment
(CNA) includes two components…
1. School Data Profile/Analysis
2. School Process Profile/Analysis
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Goals Management
Goals
• Goal Source
• Content Area
• Goal Name
• Student Goal
Statement
• Gap
Statement
Objectives
Strategies
• Objective
Name
• Research Best
Practices
• Measurable
Objective
Statement
• Strategy
Name
Activities
• Activity Name
• Activity
Description
• Activity Type
• Strategy
Statement
• Planned/
Actual Staff
• Target Areas
• Planned/
Actual
Timeline
• Cause for Gap
• Measures/
Sources of
Data
• Criteria for
Success
• Person
Responsible
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Resources
• Resource
Name
• Funding
Source
• Planned/
Actual
Amount
Research Based Best Practices
Is this the Right Thing to do?
• Does the practice align to our
need?
• Will the practice be a good fit
with other district/school
needs/priorities?
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Research Based Best Practices
Can we do it the Right Way?
(Implement with Fidelity)
•
How similar to the research situation is our situation? If our situation is not the
same, can we still implement the practice with fidelity, possibly with acceptable
adjustments?
•
Can we build the level of commitment/readiness and successfully address resistance?
•
Can we develop the necessary technical and adaptive skills in leadership?
•
Can we put the right people in the right place to implement the strategy? Can we
build the capacity, knowledge, and skills of those charged with implementation and
provide on-going support for implementation, e.g. coaching?
•
Can we put the required organizational/structural structures in place/remove
barriers?
•
Can we commit the necessary financial resources, e.g. fiscal, personnel, technology?
•
Can we commit the necessary processes and mechanisms to monitor fidelity of adult
implementation and student impact?
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Research Based Best Practices
Is this the Right Thing to do?
No – choose something else.
Yes – proceed to “Can we do it the right
way?”
Can we do it the Right Way?
No – choose something else
Yes – proceed to developing action plan
Continuous School Improvement Process
Gather
Get Ready
Collect School Data
Build School Profile
Study
Do
Implement Plan
Monitor Plan
Evaluate Plan
Student
Achievement
Plan
Develop School
Improvement Plan
22
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practice
Goals Management
Goals
• Goal Source
• Content Area
• Goal Name
• Student Goal
Statement
• Gap
Statement
Objectives
Strategies
• Objective
Name
• Research Best
Practices
• Measurable
Objective
Statement
• Strategy
Name
Activities
• Activity Name
• Activity
Description
• Activity Type
• Strategy
Statement
• Planned/
Actual Staff
• Target Areas
• Planned/
Actual
Timeline
• Cause for Gap
• Measures/
Sources of
Data
• Criteria for
Success
• Person
Responsible
24
Resources
• Resource
Name
• Funding
Source
• Planned/
Actual
Amount
Continuous School Improvement Process
Gather
Get Ready
Collect School Data
Build School Profile
Study
Do
Implement Plan
Monitor Plan
Evaluate Plan
Student
Achievement
Plan
Develop School
Improvement Plan
25
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practice
Implementation is a Process!
 Monitor Implementation
 Evaluate Implementation
 Monitor Impact
 Evaluate Impact
Adult Focused
Student Focused
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Michigan Continuous School Improvement
Plan, Monitor, and Evaluate
Evaluate
Question 5: What was the impact of the
strategy/initiative/program on students?
Gather
If objectives were met:
Conclusion: Should the
strategy/initiative/program be continued or
institutionalized?
If objectives were not met:
Question 1: What was the readiness for
implementing the strategy/initiative
Do
program?
Question 2: Did participants have the
knowledge and skills to implement the plan?
Question 3: Was there opportunity for high
quality implementation?
Question 4: Was the
strategy/initiative/program implemented as
intended?
Conclusion: Should the
strategy/initiative/program be adjusted or
discontinued?
Monitor
Question 4: Is the program
implemented as intended?
Question 5: What is the
impact of strategy/initiative
program on students?
Student
Achievement
Plan
Question 1: What is the readiness for
implementing the strategy/initiative/program?
Question 2: Do participants have the knowledge
and skills to implement the plan?
Question 3: Is there opportunity for high quality
implementation?
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Study
Do: Plan Requirements
The Elementary and Secondary Education Act (federal
legislation) and Public Act 25 and the Revised School
Code (state legislation) require annual evaluation of
the following:
•
•
•
•
Implementation of the plan
Impact of the plan on student achievement
Student achievement results by subgroup
Modifications to the plan as needed
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Continuous School Improvement Process
 The process is cyclical, and evaluation data
should inform the next cycle of planning.
 The ultimate goal is to have improvement
strategies take hold and become so internalized
that they become part of the school culture.
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MAKING CONNECTIONS - THE BIG
PICTURE
Comprehensive Needs
Assessment
Where are we now?
leads to
Where do we want to go and
how are we going to get there?
School Improvement Plan
leads to
Annual Education Report
How did we do?
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• It is also critical that the
School Improvement Team
structure opportunities to
celebrate successes, no
matter how small.
• Celebrating successes
reinforces valued
performance and reminds the
school community that
however challenging, school
improvement results in
improved academic
performance.
32
What is School Improvement?
School Improvement is….
• A mindset
• A process
• A document
Connecting to the Continuous
School Improvement Process
At the top of an index card, identify a hobby, sport, or
activity in which you enjoy participating.
Then identify the following:
1. What would you have to do to be ready to participate?
2. What knowledge and/or skills would you need?
3. What opportunity would need to be present?
4. How would you know if you were carrying out the
activity in the way it was intended?
5. What would be the result if you were skilled at the
activity?