Michigan Department of Education
Office of Education Improvement
and Innovation
One Voice – One Plan
Michigan Continuous School Improvement
(MI-CSI)
DO
Implement Plan
Monitor Plan
Evaluate Plan
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
2
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practice
Guided Conversations
DO
WHY: Why is it important to strategically implement,
monitor, and evaluate the School
Improvement Plan?
HOW: How will we communicate the plan to all stakeholders so that they
clearly understand and own their roles in implementation?
How do we build ownership of the strategy and the plan?
How will we ensure implementation with fidelity?
How is the implementation of your plan monitored and evaluated?
How is the impact of your plan monitored and evaluated?
WHAT: What will your school look like when this plan is implemented with
fidelity?
What is the expected impact on student achievement?
3
Do Vocabulary
Implementation
Monitor
Evaluation
Fidelity
Impact
4
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
5
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?
6
DO
Plan
Develop School Improvement Plan
Implement Plan
Monitor Plan
Evaluate Plan
7
Continuous School Improvement Process
Gather
Get Ready
Collect Data
Build Profile
School Data Profile (SDP)
School Process Profile (SPP)
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
8
School
Improvement Plan
Student
Achievement
Organization
Competency
Leadership
Components of
Effective Implementation
Vision  Mission  Beliefs
9
Plan, Monitor, and Evaluate
A Strategy/Initiative/Program
Gather
Do
Student
Achievement
Study
Plan
DEVELOP ACTION PLAN - to be done prior to implementation
Question 1: What is the readiness for implementing the
strategy/initiative/program?
Question 2: Do participants have the knowledge and skills to implement
the strategy/initiative/program?
Question 3: Is there opportunity for high quality implementation?
10
Questions to Reconsider
Prior to Implementation
What is the readiness for implementing the strategies
and/or activities?
 To what extent can stakeholders articulate and do they believe
the research behind the decision to implement the
strategy/activity? (Competency) KC I.2.B.2
 To what extent are stakeholder (staff, parent, student) concerns
about the strategy/activity identified and addressed?
(Leadership) KC I.1.B.3, KC IV.1.B.3
 To what extent are staff able to integrate this strategy/activity
with other existing initiatives? (Competency)
11
Questions to Reconsider
Prior to Implementation
Do participants have the knowledge and skills to Implement the
strategy/activity?
 To what extent do participants share a vision of how practice will change
as a result of the strategy/activity? (Leadership) KC II.2.B.1
 To what extent do administrators demonstrate the knowledge and skills to
assess the effectiveness of the strategy/activity? (Leadership) KC II.1.A.1
 To what extent are opportunities sufficient for staff to learn the
knowledge/skills/non-negotiable elements identified as essential to
the strategy/activity? (Organization/Competency) KC III.2.C.1, KC III.2.C.2;
AdvancEd Indicator 3.11
 To what extent is staff able to apply the acquired knowledge and
skills?(Competency) KC III.2.B.2
12
Questions to Reconsider
Prior to Implementation
Is there Opportunity for Implementation?
 To what extent is administrative support sufficient to get
the results you intend? (Organization) KC II.1.A.1-7, KC II.1.B.1-5;
AdvancEd Indicator 3.4
 To what extent are the financial resources and allocated
time sufficient to get the results you intend? (Organization)
KC II.3.A.2-4; AdvancEd Indicator 4.1
 To what extent is staff collaborating to support the
program? (Organization) KC III.2.A.1; AdvancEd Indicator 3.5
 To what extent are structures in place to collect and review
formative implementation data? (Organization) KC II.1.A.2, KC
V.1.A.4; AdvancEd Indicator 3.2, 5.1
13
Ultimately…..
To what extent are stakeholders committed
with both hearts and minds to the
strategy/activity/non-negotiable elements?
KC I.2.B.2, KC II.2.B.3
14
Implementation is a Process!
 Monitor Implementation
 Evaluate Implementation
 Monitor Impact
 Evaluate Impact
Adult Focused
Student Focused
15
EVALUATE ADULT IMPLEMENTATION AND
IMPACT ON STUDENT ACHIEVEMENT
(Summative)
DID IT WORK?
Implementation: Adult Focused
MONITOR
ARE STRATEGIES AND
ACTIVITIES BEING
IMPLEMENTED AS
INTENDED WITH
FIDELITY?
ARE WE COLLECTING &
USING STUDENT AND
ADULT DATA TO
MODIFY & ADJUST
ONGOING
IMPLEMENTATION?
Impact: Student Focused
EVALUATE
MONITOR
IS WHAT WE ARE
DOING WORKING?
WAS THE PROGRAM
IMPLEMENTED AS
INTENDED?
ARE WE SHOWING
EVIDENCE OF STUDENT
GROWTH?
DID WE IMPLEMENT THE
PLAN/STRATEGIES
CORRECTLY &
CONSISTENTLY?
WHAT INTERIM
ADJUSTMENTS ARE
SUGGESTED BY
IMPLEMENTATION
DATA?
DID WE GIVE IT ENOUGH
TIME? RESOURCES?
HOW MIGHT THESE
ADJUSTMENTS AFFECT
THE INTEGRITY OF THE
RESULTS?
EVALUATE
DID OUR STRATEGIES
RESULT IN INCREASED
STUDENT
ACHIEVEMENT?
WHAT UNINTENDED
CONSEQUENCES
(GOOD AND BAD)
HAVE OCCURRED?
SHOULD THE
STRATEGY/ACTIVITY
BE CONTINUED?
DISCONTINUED?
MODIFIED?
MONITOR ADULT IMPLEMENTATION AND IMPACT ON STUDENT ACHIEVEMENT
(Formative)
IS IT WORKING?
16
DO
Plan
Develop School Improvement Plan
Implement Plan
Monitor Plan
Evaluate Plan
17
Continuous School Improvement Process
Gather
Get Ready
Collect Data
Build Profile
School Data Profile (SDP)
School Process Profile (SPP)
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
18
School
Improvement Plan
Implementation is a Process!
 Monitor Implementation
 Evaluate Implementation
 Monitor Impact
 Evaluate Impact
Adult Focused
Student Focused
19
Leadership and Learning Center 2010
20
Plan, Monitor, and Evaluate
A Strategy/Initiative/Program
Gather
Do
Student
Achievement
Study
Plan
MONITOR -
to be used on an on-going basis during
implementation
Question 4:
Is the strategy/initiative/program
implemented as intended?
Question 5:
What is the impact on students?
21
Implementation: Adult Focused
MONITOR
Impact: Student Focused
EVALUATE
MONITOR
ARE STRATEGIES AND
ACTIVITIES BEING
IMPLEMENTED AS
INTENDED WITH
FIDELITY?
EVALUATE
IS WHAT WE ARE
DOING WORKING?
ARE WE SHOWING
EVIDENCE OF STUDENT
GROWTH?
ARE WE COLLECTING
& USING STUDENT
AND ADULT DATA TO
MODIFY & ADJUST
ONGOING
IMPLEMENTATION?
WHAT INTERIM
ADJUSTMENTS ARE
SUGGESTED BY
IMPLEMENTATION
DATA? HOW MIGHT
THESE ADJUSTMENTS
AFFECT THE INTEGRITY
OF THE RESULTS?
MONITOR ADULT IMPLEMENTATION AND IMPACT ON STUDENT
ACHIEVEMENT
(Formative)
IS IT WORKING?
22
Activities
Connection to SPR
40/90, SA/ASSIST
SA*
How will you address
the targeted areas in
your Process Data
(SPP)?
Getting Ready to
Implement
How will you ensure
readiness for
implementation?
How will you ensure
that participants have
What areas in your
the knowledge and
process data have been skills to implement?
identified as challenge
areas during your
POSSIBLE ACTIVITIES
comprehensive needs

Professional
assessment process?
development
around strategy

Purchase materials

Planning for
implementation –
Identify schedule
for strategy use,
personnel,
mechanism for
monitoring, rollout,
etc.

Communication
vehicles
Implement
Monitoring Fidelity of
Implementation and
Impact
How will you ensure
successful implementation
for your selected
activities?
How will you ensure the
program/activity is
implemented with fidelity?
How will you monitor the
programs impact on student
achievement?
POSSIBLE ACTIVITIES

Communication – to
whom? How?

Ongoing coaching?

Observations?

Instructional
technology utilized? *

Activities to support
at-risk students (For
Title One students)*
•
Parent Involvement *
POSSIBLE ACTIVITIES

Walkthroughs

PLC/CASL meetings

Documentation of
effective implementation

Documentation of
impact

Demonstration
classrooms, videos, self
assessments

Gathering achievement
data
*Required Components
23
Monitoring Implementation and Impact
Are you meeting on a regular basis to monitor
implementation of your plan?
What does the data say when you monitored
implementation?
• What evidence have you collected to determine if adults are
implementing with fidelity?
• What evidence have you collected to determine the impact of
implementation?
What adjustments are suggested by implementation and
impact data? How might these adjustments affect the
integrity of results?
How will you communicate progress with stakeholders?
24
25
Checking for Understanding
What are your questions
about monitoring
implementation and
impact?
26
DO
Plan
Develop School Improvement Plan
Implement Plan
Monitor Plan
Evaluate Plan
27
Continuous School Improvement Process
Gather
Get Ready
Collect Data
Build Profile
School Data Profile (SDP)
School Process Profile (SPP)
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
28
School Improvement
Plan
Implementation is a Process!
 Monitor Implementation
 Evaluate Implementation
 Monitor Impact
 Evaluate Impact
Adult Focused
Student Focused
29
Plan, Monitor, and Evaluate
A Strategy/Initiative/Program
Gather
Do
Student
Achievement
Study
Plan
EVALUATE – to be used at the end of an implementation cycle
Question 5: What was the strategy/initiative/program’s impact on students?
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/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?
30
EVALUATE ADULT IMPLEMENTATION AND
IMPACT ON STUDENT ACHIEVEMENT
(Summative)
DID IT WORK?
Implementation: Adult Focused
MONITOR
ARE STRATEGIES AND
ACTIVITIES BEING
IMPLEMENTED AS
INTENDED WITH
FIDELITY?
ARE WE COLLECTING &
USING STUDENT AND
ADULT DATA TO
MODIFY & ADJUST
ONGOING
IMPLEMENTATION?
Impact: Student Focused
EVALUATE
MONITOR
IS WHAT WE ARE
DOING WORKING?
WAS THE PROGRAM
IMPLEMENTED AS
INTENDED?
ARE WE SHOWING
EVIDENCE OF STUDENT
GROWTH?
DID WE IMPLEMENTTHE
PLAN/STRATEGIES
CORRECTLY &
CONSISTENTLY?
WHAT INTERIM
ADJUSTMENTS ARE
SUGGESTED BY
IMPLEMENTATION
DATA?
DID WE GIVE IT ENOUGH
TIME? RESOURCES?
HOW MIGHT THESE
ADJUSTMENTS AFFECT
THE INTEGRITY OF THE
RESULTS?
EVALUATE
DID OUR STRATEGIES
RESULT IN INCREASED
STUDENT ACHIEVEMENT?
WHAT UNINTENDED
CONSEQUENCES (GOOD
AND BAD) HAVE
OCCURRED?
SHOULD THE
STRATEGY/ACTIVITY BE
CONTINUED?
DISCONTINUED?
MODIFIED?
MONITOR ADULT IMPLEMENTATION AND IMPACT ON STUDENT
ACHIEVEMENT
(Formative)
IS IT WORKING?
31
Evaluating Implementation and Impact
IMPLEMENTATION
 What evidence do you have that the strategy/activities were
implemented with fidelity? KC II.2.B.4; AdvancED Indicator 3.6
 What evidence do you have that implementation adhered to
strategies, timelines, and responsibilities? KC II.2.B.4: AdvancED Indicator 3.6
IMPACT
 What impact has the strategy/activity had on students and what is
your evidence? KC I.3.B.3; AdvancED Indicators 3.2, 5.2
 What impact has the strategy/activity had on your subgroups and
what is the evidence? KC I.3.B.3; AdvancED Indicators 3.2, 5.2
32
33
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.
34
Evaluate Plan - Conclusion
Given your evidence, what adjustments
are needed to your School Improvement
Plan, if any?
• What do we continue to do?
• What do we stop doing?
• What do we need to “tweak”?
35
Evaluate Plan - Digging Deeper
• To what extent was this the right strategy/activity to
address your need?
• What is needed to maintain momentum and
accelerate achievement gains?
• Are the benefits of the strategy/activity sufficient to
justify the resources it requires?
• How might these results inform the School
Improvement Plan?
36
One Voice – One Plan
• 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.
37
Checking for Understanding
What are your questions about
evaluating implementation and
impact?
38
One Voice – One Plan
• However noble, sophisticated, or
enlightened proposals for change
and improvement might be, they
come to nothing if teachers don’t
adopt them in their own classrooms
and if they don’t translate them
into effective classroom practices.
39
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
40
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practice
Do Vocabulary
Implementation
Monitor
Evaluation
Fidelity
Impact
41
Guided Conversations
DO
WHY:
Why is it important to strategically implement,
monitor, and evaluate the School Improvement
Plan?
HOW:
How will we communicate the plan to all stakeholders so that
they clearly understand and own their roles in implementation?
How do we build ownership of the strategy and the plan?
How will we ensure implementation with fidelity?
How is the implementation of your plan monitored and
evaluated?
How is the impact of your plan monitored and evaluated?
WHAT: What will your school look like when this plan is
implemented with fidelity?
What is the expected impact on student
achievement?
42
Questions/Comments?
Please contact:
 Renie Araoz (Araozr@michigan.gov)
 Diane Fleming (FlemingD6@michigan.gov)
 Diane Joslin-Gould (Joslin-Gouldd@michigan.gov)
Or visit the MDE - School Improvement website
43
These training materials and resources were developed in
collaboration with the following individuals and organizations.
We deeply appreciate their time and support.
Renie Araoz – MDE/AdvancED Michigan
Deb Asano - Marquette-Alger RESA
Lisa Bannon - Wexford-Missaukee ISD
Ben Boerkoel - Kent ISD
Judy Bonne - Wayne RESA
Leah Breen - MDE
Elizabeth Brophy - Calhoun ISD
Betty Burke-Coduti - Marquette-Alger ISD (Retired)
Henry Cade - MDE
Mark Coscarella - MDE
Patti Dobias - MAISA
Sharon Dodson - Kalamazoo RESA
Deb Dunbar - Bay-Arenac ISD
Scott Felkey - Oakland Schools
Diane Fleming - MDE
Linda Forward - MDE
Gayle Greene - Macomb ISD (Retired)
Lisa Guzzardo Asaro - Macomb ISD
Donna Hamilton - MDE
Carrie Haubenstricker - Tuscola ISD
Robert Higgins - MDE
Fiona Hinds - AdvancED Michigan
Diane Joslin-Gould - MDE
Linda Kent - MDE
Scott Koziol - Michigan Center Public Schools
Teresita Long - MDE
Margaret Madigan - MDE
Yvonne Mayfield-MDE
Kathleen Miller - Shiawassee RESD
Al Monetta - AdvancED Michigan (Retired)
Cheryl Oczepek - MDE
Carolyn Rakotz - Wayne RESA
Dodie Raycraft - St Joseph County ISD
Karen Ruple – MDE
Jennifer Sabsook - Charlevoix-Emmet ISD
Kathy Sergeant - AdvancED Michigan
Consultants
Beth Steenwyck
Betty Underwood
Jan Urban-Lurain
44