Michigan Department of Education
Office of Education Improvement
and Innovation
One Voice – One Plan
Michigan Continuous School
Improvement
(MI-CSI)
One Voice – One Plan
Common Vision, Common Language
State
Requirements
Federal
Requirements
PA 25
Continuous
Improvement
Coherent Plan for Improvement
2
Accreditation
What is School Improvement?
School Improvement is…
• A mindset
• A process
• A document
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Michigan’s Continuous School Improvement Process
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Michigan’s Continuous School Improvement Process
Stage
GATHER
STUDY
PLAN
Processes
•
•
•
•
•
•
•
Assemble school improvement team
Establish a collaborative vision
Design a planning process
Collect school data
Engage stakeholders in an internal
review
Build school profile
•
•
•
•
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practices
•
•
•
Develop action plan for strategies and
activities
Define methods for monitoring and
evaluation
•
•
Goals & Plans
School Improvement
Plan
Implement the Plan
Progress with Monitoring the Plan
Evaluate the Plan
•
Annual Education Report
•
DO
Products
•
•
•
•
•
5
5
School Process Rubrics
(SPR 40 or SPR 90,
SA/Interim SA)
School Data Analysis
(SDA)
School Data Analysis
School Process Rubrics
Analysis
Goals & Plans
Video
http://www.ted.com/talks/simon_sinek_how_
great_leaders_inspire_action.html
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Gather
Get Ready
Collect Data
Build Profile
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Continuous School Improvement Process
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Guided Conversations
GATHER
WHY: Why do we collect data?
HOW: How does our vision guide this work?
What: What data do we collect in order to identify
student needs and inform changes in what
we do?
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Gather Vocabulary
Comprehensive Needs Assessment (CNA)
School Data Analysis (SDA)
School Process Profile
School Process Rubrics 40 and 90 (SPR 40/90)
Interim Self Assessment (Interim SA)
Self Assessment (SA)
Annual Education Report (AER)
Purpose
Mission
Vision
Belief Statements
First and Second Order Change
AdvancED Website
Michigan School Data
10
Gather
Get Ready
Collect Data
Build Profile
11
Continuous School Improvement Process
Gather
Collect Data
Build Profile
School Data Analysis (SDA)
School Process Profile
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
The School Improvement Team (SIT) includes:
REQUIRED TEAM MEMBERS
–
–
–
–
–
–
–
–
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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Get Ready for School Improvement
Yes/
Willing
Description
1. School Improvement Team (SIT) members and staff understand that
the continuous school improvement process is a process, not an event,
and that the first “round” will take a number of months to complete.
2. SIT members know and understand the various requirements for school
improvement (PA 25 and Title I), as well as the timeline for completion
of each of these requirements.
3. Staff members have an understanding of the common vocabulary.
4. SIT members and staff develop a Mission, Vision and Belief Statements
that focus on actions that will improve student achievement.
5. SIT members are able to locate resources that provide support for the
School Improvement process.
6. There is a process in place that ensures alignment between the school
plan and the district plan, i.e. the district plan is informed by the
building plan.
7. SIT members and staff follow a team protocol that values individual
input into decision making.
8. Staff members are able to use multiple types and sources of data for
decision making.
9. Staff members are receptive to the idea that change may be necessary.
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Yes/
Able
No/
Willing
No/
Able
• What do we wish
to become?
Where are we
going?
Vision
Mission
Beliefs
16
• Why do we exist?
How do we get to
where we want to
be?
• What do we
value?
The Gorilla
Story
17
Understanding Change
Trust
Vision
Skills
Resources
Payoff
Action
Plan
Shared
Values/Beliefs
Shared
Values/Beliefs
=
=
=
=
Sustainable
Change
Trust
Vision
Skills
Resources
Payoff
Action
Plan
Shared
Values/Beliefs
Trust
Visio
n
Skills
Resources
Payoff
Action
Plan
Shared
Values/Beliefs
Trust
Vision
Skills
Resources
Payoff
Action
Plan
Trust
Vision
Skills
Resources
Payoff
Action
Plan
Shared
Values/Beliefs
=
Anger
Trust
Vision
Skills
Resources
Payoff
Action
Plan
Shared
Values/Beliefs
=
Sporadic
Change
Trust
Vision
Skills
Resources
Payoff
Action
Plan
Shared
Values/Beliefs
=
False Starts
Trust
Vision
Skills
Resources
Payoff
Action
Plan
Shared
Values/Beliefs
=
First Order
Change
Ambrose, 1987 “Managing Complex Change”
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Sabotage
Confusion
Anxiety
Gather
Get Ready
Collect Data
Build Profile
19
Continuous School Improvement Process
Get Ready
Gather
Build Profile
School Data Analysis (SDA)
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
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School
Improvement
Plan
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
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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
•
•
•
•
•
•
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
•
•
•
•
•
•
•
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
(SPR 40 or SPR 90) or
Interim SA/SA (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?)
Data Worksheet Activity
Data Type
Data
Collected
How
Often
By Whom
Academic
Outcome
Demographic
Process
Perception
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Location
How Data
Is Used
Gather
Get Ready
Collect Data
Build Profile
24
Continuous School Improvement Process
Gather
Get Ready
Collect Data
Comprehensive
Needs Assessment
Analyze Data
Study
Plan
Do
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
Comprehensive Needs
Assessment
A Comprehensive Needs Assessment
(CNA) includes three components…
1. School Data Profile/Analysis
2. School Process Profile/Analysis
3. Summary Report (to inform School
Improvement Plan)
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School Process Profile
In Michigan, all schools must complete one of these four
School Process Profile options:
School Process Rubrics (SPR 40)
or
School Process Rubrics (SPR 90)
or
Interim Self Assessment
(Interim SA)
or
Self Assessment (SA)
27
MDE
AdvancED
Michigan
School Data Profile and School Process Profile
www.advanc-ed.org/mde
Supported by
www.mischooldata.org
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Continuous School Improvement Process
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Gather Vocabulary
Comprehensive Needs Assessment (CNA)
School Data Analysis (SDA)
School Process Profile
School Process Rubrics 40 and 90 (SPR 40/90)
Interim Self Assessment (Interim SA)
Self Assessment (SA)
Annual Education Report (AER)
Purpose
Mission
Vision
Belief Statements
First and Second Order Change
AdvancED Website
Michigan School Data
30
GATHER
Guided Conversations
WHY: Why do we collect data?
HOW: How does our vision guide this work?
What: What data do we collect in order to
identify student needs and inform
changes in what we do?
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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
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These training materials and resources were developed by
the Michigan Continuous School Improvement Team. 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
Elizabeth Brophy - Calhoun ISD
Deb Dunbar - Bay-Arenac ISD
Scott Felkey - Oakland Schools
Diane Fleming - MDE
Linda Forward - MDE
Lisa Guzzardo Asaro - Macomb ISD
Carrie Haubenstricker - Tuscola ISD
Fiona Hinds - AdvancED Michigan
Diane Joslin-Gould - MDE
Scott Koziol - Michigan Center Public Schools
Kathleen Miller - Shiawassee RESD
Carolyn Rakotz - Wayne RESA
Dodie Raycraft - St Joseph County ISD
Karen Ruple – MDE
Jennifer Sell-Sabsook - Charlevoix-Emmet ISD
Kathy Sergeant - AdvancED Michigan
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