Michigan Department of Education Office of Education Improvement

Michigan Department of Education Office of Education Improvement

Michigan Department of Education Office of Education Improvement and Innovation One Voice One Plan Michigan Continuous School Improvement (MI-CSI) Study Analyze Data Set Goals Set Measurable Objectives Research Best Practices 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 STUDY Guided Conversations

WHY: Why do we analyze the data? HOW: How do we identify student needs? How do we use the data analysis to inform what we do? How does the vision guide the process? How do we assess how our students are doing? What: What process do we use to share this info with stakeholders? What are the student achievement needs? 3 Study Vocabulary Comprehensive Needs Assessment (CNA) Achievement Data Demographic Data Perception Data Process Data School Data Profile /Analysis (SDP/A) School Process Rubrics/Analysis (SPR/A) Self Assessment (SA)

ASSIST Self Assessment (ASSIST SA/ES) Goal Statement Measurable Objective Statement 4 Study Analyze Data Set Goals Set Measurable Objectives Research Best Practices 5 Continuous School Improvement Process Gather Get Ready Collect Data Build Profile

School Data Profile (SDP) School Process Rubrics (SPR) 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 6 School Improvement Plan School Data Profile/Analysis www.advanced.org/mde Supported by: www.mischooldata.org 7 School Data Profile/Analysis At what level are our students achieving? How does this compare to where we want them to be? What factors influence student achievement? What does this information tell us about our

greatest area of need? What are the areas of concern over which we have control? 8 Analyze Achievement Data Achievement data paints a picture of student performance. How has student achievement changed in the last five years? When comparing the school with the district and state, which content area would the staff identify as a challenge area for the school? 9 Analyze Demographic Data Demographic data describes the students who are

included in the achievement data as well as the staff who teach them. What patterns or trends in enrollment need to be addressed? What implications do the data present for the school in the following areas: staffing, fiscal resource allocations, facility planning, parent involvement, professional development, public relations, and/or recruitment? 10 Analyze Perception Data Perception data gives us a look at opinions of students, parents, and staff. What are the perceptions of students regarding the quality of the instructional program? What are the perceptions of parents regarding support for student learning?

What are the perceptions of teachers/staff regarding school climate? 11 Analyze Process Data (School Process Rubrics) Process data helps us understand how the quality of school processes might impact student achievement. What processes are used to monitor and evaluate the effectiveness of research-based strategies being used in the classroom? How do staff members demonstrate high expectations for all students? Which indicators could your school further develop to improve student achievement? 12 Study Analyze Data

Set Goals Set Measurable Objectives Research Best Practices 13 Continuous School Improvement Process Gather Get Ready Collect Data Build Profile School Data Profile (SDP) School Process Rubrics (SPR) 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 14 School Improvement

Plan 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 15 Resources Resource Name Funding Source

Planned/ Actual Amount Goals Management www.advanc-ed.org/mde 16 Set Goals Schools are required to write a minimum of three goals, including a goal for any area for which they do not meet AYP and/or are not performing at the state average on state assessments. Maintenance goals are appropriate for areas in which the school is performing at a satisfactory level and focused on maintaining or improving student performance in that content area. Title I schools must address all four content areas as either improvement or maintenance goals. 17

Set Goals Goal statements: Are based on a careful analysis of data Align with challenges identified in the Comprehensive Needs Assessment Are linked to identified student academic learning needs Broadly state that all students will be successful learners in a specific area of the content. 18 Set Goals In the Goal section of Goals Management, schools are asked to identify the following: Goal Source Continuous Improvement Content Area Reading, writing, math, science or social studies Goal Name Reading, Writing, Math, Science or Social Studies Student Goal Statement All students will be proficient in (reading, writing, math, science or social studies)

19 Gap Statement Gap When considering the percent proficient on MEAP, there is a 10% gap between current performance by all students and the 100% goal. In addition, there is a 21% difference between students without disabilities and students with disabilities. READING 2006 2007 2008 2009

2010 Students without disabilities 93.86 92.35 89.25 89.95 83.86 Students with disabilities 82.35 56.25

66.67 70.00 62.86 Male 95.97 85.95 86.61 91.60 91.75 Female 94.39

90.82 88.28 93.55 90.63 20 le p i t l u Use m urces o s a t

da Causes for the Gap In what strands might students be underperforming? Are there subgroups in which students are underperforming their counterparts? Are there school processes that are weak as identified in the process data? Are there perceptions by students, parents, or staff that are limiting achievement? 21 Causes for the Gap Why? Why? Why? Why? IMPACT Why are ? DEGREE OF CONTROL

22 Set Goals In the Goal section of Goals Management, schools are also asked to identify the following: Multiple Measures the data sources that were used in defining your gap statement and upon which the measureable objective will be based. Criteria for Success Students will make progress toward measurable objectives as measured by (your multiple measures). Person Responsible the person ultimately responsible for seeing that the goal is reached. 23 Study Analyze Data Set Goals Set Measurable Objectives

Research Best Practices 24 Continuous School Improvement Process Gather Get Ready Collect Data Build Profile School Data Profile (SDP) School Process Rubrics (SPR) 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 25 School Improvement Plan 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 26 Resources Resource Name Funding Source Planned/ Actual Amount

Develop School Improvement Plan Goals Management Goal Statement Measurable Objective Statement Strategy Statement Activities 27 Set Measurable Objectives SMART - Specific, Measureable, Attainable, Resultsfocused, and Time-bound Who will be able to do what, by when, as measured by what? Student Goal Statement: All students will be proficient in reading. Measurable Objective Statement: The percentage of all students proficient on the MEAP in the areas of summarizing informational text will increase from XX% (Fall, 20XX) to YY% (Fall, 20XX). The percentage of non-disabled students proficient will increase from XX%(Fall 20XX) to YY

% (Fall 20XX), and the percentage of disabled students proficient will increase from XX% (Fall 20XX) to YY% (Fall 20XX). 28 Study Analyze Data Set Goals Set Measurable Objectives Research Best Practices 29 Research-Based Best Practices What research-based strategies will we use to ensure that students make progress toward meeting the goal and the measureable objective? 30 Research Based Best Practices

Is this the Right Thing to do? Does the practice align to our need? How similar to the research situation is our situation? If our situation is not the same, can we still implement the practice with fidelity? How does this practice align with other school, building, and district initiatives and priorities? Can we build the capacity, knowledge, skills, resources, and support structures to implement this practice?

31 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

32 Analyze Data Set Goals Set Measurable Objectives Research Best Practice Study Vocabulary Comprehensive Needs Assessment (CNA) Achievement Data Demographic Data Perception Data Process Data School Data Profile /Analysis (SDP/A) School Process Rubrics/Analysis (SPR/A) Self Assessment (SA) ASSIST Self Assessment (ASSIST SA/ES) Goal Statement Measurable Objective Statement 33 Guided Conversations

WHY: STUDY Why do we analyze the data? HOW: How do we identify student needs? How do we use the data analysis to inform what we do? How does the vision guide the process? How do we assess how our students are doing? What: What process do we use to share this info with stakeholders? What are the student achievement needs? 34 Questions/Comments? Please contact: Renie Araoz ([email protected]) Diane Fleming ([email protected]) Diane Joslin-Gould ([email protected]) Or visit the MDE - School Improvement website

35 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 36

Recently Viewed Presentations

  • Linked Learning Job-Alike Presentation August 2014 Adam Stephens

    Linked Learning Job-Alike Presentation August 2014 Adam Stephens

    Pathway Outcomes help guide the pathway work and keeps everyone focused and everything aligned. Linked Learning students: attend . ... By 2018, 27 high schools will offer at least 1 pathway. Feeder elementary and middle schools will provide career awareness...
  • Untitled Presentation

    Untitled Presentation

    Brett Stone-Gross, Marco Cova, Lorenzo Cavallaro, Bob Gilbert, Martin Szydlowski, Richard Kemmerer, Christopher Kruegel, and Giovanni Vigna Proceedings of the 16th ACM conference on Computer and communications security ,2009
  • The Urantia Book - Paper 70 - The Evolution of Human Government

    The Urantia Book - Paper 70 - The Evolution of Human Government

    Recreation —war was looked upon as recreation by the young men of these early times. If no good and sufficient pretext for war arose, when peace became oppressive, neighboring tribes were accustomed to go out in semifriendly combat to engage...
  • ER/SOFTWARE, ROBOTICS,REVISED & SIMULATION DIVISION (SRSD) (134) 3/29/17

    ER/SOFTWARE, ROBOTICS,REVISED & SIMULATION DIVISION (SRSD) (134) 3/29/17

    ambrose, rob, ph.d., division chief, x45561 . farmer, cliff, deputy division chief, x39529. fritz, carolyn, associate division chief, x32017. sylvester, andre ...
  • Casts and Impressions

    Casts and Impressions

    Casts and Impressions Impressions Types: Patent: visible (2D) Latent: not visible to eye Plastic: 3-D, left in material Class or individual evidence Dental Impressions Bite marks = individual evidence Dental patterns used to: Identify remains Identify suspects at crime scenes...
  • www.aplithelp.com

    www.aplithelp.com

    3x3. Read a poem three times before discussing. After each reading, students rate understanding level on a scale of 1 - 10 then write one pressing question from each reading.
  • Internet History - Loras College

    Internet History - Loras College

    HTML is the format for most of the web pages that you see. While there are some other formats for displaying content on a web browser, HTML became the standard "language of choice", largely because it's non-proprietary, it's easy to...
  • Selenium Tutorial - kavinschool.com

    Selenium Tutorial - kavinschool.com

    Selenium is used for UAT (User Acceptance Test) Selenium Overview Selenium consists of Selenium Core Selenium RC Selenium Grid Selenium on Rails Selenium IDE Selenium IDE Selenium IDE (SIDE) is a complete Integrated Development Environment (IDE) for Selenium tests (previously...