Michigan Department of Education Office of Education Improvement and Innovation

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Michigan Department of EducationOffice of
Education Improvementand Innovation

• One Voice One Plan
• Michigan Continuous School Improvement
• (MI-CSI)

Study Analyze Data Set Goals Set Measurable
Objectives Research Best Practices
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Continuous School Improvement Process
Study Analyze Data Set Goals Set Measurable
Objectives Research Best Practice
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Guided Conversations
STUDY
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• 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

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Study Analyze Data Set Goals Set Measurable
Objectives Research Best Practices
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Continuous School Improvement Process

• Get Ready
• Collect Data
• Build Profile
• School Data Profile (SDP)
• School Process Rubrics (SPR)
• Analyze Data
• School Data Analysis
• School Process Analysis
• Set Goals
• Set Measureable Objectives
• Research Best Practice
• Develop School Improvement Plan
• Implement Plan
• Monitor Plan
• Evaluate Plan

Gather Study Plan Do
Comprehensive Needs Assessment
School Improvement Plan
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School Data Profile/Analysis

• www.advanced.org/mde

• Supported by www.mischooldata.org

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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?

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Analyze Achievement DataAchievement 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?

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Analyze Demographic DataDemographic 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?

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Analyze Perception DataPerception 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?

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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?

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Study Analyze Data Set Goals Set Measurable
Objectives Research Best Practices
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Continuous School Improvement Process

• Get Ready
• Collect Data
• Build Profile
• School Data Profile (SDP)
• School Process Rubrics (SPR)
• Analyze Data
• School Data Analysis
• School Process Analysis
• Set Goals
• Set Measureable Objectives
• Research Best Practice
• Develop School Improvement Plan
• Implement Plan
• Monitor Plan
• Evaluate Plan

Gather Study Plan Do
Comprehensive Needs Assessment
School Improvement Plan
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Goals Management
Resources
Objectives
Strategies
Activities
Goals

• Goal Source
• Content Area
• Goal Name
• Student Goal Statement
• Gap Statement
• Cause for Gap
• Measures/ Sources of Data
• Criteria for Success
• Person Responsible

• Resource Name
• Funding Source
• Planned/ Actual Amount

• Activity Name
• Activity Description
• Activity Type
• Planned/ Actual Staff
• Planned/ Actual Timeline

• Research Best Practices
• Strategy Name
• Strategy Statement
• Target Areas

• Objective Name
• Measurable Objective Statement

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Goals Management www.advanc-ed.org/mde
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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.

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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.

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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)

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Gap Statement
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.
Gap
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
Use multiple data sources
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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?

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Causes for the Gap

• Why are ? Why? Why? Why? Why?

IMPACT
DEGREE OF CONTROL
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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.

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Study Analyze Data Set Goals Set Measurable
Objectives Research Best Practices
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Continuous School Improvement Process

• Get Ready
• Collect Data
• Build Profile
• School Data Profile (SDP)
• School Process Rubrics (SPR)
• Analyze Data
• School Data Analysis
• School Process Analysis
• Set Goals
• Set Measureable Objectives
• Research Best Practice
• Develop School Improvement Plan
• Implement Plan
• Monitor Plan
• Evaluate Plan

Gather Study Plan Do
Comprehensive Needs Assessment
School Improvement Plan
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Goals Management
Objectives
Strategies
Activities
Goals
Resources

• Goal Source
• Content Area
• Goal Name
• Student Goal Statement
• Gap Statement
• Cause for Gap
• Measures/ Sources of Data
• Criteria for Success
• Person Responsible

• Resource Name
• Funding Source
• Planned/ Actual Amount

• Activity Name
• Activity Description
• Activity Type
• Planned/ Actual Staff
• Planned/ Actual Timeline

• Objective Name
• Measurable Objective Statement

• Research Best Practices
• Strategy Name
• Strategy Statement
• Target Areas

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Develop School Improvement PlanGoals Management

• Goal Statement
• Measurable Objective Statement
• Strategy Statement
• Activities

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Set Measurable Objectives

• SMART - Specific, Measureable, Attainable,
  Results-focused, 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).

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Study Analyze Data Set Goals Set Measurable
Objectives Research Best Practices
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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?

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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?

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Continuous School Improvement Process
Study Analyze Data Set Goals Set Measurable
Objectives Research Best Practice
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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
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Guided Conversations
STUDY
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?
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Questions/Comments?Please contact

• Renie Araoz (Araozr_at_michigan.gov)
• Diane Fleming (FlemingD6_at_michigan.gov)
• Diane Joslin-Gould (Joslin-Gouldd_at_michigan.gov)

Or visit the MDE - School Improvement website
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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