Michigan Department of Education MAASE Conference Lexington Hotel Lansing, Michigan February 8, 2011 1
What is School Improvement why do I care? At your table discuss: What is the most important aspect of a good School Improvement process? How does Special Education fit into this process? Pick someone to share.
One Common Voice One Plan MI-SAAS OEII External IDEA Title I NCLB & PA 25 School Improvement Process Coherent Plan for Improvement Common Vision Guide our Work Technical Assistance Grant Criteria Professional Learning Language Tools Assistance Continuous Improvement 3
STANDARDS and STRANDS AdvancED Michigan NCA Vision and Purpose Governance & Leadership Teaching & Learning Documenting & Using Results Resources & Support Systems Stakeholder Communication & Relationships Commitment to Continuous Improvement MDE Teaching for Learning Leadership Personnel & Professional Learning School & Community Relations Data & Information Management 4
The Framework
The SI Framework 5 Strands 12 Standards 26 Benchmarks Key Characteristics
The 5 Strands Strand I - TEACHING for LEARNING Strand II LEADERSHIP Strand III - PERSONNEL & PROFESSIONAL LEARNING Strand IV SCHOOL & COMMUNITY RELATIONS Strand V - DATA & INFORMATION MANAGEMENT
Comprehensive Needs Assessment Aligned with NCA/AdvancED Self Assessment Report and Quality Assurance Review
One Common Voice One Plan 9
Building a Continuous Improvement Culture The most compelling factor leading to school success is functioning in a collaborative family-like atmosphere. -Bridging the Opportunity Gap
One Common Voice One Plan Michigan Continuous School Improvement Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan 11
One Common Voice One Plan Thank you to the School Improvement Training Work Team: Reniero Araoz, Michigan Department of Education/North Central Association Liaison Judy Bonne and Carolyn Rakotz, Wayne RESA Shirley Brown, Detroit Public Schools Betty Burke-Coduti, Marquette-Alger RESA Deborah Dunbar, Bay-Arenac ISD Lisa Guzzardo-Asaro and Gayle Green, Macomb ISD Scott Koziol, Jackson ISD Al Monetta, Kathy Sergeant, North Central Association Dodie Raycraft, St. Joseph ISD Karen Ruple, Kent ISD Henry Cade, Linda Forward, Donna Hamilton, Diane Joslin-Gould, Linda Kent, Yvonne Mayfield, Cheryl Oczepek, Mike Radke, Betty Underwood, Jan Urban-Lurain, Michigan Department of Education
Creating a Common Vocabulary For School Improvement A comprehensive needs assessment includes three components 1. School Data Profile/Analysis 2. School Process Profile/Analysis* Common Vocabulary 3. Summary Report (Goals Management) *In Michigan, the School Process Profile/Analysis is part of the Michigan School Accreditation & Accountability System (MI-SAAS) requirement and must include one of four designated options.
School Process Profile In Michigan, all schools must complete one of these four School Process Profile options as a component of the MI-SAAS requirements: School Process Rubrics (90) or School Process Rubrics (40) (Formerly Education YES!) or ASSIST Self Assessment (ASSIST SA) or Self Assessment (SA) MDE Common Vocabulary AdvancED Michigan
Three Components of the Comprehensive Needs Assessment 2010-2011 Online Reporting AdvancED/MDE website 1.School Process Data Profile/Analysis (SDP/A) New this year! Schools are required to submit the SDP/A report electronically. NEW ONLINE
Three Components of the Comprehensive Needs Assessment AdvancED/MDE website 2. School Process Profile Analysis MDE Schools School Process Rubrics (SPR 90 or 40) AdvancED Michigan NCA Schools Assist SA Self Assessment (SA)
Three Components of the Comprehensive Needs Assessment AdvancED/MDE website 3. Summary Report (Goals Management) School Improvement Plan Title 1 Targeted and Schoolwide Components
Think about your special education data Share what special education data is available in your schools and districts? At your table: How do you integrate special education data with the Comprehensive Needs Assessment Process?
District Level Reports All Districts District Improvement Plan (DIP) LEA Planning Cycle (LEAPC) Application for Title designated funding 19
District Level Reports All Districts MDE Districts District Process Rubrics (DPR) Or AdvancED Michigan NCA Districts District SAR District SA Scheduled for Pilot: Spring 2011 ISD/RESA CNA 20
Gathering Data 21
Data -where do you find it? At your table, discuss where you currently find data regarding your school Be sure to look at all four types of data Demographic Achievement Program and Process Perception 22
Did you think of these? 24
Did you think of these? 24
Did you think of these? 24
Did you think of these? 24
Did you think of these? Student Information Systems 24
Did you think of these? Student Information Systems Annual Education Report 24
Did you think of these? Student Information Systems Annual Education Report 24
Did you think of these? Student Information Systems Annual Education Report 24
Did you think of these? Annual Education Report Student Information Systems Local School Data 24
New Online School Data Profile/Analysis 25
New Online School Data Profile/Analysis The new online deliverable tools that will be rolled out for all schools. 26
The School Data Profile/Analysis report is intended to support deeper dialogue about data and information, and to draw thoughtful conclusions about the areas of need. This is not a new document - it is just online now. 27
One Common Voice One Plan How do School Improvement and Response to Intervention (RtI) work together?
RtI State Framework and Guidance Team Renie Araoz, NCA/AdvancED Bersheril Bailey, GLE/Learning Point Associates Cindy Clingman, Michigan Reading Association Noel ColeMDE/Office of Early Childhood Education & Family Services Diane Joslin-Gould, MDE-OEII Ruth Anne Hodges, MDE-OEII Teresita Long, MDE-OSE/EIS Margie McGlinchey, MiBLSi Kathy Miller, Shiawassee RESD/Clinton County RESA Jackie Moase Burke, English Language Learners, Oakland Schools Jan Oord, MDE-OEII Michele Sandro, MDE-Office of Field Services Kim St. Martin, MiBLSi Cindy Shinsky, Clinton County RESA Tawny Smith, Clinton County RESA/MiBLSi Beth Steenwyk, MI3 Dodie Raycraft, St Joseph ISD Joanne Winkelman, MDE-OSE/EIS Karen Wixson, University of Michigan
RtI State Framework and Guidance Team Advisors Sally Vaughn, MDE Eleanor White, MDE-OSE/EIS Linda Forward, MDE-OEII Gary Appel, Great Lakes East Darren Woodruff, National Center on Response to Intervention Kathy Sergeant, AdvancED /Michigan
What is the relationship between School Improvement and Response to Intervention? Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement RtI Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan
School Improvement is the Process that supports the Development and Maintenance of a Response to Intervention System Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement RtI Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan
The Continuous School Improvement Process provides data and information which challenges our beliefs and requires us to reflect on our systems and our behaviors.
What is RtI? Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement RtI Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan
Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement RtI Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan
Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement RtI Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan
RtI is a systems approach to support all learners Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement RtI Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan
Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement RtI Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan
RtI is a shift toward prevention rather than waiting for students to fail Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement RtI Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan
Response to Intervention is rooted in the BELIEF that we will effectively TEACH ALL students.
MDE Definition of RtI RtI is an integrated, multitiered system of instruction, assessment and intervention designed to meet the achievement and behavioral needs of all students.
RtI Essential Components In Michigan, we will: Implement effective instruction for all children Intervene early Provide a multi-tiered model of instruction and intervention Utilize a Collaborative Problem-solving Model
RtI Essential Components, cont Assure a Research-Based Core Curriculum (aligned with Michigan Common Core State Standards) Implement research-based scientifically validated interventions/instruction Monitor student progress to inform instruction Use data to make instructional decisions
RtI Essential Components, cont Use assessments for three different purposes: Universal Screening Diagnostics Progress Monitoring Implement with fidelity Engage Parent and Community
WHERE ARE RtI PRACTICES IMPLEMENTED? Providing feedback and data on implementation efforts ISD STATE District Team DISTRICT BUILDING STAFF Providing supports for effective practices implemented with fidelity STUDENTS One Common Voice
Using RtI to Improve Student Outcomes Use One Common Voice One Plan Use the School Improvement Process to: Select, Develop; and Maintain a Response to Intervention
How do School Improvement and Response to Intervention work together? Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement RtI Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan
Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement RtI Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan
The Continuous School Improvement Process supports the development and maintenance of a Response to Intervention System Do Implement Plan Monitor Plan Evaluate Plan Gather Getting Ready Collect School Data Build School Profile Student Achievement RtI Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan
Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement RtI Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan
A Response to Intervention System, well implemented, will support and operationalize the School Improvement Process Gather Getting Ready Collect School Data Build School Profile Do Implement Plan Monitor Plan Evaluate Plan Student Achievement RtI Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Plan Develop Action Plan
Sooooooo. How do these ideas inform you current understanding of School Improvement? What do you need more information about? 48
Be positive- change takes time! Wisdom is knowing the right path to take INTEGRITY is taking it!!
Contact Information Renie Araoz, MDE/AdvancED Michigan NCA Liaison raraoz@advanc-ed.org Jan Oord, Consultant Office of Education Improvement and Innovation Oordj@michigan.gov Diane Fleming, Consultant Office of Education Improvement and Innovation FlemingD6@michigan.gov Diane Joslin-Gould, Consultant Office of Education Improvement and Innovation Joslin-gouldd@michigan.gov 50