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)

Continuous School Improvement Process 2

To what extent does this represent your experience with School Improvement? 3

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 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? 4

Do: Plan Requirements ESEA and PA 25 require annual evaluation of the following: • Implementation of the plan • Student achievement results by subgroup using data from state assessments and other indicators • Modifications to plan as needed ISDs/RESAs are required by PA 25 to provide technical assistance to schools and districts to develop annual evaluations. 5

DO Plan Develop School Improvement Plan Implement Plan Monitor Plan Evaluate Plan 6

Reflection What have you done to monitor the implementation and impact of your building/district plans? 7

Implementation is a Process! Ø Monitor Implementation Ø Evaluate Implementation Ø Monitor Impact Ø Evaluate Impact Adult Focused Student Focused 8

Leadership and Learning Center 2010 9

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? 10

Activities Connection to SPR 40/90, Interim SA/SA How will we address the targeted areas in your Process Data (SPP)? Getting Ready to Implement How will we ensure readiness for implementation? How will we ensure What areas in your that staff and process data have been administrators have the identified as challenge knowledge and skills to areas during your implement? comprehensive needs assessment process? POSSIBLE ACTIVITIES Professional 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 we ensure successful opportunity for and implementation of the strategy? How will we ensure the strategy is implemented with fidelity? POSSIBLE ACTIVITIES Communication – to whom? How? Ongoing coaching? Observations? Instructional technology utilized? * Activities to support atrisk 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 11 How will we monitor the impact on student achievement?

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? 12

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Checking for Understanding What are your questions about monitoring implementation and impact? 18

Reflection What might you do to enhance the monitoring of the implementation and impact of your building/district plans? 19

DO Plan Develop School Improvement Plan Implement Plan Monitor Plan Evaluate Plan 20

Reflection What have you done to evaluate the implementation and impact of your building/ district plans? 21

Implementation is a Process! Ø Monitor Implementation Ø Evaluate Implementation Ø Monitor Impact Ø Evaluate Impact Adult Focused Student Focused 22

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? 23

Evaluating Implementation and Impact IMPLEMENTATION Ø What evidence do you have that the strategy was or was not implemented with fidelity? Ø What evidence do you have that implementation adhered to strategies, timelines, and responsibilities? IMPACT Ø What impact has the strategy had on student achievement and what is the evidence? Ø What impact has the strategy had on subgroups and what is the evidence? 24

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”? 25

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? 26

Evaluate Plan Ø The process is cyclical, and evaluation data should inform the next cycle of planning. Ø The ultimate goal is to have improvement strategies take hold and become so internalized that they become part of the school culture. 27

Checking for Understanding What are your questions about evaluating implementation and impact? 28

Reflection What might you do to enhance the evaluation of the implementation and impact of your building/district plans? 29

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. 30

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. 31

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 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? 32

Questions/Comments? Please contact: Ø Renie Araoz (Araozr@michigan. gov) Ø Diane Fleming (Fleming. D 6@michigan. gov) Ø Diane Joslin-Gould (Joslin-Gouldd@michigan. gov) Or visit the MDE - School Improvement website 33

These training materials and resources were developed by the Michigan Continuous School Improvement Team. We deeply appreciate their time and support. Renie Araoz – MDE/Advanc. ED 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 - Advanc. ED 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 - Advanc. ED Michigan 34