Core Group Training for Implementing MI-Plan

1. Core Group Training for Implementing MI-Plan

2. Training Facilitators Session 2 – Core Group Training Jeff Guykema jguykema@mgtamer.com Kathy Budge Kbudge@esd113.k12.wa.us MGT of America 711 Capitol Way S. Olympia, WA 98501 mgtamer.com

3. Acknowledgements Result of partnership between: • Center for Education Performance and Assessment (CEPI) • Michigan Department of Education (Office of Field Services) • Michigan North Central Association • MGT of America

4. Provide training for: • Facilitating technical use of the MI-PLAN web-based tool. • Using MI-Plan processes and techniques for developing systemic school improvement plans. • Creating an individual MI-PLAN framework for conducting subsequent professional development training. Training Purpose:

5. Time saving, easy to use web-based management system for creating, implementing, and monitoring school improvements plans. • Creates a single planning environment that meets multiple reporting requirements. What is MI-Plan?

6. Combines expectations of Revised School Code (Public Act 25), NCA school improvement protocols, Title 1 requirements in “No Child Left Behind”, and Education YES into a web-based planning process. • Helps insure coordination of effort and resources. • Automatically downloads school data (MEAP, MI-Access, Alternative LEP). • Provides common planning process. Why Use MI-PLAN?

7. MI-Plan Benefits • Creates a collaborative, continuous improvement culture to ensure that all students are achieving at high levels. • Encourages innovation through research-based practices. • Focuses and aligns staff development and resources. • Increases public participation in planning. • Provides data to support and document continuous growth.

8. School Improvement Planning “Intelligence Quotient” Levels On a scale of 1 – 5: • Unsure how to spell school improvement • Know there are processes for school improvement. • Can describe various steps of school improvement. • Can lead school improvement. • Can train others in the school improvement process. Training Participant Assumption(Level 4 or 5)

9. Recommended Skill Setsfor MI-Plan Trainers • Strong background/experience in facilitating planning processes (Possess substantial toolbox of group process/consensus building techniques.) • Previous experience in facilitation and/or development of school improvement plans. • Intermediate to advanced level computer skills in using MS Windows, MS Office, and web applications.

10. Step 1 Step 6: Step 8: Step 2: Michigan School Improvement Planning Process Step 3: Step 7: Step 4: Step 5: MI-Plan What are the steps in the MI-Plan Process? This is a test…This is only a test!

11. EVALUATION DATA SCHOOL PROFILE ACTION PLAN Analyze Goals Goal Target Areas Strategies/Interventions Collect Narratives Activities Monitor Evaluate Education YES Indicators A Monitoring N A Goal Target Areas Evaluating N A N A N MI-Plan Web Tool Process Flow Achievement Student Performance Goals ------------- Strategies & Interventions Demographic Contextual (Ed Yes) Professional Development Perception (Aligned to Ed Yes) Research Reporting

12. MI-Plan URL: http://216.210.149.4/miplan User ID: First Initial + Last Name (i.e., jsmith) Password: “training” Communication Portal: michiganplan.com User ID: First Initial + Last Name (i.e., jsmith Password: First Name (i.e., joanne) Getting Started withMI-Plan

13. MI-Plan School Improvement Planning Process Guide(SIP Guide) • Use in training professional development providers. • Provides basic outline of the MI-Plan process. • Compliments use of the MI-Plan online tool (Not a substitute). • Resource for facilitating teamwork, effective use of data, and principal and teacher leadership.

14. Step 1: Assess readiness to benefit Step 6: Develop Action Plan Step 8: Evaluate Impact on Student Achievement Step 2: Collect sort and select data Michigan School Improvement Planning Process Step 3: Build and Analyze School Portfolio Step 7: Monitor Plan Implementation Step 4: Set Student Performance Goals Step 5: Research and Select Best Practices MI-Plan An 8 Step Process

15. Assess readiness to benefit Why do we plan? Two Minute Turn and Talk

16. A metaphor

17. IN MOUNTAIN CLIMBING- The creation of a vision, the importance of a plan, the precision of technique, careful organization, thoughtful team building, painstaking route finding, professionalism, and tenacity are critical to achieving the goal. IN OUR SCHOOLS- Does the education of our children demand any less?

18. Assess readiness to benefit Why do we plan? • To be more intentional and focus on what’s important • To “professionalize” the culture by learning together and deprivitizing our practice • To build learning environments of inquiry, trust, and mutual respect

19. Assess readiness to benefit 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

20. Assess readiness to benefit The Importance of Trust Strongest Level of Trust 1 in 2 chances of making significant improvements in student learning Weakest Level of Trust 1 in 7 chances of making significant improvements in student learning (Source: Bryk and Schneider)

21. Assess readiness to benefit Four Vital Signs of Trust • Integrity • Personal Regard • Respect • Competence

22. Assess readiness to benefit Readiness Guiding Question Why are some schools successful and others not when implementing the same improvement strategies?

24. Assess readiness to benefit Assess School Readiness School Readiness - the extent to which a school’s staff has theability and willingness to accomplish a specific task. Two major components of readiness are ability and willingness. Hersey, Paul and Blanchard, Kenneth, Management of Organizational Behavior, Utilizing Human Resources, Fifth Edition, Prentice Hall, 1988.

25. Assess readiness to benefit Assess School Readiness Abilityis the knowledge, experience, and skill that an individual or group brings to a particular task or activity. Hersey, Paul and Blanchard, Kenneth, Management of Organizational Behavior, Utilizing Human Resources, Fifth Edition, Prentice Hall, 1988.

26. Assess readiness to benefit Assess School Readiness Willingness is the extent to which an individual or group has the confidence, commitment, and motivation to accomplish a specific task. Hersey, Paul and Blanchard, Kenneth, Management of Organizational Behavior, Utilizing Human Resources, Fifth Edition, Prentice Hall, 1988.

27. Assess readiness to benefit Assess School Readiness Sometimes, people aren’t reallyunwilling, it’s just that they’ve never done a specific task before. They don’t have any experience with it, so they’re insecure or afraid. Hersey, Paul and Blanchard, Kenneth, Management of Organizational Behavior, Utilizing Human Resources, Fifth Edition, Prentice Hall, 1988.

28. Assess readiness to benefit Able (Skills) • Continuous Improvement Focus • Strong/Visionary Leadership Team • Time • Resources (Human and Fiscal) • District Understanding and Support • Support Processes in Place School Readiness for Planning Willing (Attitudes) • Staff Focused on Action • Value Data in Decisions • Value Input • Receptive to Change

29. Assess readiness to benefit Readiness Assessment Not a one-time event – assess for every step and every activity of school improvement planning Assessments are completed by the school improvement team See MI-Plan tool readiness assessments and resources under Foundation/Readiness toBenefit/Materials

30. Assess readiness to benefit “Se Hace Camino al Ander” -Antonio Machado “We Make the Road by Walking”

31. Step 1: Assess Readiness to Benefit (Foundation for Planning) Essential Off-line Process Activities SIP Guide Step 1 • Establish a school improvement team.* • Assess school’s readiness to plan.* • Determine SIP team/steering committee level of knowledge in school improvement process and research-based practices. • Develop a School Introduction.* • Create a school improvement planning calendar * • Define/clarify the school’s decision making process.* • Verify/validate the school’s mission statement. * • Create a school vision statement. *- Required Activities

32. Assess readiness to benefit A word about Mission and Vision Statements… P3T Paper, Passing , Purpose Tool (“Tool Time”) 1)Divide stakeholders into small groups-Each stakeholder get index card & has 5-10 minutes to write a vision/mission statement-no names 2) Pass papers to left-upon receiving colleague underlines the significant words or passages-passes on-continue until each statement has been reviewed by all members 3) Recorder for group writes all the underlined statements on flipchart-repeat process to form one common list of statements-- 2-3 small groups combine thee underlined words into a vision/mission statement Each group shares their statements-combine into one statement or have small group do so --all stakeholders review statement and come to agreement-Use a Consensogram to confirm agreement

33. Assess readiness to benefit What are your process for coming to consensus? Consenogram (Tool Time) 1)Give each person same size sticky note 2) Determine what is going to be measures (e.g. “How committed are you to…?) 3) Write numbers in increments of 10% (10%-100%) virtically on the left side of a flipchart sized paper-these percentages are used to represent what you think, feel, or where you stand 4) Each person writes a representative percentage on their sticky note and puts them in the center of table 5) Post notes on flipchart to form a frequency distribution chart-discuss results- Have you reached consensus? Note: Another quick check is “Fist to Five”

34. Checking for Understanding What are your questions about Laying the Foundation?

35. Step 1: Assess readiness to benefit Step 6: Develop Action Plan Step 8: Evaluate Impact on Student Achievement Step 2: Collect sort and select data Michigan School Improvement Planning Process Step 3: Build and Analyze School Profile Step 7: Monitor Plan Implementation Step 4: Set Student Performance Goals Step 5: Research and Select Best Practices MI-Plan An 8 Step Process

36. Step 2: Collect, Sort and Select Data Essential Off-line Process Activities SIPP Guide Step 2 • Schedule SIP Team Meetings.* • Determine readiness to benefit.* • Determine “What to Collect.” • Collect, sort, and select data from a variety of sources.* • Inventory programs and processes. • Review rational for data choices. • Evaluate quality/value of data.* *- Required Activities

37. Collect, Sort and Select data MI-Plan Data Domains Demographics Contextual Perceptions Student Learning

38. Collect, Sort and Select data Demographics Free and Reduced ESL Special Populations Gender Ethnicity Mobility Dropout Rates Attendance Data Collecting Data Demographics Context Perceptions Student Learning

39. Collect, Sort and Select data Perceptions Parents, Student, Staff Surveys Title I Survey Climate Surveys CSR Survey Technology Survey Collecting Data Demographics Context Perceptions Student Learning

40. Collect, Sort and Select data Student Learning MEAP ACT Levels Tests GPA SAT-9 Portfolios Collecting Data Demographics Context Perceptions Student Learning

41. Collect, Sort and Select data Collecting Data Demographics Context Context Perceptions Education YES Health Survey Safe Schools Data Discipline Data School Systems School Programs Student Learning

42. School Profile

43. Checking for Understanding What are your questions about Collecting and Selecting Data?

44. Step 1: Assess readiness to benefit Step 6: Develop Action Plan Step 8: Evaluate Impact on Student Achievement Step 2: Collect sort and select data Michigan School Improvement Planning Process Step 3: Build and Analyze School Profile Step 7: Monitor Plan Implementation Step 4: Set Student Performance Goals Step 5: Research and Select Best Practices MI-Plan An 8 Step Process

45. Step 3: Build and Analyze School Profile Essential Off-line Process Activities SIP Guide Step 3 • Determine readiness to build and analyze the school portfolio. * (Consider conducting a “mini lesson” on writing narratives) • Conduct data carousel.* • Write non-evaluative narrative statements to describe the data.* (Achievement, demographic, perception, and contextual) • Prioritize “challenges.” * • Analyze school profile.* • Evaluate school profile. *-Required Activities

46. Build and Analyze School Profile Data Carousel Activity (SIP Guide –Step 3. pp. 9-15) Tables with data for groups to review Each table reviews the data individually, think about strengths and challenges. Group discusses data and develops non-evaluative narrative statements. Strengths and challenges are recorded. Narrative tally sheets are collected and compiled. Synthesize and prioritize challenges.

47. Build and Analyze School Profile Prioritize Challenges: Prioritized Challenges After Data Carousel (Example) • Reading achievement 16 • Math achievement 10 • Attendance 6 • Student discipline 4 • Parent involvement 2 • Curriculum planning 2 • Conflict resolution 2 • Time to “do all this” 2 • Home-school relations 2 • Team functioning 2 • Closing minority gap 2

48. Build and Analyze School Profile Data Carousel Activity (with spreadsheet) Record and synthesize concerns between each “round” of data analysis into spreadsheet Read once for clarity and another time for duplication--eliminate duplication Rate and Rank concerns individually Tally group scores-use spreadsheet to rank

49. Build and Analyze School Profile Prioritize Challenges: Narratives from Data Carousel (prior to rating and ranking)

50. Build and Analyze School Profile Prioritize Challenges: Prioritized Challenges After Data Carousel (Example)