Core Group Training

1

• Core Group Training
• for
• Implementing
• MI-Plan

2
Training Facilitators

• Session 2 Core Group Training
• Jeff Guykema
• jguykema_at_mgtamer.com
• Kathy Budge
• Kbudge_at_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
Training Purpose

• 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.

5
What is MI-Plan?

• 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.

6
Why Use MI-PLAN?

• 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.

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
Training Participant Assumption(Level 4 or 5)

• 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.

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
MI-Plan
What are the steps in the MI-Plan Process? This
is a testThis is only a test!
11
MI-Plan Web Tool Process Flow
Achievement
Student Performance Goals ------------- Strategie
s Interventions
Demographic
Contextual (Ed Yes)
Professional Development
Perception (Aligned to Ed Yes)
Research
Reporting
12
Getting Started withMI-Plan

• 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)

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
MI-Plan
An 8 Step Process
15
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
Why do we plan?

• To be more intentional and focus on whats
  important
• To professionalize the culture by learning
  together and deprivitizing our practice
• To build learning environments of inquiry, trust,
  and mutual respect

19
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
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
Four Vital Signs of Trust

• Integrity
• Personal Regard
• Respect
• Competence

22
Readiness Guiding Question
Why are some schools successful and others not
when implementing the same improvement strategies?
23
(No Transcript)
24
Assess School Readiness
School Readiness - the extent to which a schools
staff has the ability 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 School Readiness

• Ability is 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 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 School Readiness
Sometimes, people arent really unwilling, its
just that theyve never done a specific task
before. They dont have any experience with it,
so theyre insecure or afraid.
Hersey, Paul and Blanchard, Kenneth, Management
of Organizational Behavior, Utilizing Human
Resources, Fifth Edition, Prentice Hall, 1988.
28
School Readiness for Planning
Willing (Attitudes)

• Staff Focused on Action
• Value Data in Decisions
• Value Input
• Receptive to Change

29
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 to Benefit/
Materials
30
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 schools 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 schools decision making
  process.
• Verify/validate the schools mission statement.
  
• Create a school vision statement.

- Required Activities
32
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
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
MI-Plan
An 8 Step Process
36
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
MI-Plan Data Domains
Demographics
Contextual
Perceptions
Student Learning
38
Collecting Data
Demographics
Context
Perceptions
Student Learning
39
Collecting Data
Demographics
Context
Perceptions
Student Learning
40
Collecting Data
Demographics
Perceptions
Context
Student Learning
41
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
MI-Plan
An 8 Step Process
45
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
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
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
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
Prioritize Challenges
Narratives from Data Carousel (prior to rating
and ranking)
50
Prioritize Challenges
Prioritized Challenges After Data
Carousel (Example)
51
Quality School Profile
Profile complete, well organized, and concise.
Sufficient data from multiple sources been
collected (students, instruction, community,
former students, etc.)
Data been disaggregated.
Data been analyzed and implications determined.
Data can be presented in graphic tables and
charts.
52
Checking for Understanding
What are your questions about Analyzing Data?
53
Steps 1-3 ObjectivesHow did we do?

• We can instruct others
• To understand the purpose, background, and
  development of the MI-Plan process.
• To understand the relationship/role of MI-Plan in
  fulfilling multiple planning and reporting
  requirements.
• To understand the role/function of MI-Plan in a
  continuous school improvement process.
• Skill in the basic use and function of Steps 1-3
  of the MI-Plan application tool.

54
MI-Plan
An 8 Step Process
55
Step 4 Set Student Performance Goals
Essential Off-line Process Activities SIP Guide
Step 4

• Schedule a SIP Team to review narratives
• Assess readiness to set and prioritize goals.
• Group challenges into emerging goal target
  areas (i.e., Math).
• Write student performance goal statements.
• Review goal statements goals with all staff.

- Required Activities
56
Step 4 Set Student Performance Goals
Essential Off-line Process Activities SIP Guide
Step 4 (Contd.)

• Determine the essence the goals.
• Align goals to the Education YES Measures of
  School Performance.
• Rank quality of student performance goals.
• Evaluate goals in terms of schools mission.

- Required Activities
57
Draft goal statements around the identified
challenges.
Goal statements begin with a general, overarching
vision of what needs to happen.
Choose three to five goal statements to
refine. (Reading and/or Math goals required by
NCLB if school has been identified for
improvement based on AYP).
From Challenges to Goals
Set and prioritize goals
58
Goal statement describing what is to be developed
with students.
Compelling evidence (Rationale/Justification
from 3 sources)
Essence of the goal points of emphasis which
determine assessments. (The guts of the goal)
Critical Elements of Goals
Set and prioritize goals
59
Goals are what your preferred future is related
to how students should perform. Its what you
want students to accomplish.
Strategies/Interventions are action steps that
identify what you will do to achieve the goal.
Is it a Strategy or is it a Goal?
Set Student Performances Goals
60
Consider what students will be able to do better,
differently, or more because of the goal.
Consider what teachers will be able to do better,
differently, or more of because of the goal.
Determine how the goal will impact student
learning.
Decide what evidence is needed to assure the goal
was reached.
Writing a Goal
Set Student Performances Goals
61
All students will improve their reasoning skills
to solve problems in all curricular areas.
All students will demonstrate an improved ability
to read and comprehend expository text in all
curricular areas.
All students will increase their scientific
reasoning skills across the curriculum.
Goal Examples
Set Student Performances Goals
62
Checking for Understanding
What are your questions about writing goals?
63
MI-Plan
An 8 Step Process
64
Essential Questions toGuide Research
What do our students need to know and be able to
do?
How will we know if our students are meeting the
standards?
What will we do differently if students are not
meeting the standard?
65
Essential Off-line Process Activities SIP Guide
Step 5

• Determine study approach (Options Engage all
  staff or just use SIP team).
• Determine readiness for research.
• Create a plan for study with timelines
• Dig Deeper into the data to better understand
  the essence of the goal.
• Become familiar with types of research? (i.e.,
  gold standard quantitative research using an
  experimental design)

Do study teams know how to unpack a goal?
- Required Activities
66
Essential Off-line Process Activities SIP Guide
Step 5

• Investigate and document effective
  strategies/interventions, best practices, and
  activities from multiple sources such as site
  visits and content area specialists.
• Complete study team report, share and discuss
  findings with all stakeholders
• 8. Evaluate strategies/interventions.

Do study teams know how to unpack a goal?
- Required Activities
67
Jump Starting the research process
The Fishbone What is preventing us from meeting
our goal in
Math
68
A Plan for Study
69
School Level Change

• Types of change identified by research on the
  effects
• of the restructuring movement in schools.

First Order Changes
Specific classroom and school-wide practices
Changes in efficiency, organization, specific
practices, change without difference.
Second Order Changes
Philosophy, focus and ownership Systemic change,
fundamental ethos, philosophy, beliefs driving
practice restructuring.
70
First and Second Order Change
Research shows that first order changes are NOT
necessarily predictors of student achievement.
First Order Change
Second Order Change
Changing relationships and teaching strategies
Smaller classes Site-based councils Ninety-minut
e teaching blocks Schools within schools
Collaboration and ownership
Extended teaching and learning opportunities
New interactions and relationships
Teaching teams with common planning
Coordinated focusedcurriculum
71
Research Strategies/Interventions
Does the strategy/intervention clearly align with
the essence of the goal?
Is each strategy/intervention based on sound and
relevant research?
Is the strategy/intervention appropriate for
student population? (including Title 1 students
or students achieving at less than proficient)
Can the strategy/intervention be implemented with
available/ obtainable fiscal or human resources?
72
Checking for Understanding
What are your questions about the research
process?
73
MI-Plan
An 8 Step Process
74
Step 6 Develop Action Plans

• Develop action plan readiness.
• If Title 1 School, complete Title 1 Target
  Assistance Requirements.
• If School Identified for Improvement, complete
  NCLB AYP Two-Year Plan Requirements.
• Complete Michigan School Improvement Requirements
  descriptors.
• Review Action Plan examples.
• Develop Professional Development Plan and
  Calendar.
• Complete Action Plan assessment.

Essential Off-line Process Activities SIP Guide
Step 6
- Required Activities
75
The Essence of the Goal
Support data summarizing three compelling
reasons for the goal
Standardized/local assessment which measure if
the goal is achieved
New initiatives for achieving and implementing
the essence of the goal.
76
What will teachers teach? What will teachers
model? What will students practice? What is
expected of students? What will be done to
support these efforts? What professional
development is needed to implement the strategy
successfully?
Questions to Guide Activities for
Strategies/Interventions
77
Checking for Understanding
What are your questions about developing action
plans?
78
MI-Plan
An 8 Step Process
79
Essential Off-line Process Activities SIP Guide
Step 7

• Determine readiness to monitor implementation of
  the action plan.
• Review and adjust plan if necessary to implement
  strategies/ interventions.
• Monitor activities timelines.
• Survey implementation effectiveness.
• Evaluate implementation of action plan.

- Required Activities
80
Monitoring the Action Plan
How will we know that strategies/interventions
are being implemented by teachers?
How will we know that strategies/interventions
are making a difference in student achievement?
81
Monitoring Implementation Outcomes
Demonstrates/documents progress. Focuses
attention on the plan. Provides basis for
making changes. Give reasons to celebrate!
82
Monitoring Implementation Process
Use formative measures. Schedule a regular
check-in time. Designate staff to monitor and
cheerlead. Use forms and resources. Identify
what processes are working. Identify what
processes are NOT working?
83
Checking for Understanding
What are your questions about developing
monitoring the plan?
84
MI-Plan
An 8 Step Process
85
Step 8 Evaluate Impact on Student Achievement
Essential Off-line Process Activities SIP Guide
Step 8

• Evaluate readiness to determine impact of Plan on
  student achievement.
• Complete improvement planning process survey.
• Complete plan evaluation rubric.

- Required Activities
86
Evaluate Impact on Student Achievement
Process
Review action plan and determine if additional
measures are needed.
Measure progress and determine effectiveness of
the implementation of the SIP.
Review progress on Ed YES Indicators.
Celebrate successes.
Begin again! The profile is now updated.
87
Step 8 Evaluate Impact on Student Achievement
Have goals been met?
Celebrate success! Identify new opportunities.
88
Checking for Understanding
What are your questions about evaluating the
plan?
89
MI-Plan
An 8 Step Process
90
Checking for Mastery

• We possess skill in the use of MI-Plan for
• Administering and facilitating site use.
• Collecting and selecting data.
• Analyzing data and identifying goal target areas.
• Identifying and prioritizing school improvement
  goals.
• Using research to identify and select improvement
  strategies and practices.
• Developing an action plan.
• Monitoring implementation of the plan.
• Evaluating the impact of the plan on student
  achievement.
• Creating School Improvement Reports.

91
However noble, sophisticated, or enlightened
proposals for change and improvement might be,
they come to nothing if teachers dont adopt them
in their own classrooms and if they dont
translate them into effective classroom
practices. -Micheal Fullen Working Together for
Your School