Michigan School Improvement Framework

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Michigan School ImprovementFramework
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In Support of the State Board of Educations
Vision Statement
Our challenge - to co-create systemic processes
that engender and promote continuous school
improvement.

• State Board of Educations Vision Statement
• The State Board of Education and Department of
  Education, with their partners, are the driving
  forces to create learning environments that
  prepare all students to be successful in the 21st
  Century knowledge economy.

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The Challenge

• Provide a comprehensive framework based on
  current research and best practice to serve as a
  road map to support continuous school improvement.

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The Challenge

• Develop a framework that is based on research yet
  can be individualized to support the unique needs
  of each school.

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The Challenge

• Provide the educational community with a common
  school improvement dialogue and vocabulary.

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The Challenge

• Serve as a conceptual foundation to guide our
  thinking and action regarding school improvement.

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The Challenge

• Develop a set of standards through which our work
  is filtered and/or designed
• Professional Development
• Technical Support and Program Development
• Grant Criteria
• Accreditation Performance Indicators

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Criteria for SI Framework

• Build on current Indicators
• Easy to Understand User Friendly
• Focused on Student Achievement
• Measurable and Organic
• Self-sufficient/Stand Alone

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Criteria continued

• Aligned - NCLB, Research, State/Federal Programs,
  PA 25, existing Performance Indicators
• Address triple purpose
• feedback and guidance,
• guideposts for our work, and
• internal accountability

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Overview of Workgroup Process

• Convened 60 educators (July 04)
• Reviewed Kent Report for recommendations
• Reviewed current EdYES! Performance
• Indicators
• Reviewed the literature on school improvement
• Cross-referenced research search for common
  elements

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Overview of Workgroup Process

• Developed a School Improvement Framework as a
  curriculum strands, standards, benchmarks,
  criteria, rubrics
• OSI develops framework OEAA develops
  measurements
• Cross reference Framework w/ Continuous
  Improvement Monitoring System (CIMS)
• State Board Final Approval (Dec 05)

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The Framework
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The SI Framework
5 Strands
12 Standards
26 Benchmarks
Prioritize
Key Characteristics
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The 5 Strands
Strand III - PERSONNEL PROFESSIONAL
LEARNING
Strand IV SCHOOL COMMUNITY RELATIONS
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The 12 Standards

Strand I TEACHING for LEARNING
Strand II - LEADERSHIP
INSTRUCTIONAL LEADERSHIP
CURRICULUM
INSTRUCTION
SHARED LEADERSHIP
ASSESSMENT
OPERATIONAL RESOURCE MNGT.
Strand III - PERSONNEL PROF. LEARNING
Strand IV - SCHOOL/ COMMUNITY RELATIONS
Strand V - DATA INFORMATION MANAGEMENT
PERSONNEL QUALIFICATIONS
PARENT/FAMILY INVOLVEMENT
DATA MANAGEMENT
PROFESSIONAL LEARNING
COMMUNITY INVOLVEMENT
INFORMATION MANAGEMENT
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The Rubrics
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The SI Framework
5 Strands
12 Standards
26 Benchmarks
Key Characteristics
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• Strand I Teaching for Learning
• The school holds high expectations for all
  students, identifies essential curricular
  content, makes certain it is sequenced
  appropriately and is taught effectively in the
  available instructional times. Assessments used
  are aligned to curricular content and are used to
  guide instructional decisions and monitor student
  learning.
• Standard 1 Curriculum
• Schools/districts have a cohesive plan for
  instruction and learning that serves as the basis
  for teachers and students active involvement in
  the construction and application of knowledge.
• Benchmark B Communicated
• School/district curriculum is provided to
  staff, students, and parents in a manner that
  they can understand.

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Rubric Intent

• Further defines and gives meaning to the School
  Improvement Framework.
• Helps to visualize a continuum of practice.
• Facilitates a conversation based upon a common
  language.
• Promotes self-assessment of current level of
  implementation.

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Rubric Intent Cont.

• Provides a description of the next level of
  success.
• Describes exemplary practice.
• Suggests sources of documentation to validate
  level of implementation.

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The SI Framework
5 Strands
12 Standards
26 Benchmarks
Prioritize
Key Characteristics
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The Shell
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Strand I, Standard 1, Benchmark B Communicated
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Characteristics/ Key Attributes Getting Started Partially Imple-mented Implemented Exemplary
3. Parents Parents have a clear understanding of the curricular expectations for their child. They have a variety of opportunities to obtain information about the goals and objectives of units of study and clarify any aspects of the curriculum they do not understand. The primary opportunity for parents to receive information about the curriculum occurs at an annual school event. Any additional opportunities to have information regarding curriculum expectations are at the initiative of the parent. Parents have access to general information regarding curriculum expectations including the goals and objectives of each unit of study through written materials provided. School procedures encourage parents to contact their childs teacher should questions or concerns arise regarding the curriculum. The school communicates to all parents, detailed information about the curriculum including goals, objectives, activities and accompanying assessments of all units of study. The school schedules periodic large group (grade level, classroom or content area) sessions at which time information regarding the curriculum is presented. Follow-up is provided for any individual questions that arise. Parents are provided detailed information regarding the goals and objectives, activities and assessment measures of each unit of study through a variety of sources. Parents are provided face-to-face individual opportunities to understand the curriculum and to clarify any aspects they do not understand. All parent information regarding the curriculum is translated into the primary languages of the school population.
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C/KA Getting Started Partially Imple-mented Implemented Exemplary
3. Parents Parents have a clear understanding of the curricular expectations for their child. They have a variety of opportunities to obtain information about the goals and objectives of units of study and clarify any aspects of the curriculum they do not understand. The primary opportunity for parents to receive information about the curriculum occurs at an annual school event. Any additional opportunities to have information regarding curriculum expectations are at the initiative of the parent. Parents have access to general information regarding curriculum expectations including the goals and objectives of each unit of study through written materials provided. School procedures encourage parents to contact their childs teacher should questions or concerns arise regarding the curriculum. The school communicates to all parents, detailed information about the curriculum including goals, objectives, activities and accompanying assessments of all units of study. The school schedules periodic large group (grade level, classroom or content area) sessions at which time information regarding the curriculum is presented. Follow-up is provided for any individual questions that arise. Parents are provided detailed information regarding the goals and objectives, activities and assessment measures of each unit of study through a variety of sources. Parents are provided face-to-face individual opportunities to understand the curriculum and to clarify any aspects they do not understand. All parent information regarding the curriculum is translated into the primary languages of the school population.
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C/KA Getting Started Partially Implemented Implemented Exemplary
3. Parents Parents have a clear understanding of the curricular expectations for their child. They have a variety of opportunities to obtain information about the goals and objectives of units of study and clarify any aspects of the curriculum they do not understand. The primary opportunity for parents to receive information about the curriculum occurs at an annual school event. Any additional opportunities to have information regarding curriculum expectations are at the initiative of the parent. Parents have access to general information regarding curriculum expectations including the goals and objectives of each unit of study through written materials provided. School procedures encourage parents to contact their childs teacher should questions or concerns arise regarding the curriculum. The school communicates to all parents, detailed information about the curriculum including goals, objectives, activities and accompanying assessments of all units of study. The school schedules periodic large group (grade level, classroom or content area) sessions at which time information regarding the curriculum is presented. Follow-up is provided for any individual questions that arise. Parents are provided detailed information regarding the goals and objectives, activities and assessment measures of each unit of study through a variety of sources. Parents are provided face-to-face individual opportunities to understand the curriculum and to clarify any aspects they do not understand. All parent information regarding the curriculum is translated into the primary languages of the school population.
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C/KA Getting Started Partially Implemented Implemented Exemplary
3. Parents Parents have a clear understanding of the curricular expectations for their child. They have a variety of opportunities to obtain information about the goals and objectives of units of study and clarify any aspects of the curriculum they do not understand. The primary opportunity for parents to receive information about the curriculum occurs at an annual school event. Any additional opportunities to have information regarding curriculum expectations are at the initiative of the parent. Parents have access to general information regarding curriculum expectations including the goals and objectives of each unit of study through written materials provided. School procedures encourage parents to contact their childs teacher should questions or concerns arise regarding the curriculum. The school communicates to all parents, detailed information about the curriculum including goals, objectives, activities and accompanying assessments of all units of study. The school schedules periodic large group (grade level, classroom or content area) sessions at which time information regarding the curriculum is presented. Follow-up is provided for any individual questions that arise. Parents are provided detailed information regarding the goals and objectives, activities and assessment measures of each unit of study through a variety of sources. Parents are provided face-to-face individual opportunities to understand the curriculum and to clarify any aspects they do not understand. All parent information regarding the curriculum is translated into the primary languages of the school population.
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C/KA Getting Started Partially Implemented Implemented Exemplary
3. Parents Parents have a clear understanding of the curricular expectations for their child. They have a variety of opportunities to obtain information about the goals and objectives of units of study and clarify any aspects of the curriculum they do not understand. The primary opportunity for parents to receive information about the curriculum occurs at an annual school event. Any additional opportunities to have information regarding curriculum expectations are at the initiative of the parent. Parents have access to general information regarding curriculum expectations including the goals and objectives of each unit of study through written materials provided. School procedures encourage parents to contact their childs teacher should questions or concerns arise regarding the curriculum. The school communicates to all parents, detailed information about the curriculum including goals, objectives, activities and accompanying assessments of all units of study. The school schedules periodic large group (grade level, classroom or content area) sessions at which time information regarding the curriculum is presented. Follow-up is provided for any individual questions that arise. Parents are provided detailed information regarding the goals and objectives, activities and assessment measures of each unit of study through a variety of sources. Parents are provided face-to-face individual opportunities to understand the curriculum and to clarify any aspects they do not understand. All parent information regarding the curriculum is translated into the primary languages of the school population.
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Possible Data Sources
Possible Data Sources Examples of Documentable/Observable Results
Districtwide/school one-way communications Websites, curriculum calendars, newsletters and other media Accommodations for non-English speakers
Two-way parent communications Open House, parent activity nights and curriculum nights
Curriculum documents Curriculum broken down into various formats and specificity based upon audience Accommodations for non-English speakers
School accommodations Provision of transportation, telephone contacts, individual assigned to communicate with specific groups of parents
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Possible Data Sources
Possible Data Sources Examples of Documentable/Observable Results
Districtwide/school one-way communications Websites, curriculum calendars, newsletters and other media Accommodations for non-English speakers
Two-way parent communications Open House, parent activity nights and curriculum nights
Curriculum documents Curriculum broken down into various formats and specificity based upon audience Accommodations for non-English speakers
School accommodations Provision of transportation, telephone contacts, individual assigned to communicate with specific groups of parents
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School Improvement Cycle
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Documents Available Online

• The School Improvement Framework, Rubrics, this
  PowerPoint, and other resources are available
  online at
• www.mi.gov/osi
• or at
• www.mi.gov/schoolimprovement

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Contact Information

• Dr. Yvonne Caamal Canul, Director
• Office of School Improvement
• Canuly_at_michigan.gov
• Linda Forward, Supervisor
• Office of School Improvement
• ForwardL_at_michigan.gov
• Linda Kent, Project Coordinator
• Office of School Improvement
• KentL2_at_michigan.gov