Standard 5:  Using Results for Continuous Improvement

The agency implements a comprehensive evaluation system that generates a range of data about the effectiveness of the agency and uses the results to guide continuous improvement.

 

Indicator 5.1

Indicator 5.1 – The agency establishes and maintains a clearly defined and comprehensive evaluation system.

Rating:  2 - Agency personnel use an assessment system that produces data from multiple assessment measures. These measures include locally developed assessments about program effectiveness. The assessment system provides consistent measurement across programs and services. Some assessments are reliable and bias free. The assessment system is evaluated for effectiveness in improving programs and services.

Agency personnel use an assessment system that produces data from multiple assessment measures. These measures include locally developed assessments about program effectiveness.

  • Because of its wide variety of student programming, MAISD uses many assessment measures. These include:
    • For preschool:  PQA Agency and PQA Classroom
    • At the Seiter Center: various assessments related to student disabilities
    • At the MACC:  STAR for mathematics and reading; course assessments; Regional Program Evaluation
    • At Early College: teacher created course assessments; 
    • Other assessments used with students include DIBELS Next

The assessment system provides consistent measurement across programs and services. Some assessments are reliable and bias free. The assessment system is evaluated for effectiveness in improving programs and services.

  • As part of our MTSS process, we use as an organization the RCA - Regional Capacity Assessment. Our scores on this tool indicated if we are building the needed capacity for a sustainable MTSS.
  • Other consistent measurement comes from the newly adopted Danielson Framework for Teaching used for teacher evaluation and the Michigan Association of School Administrators' School ADvance system for administrators. These are only being fully implemented as of early 2017. 
  • We are hoping that all the tools listed above will be able to provide enough data for us to look at system improvement. In the past, when gathering information for strategic planning purposes, we have used surveys such as the one attached here.

Indicator 5.2

Indicator 5.2 – Professional and support staff throughout the agency continuously collect, analyze, and use a range of data sources, including comparison and trend data related to program evaluation and organizational conditions.

Rating:  3 - Agency staff use systematic processes and procedures to collect, analyze, and use data. Data sources include comparison and trend data that provide a picture of the effectiveness of programs and services. Agency personnel use data to design, implement, and evaluate continuous plans to improve the effectiveness of programs and services.

Agency staff use systematic processes and procedures to collect, analyze, and use data. Data sources include comparison and trend data that provide a picture of the effectiveness of programs and services. Agency personnel use data to design, implement, and evaluate continuous plans to improve the effectiveness of programs and services.

  • MAISD staff as well as educators in Montcalm County have access to MI School Data that shows assessment trends in all areas of state testing. We base the professional learning we offer on data such as this.
  • MAISD also pays for all local districts to have access to Our School Data from Kent ISD. This data warehouse predates the creation of MI School Data but produces similar charts and graphs.
  • CTE uses data obtained from contacting their students. This data lets the staff know how many of their students are using what they learned through a CTE program. Additional data collected by state helps get at the same information.
  • The Michigan Department of Education (MDE), Office of Special Education (OSE) developed the federal fiscal year (FFY) 2012 Annual Performance Report (APR) to include a report of Michigan’s progress and/or slippage in meeting the state’s “measurable and rigorous targets” found in its State Performance Plan (SPP). A summary of those indicators for Part C and Part B is listed in this report from special education. This report includes the performance of each local district as well as the intermediate school district.

Indicator 5.3

 

Indicator 5.3 – The agency’s leadership monitors and communicates to stakeholders comprehensive information about learning and the achievement of agency improvement goals.

Rating:  3 - Agency leaders monitor comprehensive information about agency effectiveness and the achievement of agency improvement goals and communicate results to all stakeholder groups.

Agency leaders monitor comprehensive information about agency effectiveness and the achievement of agency improvement goals and communicate results to all stakeholder groups.

  • MAISD collects quarterly information on how its board goals are being met. This information is shared at an open board meeting.
  • Survey information is also shared with stakeholders.
  • Information and data about our programs is shared with the public through a quarterly newsletter that is published in the local paper.

Indicator 5.4

Indicator 5.4 – The agency establishes and maintains a clearly defined and comprehensive student assessment system.

Rating:  3 - Agency and school personnel maintain and use an assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. The system ensures consistent measurement across classrooms and courses. Most assessments, especially those related to student learning, are proven reliable and bias free. The system is regularly evaluated for reliability and effectiveness in improving instruction, student learning, and the conditions that support learning.

Agency and school personnel maintain and use an assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. The system ensures consistent measurement across classrooms and courses. Most assessments, especially those related to student learning, are proven reliable and bias free. The system is regularly evaluated for reliability and effectiveness in improving instruction, student learning, and the conditions that support learning.

 

Indicator 5.5

Indicator 5.5 – Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.

Rating:  2 - Some processes and procedures for collecting, analyzing, and applying learning from data sources are used by professional and support staff. Data sources include limited comparison and trend data about student learning, instruction, the effectiveness of programs, and organizational conditions. School personnel use data to design, implement, and evaluate continuous improvement plans.

Some processes and procedures for collecting, analyzing, and applying learning from data sources are used by professional and support staff. Data sources include limited comparison and trend data about student learning, instruction, the effectiveness of programs, and organizational conditions. School personnel use data to design, implement, and evaluate continuous improvement plans.

  • MAISD uses a variety of sources for data at the national, state, county, and local district levels. We list these data links on our website. We are aware that we need a way to easily store information and data about the effectiveness of our programs. 
  • The Seiter Education Center utilizes the Unique Learning System (ULS) as an student assessment system to produce student learning data.  ULS provides assessments in specific content areas as well as functional areas of needs and transition to adulthood.  ULS is used for students Pre-K through adult students in our transition programs. 

 

Indicator 5.6

Indicator 5.6 – Professional and support staff are trained in the evaluation, interpretation, and use of data.                                                                                               

Rating:  2 - Most professional and support staff members are assessed and trained in a professional development program related to the evaluation, interpretation, and use of data.

Most professional and support staff members are assessed and trained in a professional development program related to the evaluation, interpretation, and use of data.

Indicator 5.7

Indicator 5.7 – The agency engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.

Rating:  2 - A process exists for analyzing data that determine improvement in student learning, including readiness for and success at the next level. Results indicate mixed levels of improvement, and agency and school personnel sometimes use these results to design, implement, and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level.

A process exists for analyzing data that determine improvement in student learning, including readiness for and success at the next level. Results indicate mixed levels of improvement, and agency and school personnel sometimes use these results to design, implement, and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level.

Indicator 5.8

Indicator 5.8 – Agency and school leaders monitor and communicate to stakeholders comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals.

Rating:  2 - Agency and school leaders monitor information about student learning, conditions that support student learning, and the achievement of school improvement goals and communicate results to all stakeholder groups.

Agency and school leaders monitor information about student learning, conditions that support student learning, and the achievement of school improvement goals and communicate results to all stakeholder groups.

  • ​MAISD shares information with stakeholders as much as possible. Here, for example, we were speaking to a variety of stakeholders about the upcoming special education millage which was one of our goals for the year.
  • Each edition of the publication Education Matters highlights information about student learning.

 

Narrative

Montcalm Area ISD maintains a consistent 5 year strategic planning cycle. This cycle allows the ISD to gather data, evaluate programs, and implement changes to meet the needs of the districts we serve. Further, data is collected via regular collaborative conversations held on a monthly basis with local superintendents, curricululm directors, principals, couselors, and ancillary staff. We belong to a school safety group that meets regularly to discuss county-wide safety efforts.

While we know that communication can always be stronger, we use social media such as Facebook and Twitter to reinforce our purpose and share our activities. We have staff who participate in a monthly local radio show and produce podcasts as well.

This standard is by far our weakest area or area with the biggest potential for growth. Our plan is to take all the results from each stakeholder survey, our own self-assessment discussions, and the results from the AdvancED external team visit to create our next 5-year strategic plan. In January of 2017, we will begin the official strategic planning process. In this process we will commit to 2-3 goals and specify, based on the needs the data shows, measurable objectives with strategies and activities that will lead to reaching each goal. Each department at MAISD will be involved in this process and will have specific strategies and activities to help meet each objective and organizational goal.