May 2023 MICIP Continuous Communication

MICIP Continuous Communication

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In this Issue of MICIP Continuous Communication

The May 2023 issue of MICIP Continuous Communication includes important MICIP platform reminders, a review of successes and advice from the MICIP User Group throughout this year, links and information regarding the CASEL rubric for SEL implementation, and much more!


Most districts now have plans in MICIP and, rather than starting from scratch, are now making adjustments to existing plans. 

Did you know the 10 Questions to Consider about a Continuous Improvement Plan can help you evaluate your existing plan and guide you in making high-quality plans?

MICIP PlatformReminder: MICIP Platform Limited Maintenance Goal Pathway

MICIP platform release a new pathway to create Limited Maintenance Goal. To be a limited maintenance goal, the prior ASSIST goal and its associated strategy (or strategies) must have been approved previously in a district’s consolidated application. For specific information, refer to Feb. 2 memo and Limited Maintenance Goal Guide.

A district may add a limited maintenance goal to their portfolio by Friday, June 30, 2023 but this is not a requirement but an option. On July 1, 2023, the ability to add a limited maintenance goal will no longer exist.  If you have any questions, contact Terry Nugent ( or Ben Boerkoel (

Voices from the Field LogoVoices From the Field

At the last MICIP User Group meeting of the 2022-2023 school year, participants were asked to respond to two prompts: 

What are you celebrating this year regarding MICIP? 

If you could give those new to MICIP one piece of advice, what would it be? 

Responses include the following:

MICIP Celebrations    

  • Everybody is trying to figure it out together.
  • Implemented Chair meetings PK-4, 5-6, 7-8, and 9-12 which has supported continuity across the district.
  • Would like to see us embed the MICIP process more authentically in our meetings with chair groups.
  • Going slow has allowed districts to go fast in the end.
  • Our ISD now views itself as its own school district.
  • Increased collaboration between buildings, districts, and ISDs.
  • Several great tools have been developed by ISD staff that have been shared with and used by educators throughout the state.
  • Getting teams to move away from compliance.
  • MICIP has allowed for more stakeholder participation which gives more voice in determining the root cause
  • Getting improvement teams to go slow. MICIP provides the flexibility to take a pause or move more thoughtfully.
  • MICIP allows for system work to be targeted. Building a system, not just fixing a "thing."
  • In comparison, the MICIP platform is much better than the previous ASSIST platform.
  • Was able to connect MICIP work to the strategic planning process.

MICIP Advice

  • The least amount of time should be spent on the actual writing of the plan and the most time on monitoring and adjusting.
  • User Group meetings helpful.
  • Met regularly on Saturdays and paid an hourly rate and coffee.
  • Involve all stakeholders in the conversations.
  • Best Practices: Key - spend time clearly defining the MICIP team and the responsibilities of the team; get the 'right' people on the team. Must be committed!
  • Slow roll out made it more complex.
  • Meet at least 4x/year as a full team. Allows for robust discussion around implementation and adjustments.
  • Appreciate collaboration across schools within a district. Value in the conversations.
  • Less is more! Create one leadership team for the district that addresses MTSS, MICIP, etc.
  • Align parts of the Strategic Plan with MICIP.
  • Not every single thing you are doing goes into MICIP.
  • Be careful who has access to the platform. Too many people having access complicates the process.
  • Get a mentor or veteran partner for support with the work.
  • MICIP work needs a collaborative approach. It isn't the job of one, it is the work of a team.
  • Have an authentic plan! Be focused and include only what you have the capacity to really do.
  • Don't make the MCIP process an add on - it should be fundamental to everything you do in your district.
  • Go slow to go fast - be intentional about holding districts to the process and not just "checking the boxes".

SEL LogoSocial Emotional Learning Implementation Tool Available: CASEL District Framework Rubric

The Michigan Department of Education (MDE) adapted the Collaborative for Academic, Social, and Emotional Learning (CASEL) district framework that supports the overarching tenets of identify, agency and belonging to align with MDE’s SEL competencies.

MDE’s SEL Rubric assists districts in taking stock in current efforts, identifying existing resources and gaps in SEL strategies, and assisting teams in developing goals to achieve social and emotional learning priorities in the district.  

The rubric is broken down into four focus areas:

  1. Build Foundational Support and Plan
  2. Strengthen Adult SEL Competencies and Capacity
  3. Promote SEL for Students
  4. Practice Continuous Improvement

Questions regarding social emotional learning or the rubric can be sent to Amy Wassmann at

Accelerated Learning ImageLeaning into Accelerated Learning 


Accelerated learning supports students on their intended grade-level trajectories by strategically preparing them for success in current grade-level content and beyond.


Acceleration prepares students for new learning combined with teaching of missing key skills and concepts in the purposeful context of current lessons. By emphasizing accelerated learning over remediation, students benefit from intentional supports that engage them in their current context and at the same time maximize time and effort, while avoiding diminished returns and disengagement.


More information can be found on the Michigan Department of Education (MDE) Accelerated Learning website linked here. 


In connection with implementing instructional strategies developed through the Michigan Integrated Continuous Improvement Process (MICIP), a robust focus on accelerated learning requires a systems approach. This approach is supported by Multi-Tiered Systems of Supports (MTSS).


By providing high-quality Tier I teaching and learning of grade-level content (see: MiMTSS Practices), and systematically building programs and processes that identify opportunities to bolster learning, administrators and instructional teams can provide responsive, relevant, and engaging instruction for all learners. 


Beginning in January 2023, the Michigan Department of Education is offering a five-part memo series to support accelerated learning.

  • The first memo provides an overview of accelerated learning.
  • The second memo includes information and resources for expanded learning time for summer programming.
  • Look for a third memo coming out in May, which will include systems-level strategies to support accelerated learning as part of the continuous improvement process.  

If you would like to subscribe to memos from the Michigan Department of Education, you can sign up here via Gov Delivery. 

SWFT LogoSWFT Newsletter

Here is the link to the SWFT April Newsletter - Getting Started.

MiMTSS LogoMiMTSS Newsletter

The Spring 2023 MiMTSS newsletter is available here.

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Previous issues of MICIP Continuous Communication are available on the MICIP web page.

Feedback is Essential for Continuous Communication!

Have a question, an idea, a suggestion, or a compliment? The MICIP team is always eager to hear your feedback! Send us an email using the MICIP email address (