New In This Issue
- Clarity for Identified Schools
- Gradual Release of Responsibility (GRR) Instructional Model in MiStrategy Bank
- The Stronger Connections Program: Wayne RESA's Plans to Improve School Attendance
Clarity for Identified Schools
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End Target Goal Setting for Schools Identified for CSI or Partnership Supports: Districts should consider an increase that would result in achieving MI Index values that exceed the bottom 5%. Choosing larger growth goals in proficiency (such as 20% in ELA and 16% in Math) would increase the likelihood of exiting CSI status, however, these targets are not required.
- A challenge is that if a district sets targets for school at 1% and 3% for 18-month and 36-month they may meet those targets but still fail to exit CSI if the 2028 MI School Index value still in the bottom 5%.
- For Partnership Districts, meeting or not meeting End Target Measures only has significance if the school remains CSI. CSI status is strictly defined by the exit criteria. Accountably measures are only selected and implemented if both the school is re-identified as CSI and fails to meet one-third of its Academic Outcomes. If a school exits CSI, it also exits partnership.
- A district is no longer Partnership when all of its CSI schools are exited. (This excludes CSI schools that are virtual, alternative, or became CSI due to failure to exit ATS).
MICIP Crosswalk Document
Highlights from the Crosswalk:
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The Comprehensive Needs Assessment (CNA) is completed annually, while MICIP data objects are monitored throughout the year using ongoing monitoring cycles within the MICIP platform.
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Title One planning and funding alignment can be reflected as tasks under interim targets in MICIP, demonstrating how grant funds support district continuous improvement priorities.
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Program Evaluation can be demonstrated through consistent, high-quality monitoring cycles that include evidence collection, reflection, adjustment, and revision within MICIP.
The Crosswalk can be found on the MICIP Website, under the MICIP Resources, Tools drop down at the bottom of the page.
Additionally, it will be cross posted on the State and Federal Webpage.
The Stronger Connections Program
Wayne RESAs Plan to Improve School Attendance
Nine school districts in Wayne County are working together in the Stronger Connections Community of Practice (CoP). This group is funded by the Stronger Connections Grant (Title IV, Part A). Their main goal is to help every child succeed by getting more students to attend school regularly and lowering the rate of chronic absence across the county. The initiative uses a three-part strategy to ensure districts learn from each other and receive continuous support:
- Community of Practice (CoP) Sessions: Over two years, school teams meet for structured sessions, partnering with Attendance Works. They learn key skills like providing tiered support for attendance, using data to make decisions, and shifting their focus to a positive, problem-solving mindset. After each session, teams get practical assignments to try out in their schools.
- Coaching Calls: Districts say these individualized calls between CoP sessions are one of the most effective parts of the program. They offer school and district teams a chance to get immediate help with problems, check their progress, and stay committed to the goals.
- Professional Learning: This component is designed to build long-term skills for educators and leaders. They learn to understand and deal with the many complex, real-world reasons students miss school, such as problems with transportation, health, housing instability, and unfair systems. This part is critical because it makes sure the CoP work is a lasting change in how schools support their students, not just a temporary program.
Data already shows major improvements since the attendance CoP started. The program is supported by Stronger Connections funding and technical help from Wayne RESA. The plan is to keep the current districts involved for another year and bring in 10 additional Wayne RESA districts.
If you would like more information on Wayne RESAs plan, please email Scott Martin.
MICIP Refresher-Virtual Training
MICIP Refreshers are one-on-one virtual trainings with Dot to review the MICIP Platform. This can be for new users looking for a little more support, or veteran users who just need a little "refresher" on spaces in the platform.
If you are interested in a "refresher" email Dot Blackwell, MDE MICIP Lead, to set up your session.
CSI Plan Submission-Final Reminder
GEMS-MARS is open for local education agencies (LEAs) with schools identified for Comprehensive Support and Improvement (CSI) to submit school-level CSI plans to the Michigan Department of Education for review and approval based on fulfillment of the ESSA requirements outlined in the .
CSI plans are due for submission on or before Friday, June 5, 2026. For instructions on how to generate school level CSI Plan Reports in MICIP and submit the plan(s) in GEMS-MARS, please see the .
If you are having difficulty submitting in GEMS-MARS, email Dot Blackwell for a direct link.
Resources for Schools Identified for CSI, ATS and TSI
Administrators and facilitators play a critical role in guiding structured, team-based inquiry and ensuring clear connections between resource decisions and improvement strategies. To support the work of integrating resource considerations into the continuous improvement process guidance materials are available to individuals facilitating the resource allocation review process. General guidance materials are found on the Resources for Schools Identified for CSI, ATS, or TSI page. Guidance created by fellow facilitators may be found at on the following . For additional assistance contact Steven Curry.
MICIP Platform Updates
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At the bottom of every MICIP page there are three links: policies, resources, support
Click resources to access guidance documents, tools, and access to platform on-demand videos.
Click support to create a ticket for problems you encounter on the MICIP platform.
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What's New in the MiStrategy Bank?
The Gradual Release of Responsibility (GRR) Instructional Model is now available in the MiStrategy Bank. This research-informed framework helps educators move students from teacher-supported learning to independent application through four instructional phases: focused instruction, guided instruction, collaborative learning, and independent learning. By integrating explicit teaching, formative assessment, and student collaboration, GRR supports high-quality Tier I instruction and helps educators strengthen engagement, monitor progress, and improve achievement across content areas. Explore the strategy and supporting resources to see how GRR can enhance teaching and learning in your school or district.
If you have questions about how to use the MSB, MDE strategies in the MSB or need a hand with creating your own strategy, please do not hesitate to contact Dave Carlson, MDE-Lead for the MSB, who would be happy to assist you.
For more information on the purpose of the MSB, account registrations, roles, and how-to documents, please click the link to MAISA’s MiStrategy Bank page. If you have any questions, comments, or ideas, please contact Amanda Stoel, Director of Innovation and Collaboration and MSB Product Owner at MAISA.
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