• MiMap Tool Kit - MiMap

• MI-MAP Introduction Packet 

• 1-1 Organizing Staff Communication 

• 1-1 Staff Communication (Inserts) 

• 1-2 Organizing for Family Involvement 

• 1-2 Family Involvement (Inserts) 

• 1-3 Taking Charge of Your Building's Budget 

• 1-3 Budget (Inserts) 

• 1-4 Organizing for State Assessment 

• 1-4 State Assessment (Inserts) 

• 1-5 Organizing the School Year: A Monthly Principal Checklist 

• 1-5 School Year (Inserts) 

• 1-6 Identification, Planning, and Compliance for English Language Learners 

• 1-6 Identification, Planning, and Compliance for ELLs (Inserts) 

• 1-7 Coordinating Support Services for English Language Learners with Special Needs 

• 1-7 Coordinating Support Services for ELLs with Special Needs (Inserts) 

• 1-8 Board Training: The Quality Governance Model 

• 1-8 Board Training: The Quality Governance Model (Inserts) 

• 1-9 Developing a Strict Discipline Academy 

• 1-9 Developing a Strict Discipline Academy (Inserts) 

• 2-1 Holding a Shared Vision Steady 

• 2-1 Vision (Inserts) 

• 2-2 Choosing Smart Risks and Managing Them Wisely 

• 2-2 Smart Risks (Inserts) 

• 2-3 Principals Leading Torward a Vibrant Culture 

• 2-3 Principals Leading Torward a Vibrant Culture (Inserts) 

• 3-1 Developing a Climate/Culture Committee 

• 3-1 Climate/Culture Committee (Inserts) 

• 3-2 Auditing and Understanding Your School's Culture 

• 3-2 Auditing and Understanding Your School's Culture (Inserts) 

• 3-3 Strengthening Teacher-Student Relationships 

• 3-3 Relationships (Inserts) 

• 3-4 Developing a School-wide Behavior Management Plan 

• 3-4 Behavior Management (Inserts) 

• 3-5 Mentoring New Teachers 

• 3-5 Mentoring New Teachers (Inserts) 

• 3-6 Creating a Supportive Teaching and Learning Environment for English Language Learners 

• 3-6 Creating a Supportive Teaching and Learning Environment for ELLs (Inserts) 

• 3-7 Linking Home, School, and Community for Families of English Language Learners 

• 3-7 Linking Home, School, and Community for Families of ELLs (Inserts) 

• 3-8 Building Self-Efficacy and Academic Achievement in Middle and High Schools 

• 3-8 Building Self-Efficacy (Inserts) 

• 4-1 Whetting Your School's Appetite for Data 

• 4-1 Whetting Appetite (Inserts) 

• 4-2 Developing a School-wide Database 

• 4-2 School-wide Database (Inserts) 

• 4-3 Learning from Perception Data 

• 4-3 Perception Data (Inserts) 

• 4-4 Learning from Process Data: Time for a Tune-Up 

• 4-4 Process Data (Inserts) 

• 4-5 Mapping Your School's Resources 

• 4-5 Resource Mapping (Inserts) 

• 5-1 Knowing Yourself as an Educator 

• 5-1 Knowing Yourself as an Educator (Inserts) 

• 5-2 Knowing Your Students 

• 5-2 Knowing Your Students (Inserts) 

• 5-3 Knowing Your Goals: Standards 

• 5-3 Knowing Your Goals (Inserts) 

• 5-4 Knowing Your Options: Instructional Strategies 

• 5-4 Knowing Your Options (Inserts) 

• 5-5 Putting It All Together: Lesson Planning 

• 5-5 Lesson Planning (Inserts) 

• 5-6 Learning from Assessment 

• 5-6 Learning from Assessment (Inserts) 

• 5-7 Connecting Assessment to Student Achievement and Program Improvement for English Language Learners 

• 5-7 Connecting Assessment to Student Achievement and Program Improvement for ELLs (Inserts) 

• 5-8 Designing and Delivering Effective Instruction: How can we best meet the needs of our English Language Learners? 

• 5-8 Designing and Delivering (Inserts) 

• 5-9 Developing English Language Proficiency 

• 5-9 Developing English Language Proficiency (Inserts) 

• 6-1 Planning Your Move Toward a Standards-based Curriculum 

• 6-1 Planning for Standards(Inserts) 

• 6-2 Grounding Lessons in Standards 

• 6-2 Grounding Lessons in Standards (Inserts) 

• 6-3 Creating Standards-based Units 

• 6-3 Creating Standards-based Units (Inserts) 

• 6-4 Writing from Experience and in Response to Text 

• 6-4 Writing to Text - General 

• 6-4 Writing to Text - Kindergarten 

• 6-4 Writing to Text - First Grade 

• 6-4 Writing to Text - Second Grade 

• 6-4 Writing to Text - Third Grade 

• 7-1 Learning Through Job-Embedded Professional Development 

• 7-1 Learning Through Job-Embedded Professional Development (Inserts) 

• 7-2 Finding Sources of Job-Embedded Professional Development 

• 7-2 Finding Sources of Job-Embedded Professional Development (Inserts) 

• 7-3 Preparing Teachers to Address the Linguistic and Cultural Needs of English Language Learners for Improved Learning 

• 7-3 Preparing Teachers to Address the Linguistic and Cultural Needs of ELLs for Improved Learning (Inserts) 

• 8-1 Developing School Decision-Making Teams 

• 8-1 Developing School Decision-Making Teams (Inserts) 

• 8-2 Strengthening Your Team's Capacity 

• 8-2 Team Capacity (Inserts) 

• 8-3 Running Effective Decision-making Meetings 

• 8-3 Running Effective Decision-making Meetings (Inserts) 

• 9-1 Using Technology 

• 10-1 Coordinated School Health 

• 10-1 Coordinated School Health (Inserts)