Completing the CIP (1)

CIP Technical Assistance DocumentCIP Technical Assistance DocumentMarch 2005March 2005

Completing the Continuous Improvement

Plan

Continuous Improvement Process

Each component of the Performance-Based Monitoring (PBM) System will impact improvement planning for the LEA

All findings will result in improvement planning using a results-based approach that supports:

Planning with the end result in mind

Avoiding random acts of improvement and senseless acts of good intentions

Improvement Planning

Establish the continuous improvement planning framework in order to develop a thorough and holistic understanding of the Core Issues or Concerns identified through each component of the process.

When establishing desired results, the team should consider the following: What goals do we want to establish that will impact improvement as identified on

the PBMAS indicators, other measures of performance, or compliance?

What does an an effective program look like?

Determine the indicators that will help quantify the achievement of each result (the evidence of change).

What is the realistic measure of change in data that indicates student performance/program effectiveness has improved?

If baseline data are available, detail what the data indicate, and state the measure of change expected for the data set.

Determine the activities necessary to achieve the result. How will we get there?

What activities are needed to develop skills and promote program changes that will impact the desired results?

What specific staff development, instructional programs, curricula, and/or policies and procedures do we need to target to promote the desired result?

The Steps To Perform Results-Based Improvement Planning

Identify the resources for performing the activities. What comprehensive and specific resources will impact the activities and the desired

result?

What personnel changes will be necessary?

What fund sources and dollar amounts will be needed to support the activities?

What supplies/materials will be necessary?

Define the timelines and the milestones that are necessary to complete the activities. When will activities begin? (Initial)

When will the activities be monitored to determine progress toward the goal? (Interim)

When will data be gathered and programs and activities evaluated to determine that the desired result has been achieved? (Summative)

The Steps To Perform Results-Based Improvement Planning (continued)


The result of the work will be a completed Improvement Plan:

STEP 1: Identify Findings from Components of the Monitoring System

Finding

Identified Areas in Need of Improvement

STEP 4: Activities STEP 5: Resources STEP 6: Timelines

FindingFindingFinding

STEP 2: Result

STEP 3: Evidence

CONCEPTUAL FRAMEWORK FOR IMPROVEMENT PLANNING


1. Establish the continuous improvement planning framework in order to develop a thorough and holistic understanding of the Core Issues or Concerns identified in each component of the process and requiring attention.

Where are we today?

STEP 1: Improvement Areas / Core Issues

STEP 1: Improvement Areas (Core Issues)

Finding




STEP 2: Desired Result2. For each Core Issue or Concern, the team should consider the

following:What goals do we want to establish that will impact improvement as identified on the indicators, other measures of performance, or compliance?

What does an effective program look like?

STEP 4: Activities STEP 5: Resources STEP 6: TimelinesSTEP 2: Result

STEP 3: Evidence

Improvement PlanningSTEP 3: Indicators/Evidence

3. Determine the indicators that will help quantify the achievement of each result (the evidence of change).What is the realistic measure of change in data that indicates student performance/program effectiveness has improved?

If baseline data are available, detail what the data indicate, and state the measure of change expected for the data set.


STEP 3: Evidence

Improvement PlanningSTEP 4: Activities4. Determine the activities necessary to achieve the result.

How will we get there?

What activities are needed to develop skills and promote program changes that will impact the desired result?

What specific staff development, instructional programs, curricula, and/or policies and procedures do we need to target to promote the desired result?


STEP 3: Evidence

Improvement PlanningSTEP 5: Resources5. Identify the resources for performing the activities.

What comprehensive and specific resources will impact the activities and desired result?

What personnel changes will be necessary?

What fund sources and dollar amounts will be needed to support the activities?

What supplies/materials will be necessary?

STEP 4: Activities STEP 5: ResourcesSTEP 6: TimelinesSTEP 2: Result

STEP 3: Evidence

Improvement PlanningSTEP 6: Timelines6. Define the timelines and the milestones that are necessary to

complete the activities.When will the activities begin? (Initial)

When will the activities be monitored to determine progress toward the goal? (Interim)

When will data be gathered and programs and activities evaluated to determine that the desired result has been achieved? (Summative)


STEP 3: Evidence

STEP 1: Identify Findings from Components of the Monitoring System

Finding


STEP 4: Activities STEP 5: Resources

STEP 6: Timelines


STEP 2: Result

STEP 3: Evidence

CONCEPTUAL FRAMEWORK FOR IMPROVEMENT PLANNING


Follow-Up Activities

The team will detail any additional activities or adjustments to planned activities that will be implemented if interim evaluation data are not in line with the desired target result/goal.

The team should consider the question:• What will we do if the initial plan is not working?

• Utilize information from various sources, including all components of the Performance-Based Monitoring System implemented by the LEA

• Integrate plans into other district- and campus-wide planning efforts


Completing the CIP (1)

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