CIP Technical Assistance Document

March 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)
Improvement Planning
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
Finding Finding Finding
STEP 2: Result
STEP 3:
Evidence
CONCEPTUAL FRAMEWORK FOR IMPROVEMENT PLANNING
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
Identified Areas in Need of Improvement
Finding Finding Finding
Improvement Planning
STEP 2: Desired Result
2. 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: Timelines
STEP 2: Result
STEP 3:
Evidence
Improvement Planning
STEP 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 4: Activities STEP 5: Resources STEP 6: Timelines
STEP 2: Result
STEP 3: Evidence
Improvement Planning
STEP 4: Activities
4. 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 4: Activities
STEP 5: Resources STEP 6: Timelines
STEP 2: Result
STEP 3:
Evidence
Improvement Planning
STEP 5: Resources
5. 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: Resources
STEP 6: Timelines
STEP 2: Result
STEP 3:
Evidence
Improvement Planning
STEP 6: Timelines
6. 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 4: Activities STEP 5: Resources
STEP 6: Timelines STEP 2: Result
STEP 3:
Evidence
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
Finding Finding Finding
STEP 2:
Result
STEP 3:
Evidence
CONCEPTUAL FRAMEWORK FOR IMPROVEMENT
PLANNING
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
Improvement Planning