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Continuous Improvement Planning Process

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Continuous Improvement Planning Process
Tiya Rush Lissade
Grand Canyon University: EDA 577
October 15, 2014

The Continuous Improvement Plan (CIP), known as the School Improvement Plan (SIP) within the State of Florida, has proven to be a meaningful tool used to monitor the effectiveness and implementation of the school wide action plan as it relates to student achievement, curriculum and instruction, and the involvement of parents and the community. Within the Miami Dade County Public School system, the SIP's foundation is based on similar standards and the methodology identified in W. Edward Deming's plan-do-study-adjust (PDSA) cycle. Each component of the cycle is committed to the process of improving schools on an ongoing basis by identifying and planning for change, implementing the change, analyzing the results of data to determine if the process was effective and adjusting or broadening the plan based on the results of the entire cycle (Bernhart 2014).
These standards ensure school sites are providing structures that set objectives, meet the objectives and verify that they have been met through consistent monitoring and refining of the objectives (Bernhart 2013). The vision of our district within Miami-Dade County is committed to providing educational excellence for all stakeholders (Dade County Public Schools 2014). This vision is shared with the author’s vision in Data Analysis for Continuous School Improvement that a schools system should be used to "improve teaching for all teachers and learning for all students" (Bernhart 2013). Reviewing our school sites action plan for the 2014-2015 school year, there is evidence of planning within the SIP. The motivation behind the plan for this year's SIP was focused primarily on the implementation of the new Common Core Standards across all curriculums. The teachers' lack of understanding of the standards, how to align the standards to the instructional delivery within the classroom and the limited opportunities of student engagement were the barriers that affected the achievement of the goal. Due to the common change in the standards among all content areas, our leadership team developed a plan that included an overarching goal for the school and barriers that affected every content area. The inclusiveness of the goal and barriers shows our schools ability to recognize an opportunity to facilitate a plan that corresponds to change within the school site (Tague 2004).
The implementation component of Deming's Cycle is evident within the action steps of our school's plan. The action steps reflect the strategies that will be used during the duration of the plan and how they will be executed during the process. Evaluation of the strategies are monitored by identified stakeholders to ensure the effectiveness of the plan is aligned to the vision and goals of the school. Additionally, mastery of the strategy is monitored by identifying specific end products or artifacts of the strategy. Finally, the plan addresses a date of completion to denote the time in which the plan will be reviewed and refined to improve the parts of the whole that need to be adjusted or if the cycle needs to begin again. The ISLLC standards are observed throughout our schools' improvement plan. Standard 1 addresses the importance of developing and implementing a vision of learning that is shared by all stakeholders (ISLLC 2008). All functions of the standard were addressed through the collaborative effort of the leadership team in creating plans for implementing, monitoring and revising the process throughout the school year. The functions mentioned in Standard 2 of the ISLLC Standards were also met by establishing an instructional plan that focuses on student and professional growth (ISLLC 2008). The strategies of the plan address the steps in which specific stakeholders within the school will assist the students in mastering course content and skills and providing teachers with content specific professional developments that focus on the deep teaching of the new standards and the alignment of instruction to student work.
Standards 4 and 6 are partial observed through particular functions within the standards. Standard 4A states that data should be collected and analyzed to provide pertinent information to the educational environment (ISLLC 2008). Although the data collected was informal, observations made by the leadership team of both student engagement and teachers instructional performance were used to development the schools' improvement plan. The development of the improvement plan is reviewed and submitted as a public document to district and state officials. Standard 6A and 6B are addressed by advocating for students success and expressing the areas that affect student achievement to all stakeholders who hold political positions. Personnel from these areas of the educational field are able to assist with the plan by providing additional support to ensure the success of both the students and teachers. After reviewing our School Improvement Plan for this school year, I believe the plan correlates to the vision of our school which focuses on the educational excellence of all students. Through the development of one common goal and shared barriers across all content areas within the school, stakeholders are able to understand and commit to the big picture of the plan. The framework of the plan assist staff members of the school in understanding the strategies and organizes the information to allow stakeholders to own, use and apply the strategies (Bernhart 2013). Additionally, the process of the action plan is revisited continuously which promotes the accumulation of small gains throughout the school year. Robert E. Cole from the University of California stated in his article, From Continuous Improvement to Continuous Innovation, "small wins often precedes and follows large changes, first paving the way for these changes by providing momentum and basic learning" (Cole 2001). Establishing a small timeline with an expected completion date, identifying the stakeholders that are responsible and the evidence of completion is a sure way to bring significance to the overall plan. References
Bernhart, V. L. (2013) Data analysis for continuous school improvement. London and
New York: Routledge.

Cole, R. (2001). From continous improvement to continous innovation. 8(4), 1-21. Retrieved
October 13, 2014, from www.asq.org

ISLLC 2008 Standards - Standard 1, 2, 4, and 6. Council of Chief State School Officers,
Washington, DC. Retrieved from http://www.ccsso.org/Documents/2008/Educational_Leadership_Policy_Standards_2008.pdf Miami-Dade County Public Schools. (2013). North Miami Senior High School. Retrieved from http://schoolsites.schoolworld.com/schools/NMSH/index.cfm

Tague, N. (2004). Plan-Do-Check-Act (PDCA) Cycle. Retrieved October 12,
2014, from http://asq.org/learn-about-quality/project-planning-tools/overview/pdca-
cycle.html

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