continuous improvement planning for perkins

Oregon Department of Education 2010

Continuous Improvement Planning

forPerkins

April 1, 2010

Outline of Presentation Overview of Planning – the Logic Model Perkins Continuous Improvement Cycle SMART Goals and Objectives Perkins Continuous Improvement Cycle

(cont.) Local Plan Update – Logic Model,

SMART Goals, and Perkins Continuous Improvement Planning


Alice and the Cheshire Cat

“‘Would you tell me, please, which way I ought to go from here?’

‘That depends a good deal on where you want to get to,’ said the Cat.”


Alice and the Cheshire Cat

“‘I don’t much care where –’ said Alice.‘Then it doesn’t matter which way you

go,’ said the Cat.‘—so long as I get SOMEWHERE,’ Alice

added as an explanation.‘Oh, you’re sure to do that,’ said the

Cat, ‘if you only walk long enough.’”


Improvement Planning Questions

What outcomes do you hope to achieve?

What are you already doing?

Is it working?

Are your efforts focused on improvement?

Are your efforts district-wide?Oregon Department of Education 2010

Improvement Planning Questions (cont.)

Do your efforts include all of the systems involved?

Are your efforts based on research-validated practices?

Can your efforts be evaluated?


Improvement Planning Agreement

We will use a linear model to talk about a process that is multi-

dimensional


The Logic Model

Move from “What is being done?”

to

“What needs to be done?”


Logic Model (cont.)

Working from inputs to outcomes Limits one’s thinking to existing

activities, programs, and research questions

Working from intended outcomes to inputs Creates a forum for new ideas or

concepts


Logic Model Terms

SituationExternal Influences

InputsOutputs

OutcomesEvaluation


Logic Model: Situation

Statement of the problem

Description of who is affected by the problem

Who else is interested in the problem


Logic Model: Situation (cont.)

Establishes a baseline Provides a way to determine if change

has occurred Describes who is affected by the

problem Allows assessment of who has benefited

Identifies stakeholders Increases awareness, reduces cost


Logic Model: External Influences

Document the external influences on outcomes (social, physical, political, and institutional environments; policies; etc.) Who are important partners/collaborators? Which part(s) of the issue can this Plan

realistically influence? What evaluation will accurately reflect

outcomes?


Logic Model: Inputs

What is invested Funds Knowledge and Skills Time Expertise Facilities and equipment Collaborator involvement


Logic Model: Inputs (cont.)

Helps set parameters for planning Provides evidence that helps

communicate the quality and cost of implementing the Plan


Logic Model: Outputs

Things we do Products provided, goods and services

delivered Publications, web pages Workshops

People we reach Higher achieving students, constituents

who become informed, decision makers who become knowledgeable


Logic Model: Outputs (cont.)

Allows us to establish linkages between the problem (situation) and the impact of the program (intended outcomes)

Aligns what we do with the impact it has


Logic Model: Outcomes

Short-, intermediate-, and long-term

Answer the question, “What happened as a result of our activities?”

Communicate the impacts of our investment


Logic Model: Outcomes – Example

Situation: low student scores Which students? Which scores? Why are

scores low? Strategy: give teachers specific skills they

can use to impact student achievement Skills to address the reason for the low scores

Activity: provide professional development


Logic Model: Short-term Outcome

Short-term outcome: participants possess the necessary skills to resolve the situation

Professional development activity was successful

Is the number of participants sufficient? How will you know that they possess the

necessary skills?


Logic Model: Intermediate-term Outcome

Intermediate-term outcome: participants successfully apply the skills in the classroom

The activity may be successful, but the skills must be applied for the strategy to be successful

How will you know that they successfully applied the skills in the classroom?


Logic Model: Long-term Outcome

Long-term outcome: application of skills in the classroom positively impacts student achievement

Strategy of using professional development to increase skills that teachers can use to impact student achievement was successful

How will you know that it was this strategy was the reason for improved student achievement?


Logic Model: Evaluation

Were inputs made as planned? Amount of input, timing, quality of input

Investments of funds, time, expertise, equipment, etc.

Were activities conducted as planned? Content, timing, location, format, quality

Were intended outcomes realized? Short-, intermediate-, and long-term


Logic Model Terms

SituationExternal Influences

InputsOutputs

OutcomesEvaluation


Logic Model (cont.)

Working from inputs to outcomes Limits one’s thinking to existing

activities, programs, and research questions

Working from intended outcomes to inputs Creates a forum for new ideas or

concepts


Logic Model: Planning (Suggestion Only)

1. Define the situation2. Identify intended outcomes3. Identify external influences4. Decide desirable outputs (products,

services)5. Decide inputs (investment)6. Plan the Evaluation



Perkins Continuous Improveme

nt Cycle

Build Readiness

Identify and enlist members of planning team Develop a shared vision of success in the

district among members of the planning team Develop a common vision of the need & ability

to make a difference in student achievement Develop staff commitment to implementing

changes to bring about improvement


Collect and Analyze Data

Conduct a systematic and comprehensive analysis of data

Review goals from previous plan(s) against actual performance to determine impact of efforts

Interpret the data to determine trends toward meeting your goals


Data Analysis Questions

What does the data say?

What additional questions need answers?

Is there enough data to make informed decisions?


Data Analysis Questions (cont.)

Are the data interconnected?

Do you have the capacity to look across sources?

Where is this data coming from?

Are certain programs, schools, populations contributing more than others?


Set SMART Objectives Based on Data

Consider objectives most likely to move students from their current achievement to achievement that meets the 2012-2013 goal


SMART Goals

Specific

Measurable

Attainable

Results-focused/Realistic

Timely


Specific

Identify who is involved Identify what will be accomplished Identify a location Establish a time frame Identify requirements and constraints Identify specific reasons, purpose or

benefits of accomplishing the goal


Measurable

Establish concrete criteria for measuring progress toward the attainment of each goal you set How much? How many? How will you know when it is

accomplished?


Attainable

Can you achieve the goal?

Will it help to break it down into small steps?

What opportunities can you leverage?

What difficulties must you overcome?


Results-focused/Realistic

Represent something toward which you are both willing and able to work

Represent substantial progress


Timely

Establish target dates

Start time

End time

Milestones


SMART Goals and Objectives

From the Association of College and Research Libraries

http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/webarchive/smartobjectives/writingmeasurable.cfm


Goals and Objectives

Revising goals into measurable objectives will assist you in planning activities, and upon completion of those activities, determining their success


Goals

The “why,” to explain the reasoning behind doing something

A statement that explains what you wish to accomplish Where you want/need to be at the end of

your journey

Sets the fundamental, long-range direction


Objectives

Break down the broader goal into its smaller parts – milestones

May provide guidelines for how the goal can be accomplished

Can be Program Objectives or Supporting Objectives


Program Objectives

Specific statements that explain what will be accomplished in order to fulfill larger goals

Measurable level of achievement Purpose Provide clear expectations Guide and help organize activities Provide basis for evaluation


Supporting Objectives

Describe what needs to be accomplished in order to fulfill program objectives


Evaluating an Objective/Goal

Team 1: Keep AS MANY BALLOONS AS YOU CAN in the air for 1minute

Team 2: Keep ALL BALLOONS in the air for 1 minute


Evaluating an Objective/Goal (cont.)

What do the balloons represent?

Projects

Products

Services


SMART Goals/Objectives – Value

When a goal/objective is vague Team members may always feel

successful Mediocrity may be acceptable The team may not feel the need to

strive for excellence


SMART Goals/Objectives – Value (cont.)

When a goal/objective is not attainable Frustration Lack of motivation Feeling of not being supported Lack of will to maintain efforts


Ways to Make Objectives Effective

Establish clear objectives (SMART)

Collaborate on objective setting to avoid confusion and misunderstanding

Promote group planning on how the team will accomplish its objectives


SMART Goals and Objectives

Specific Be concrete Use action verbs

Measurable Numeric or descriptive Quantity, quality, cost


SMART Goals and Objectives (cont.)

Attainable Feasible Appropriately limited in scope Within the team’s control and influence

Results-focused/Realistic Measures outputs or results – not activities Includes products, accomplishments

Timely Identifies target dates – start, end, milestones


SMART Goals and Objectives (cont.)

Include information about

Materials and resources needed

Evaluation (the ultimate purpose of measurable objectives)


Set SMART Objectives Based on Data

Consider objectives most likely to move students from their current achievement to achievement that meets the 2012-2013 goal



Perkins Continuous Improveme

nt Cycle

Investigate Research-Based Practices

Review multiple sources to identify appropriate approaches to realizing your objectives Personnel consulted, conference sessions

attended Research reports and journals Online sources citing research results and

interventions High-performing schools


Create Action Plan

Apply research-based approaches to identified goals/objectives

Develop improvement strategies based on profile information (environment, context), goals, and research findings

Design Action Plan based on strategies

Cultivate support and buy-in on Action Plan


Implement and Monitor Determine how to work through the grant

cycle Monitor identified measures of progress and

success Evaluate the results of your efforts

Identify specific individuals responsible for all aspects of the Plan and sources of funding to support the effort

Provide ongoing support for implementation of the Plan


Evaluate Effectiveness and Sustain Efforts

Monitor the results of your work

Evaluate the outcomes to determine

Return on the investment made

Effort necessary to sustain these outcomes


Perkins Continuous Improvement Planning

The Plan is reviewed annually to determine its overall effectiveness

Revisions are made based upon findings as the process continues


Logic Model in Local Plan Update (Possible Connections Only!)

Situation Overview Narrative for each goal

Outcomes Used to define success for Activities



(cont.)

External Influences Program Design Performance

Overview – identification of opportunities and challenges

Overview Narrative for each goal Local Improvement Planning Process –

identifying team members and consultants



(cont.)

Outputs Planned Activities Action Plans

Inputs Perkins Budget box Program Design Overview Overview Narrative for each goal Used to design Activities


Logic Model in Local Plan Update (Possible Connections Only!) (

cont.)

Evaluation Planning Overview Narrative for each goal – How

you will measure progress toward meeting a goal

Planned Activities – Success of the activities

Long Term Narrative Plans Action Plans – How the Implementation of

the Activity Will Be Monitored


SMART Goals in Local Plan Update

Development of objectives for Activities

Action Plans Local Improvement Planning

Process


Perkins Continuous Improvement Planning in Local Plan Update

(Possible Connections Only!)

Build Readiness Program Design Performance

Overview – identification of opportunities and challenges

Overview Narrative for each goal Local Improvement Planning Process –

Team members and consultants



(Possible Connections Only!) (cont.)

Collect and Analyze Data Used in developing objectives, strategies,

Planned Activities, Action Plans Long-term Narrative Plans Local Improvement Planning Process

description Set SMART Objectives Based on Data

All Planning




Investigate Research-Based Practices Overview Narratives for each goal –

deciding strategies, Activities Action Plans Local Improvement Planning Process

description Create Action Plan



(Possible Connections Only!) (cont.) Implement and Monitor

Overview Narrative for each goal – measurement of success toward meeting the goal

Planned Activities for each goal – measurement of success of Activity

Action Plans – How the Implementation of the Activity Will Be Monitored, Evidence of Success of the Activity

Local Improvement Planning Process – developing monitoring and evaluation plans




Evaluate Effectiveness and Sustain Efforts Overview Narratives for each goal –

measurement of progress toward meeting the goal

Planned Activities for each goal – measurement of success of the Activity

Long-term Narrative Plans Action Plans – monitoring evidence of success


Alignment for the Local Plan Update

The Logic Model The Perkins Continuous Improvement

Planning Process SMART Goals and Objectives Report status of alignment in goal

Overviews 2008-2013 Local Plan, 2009-2010 Local Plan

Update, and Annual Report for 2008-2009 2010-2011 Local Plan Update



Thank You!Michael Fridley(503) 947-5660

[email protected]

continuous improvement planning for perkins

Documents

logic model cont

logic modelmove

linear model

local plan update logic

situation cont

intended outcomes

outcomes social

research questionsworking