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
Oregon Department of Education 2010
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.”
Oregon Department of Education 2010
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.’”
Oregon Department of Education 2010
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?
Oregon Department of Education 2010
Improvement Planning Agreement
We will use a linear model to talk about a process that is multi-
dimensional
Oregon Department of Education 2010
The Logic Model
Move from “What is being done?”
to
“What needs to be done?”
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010
Logic Model Terms
SituationExternal Influences
InputsOutputs
OutcomesEvaluation
Oregon Department of Education 2010
Logic Model: Situation
Statement of the problem
Description of who is affected by the problem
Who else is interested in the problem
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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?
Oregon Department of Education 2010
Logic Model: Inputs
What is invested Funds Knowledge and Skills Time Expertise Facilities and equipment Collaborator involvement
Oregon Department of Education 2010
Logic Model: Inputs (cont.)
Helps set parameters for planning Provides evidence that helps
communicate the quality and cost of implementing the Plan
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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?
Oregon Department of Education 2010
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?
Oregon Department of Education 2010
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?
Oregon Department of Education 2010
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
Oregon Department of Education 2010
Logic Model Terms
SituationExternal Influences
InputsOutputs
OutcomesEvaluation
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010
Data Analysis Questions
What does the data say?
What additional questions need answers?
Is there enough data to make informed decisions?
Oregon Department of Education 2010
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?
Oregon Department of Education 2010
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
Oregon Department of Education 2010
SMART Goals
Specific
Measurable
Attainable
Results-focused/Realistic
Timely
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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?
Oregon Department of Education 2010
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?
Oregon Department of Education 2010
Results-focused/Realistic
Represent something toward which you are both willing and able to work
Represent substantial progress
Oregon Department of Education 2010
Timely
Establish target dates
Start time
End time
Milestones
Oregon Department of Education 2010
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
Oregon Department of Education 2010
Goals and Objectives
Revising goals into measurable objectives will assist you in planning activities, and upon completion of those activities, determining their success
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010
Supporting Objectives
Describe what needs to be accomplished in order to fulfill program objectives
Oregon Department of Education 2010
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
Oregon Department of Education 2010
Evaluating an Objective/Goal (cont.)
What do the balloons represent?
Projects
Products
Services
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010
SMART Goals and Objectives
Specific Be concrete Use action verbs
Measurable Numeric or descriptive Quantity, quality, cost
Oregon Department of Education 2010
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
Oregon Department of Education 2010
SMART Goals and Objectives (cont.)
Include information about
Materials and resources needed
Evaluation (the ultimate purpose of measurable objectives)
Oregon Department of Education 2010
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
Oregon Department of Education 2010
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010
Perkins Continuous Improvement Planning
The Plan is reviewed annually to determine its overall effectiveness
Revisions are made based upon findings as the process continues
Oregon Department of Education 2010
Logic Model in Local Plan Update (Possible Connections Only!)
Situation Overview Narrative for each goal
Outcomes Used to define success for Activities
Oregon Department of Education 2010
Logic Model in Local Plan Update (Possible Connections Only!)
(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
Oregon Department of Education 2010
Logic Model in Local Plan Update (Possible Connections Only!)
(cont.)
Outputs Planned Activities Action Plans
Inputs Perkins Budget box Program Design Overview Overview Narrative for each goal Used to design Activities
Oregon Department of Education 2010
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
Oregon Department of Education 2010
SMART Goals in Local Plan Update
Development of objectives for Activities
Action Plans Local Improvement Planning
Process
Oregon Department of Education 2010
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
Oregon Department of Education 2010
Perkins Continuous Improvement Planning in Local Plan Update
(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
Oregon Department of Education 2010
Perkins Continuous Improvement Planning in Local Plan Update
(Possible Connections Only!) (cont.)
Investigate Research-Based Practices Overview Narratives for each goal –
deciding strategies, Activities Action Plans Local Improvement Planning Process
description Create Action Plan
Oregon Department of Education 2010
Perkins Continuous Improvement Planning in Local Plan Update
(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
Oregon Department of Education 2010
Perkins Continuous Improvement Planning in Local Plan Update
(Possible Connections Only!) (cont.)
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
Oregon Department of Education 2010
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
Oregon Department of Education 2010