Continuous Improvement Planning for Perkins April 1, 2010 Oregon Department of Education 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

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

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

Oregon Department of Education 2010 Logic Model Terms Situation External Influences Inputs Outputs Outcomes Evaluation 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

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

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

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

Oregon Department of Education 2010 Logic Model Terms Situation External Influences Inputs Outputs Outcomes Evaluation Oregon Department of Education 2010

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) Define the situation Identify intended outcomes Identify external influences Decide desirable outputs (products, services) Decide inputs (investment) Plan the Evaluation Oregon Department of Education 2010

Perkins Continuous Improvement Cycle Oregon Department of Education 2010

Oregon Department of Education 2010 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

Oregon Department of Education 2010 SMART Goals Specific Measurable Attainable Results-focused/Realistic Timely Oregon Department of Education 2010

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

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

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

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

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

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

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

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

Perkins Continuous Improvement Cycle Oregon Department of Education 2010

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

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

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 Oregon Department of Education 2009

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

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

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

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

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

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

Thank You! Michael Fridley (503) 947-5660 michael.fridley@state.or.us Oregon Department of Education 2010