February 12, 2021
SRI International
CJ Park, REL Appalachia
Ashley Campbell, REL Appalachia
School and district leaders frequently seek ways to improve outcomes for the students they serve. At the same time, they often wonder whether the strategy they select will meet the specific needs of their local context. The continuous improvement process can help education leaders understand whether a strategy, such as using digital or personal outreach to students to reduce summer melt, is likely to be effective for their students and assess whether local adjustments to programs are working or may need further modification. During a recent virtual workshop at the 2020 National Forum to Advance Rural Education, Regional Educational Laboratory (REL) Appalachia staff shared a five-phase continuous improvement process, co-developed with leaders from four rural school districts in eastern Kentucky who were working to improve students' postsecondary transitions. The five-phase approach can be taken up by any school or district team interested in using continuous improvement in their local community.
Continuous improvement is a process that seeks to increase the effectiveness or efficiency of a system by making small-scale changes that are repeatedly evaluated by a series of tests.1, 2, 3 When educators undertake a new program or practice, the continuous improvement process can provide information about the program's implementation and help educators decide how to adjust implementation, if needed, to increase the likelihood the program will lead to desired outcomes. During REL Appalachia's workshop at the National Forum to Advance Rural Education, education leaders from eastern Kentucky shared their experiences with using the approach to address local problems of practice. The education leaders described the following benefits of the process:
Many educators are familiar with the four-phase Plan-Do-Study-Act (PDSA) continuous improvement cycle, which offers a systematic way to collect and analyze data to determine whether small changes to a system or practice lead to improvement.4 Based on coaching activities in eastern Kentucky, REL Appalachia staff have learned that educators often need additional dedicated time to effectively define their problem and choose an aligned, evidence-based strategy. To fully benefit from a PDSA cycle, educators should start with an important preparatory phase first: Setting the Foundation. REL Appalachia workshop facilitators used a construction metaphor to emphasize the importance of setting a strong foundation before starting a new project. The table below outlines the steps associated with each phase.
Phase | Steps |
1. Set the foundation |
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2. Plan: Make a blueprint |
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3. Do: Let's build |
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4. Study: It's time for the inspection |
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5. Act: Correcting errors and redesign |
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The workshop guided participants through a fictional scenario, which offered an opportunity to see the continuous improvement process in action. After learning about each phase, participants joined breakout rooms to apply the process to fictitious Deer View High School. Using an imagined scenario helped attendees bring the five-phase process to life. One participant commented, “Breakout sessions exploring the data collected from [Deer View] allowed for more concrete thinking.”
As schools and districts implement strategies to address new or existing problems, as well as adjust instruction in response to the COVID-19 pandemic, the five-step continuous improvement process can play an important role in the identification and implementation of evidence-based practices. Resources from the workshop are available for any educator to use and share with colleagues.
REL Appalachia tips for continuous improvement
Resources for ongoing learning
Footnotes:
1 A. S. Bryk (2009), Support a science of performance improvement, Phi Delta Kappan, 90(8), 597–600. https://doi.org/10.1177/003172170909000815 McTighe_Handout_2%5B1%5D.pdf