MyNotes: Plan-Do-Study-Act Improvement Process

Source: (Print) Article on Plan-Do-Study-Act Improvement Process

Article: Plan-Do-Study-Act Improvement Process

MyNotes:

1. The Plan-Do-Study-Act approach provides a structure for improvement efforts.

2. This structure can be used to guide thinking and actions for improving any situation and may be used by teams or individuals.

3. Components include the following:

4. Component 1: Plan -

5. Select a core school improvement team

6. Identify key stakeholders

7. Identify individuals who support is critical to success of improvement

8. Include individuals with knowledge of the organization

9. Include individuals with knowledge of the improvement process

10. Develop a code of cooperation or group norms to guide behavior

11. Review and analyze all facets of the school’s operation

12. External trend data

13. Student achievement data for summative and formative assessments

14. Student outcome data (e.g. attendance, discipline, dropout rate)

15. Culture conditions and practices

16. Evaluate the effectiveness of improvement strategies implemented in prior years

17. Identify strengths

18. Identify deficiencies and determine root causes

19. Determine root causes

20. Identify driving and restraining causes of the situation

21. Formulate recommendations

22. Prioritize recommendations and set priorities for improving

23. Prepare a list of possible solutions for root causes and define potential impact.

24. Determine professional development needs

25. Identify research-based strategies

26. Develop or revise school strategic plan with 10 components:

27. School wide reform strategies

28. Instruction by highly qualified teachers

29. Parent involvement

30. Additional support for students

31. Monitoring and evaluation of the program

32. Component 2: DO

33. Execute and monitor the implementation of the plan

34. Provide professional development for admin and teachers to build capacity

35. Ensure the implementation of the plan

36. Facilitate ongoing support to the building/district staff members

37. Observe staff effectiveness in implementing the initiatives and research based strategies

38. Conduct classroom walkthroughs

39. Review benchmark and progress monitoring data for improvements in student achievement

40. Identify student/teacher intervention strategies based on formative assessment data

41. Identify additional recommendations as the school implements the plan

42. Component 3: STUDY

43. Analyze evidence of effectiveness-to what extent did we achieve our goals?

44. Review all revised school policies and practices for an impact on student achievement

45. Evaluate the effectiveness of the academic or behavioral intervention(s)

46. Report findings and recommendations to stakeholders

47. Determine recommendations for adjustments to strategic plan

48. Devise additional approach to providing needed technical assistance

49. Component 4: ACT

50. Develop and implement a plan for standardization and establish future plans.

51. Apply lessons from a small scale implementation to full implementation

52. Identify and document what was learned

53. Acknowledge and celebrate success

54. Revise the improvement plan based on what learned

55. Require ongoing monitoring and review

56. “Proper Planning Prevents Poor Performance.”

One Sentence Summary: “Proper planning prevents poor performance” summarizes the Edward Demings’ Plan-Do-Study-Act approach, a scientific way of affecting organizational improvement.

Quotes:

• Take time to think, learn, and improve

• Remove barriers to motivation and improvement by encouraging leadership at all levels, teamwork and cooperation.

• Understand the system in which the group operates by seeking clarity of purpose establishing visions of excellence…viewing all work as a process.

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