The OIP includes, but goes well beyond, the traditional plan-do-study-act (PDSA) cycle. When viewed as an organizational strategy, rather than an exercise in compliance, the OIP gives districts a template through which focused and intentional action can take place. It brings educators together through collaborative team structures to learn from each other, and it facilitates communication and decision-making between and across levels of the system (district, central office, school, grade levels, content areas, classrooms). The team structures at the core of the OIP form peer-to-peer networks, giving more people a voice and allowing for the inclusion of multiple perspectives in guiding each district’s journey toward organizational learning and continuous improvement.
- Supporting OIP Implementation - Supporting implementation consists of setting up the collaborative teams and processes districts and schools need to identify, research, plan, implement and monitor, and examine their improvement efforts
- Step One - Identifying Critical Needs - Identifying critical needs begins with collecting and analyzing data, which encourages impartial, nonjudgmental decision-making. With analysis of reliable data, teams can pinpoint the areas of greatest concern.
- Step Two - Research and Select Evidence-Based Practices - After identifying critical needs and root causes, teams research and select an evidence-based strategy that addresses the prioritized, critical needs. Benefits of selecting an evidence-based strategy include:
- Greater likelihood of positive student outcomes if the strategy is implemented as outlined in the research; and
- Assurance that time and resources will go toward strategies that show evidence of achieving positive student outcomes.
- Step Three - Plan for Implementation - Teams planning for implementation should focus on the critical needs identified during Step 1, Identify Critical Needs, and the evidence-based strategies selected during Step 2, Research and Select Evidence-Based Strategies. An effective plan includes:
- A limited number of SMART goals;
- Evidence-based strategies;
- A progress-monitoring process for:
- Adult implementation indicators; and
- Student performance indicators; and
- Action steps.
Creating a multiyear plan gives schools the opportunity to make systemic change. It takes time to move through the implementation stages.
- Step Four - Implement and Monitor - Implementation requires changes in adult behaviors and practices. Implementation is the main focus of the district leadership team (DLT), building leadership team (BLT) and teacher-based teams (TBTs).
Monitoring is collaborative learning through observing implementation of adult practices and their impact on student outcomes
- Step Five - Examine, Reflect, Adjust - During Step 5, Examine, Reflect, Adjust, teams ask themselves:
- Where did we start?
- Where are we now?
- Where do we go next?
Teams examine and reflect on:
- Goal Achievement – Was the intended outcome reached?
- Implementation – Were strategies implemented as designed?
- Communication – Was information shared?
Teams adjust by:
- Identifying next steps