Let's Get Digital - SANHS MIS
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The official Continuous Improvement Plan Project of San Agustin National High School, Sagbayan, Bohol.
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Let's Get Digital - SANHS MIS
- 1. San Agustin National High School “Let’s Go Digital”
- 2. 2 The CI Team Step 1 NILO P. SAMPUTON School Head FERNANDO B. ENAD CI Team Leader MARIE STEFANI C. HORA Scribe SUEDEN S. LANJE Communication PERLITA L. ENAD Documentation PEREGRITA J. DATAHAN Process Observer
- 3. INTRODUCTION School Profile Name of School : San Agustin National High School School ID : 302887 School Address : San Agustin, Sagbayan, Bohol Municipality : Sagbayan Province : Bohol Number of Students : Male - 534 Female - 614 TOTAL - 1,148 Numbers of Teachers : 42 Location : Longitude: 9.9266333, Latitude: 124.0748608 School Head : MR. NILO P. SAMPUTON, SP1 3 Step 1
- 4. School Profile 4 San Agustin National HHS Teachers Step 1
- 5. 5 Step 1 The Gate and the Entrance
- 6. 6 Step 1 The Junior High School Buildings
- 7. 7 The Senior High School Building Step 1
- 8. School Performance Background School Enrollment 8 369 404 416 435 476 476 804 880 892 0 100 200 300 400 500 600 700 800 900 1000 SY 2013-2014 SY 2014-2015 SY 2015-2016 Male Female Total Step 1
- 9. 9 Step 1
- 10. 10 Step 1 1. Students crowd up the enrollment officer-in-charge to line up to enroll during the enrollment period. The same officer needs to randomly assign enrollees to sections/class. 2. On the first day of school, students had to roam around the campus to lookup for their names posted on the classroom doors to determine their section/room assignments. 3. Teachers had to manually write the names of their assigned students to their School Form 1 and to write the same list to their Class Record and other forms. 4. For the School Head to determine the current headcount, a paper sheet needs to be passed on for the advisers to fill out. Where Were We Before?
- 11. Project Background The enrollment of San Agustin National High School has continuously increased over time since its foundation in 1994. From a single nipa hut as a classroom with around 40 students initially, it went up to about 10 school buildings with around 800 students. Despite the continuous increasing trend, the school has long been utilizing the traditional method of records management. Before, if a student enrolls, he submits his credentials and will be received by an officer and process it. Thereafter, the student has to wait for the first day of school to identify his/her class/section assignment. During that time, a student has to hop from one room to another to lookup for their name on the list posted on the classroom doors. Moreover, the teacher has to manually write the names of his/her students to the School Form 1 and does the same for the other required school mandated forms, resulting to repetition of work and thus resulting to data integrity issues. 11 Step 1
- 12. Project Background With the above premise, the school was prompted to initiate a project aimed at automating the records management of San Agustin National High School from Enrollment to Record Keeping. The project is entitled, “Let’s Get Digital” and its implementation is through the use of a web-based application, the SANHS MIS (San Agustin NHS – Management Information System), which is a self-made and self-coded (programmed) application utilizing the HTML+PHP and MySQL frameworks. With the MIS, all records will become digitized, centralized and automated 12 Step 1
- 13. Voice of the Customer (Pupils Perception of a Clean School) 13 Step 2 9% 12% 11% 12% 8%8% 8% 11% 8% 13% Properly Segregated Garbage Disease-free Environment Absence from Harmful Insects School Pollution-free Well-disciplined Pupils Clean Surroundings Improved School Ground Zero Waste School Enough Cleaning Facilities Proper Compost Pit The CI Team conducted a survey on 72 pupils(Grades 3 to 6 Pupils) using a questionnaire.
- 14. Teachers and Pupils Satisfaction Rating on Waste Segregation 6% 18% 28% 48% Very Satisfactory Satisfactory Fair Poor 14
- 15. Voice of the Customer (Conclusion) • Unsegregated garbage has an effect on the health and safety of the pupils and the teachers. • Classes hours are reduced because it is consumed for cleaning the school ground. • Burning of unsegregated garbage can threatened ecological balance. Step 2 15
- 16. Current State SIPOC Step 3 Sweeping and Picking of garbage Collecting of garbage Burning of garbage Process Steps 16 SUPPLIERS • Students • Teachers • Vendors • Visitors • Trees INPUT • Plastics • Cellophanes • Papers • Leaves and twigs • Bottles • Cans • Fruit and vegetable peelings PROCESS • Waste Management OUTPUT • Uncollected garbage • Scattered wrappers CUSTOMERS • Environment • Student • Vendors • Barrio Folks • Teachers • Visitors
- 17. Current State (Before Improvement) Level 1: Waste Management Process Steps 17 Daily Pupils Collector Pupils assigned to Burn the Garbage Collecting of garbage by assigned pupil cleaners. Burning of garbage by assigned pupil cleaners.Daily Pupils Sweepers Sweeping of garbage by assigned pupil cleaners.
- 18. Current State (Before Improvement) Waste Management Process Step 3 Sweeping and Picking of garbage Collecting of garbage Burning of garbage Sweeping of fallen twigs, fallen or dried leaves, plastics and papers, either on the school ground or inside the classroom. Picking of plastics, cellophanes and other forms of garbage. Swept garbage are collected using trash cans and sacks. Empty cans and unused bottles are set aside on places away from playing areas to avoid accidents. Pupils, who are tasked as garbage collectors, burn the garbage. Sometimes, pupils do not clean their assigned areas. Sometimes, garbage are uncollected properly for pupils are in a hurry due to time constraint in cleaning. Environmental and health threatening practice. 18 Some pupils are unable to sweep all the garbage. As a result, some garbage turns into an eyesore.
- 19. Current State Layout of Cantores Elementary School Site 19 Vegetable Garden Room 1 & 2 Waiting Shed Room 3 Room 4 Room 5 Room 6 CR Fruit Garden School Ground Mini Stage Pathway
- 20. Current State Process Performance Breakdown of Unsegregated Garbage Collected Per Area 20 Classroo ms Waiting Shed Pathways Back of Classroo ms Vegetable and Fruit Gardens School Ground Total No. of Trash Cans Monday 2 2 1 1 1 2 9 Tuesday 2 2 1 1 1 2 9 Wednesda y 2 2 1 1 1 2 9 Thursday 2 2 1 1 1 2 9 Friday 2 2 1 1 1 2 9
- 22. Objective Statement • Cantores Elementary School collected garbage at a range of 9 trash cans with an average of 2 kg per day, conducted on Jan. 11-Feb. 19, 2016, which are 80% are unsegregated of the temporary dumping area – with leaves, papers, twigs, cellophanes, etc as the top most waste generated. Step 4 22 Focused Problem Statement • Cantores Elementary School’s objective is to collect all possible garbage found inside and outside the classrooms, including garbage found in the school ground and other areas of the school, and be able to segregate these garbage according to biodegradable and non-biodegradable garbage.
- 23. Root Cause Analysis Step 5 Why-Why Diagram Why has Cantores Elementary School collected garbage at a range of 9 trash cans with an average of 2 kg per day, which are 80% are unsegregated of the temporary dumping area with leaves, papers, twigs, cellophane, etc. as top most waste? Garbage are combined. Teachers ignored to check the garbage in the trashcans. Twigs and falling leaves are combined with non- biodegradable garbage. Lacking of available trashcans. 30 sq.m. area outside the school served as dumpsite. Vacant times are usually used for checking pupils’ output. Failure to segregate combined garbage Not following school policy. 23 Front and back garbage are discarded in the dumpsite. Pupils threw food wrappers anywhere. Maintain cleanliness of the school ground. Overlapping of activities.
- 24. Root Cause Validation Problem Statement: Cantores Elementary School collected garbage at a range of 9 trash cans with an average of 2 kg per day, conducted on Jan. 11-Feb. 19, 2016, which are 80% are unsegregated of the temporary dumping area – with leaves, papers, twigs, cellophanes, etc as the top most waste generated. Probable Causes Validation Controllability of the School Conclusion (Valid or Not) Class Description of Cause Method Result Within Control For solution formulation Man Failure to segregate combined garbage Survey observation Valid Within control For solution formulation Not following school policies Survey observation Valid Within control For solution formulation Overlapping of activities Survey observation Valid Within control For solution formulations i24
- 25. i25 Probable Causes Validation Controllability of the School Conclusion (Valid or Not) Class Description of Cause Method Result Within Control For solution formulation Materials Lacking of available trashcans Observation Valid Within control For solution formulation Environment Maintain cleanliness inside the school ground Observation Valid Within control For solution formulations Continuation . . .
- 26. Priority Valid Causes Step 5 26 • Failure to segregate combined garbage. • Disregard to follow school policies. • Overlapping of school activities • Lacking of available trashcans. • Maintain the cleanliness inside the school ground.
- 27. Recommended Improvements Step 6 27 Priority Root Cause Recommended Improvement Failure to segregate combined garbage. Provide labeled trashcans with biodegradable and non-biodegradable in every classroom and areas where pupils usually stay. Disregard to follow school policies. Re-orient pupils on proper garbage disposal. Overlapping of activities. Kindergarten to Grade II Teachers will check the trashcans after morning class, while Grades III to VI teachers will check after afternoon classes. Lacking of available trashcans. Provide more trashcans on every classrooms. Maintain the cleanliness inside school ground. Constructing of concrete compost pit.
- 28. Future State SIPOC Step 6 Improved Step 28 SUPPLIERS • Students • Teachers • Vendors • Visitors • Trees INPUT • Plastics • Cellophanes • Papers • Leaves and twigs • Bottles • Cans • Fruit and vegetable peelings PROCESS • Waste Management OUTPUT • Uncollected garbage CUSTOMERS • Environment • Student • Vendors • Barrio Folks • Teachers • Visitors Sweeping and Picking of garbage Collecting of garbage Segregating of garbage Process Steps
- 29. Future State Process Details Step 6 29 Sweeping and Picking of garbage Collecting of garbage Segregating of garbage Sweeping of fallen twigs, fallen or dried leaves, plastics and papers, either on the school ground or inside the classroom. Picking of plastics, cellophanes and other forms of garbage. Swept garbage are collected using labeled trashcans. Supervision of teachers during collecting of garbage. Pupils, who are tasked as garbage collectors, throw the garbage according to color and label of compost pit. One teacher per day is assigned to monitor the compost pit, to check whether garbage are thrown properly. Absence of teacher’s supervision. Sometimes, pupils do not clean their assigned areas. Some pupils are unable to sweep all the garbage. As a result, some garbage turns into an eyesore.
- 30. Future State Improvement Highlights • Provision of color-coded compost pit for proper waste segregation. • Simultaneous throwing of garbage with daily teacher supervision to ensure proper waste segregation. • Daily checking of teacher per day to monitor waste segregation in the compost pit. 30
- 31. Future State Improvement Highlights Decomposed materials from the compost pit will serve as organic fertilizer for the fruit and vegetable garden. Step 6 31 More harvest to reap.
- 32. Future State Potential Problem Analysis Potential Problem Probable Cause L (1-5) I (1-5) RF (L x I) Preventive Action 1. Issue 1 2. Issue 2 3. Issue 3 4. Issue 4 5. Issue 5 Step 7 L – Likelihood I – Impact RF – Risk Factor Preventive action required for RF >10 32
- 33. Future State Implementation Plan Activity Output Responsibility Due Date Resources/ Budget 1. Activity 1 2. Activity 2 3. Activity 3 4. Activity 4 5. Activity 5 Step 7 33
- 34. GANTT CHART 34
- 35. Pilot Implementation Status Activity Output Responsibility Actual Date Remarks 1. Activity 1 2. Activity 2 3. Activity 3 4. Activity 4 5. Activity 5 Step 8 35
- 36. Pilot Implementation Highlights • (description of event) Step 8 Illustration or picture Sample form or report New IM 36
- 37. Pilot Implementation Highlights • (description of event) Step 8 Illustration or picture Sample form or report New IM 37
- 38. Pilot Implementation Highlights • (description of event) Step 8 Illustration or picture Sample form or report New IM 38
- 39. Pilot Process Performance 0 1 2 3 4 5 6 Category 1 Category 2 Category 3 Category 4 Series 1 Series 2 Series 3 Step 8 39
- 41. Pilot Learnings Step 8 • (List key insights from pilot experience, including any adjustments to the recommended improvements) 41
- 42. Rollout Strategy and Scope • (describe the rollout strategy) • (define the extension from the initial pilot scope, e.g. to other sections, to other grade levels) Step 9 42
- 43. Rollout Stakeholder Analysis Step 9 Enthusiastic support Will work hard to make it happen Help it work Will lend appropriate support Hesitant Holds some reservations; won’t volunteer Indifferent Won’t help; won’t hurt Uncooperative Will have to be prodded Opposed Will openly act on and state opposition Hostile Will block at all costs People or Groups Teachers Students. PTA.Level of Commitment i43
- 44. Rollout Implementation Plan Activity Output Responsibility Due Date Resources/ Budget 1. Activity 1 2. Activity 2 3. Activity 3 4. Activity 4 5. Activity 5 Step 9 44
- 45. Rollout Implementation Status Activity Output Responsibility Actual Date Remarks 1. Activity 1 2. Activity 2 3. Activity 3 4. Activity 4 5. Activity 5 Step 9 45
- 46. Rollout Process Performance 0 1 2 3 4 5 6 Category 1 Category 2 Category 3 Category 4 Series 1 Series 2 Series 3 Step 9 46
- 47. Comparison of Process Performance PILOT ROLLOUT 47
- 48. Rollout Implementation Highlights • (description of event) Step 9 Illustration or picture Sample form or report New IM 48
- 49. Rollout Implementation Highlights • (description of event) Step 9 Illustration or picture Sample form or report New IM 49
- 50. Rollout Implementation Highlights • (description of event) Step 9 Illustration or picture Sample form or report New IM 50
- 51. Rollout Learnings Step 9 • (List key insights from rollout experience, including any adjustments to the recommended improvements) 51
- 52. FUTURE STATE BACKGROUND CURRENT STATE PROBLEM ANALYSIS IMPLEMENTATION PLAN LESSONS LEARNED TEST RESULTS PROJECT TITLE Improvement on Examination Results Feedback Time Team Members: DBH, EAF, BOG, VPR, RVP, DBS The time between examination of students and the return of examination results has an average of 7 days with a max of 14 days. Students rely on the results of the examination to know their academic performance and to review for succeeding lessons. Teacher Student Submit Exam Collect Exams Group exams per grade level Check Exams Return to Students Receive Examinatio n Results 5 mins. per exam 1 to 5 days30 secs. 30 secs. Teacher Student Submit Exam Collect Exams Check Exams Return to Students Receive Examinatio n Results 5 mins. per exam 30 secs. 30 secs. Recommendation: 1. Eliminate grouping of exam papers for each grade level. 2. Have a different set of exam for students who missed the exam. Week 1 Week 2 Wee k 3 Wee k 4 Week 5 Who % Completion Process Design Team 100% Dissemination of New Design DBH, RVP, BOG 100% Simulation EAF, VPR, DBS 100% Gathering of Feedback from Teachers EAF, VPR, DBS 80% Refinement of Process Design Team 80% Improve on Information Dissemination Teachers should be trained to the new process to be followed on providing feedback to students. 0 5 10 15 1 5 9 13 17 21 25 29 Feedback Time Step 10STAGE1:ASSESSSTAGE2:ANALYZE STAGE2:ANALYZESTAGE3:ACT
- 53. Project Closure Next Steps • (action on next-level priority causes) • (action on next-phase improvements) • (links with other school processes or programs) Step 10 53
Editor's Notes
- Show results for the most critical performance area(s) based on Slide #3, using 2013 data. If available, data from prior years (3 years) may be used to show trends. Use the appropriate type of chart (pie, bar, line). The chart may provide the rationale for selecting a focus area such as a particular subject, grade level and section. This can be illustrated by encircling the relevant portion of the chart. Additional slides may be used to drill the performance down to the desired level
- Pictures of students lining up for enrollment. Pictures of students roaming around the campus looking for their names to determine section assignment. Pictures of old school registers. Pictures of class records with names differ from school register. Pictures of headcount sheet filled out by advisers.
- Performance results may be based on the school’s Basic Education Report Card (BERC), and may include measures such as NAT, Dropout Rate, Cohort Survival Rate, Completion Rate. Performance results may drill down to next level detail, such as mastery levels in specific subject areas, students at risk of dropping out (SARDO), at specific grade levels. Highlight performance measures where there are significant performance gaps (the focus of the project). Disaggregate data by gender if possible, where relevant. Performance results should be based on latest available data (calendar year 2013). Qualifying statements like “increasing….”, “decreasing….” (trending) may be included in this slide, and illustrated in the next slide (slide 4)
- Performance results may be based on the school’s Basic Education Report Card (BERC), and may include measures such as NAT, Dropout Rate, Cohort Survival Rate, Completion Rate. Performance results may drill down to next level detail, such as mastery levels in specific subject areas, students at risk of dropping out (SARDO), at specific grade levels. Highlight performance measures where there are significant performance gaps (the focus of the project). Disaggregate data by gender if possible, where relevant. Performance results should be based on latest available data (calendar year 2013). Qualifying statements like “increasing….”, “decreasing….” (trending) may be included in this slide, and illustrated in the next slide (slide 4)
- Derive VOC conclusions by relating VOC information to the school performance results described in slide 3 and detailed in slide 4. VOC may, among others, Confirm the existence of performance issue or concern Identify factors that contribute to the performance issue or concern Clarify the impact of the issue or concern to customers and other stakeholders, and highlight the relevance of the performance issue or concern Highlight opportunities for improvement
- A process is a set of interelated and interacting activities that transform inputs into outputs. “Suppliers” to the process may include customers and other stakeholders. “Inputs” may include materials, resources, and information “Outputs” may include measurable process results such as number of students taught, number of learning hours provided; as well as outcomes such as mastery levels achieved by students “Customers” may include students and other stakeholders. Show the SIPOC for the process being improved by the project (not the project’s improvement process, or activities being undertaken by the team to pursue the project) Identify the key process steps (major sets of activities),
- Process Details outline the key activities at each step of the process Process Name should be the same as in Slide 7 Process Steps (the row of boxes) should be the same as in Slide 7 List the key activities per step, in the order they occur. Where there’s an issue or concern, draw a cloud at the step, and write the issue or concern in the cloud. Issues or concerns may have been identified From the school background (slide 3 and 4) From the VOC (slide 6) Brainstormed by the Team while drawing up the process details It is possible that there is an issue or concern with a specific activity, in which case a cloud can also be drawn next to an activity.
- Show results for the most critical performance area(s), identified in the SIPOC (output column) Use the appropriate type of chart (pie, bar, line). The chart may provide the rationale for selecting a focus area such as a particular process step or activity, This can be illustrated by encircling the relevant portion of the chart. Additional slides may be used to drill the performance down to the desired level
- A problem is a deviation from a desired state or performance level at a particular point in time. The focused problem statement usually takes off from the general concern or issue described in the school background (slide 3 and 4), to a measurable gap in performance of the process being improved (the measurable outputs/outcomes in the SIPOC slide 7 and described in slide 9) Objectives should be specific, measurable, achievable, results-oriented, time-bound (SMART)
- The Fishbone diagram may also be used.. If one chart is used to illustrate the analysis, use either why-why or fishbone (pick one). A fishbone diagram already classifies causes (as Man, Machine, Method, Materials or Environment-related). Color may be used to show classification on a why-why diagram. Root causes are at the ends of the causal chains.
- Transfer the root causes to the Description column, classifying them accordingly (as Man, Machine, Method, Materials or Environment-related). Indicate the validation method used and the result of validation. Controllability refers to whether the root cause is actionable by the CI Team itself.l Questions to Help Validate Root Causes: 1. What is the proof that this cause exists? Is it concrete? Is it measurable? Are there more than two data elements that provide evidence? 2. What is the proof that this cause could lead to the stated effect? Am I merely asserting causation? (Ex. If a program is identified as the reason students are not achieving, is there evidence that it is not aligned to tested and taught curriculum? Have students spent the majority of the allotted instructional time using this program?) 3. What proof is there that this cause actually contributed to the problem? Given that it exists and could lead to this problem, how do I know it was not actually something else? 4. Is anything else needed, along with this cause, for the stated effect to occur? Is it self-sufficient? Is something else needed? (Ex. Are Special Education student schedules the only problem that prevents them from grade level curriculum exposure, or is there another key factor, perhaps the level of experience of teacher to scaffold instruction to meet the needs of all learners?) 5. Can anything else, besides this cause, lead to the stated effect? Are there alternative explanations that fit better? What other risks are there?
- Inclusion on the list considers the following: Contribution to the problem – The CI Team usually focuses on valid causes which are major contributors to the problem. Valid root causes may be prioritized via pareto analysis (additional slide) Controllability - The CI Team usually focuses on valid causes within its control. Interrelationships between causes – The CI Team usually includes causes which strongly affect or influence other causes. High;ight reasons for prioritization
- Transfer the priority valid causes from slide 13 to this slide. A combination of improvements may be required to address the identified causes. Where there are several independent improvement alternatives to a root cause, a decision matrix (additional slide) may be included to select the best alternative.
- Highlight steps which have been improved (use a different fill color) Insert any additional steps (use a different fill color from improved steps) Delete steps which have been eliminated (typically non value-adding steps) Modify the list of outputs to reflect the impact of the improvements.
- Transfer the process steps from slide 16 to this slide. Highlight steps and activities which have been improved (use a different fill color) Insert any additional activities or steps Delete any steps or activities which have been eliminated (typically non value-adding steps or activities)
- Highlight innovations (a radically different way of doing something) and/or performance breakthroughs (a significant jump in performance level). This template initially has 3 slides (slides 18 – 20). Use more (or less slides) to cover innovations and breakthroughs. IM - instructional material
- Identify potential problems with the improvements Constraints on resources needed for implementation Situations or conditions which can hinder the effective implementation of the improvement Negative impact on succeeding process steps or other processes
- Identify key activities needed to implement the improvements. Include preventive actions (from slide 21). This slide can show the major activities, although a detailed implementation plan should be ready.
- Show the actual pilot implementation status. Remarks may include Level of completion of activities or outputs Delays between scheduled and actual dates Changes in planned activities or outputs Implementation issues or concerns
- Highlight major activities or events. Forms, reports and instructional materials may be included to show actual use. A slide may cover multiple events and include several pictures. This template initially has 3 slides (slides 24 – 26). Use more (or less) slides to cover major activities or events.
- Highlight major activities or events. Forms, reports and instructional materials may be included to show actual use.
- Highlight major activities or events. Forms, reports and instructional materials may be included to show actual use.
- Show improved results for the most critical performance area(s). Chart may be similar in format to slide 9 (current state performance), but showing improved performance. Use additional slides to show results for any additional measures developed as part of the improvement solution. Cost/benefit analysis may also be shown
- Adjustments to the recommended improvement may include Further refinement in the process or system (e.g. adjustments in the forms or instructional materials used, additional monitoring). A revised SIPOC and process details may be included, if needed. Changes in how the improvement is implemented Additional supporting activities like training
- The rollout strategy may include Implementation timing – phases (time) Expansion in scope – phases (areas), selected sections, selected grade levels, selected student segments Preparations – communication, training and education, resource acquisition Engaging the support of other stakeholders Standardization – issuance of memo or school order to document new/changes in policies and guidelines, revised procedures, forms and reports.
- Sample stakeholders and commitment levels shown; replace with actual
- Identify key activities needed to rollout the improvements, following the rollout strategy (slide 29). Include actions to improve the level of stakeholder commitment (from slide 30). This slide can show the major activities, although a detailed implementation plan should be ready.
- Implementation plan (indicating due date and resources/budget) may be shown if rollout has not yet been started. Remarks may include Level of completion of activities or outputs Delays between scheduled and actual dates Changes in planned activities or outputs Implementation issues or concerns
- Show improved results for the most critical performance area(s). Chart may be similar in format to slide 27(pilot performance), but showing improved performance across expanded scope in rollout. Use additional slides to show results for any additional measures developed as part of the rollout. Cost/benefit analysis may also be shown
- Highlight major activities or events. Forms, reports and instructional materials may be included to show actual use. A slide may cover multiple events and include several pictures. This template initially has 3 slides (slides 34 – 36). Use more (or less) slides to cover major activities or events.
- Highlight major activities or events. Forms, reports and instructional materials may be included to show actual use. A slide may cover multiple events and include several pictures. This template initially has 3 slides (slides 34 – 36). Use more (or less) slides to cover major activities or events.
- Highlight major activities or events. Forms, reports and instructional materials may be included to show actual use. A slide may cover multiple events and include several pictures. This template initially has 3 slides (slides 34 – 36). Use more (or less) slides to cover major activities or events.
- Adjustments to the recommended improvement may include Further refinement in the process or system (e.g. adjustments in the forms or instructional materials used, additional monitoring). A revised SIPOC and process details may be included, if needed. Changes in how the improvement is implemented Additional supporting activities like training
- Show the completed CI Project Template (A3) The objective statement may be included in the Future State section.
- Some valid root causes may not have been prioritized in the initial pilot and rollout. General courses of action to address these causes should be included as next steps. Depending on the rollout strategy (Slide 29), some implementation of the improvements may have been split into phases. The next phase should be included as next steps. Links and/or impact to other school processes or programs may need to be evaluated. Improvements in performance monitoring and evaluation may need to be reflected in the school’s performance monitoring system as part of standardization.