Building the Steps of

Continuous
Improvement
SCHOOL DISTRICT OF MENOMONEE FALLS
District Office
W156 N8480 Pilgrim Road
Menomonee Falls, WI 53051

(262) 255-8464
sdmfschools.org

continuousimprovement.sdmfschools.org
 About the Continuous Improvement Process
FOR PROGRAM INFORMATION VISIT
The School District of Menomonee Falls’ continuous improvement process has caused dramatic
changes inside the classroom and across all departments of the district. Word of its success continuousimprovement.sdmfschools.org
has spread, creating energy, curiosity, and examination from educational leaders and quality
for upcoming Continuous Improvement programs and events by the
improvement professionals across the globe including places such as Harvard, Stanford, UCLA,
School District of Menomonee Falls.
Guam, and Sweden.

While the district uses continuous improvement processes in its departments and schools, the
focus of curiosity and examination has been on the classrooms and how teachers and students
complete short learning cycles using the plan, do, study act (PDSA) quality improvement
method. The process allows teachers to quickly adjust teaching and learning strategies to more
effectively reach student learning. When implemented with fidelity, the instructional model
positively impacts student learning and achievement. The process lays a solid, long-term
foundation for personalizing learning experiences. Students are able to take more ownership
for their learning because they have the tools and strategies to do so.

While not perfect, the district is striving for perfection, using continuous improvement
processes and tools to analyze results in order to make timely adjustments with each learning
cycle. The District is excited to share this journey of learning and quality improvement with you.
We hope you find it a valuable model in your position.
| Continuous Improvement

Leadership Team
School District of Menomonee Falls

ALL RIGHTS RESERVED. No part of this workbook may be reproduced, transmitted, stored or used in any
form without the prior written permission of the School District of Menomonee Falls.

©2014 School District of Menomonee Falls.

Quality Improvement Tools material, ©2014 Instructional Coaches.
2
Table of Contents NOTES

Baldrige Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Quadrant Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Barbell Factory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Clear Direction
Standards–Communicating Targets with Students and Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Setting and Using Learning Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Charting and Analyzing Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Creating a Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
PDSA Plan, Do, Study, Act
Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Do . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Quality Improvement Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Charting Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Bibliography & Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Instructional Coaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Learning Objectives for the Day

• Understand the systems approach and how the components are interconnected.
• Understand the foundational steps of Continuous Improvement.
• Learn to use high quality tools that promote student engagement.
• Create a plan for implementing the eight steps.

Building The Steps

3
 NOTES
Baldrige Framework

The Education Criteria are a set of questions about seven critical aspects of managing and
performing as an organization:
1. Leadership
2. Strategic planning
3. Customer focus
4. Measurement, analysis, and knowledge management
5. Workforce focus
6. Operations focus
7. Results

These questions work together as a unique, integrated performance management framework.

Answering the questions helps you
• align your resources;
• identify strengths and opportunities for improvement;
• improve communication, productivity, and effectiveness; and
• achieve your strategic goals.

As a result,
• You deliver ever-improving value to your students, other customers, and stakeholders,
which contributes to organizational sustainability.
• You improve your organization's overall effectiveness and capability.
• Your organization improves and learns.
• Your workforce members learn and grow.

Building The Steps

4
Quadrant Partners NOTES

1 2

3 4

Building The Steps

5
 NOTES
Barbell Factory: Who’s Who?

Factory Classroom
Boss = “motivates” the workers but may
not communicate clearly

Requirements = specifications of the barbell

Baseline Results = the first round of barbell

creation

Quota = 5 barbells in 3 minutes

Method/Process = add or delete one piece or

pass the whole product onto the next person
in line

Workers = people working to produce the

barbell

Building The Steps
6
Clear Direction:
Building, Strengthening,
and Communicating
Continuous Improvement
NOTES
Step 1: Standards—Communicating
Targets with Students and Families

Key Ideas:

 Identify standards
 Unpack standards into understandable knowledge and skills
 Align standards with school and district goals
 Clear communication with students and families
 Display

Examples:

Building The Steps

8
Ten ways I can communicate standards with students and NOTES
families
•
•
•
•
•
•
•
•
•

Self –Evaluation/Reflection:
Step 1:
Standards—
Rarely/ Occasionally/ Almost Every Always Action/
Communicating Never
Randomly Sometimes Time Systematically
Targets with Students
and Families
Standards are clearly defined for
class/program.

Standards are written in student

friendly language.
Standards are clearly
communicated to students AND
parents.
Standards are displayed in the
classroom AND referenced by the
teacher and students.

Next Steps:

How:

When:

Building The Steps

9
Continuous Improvement
NOTES
Step 2:
Class/Course/Program
Learning Goals

Key Ideas:
By spring of the 2014-15 school year, 100% of the students will reach their growth
target or score within the band of proficiency in Reading as measured by MAP.

 Aligned to school or district goals

 Measures standards
 Includes ALL students
 SMART
 Communicated with students and families
 Guides progress and next steps

Examples:

Learning Goals
• always include 100% of students,
• can be based on assessment results, and
• can measure growth.

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10
Self –Evaluation/Reflection: NOTES

Step 2:
Class/Course/ Never
Rarely/ Occasionally/ Almost Every Always Action/
Program Learning Randomly Sometimes Time Systematically
Goals
Learning Goal is aligned to
standards.

Learning Goal measures standards.

Learning Goal includes ALL

students.

Learning Goal is communicated to

students and families.

 Next Steps:

S pecific

M easurable

A ttainable/aligned

R esults focused

T ime framed

Building The Steps

11
Continuous Improvement
NOTES
Step 3:
Charting and Analyzing Results

Key Ideas:
 Determine how often during the year you will assess progress towards your goal
 Use graphs, charts and/or tables to SHARE the results
 Analyze the results with students
 Share progress with families

Examples:

• It could be a measure of proficiency

• Charts show progress toward big goal
• Can measure growth

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Self –Evaluation/Reflection: NOTES

Step 3:
Rarely/ Occasionally/ Almost Every Always Action/
Charting and Never
Randomly Sometimes Time Systematically
Analyzing Results
Determine how often you will
assess progress toward your goal.

Create graph or chart and display.

Analyze the results.

 Next Steps:

Building The Steps

13
Continuous Improvement
NOTES
Step 4:
Mission Statement

Key Ideas:
 Teacher AND student created with these guiding questions:
• Why are we here?
• How will we work together to achieve our goal?
 Display and share with families
 Purposely use to build and support the culture of learning

Mission guides processes and behaviors

to promote learning.

Examples:

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14
Self –Evaluation/Reflection: NOTES

Step 4: Never
Rarely/ Occassionally/ Almost Every Always Action/
Mission Statement Randomly Sometimes Time Systematically

Developed WITH students.

Displayed in classroom.

Shared with families and

stakeholders.

Used to guide processes and

behaviors that promote learning.

 Next Steps:

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15
Continuous Improvement
NOTES
Creating A Mission Statement
Objectives:
• To understand the Continuous Improvement framework.
• Collect tools and strategies that will assist with implementation.
• Have action steps in place to start the school year.

Objectives are student created around these guiding questions:

How are we going to

Why Are We Here? work together to
achieve our goal?

Mission guides processes and behaviors to

promote learning
Building The Steps
16
Creating A Mission Statement NOTES

Mission guides processes and behaviors to

promote learning
Building The Steps
17
 NOTES

Building The Steps

18
 PDSA
Plan, Do, Study, Act
Continuous Improvement
NOTES
Step 5: Plan

Notes:
• What are we going to learn?

• How will we know when we’ve learned it?

 Focus on learning, not activity
 Written in student friendly language
 Students know measure of proficiency at the beginning of the learning cycle
 Alignment to learning requirements and class goal is essential

Examples:

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20
 Fuzzy Fix It! NOTES

Students will write a 5 paragraph essay.

Students understand the steps of the scientific

method.

Do problems 1 – 20 on page 134.

Self –Evaluation/Reflection:

Step 5: Rarely/ Occassionally/ Almost Every Always Action/

Never
Plan Randomly Sometimes Time Systematically

Learning targets are clearly

communicated and defined for
students.
Students understand the
proficiency requirement prior to
the learning cycle.

 Next Steps:

PLAN Statement

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21
Continuous Improvement
NOTES
Step 6: Do

Notes:
• What strategies will we use to achieve our plan?
• Who is responsible for each strategy?
 Teach and refine strategies
 Be explicit about the purpose for using a strategy
 Strategy bank serves as a visual reference for students and teachers
 Solicit student choice

Examples:

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22
Strategy Bank: NOTES

Strategy Banks

Self Evaluation/Reflection:

Step 6: Rarely/ Occasionally/ Almost Every Always Action/

Never
Do Randomly Sometimes Time Systematically

Students learn how and why

strategies are used.
Students have choice about the
use of strategies to guide their
learning.
The roles of teacher and student
in the learning process are clearly
defined.

 Next Steps:

DO Statement — “Teacher will/Student will” ...

Building The Steps

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Continuous Improvement
NOTES Strategy Bank Ideas—Give One, Get One

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 NOTES
Strategy Sort

Identifying Similarities and Summarizing and Note Reinforcing Effort and

Differences Taking Providing Recognition

Homework Non-linguistic Cooperative

and Practice Representations Learning

Setting Objectives and Generating and Testing Questions, Cues, and

Providing Feedback Hypotheses Advance Organizers

Development of Academic Miscellaneous

Vocabulary Activities

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Continuous Improvement
NOTES
Step 7: Study

Key Ideas:

• Did our class learning results improve?

• Did our class meet our learning cycle goal?
• Which strategies worked for our learning? Which strategies need to be adjusted?

 Teacher and students analyze learning cycle results together

 Assessment methods can vary based on learning target and the length of the
learning cycle
 Engage students in evaluating learning strategies using a Plus/Delta or other quality
feedback tool
 Set a time limit for feedback
 Model quality feedback

Examples:

Building The Steps

26
 NOTES

Self-Evaluation/Reflection:

Step 7: Never
Rarely/ Occasionally/ Almost Every Always Action/
Study Randomly Sometimes Time Systematically

Class learning cycle results are

shared with students.

Class learning cycle results are

displayed.
Students and teacher evaluate
learning processes together (e.g.,
Plus/Delta, Affinity Diagram).

 Next Steps:

STUDY Chart or Graph:

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27
Continuous Improvement
NOTES
Step 8: Act

Key Ideas:

• What actions should we take to improve how we learn?

• Who is responsible for the actions?

 Refinement or continued use of strategies in Do
 Adjustments based on deltas in Study
 Responsibilities of Student/Teacher are clear
 Action can be taken any time—during the current cycle, next learning cycle or the
next time the unit is taught
 Acknowledgment and use of feedback is essential
 Act drives future Do’s
 Remember – you are the professional!

Examples:

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28
Self-Evaluation: NOTES

Step 8: Never
Rarely/ Occasionally/ Almost Every Always Action/
Act Randomly Sometimes Time Systematically

Students are participants in

creating an action plan for the next
learning cycle.

Action plan is displayed.

Students understand their role in

the improvement process.

 Next Steps:

Building The Steps

29
 NOTES

Building The Steps

30
 Quality
Improvement
Tools
 NOTES
Affinity Diagram

Purpose
An affinity diagram is a brainstorming tool used to collect, group, summarize and/or categorize
together items that have some relation or association with each other. It is useful for summarizing
input from stakeholders in order to plan for improvement.

Steps
 Clearly identify and state (and display) the topic for the users.
 Provide sticky notes, index cards or paper slips to individuals or groups.
 Each participant silently writes one idea or thought on each sticky note.
 When finished each participant displays their ideas on the board or table for others to see. Or,
they can be shared in a small group before adding common ideas to a larger group board.
 Like ideas are then categorized-oftentimes in columns, but this is not necessary.
 Ideas that “don’t fit” a category may stand alone or participants may provide clarification if the
meaning was unclear.
 P
 articipants should discuss the placement of the idea cards to build understanding and
agreement.
 The groups/categories are then named or given titles.

Use it when ...

• you want to know how much students know about a topic;
• you want to learn what participants thoughts or ideas are relative to a topic;
• you are teaching classification or categorization.

Building The Steps

Quality Improvement Tools, ©2014 Instructional Coaches. All rights reserved.
32
Issue Bin NOTES

Purpose
An issue bin is used by participants to constructively collect ideas, questions or issues that are
collected while the work session continues. These are then addressed later, at an appropriate
time.

Steps
 Display a visual aide in an easy to access location.
 Label it so participants understand the use. Ideas include Issues, Bin, Parking Lot, Questions,
Suggestions, etc.
 Place Post-it notes and writing utensils in close proximity to the board.
 Explain the tool is meant to collect and manage ideas/concerns/questions and needs that
arise that may be hindering the learning process.
 The information displayed is anonymous.
 ALL well intended issues/questions will be clarified or discussed.

Use it when
• You are looking for feedback to improve the learning system.
• You are checking to make sure all voices are being heard in the classroom.
• The issue or question is for the good of the group. If it is personal, seek out the person and
discuss it privately.

Building The Steps

Quality Improvement Tools Steps, © 2014 Instructional Coaches. All rights reserved.
33
 NOTES
Plus Delta

Purpose
This tool provides a simple process for groups or individual participants to engage in refection
focused on identifing strengths (+) and opportunities for improvement (Δ). The goal of using +/Δ
is to guide the learning process so higher students learn at higher levels.

Steps
 Label a chart, bulletin board or Smart board page with the Plus/Delta t-chart.
 A
 sk participants for feedback on which strategies went well or what helped them achieve the
results obtained.
 A
 sk participants for feedback on which strategies need to be changed. This may be what is
needed more of, less of, or specific changes that may improve future results. What changes
will help them learn at higher levels?
 Deltas should be specific and action oriented. They should focus on learning NOT “liking”.
a. The focus needs to be on improving the system – not on fixing the people.
b. Take the “deltas” seriously and try to act on them – do not ignore this feedback.

Use it when
• Your purpose is on using feedback to make decisions about the use of a learning/teaching
strategy.
• You are connecting student learning progress with learning or working strategies.

Building The Steps

Quality Improvement Tools Steps, © 2014 Instructional Coaches. All rights reserved.
34
Consensogram NOTES

Purpose
This survey tool provides the user with self-perception knowledge or opinion data of individual
participants. I can be used before and after a teaching cycle to show improvement. It can be used
to determine where the group understanding lies and guide next steps.

Steps
 Prepare the chart
a. Determine the degree of measurement (numerical or value-based).
b. Draw a chart with large, empty columns or place holder lines.
c. Place the numerical value or value-based statement at the bottom of each column.
d. Name and display the chart for students.
 Gather the Data
a. Share the objective that is being assessed or ask a question.
b. Have each participant go to the chart and place a sticker or mark above the number or
statement that he/she agrees with or best matches his/her thinking. The stickers or marks
should be placed one above the next to build a graph.
 Analyze the Data
a. Allow time for participants to reflect on the data.
b. Review the data with the collective group.
c. Use the data questions to guide a discussion about the meaning of the data and plan next
steps learning.

Use it when
• You want students to see the collective knowledge of the group.
• You want a quick way to pre-post-assess.
• You are looking for evidence of motivation self-perception.

Building The Steps

Quality Improvement Tools Steps, © 2014 Instructional Coaches. All rights reserved.
35
 NOTES
Data Questions

Purpose
Understand the clear “What and Why?” behind data to be collected will ensure targeted results.
Clearly communicating the intended purpose, data and next steps leads to ownership for all
stakeholders in the improvement process. The basic questions we use are taken from Getting
Excited about Data, by Edie Holcomb’s.

Steps
 Select the method of data collection that will lead to answering the following question:
a. What’s the question we’re trying to answer? What do we want to know?
 Collect the data.
 Chart the data.
 Analyze the data using the following questions:
a. What does the data seem to tell us?
b. What don’t we know from the data? What else do we need to know?
c. Based on the data, what could or should we celebrate?
d. What opportunities for improvement are indicated by this data?
 Use the data to inform future actions that will improve the learning process.

Use it when ...

• you are looking at ANY kind of data;
• you are helping participants understand and value data,
• you want to help participants understand how data can guide and accelerate their learning.

Building The Steps

Quality Improvement Tools Steps, © 2014 Instructional Coaches. All rights reserved.
36
Graphs NOTES

Purpose
Graphs SHOW progress visually. When the graph and the data are a good match it helps the
participants quickly make sense of the data. Graphs can show a visual representation of a learning
trajectory, self-perceptions, gaps, next steps, etc. Matching data with what you want to show is
important.

Line or Run Graph

Shows changes in a process over time

Bar Graph
Shows a comparison of data from different groups or
times

Scatter Diagram
Shows the potential relationship
between one variable and another

Steps
 Collect data.
 Organize the data.
a. Determine what kind of graph will best represent the data.
b. Determine how you will share the data.
c. Analyze the meaning of the data. Use the data questions.
d. Make a next steps plan based on the data.

Building The Steps

Quality Improvement Tools Steps, © 2014 Instructional Coaches. All rights reserved.
37
 NOTES
Where Will YOU Start?

Which 1-2 quality tools will you start with?

• Plus/Delta

• Affinity Diagram

• Graphs

• Data Questions

• Issue Bin

• Consensogram

Write about or draw examples of how you will use the tool(s).

Visualize the location in your learning environment where you will display the tool. Sketch
or describe the location.

Building The Steps

Quality Improvement Tools Steps, © 2014 Instructional Coaches. All rights reserved.
38
 Continuous Improvement Proficiency Levels
Examples of Strong
and CI Connections
Stage 1 Stage 2 Stage 3 may include but are
not limited to:

1.1
Learning Learning objectives are created, but not Learning objectives are clear and all 1.8

STEP 1
Requirements displayed. Learning objectives are displayed. stakeholders know and understand them. 2.5

1.6
Classroom Learning goal(s) is created based on Learning goal is aligned to district 4.4

STEP 2
Goal teacher discretion. Learning goal(s) is aligned to standards. adopted standards and goals. 5.5
Data measuring progress toward goals are
Chart and Data measuring progress toward goals Data measuring progress toward goals are displayed and current when appropriate.
Analyze are displayed for the beginning and end displayed for the beginning, middle, and The teacher refers to them throughout 4.1

STEP 3
Results of the year. end of the year. instruction. 4.2

Mission statement is collectively Standard 5:

Mission Mission statement was created by one Mission statement has been jointly developed. It guides processes and Learning

STEP 4
Statement person and is displayed.
Identify the specific knowledge or skills
that are going to be addressed for
developed and is displayed.
Identify the specific knowledge or skills
that are going to be addressed for
mastery. Students understand mastery
behaviors to promote learning. Environment
Identify the specific knowledge and/or
skills to be addressed for mastery. They 2.1
are clearly communicated and defined for 2.4
students. The proficiency requirement is 3.6

STEP 5
Plan mastery. criteria during the learning process. known prior to the learning cycle. 4.4
Display learning strategies, interventions Display learning strategies, interventions Standard 3:
and activities that will help students meet and activities that will help students meet Instructional
Display learning strategies, interventions learning targets. Engage students in learning targets. Engage students in Delivery
and activities that will help students meet determining which will help them achieve determining which will help them achieve 2.3

STEP 6
Do learning targets. targets. targets. Use the information. 4.3
Short learning cycle results are displayed.
The data is analyzed with students to Standard 4:
Short learning cycle results are displayed. determine what is working and what Assessment For and

STEP 7
Study Short learning cycle results are displayed. The data is analyzed with students. should be changed. Of Learning
Students are participants in creating
Teacher develops and implements a new an action plan for the next learning
action plan for the next cycle of learning. cycle. Action plan is displayed. Students 2.3
Teacher develops and implements a new Action plan is displayed and shared with understand their role in the improvement 2.4

STEP 8
Act action plan for the next cycle of learning. students. process. 4.6
 NOTES
Bibliography & Resources
Byrnes, M. and Baxter, J. (2012). There is another way!: Launch a Baldrige-based quality classroom.
Milwaukee, WI: American Society of Quality.

Carnegie Foundation for the Advancement of Teaching. Stanford, CA.

Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House, 2006. Print

Jim Shipley and Associates: Integrated Systems Solutions. Redington Beach, FL.

Marzano, R., Pickering, J., & Pollack, D. (2012). Classroom instruction that works: Research based
strategies for increasing student achievement, 2nd Edition. Alexandria, VA: ASCD.

National Institute of Standards and Technology (2013). Baldrige performance excellence

program. Washington, DC. From http://www.nist.gov/baldrige/publications/education_criteria.cfm

Rath, T. (2007). Strengths Finder 2.0. New York: Gallup.

Silver, H. & Dewing, R. (2012). The core six: Essential strategies for achieving excellence with the
common core. Alexandria, VA: ASCD.

Southeastern Wisconsin New Teacher Project. Milwaukee, WI.

Studer Group. Gulf Breeze, FL.

Sweeney, D. (2011). Student-centered coaching: A guide for K-8 coaches and principals. Thousand
Oaks, CA: Corwin.

Instructional Coaches

Contact Information

Sara Koser kosesar@sdmfschools.org

Sue Lee leesue@sdmfschools.org
Molly Paulus paulmol@sdmfschools.org
Jeff Stollenwerk stoljef@sdmfschools.org
Shelly Wolfe wolfshe@sdmfschools.org

Quality Improvement Tools material, ©2014 Instructional Coaches. All rights reserved.
The Instructional Coaches listed above hold the proprietary rights to the Quality Improvement Tools material
found on pages 32–38 of this workbook.

No portion of this workbook may be reproduced without the permission of the School District of
Menomonee Falls. ©2014.

Building The Steps

40
 NOTES

Board of Education Policy 114

School District of Menomonee Falls
Menomonee Falls, WI 53051

CONTINUOUS QUALITY IMPROVEMENT

The Board of Education requires the utilization of continuous quality improvement at all levels
of the organization that enhances our ability to consistently meet or exceed stakeholder
requirements. Continuous quality improvement efforts will make use of a preventative and
proactive problem solving approach that benefits our students. Systemic, systematic, and
sustainable continuous improvement efforts ensure that all District students receive the highest
possible standard of learning that prepares each graduate for a successful workplace or post-high
school learning experience. The Board believes that commitment to continuous quality
improvement also increases the confidence of existing District stakeholders who are investing in
an organization that is of a high standard and one that provides quality services for students and
the community.

The Board believes in continuous quality improvement practices that involve and progressively
increase value to all stakeholders. The Superintendent shall develop and maintain processes that
engage stakeholder participation and provide access to information in a variety of ways. Such
processes will facilitate and encourage feedback on quality issues from District stakeholders.

Across the organization, the District leadership, teachers, and other staff shall regularly identify
improvement opportunities, monitor and document progress, make necessary adjustments, and
manage all strategic and operational risks. The Superintendent shall implement progress reviews
for both short cycle and long-term quality accountability measures. Progress updates will be
scheduled throughout each year.

The Board is committed to providing staff with access to appropriate quality training and
development that ensures staff will sustain and enhance their skills and competencies. Staff is
expected to learn quality improvement principles and actively embed District quality
improvement strategies into their daily practice. This is a personal responsibility, a mindset,
originating from the District’s culture and values.

Approved: April 23, 2014

Building The Steps

41
 NOTES

Building The Steps

42
 About the Continuous Improvement Process
FOR PROGRAM INFORMATION VISIT
The School District of Menomonee Falls’ continuous improvement process has caused dramatic
changes inside the classroom and across all departments of the district. Word of its success continuousimprovement.sdmfschools.org
has spread, creating energy, curiosity, and examination from educational leaders and quality
for upcoming Continuous Improvement programs and events by the
improvement professionals across the globe including places such as Harvard, Stanford, UCLA,
School District of Menomonee Falls.
Guam, and Sweden.

While the district uses continuous improvement processes in its departments and schools, the
focus of curiosity and examination has been on the classrooms and how teachers and students
complete short learning cycles using the plan, do, study act (PDSA) quality improvement
method. The process allows teachers to quickly adjust teaching and learning strategies to more
effectively reach student learning. When implemented with fidelity, the instructional model
positively impacts student learning and achievement. The process lays a solid, long-term
foundation for personalizing learning experiences. Students are able to take more ownership
for their learning because they have the tools and strategies to do so.

While not perfect, the district is striving for perfection, using continuous improvement
processes and tools to analyze results in order to make timely adjustments with each learning
cycle. The District is excited to share this journey of learning and quality improvement with you.
We hope you find it a valuable model in your position.
| Continuous Improvement

Leadership Team
School District of Menomonee Falls

ALL RIGHTS RESERVED. No part of this workbook may be reproduced, transmitted, stored or used in any
form without the prior written permission of the School District of Menomonee Falls.

©2014 School District of Menomonee Falls.

Quality Improvement Tools material, ©2014 Instructional Coaches.
2
 Building the Steps of
Continuous
Improvement
SCHOOL DISTRICT OF MENOMONEE FALLS
District Office
W156 N8480 Pilgrim Road
Menomonee Falls, WI 53051

(262) 255-8464
sdmfschools.org

continuousimprovement.sdmfschools.org