Once you have developed a deep understanding of your CCMR problem of practice, it is time to begin contemplating solutions. You can use a variety of approaches to identify and implement potential solutions. You might choose to use only one of the approaches described below or you might choose to combine multiple approaches to address the CCMR problem of practice in your district.
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Logic models
Logic models are…
In the same way that educators use backward design to develop curriculum, logic models begin with the long-term outcome that the district aims to attain. Then, work backwards to define short- or medium-term goals that will help the district to achieve the result. From there, work backwards again to outline the activities or strategies that must be implemented to achieve that goal. For example, the graphic below illustrates a long-term goal of increasing the proportion of CCMR-ready graduates in the district. The district might choose to implement multiple strategies to achieve this goal. Thus, a logic model table could have multiple rows, all aiming to attain the same long-term goal. In this example, one intermediate impact is highlighted--increasing the proportion of students who earn one or more industry-based certifications (IBCs)--along with the strategies the district plans to implement in order to achieve that goal.
Explore templates and completed logic model examples in a resource page created by the University of Wisconsin-Madison Division of Extension.
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Action plans
Another approach involves developing action plans. After analyzing data from multiple data sources that are related to the area CCMR problem of inquiry practice and coming to a shared understanding of the findings, the next steps in the Data Wise process are to develop an action plan, decide how to assess progress, and implement the action plan. The Data Wise action plan template (pictured below) lists the tasks that must be completed to effectively implement the selected strategy and defines who will be responsible for each task and when the task will be completed. To evaluate progress, the team identifies short-, medium-, and long-term data sources that they will use (see graphic organizer pictured below). Then, after collecting and analyzing data from those data sources, the team can evaluate if the strategy was effective. Bases Based on that evidence, the team might celebrate their success, adjust the action plan to improve implementation of the strategy, or choose to implement a different strategy.
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Driver diagrams
Yet another approach involves developing driver diagrams. Driver diagrams are visual representations that help teams to understand what levers or drivers will lead to attainment of the selected goal.
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The Plan-Do-Study-Act process (PDSA) is an iterative, cyclical process through which educators plan to: (1) plan to implement change ideas or strategies; (2) collect data during the implementation process; (3) analyze the data; and then (4) decide what to do next based on the findings. These change ideas may be generated from a driver diagram or might emerge from inquiry cycles that are focused on investigating a particular your CCMR problem of practice.
Use the PDSA template created for the Texas Network for School Improvement to plan your PDSA cycle.
View a completed PDSA example.
More detail about implementing PDSA cycles--including a step-by-step protocol--is available in chapter 3 of the NYDoE Improvement Science handbook (pp. 73-105).
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