Welcome to IS-45 Continuous Improvement Overview
Throughout this course, various terms will be defined. A full list of the course terminology can be found in the PDF document below that can be browsed online or downloaded.
The purpose of the Discovery phase is to collect information to identify trends across incidents and exercises. The goal of the collection process is to: evaluate actions taken to correct previous issues; gather information on priority focus areas for leadership; measure effectiveness of new plans, policies, and procedures; and validate risk and assess capabilities.
The Discovery phase consists of two key elements:
Discovery Phase Resources
The purpose of the Validation phase is to analyze data collected from plans, training events, exercises, real-world incidents, capability assessments, and/or steady-state activities to identify and ensure the accuracy of observations and potential courses of action (COAs).
The Validation phase consists of two key elements:
Validation Phase Resources
During the Resolution phase, Continuous Improvement personnel should use observations to develop and finalize appropriate courses of action (COAs).
The Resolution Phase consists of two key elements:
Resolution Phase Resources
During the Evaluation Phase, Continuous Improvement personnel examine the implementation of the selected courses of action (COAs) and determine the extent to which they have strengthened the organization, institutionalized best practices, addressed areas for improvement, and resolved mission-critical issues.
Evaluation Phase Resource
A Toolkit for Schools and Districts
This toolkit is designed to help school- and district-based practitioners engage in a continuous improvement effort. It provides an overview of continuous improvement and focuses on the Plan-DoStudy-Act cycle. It includes tools and resources that practitioners can use to implement a continuous improvement effort in their own schools, districts, or agencies.
MICHIGAN INTEGRATED CONTINUOUS IMPROVEMENT PROCESS (MICIP)
MICIP is a pathway for districts to improve student outcomes by assessing the whole child needs to develop plans and coordinate funds. MICIP represents a Mindset, a Process, and a Platform.
The Mindset refers to four elements:
• a district-driven process with on-going small improvement cycles in the context of the larger cycle.
• the needs of the Whole Child addressed and supported by the Whole School and the Whole Community.
• systems to support the implementation of the entire plan.
• equity in opportunities, environments, and supports.
Each of these elements impacts which perspectives are represented on the continuous improvement team and the range of data explored.