Continuous School Improvement
Through the Collaborative Problem-Solving Process
Through the Collaborative Problem-Solving Process
The DMPS Collaborative Problem-Solving Process (CPSP) is a tool that aligns numerous bodies of work into a unified action plan. This page provides more detailed information about the four step problem-solving process. For more on the other bodies of work represented in the CPSP, visit the School Improvement and Federal Programs overview here.
Step 1: Define the Problem
This step focuses on examining existing data and drawing inferences from that data in order to define a problem as the measurable difference between the desired outcome (or goal) and the current/actual outcome. Through discussions based on the inquiry questions included on the template, the potential problem statement/opportunity clarifies the issues within the system and will be used to frame action solutions.
See Facilitation Guide for Additional Resources
This step focuses on examining existing data and drawing inferences from that data in order to define a problem as the measurable difference between the desired outcome (or goal) and the current/actual outcome. Through discussions based on the inquiry questions included on the template, the potential problem statement/opportunity clarifies the issues within the system and will be used to frame action solutions.
See Facilitation Guide for Additional Resources
Step 2: Analyze Problem and Verify Causes
Based on available data (gathered through review, interview, observation, testing), why do you think the desired effect is not occurring? In this step, participants will generate potential causes related to the problem statement (step 2a) and gather relevant information to verify contributing factors to the problem (step 2b). Causes may be related to SAMI or other methods of verification (SCIL). The verified cause(s) will inform the Theory of Action (step 3). Stakeholder voice is called out on the template as a reminder to be inclusive of all voice through the problem-solving process. Stakeholder perspective are critical to accurately identifying the cause of issues—we cannot assume that all knowledge is held by educators and school staff.
See Facilitation Guide for Additional Resources
Based on available data (gathered through review, interview, observation, testing), why do you think the desired effect is not occurring? In this step, participants will generate potential causes related to the problem statement (step 2a) and gather relevant information to verify contributing factors to the problem (step 2b). Causes may be related to SAMI or other methods of verification (SCIL). The verified cause(s) will inform the Theory of Action (step 3). Stakeholder voice is called out on the template as a reminder to be inclusive of all voice through the problem-solving process. Stakeholder perspective are critical to accurately identifying the cause of issues—we cannot assume that all knowledge is held by educators and school staff.
See Facilitation Guide for Additional Resources
Step 3: Development and Implement a Plan
A theory of action is developed to frame the outcomes and high leverage action steps that address the verified problem statement. The theory of action articulates beliefs about how to most effectively to make system wide improvement and describes the path from the current state (problem statement with verified cause) to the desired state (the goal).
See Facilitation Guide for Additional Resources
A theory of action is developed to frame the outcomes and high leverage action steps that address the verified problem statement. The theory of action articulates beliefs about how to most effectively to make system wide improvement and describes the path from the current state (problem statement with verified cause) to the desired state (the goal).
See Facilitation Guide for Additional Resources
Step 4: Monitor and Evaluate Plan
Teams actively monitor their action through an action board or other action planning tool. A cadence is also set for reviewing and evaluating the plan from both an outcome and implementation lens. Based on monitoring, plans are adjusted accordingly, creating the continuous improvement loop.
See Facilitation Guide for Additional Resources
Teams actively monitor their action through an action board or other action planning tool. A cadence is also set for reviewing and evaluating the plan from both an outcome and implementation lens. Based on monitoring, plans are adjusted accordingly, creating the continuous improvement loop.
See Facilitation Guide for Additional Resources
CPSP RESOURCES FOR NON-T12 SCHOOLS
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CPSP RESOURCES FOR T-12 SCHOOLS
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