Quality Improvement Plans

Each year, each month, each day, we constantly identify procedures and practices that need to be different to make your child’s experiences in Pre-K the best for them to be successful. Some of these practices can be changed immediately while others must be planned, implemented, studied, and suggested changes acted upon to make meaningful improvement in our program and classrooms. As part of the New Mexico Pre-K Program Improvement Plan the teacher identifies and sets both short and long-term goals. These goals reflect the individual ambitions of the school and its students. Continuous and enduring progress is based on knowing the site’s opportunities for improvement and planning for sustainable growth.

APS wants to ensure families participate in the annual preschool-specific self-assessment, as part of the Continuous Quality Improvement (CQI) process. The Pre-K program efforts are to have a shared vision of quality with families. Family surveys, consensograms, exit slips and observations are part of the ongoing data that programs collect to monitor quality improvement activities. Family feedback is part of the teachers reflections as they work on their goals and plans for improvement.

Figure 2: A Model for Continuous Improvement

Plan:

Based on shared vision of quality

  • Identify general goals and select team
  • Analyze current condition using data
  • Propose experiment-make plan
  • Decide on measures of success

Act:

  • Adopt, modify, or abandon these practices
  • Determine what more needs to be done and learned
  • Set up next round

Do:

  • Build Staff capacity and carry out the plan
  • Collect documentation and data

Study:

  • Share and analyze impact, track results
  • Consider adjustments
  • Celebrate learning and successes

Tom Layman, Muriel Wond and members of BUILD CQI CoP, 2017