The plan–do–check–act cycle (Figure 1) is a four–step model for carrying
out change. Just as a circle has no end, the PDCA cycle should be repeated
again and again for continuous improvement.
When to Use
Plan–Do–Check–Act
·
As a
model for continuous improvement.
·
When
starting a new improvement project.
·
When
developing a new or improved design of a process, product or service.
·
When
defining a repetitive work process.
·
When
planning data collection and analysis in order to verify and prioritize
problems or root causes.
·
When
implementing any change.
Plan–Do–Check–Act
Procedure
1.
Plan.
Recognize an opportunity and plan a change.
2.
Do. Test
the change. Carry out a small-scale study.
3.
Check.
Review the test, analyze the results and identify what you’ve learned.
4.
Act. Take
action based on what you learned in the study step: If the change did not work,
go through the cycle again with a different plan. If you were successful,
incorporate what you learned from the test into wider changes. Use what you
learned to plan new improvements, beginning the cycle again.
Plan: Plan
step called “analyze.” In this step, students’ needs are analyzed by examining
a range of data available in Pearl River’s electronic data “warehouse,” from
grades to performance on standardized tests. Data can be analyzed for
individual students or stratified by grade, gender or any other subgroup.
Because PDCA does not specify how to analyze data, a separate data analysis
process (Figure 3) is used here as well as in other processes throughout the
organization.
Do: Plan continues
with two “do” steps:
1.
“Align”
asks what national and state standards require and how they will be assessed.
Teaching staff also plans curriculum by looking at what is taught at earlier
and later grade levels and in other disciplines to assure a clear continuity of
instruction throughout the student’s schooling. Teachers develop individual
goals to improve their instruction where the “analyze” step showed any gaps.
2.
The
second “do” step is, in this example, called “act.” This is where instruction
is actually provided, following the curriculum and teaching goals. Within set
parameters, teachers vary the delivery of instruction based on each student’s
learning rates and styles and varying teaching methods.
Check: The “check” step is called “assess” in this example. Formal and
informal assessments take place continually, from daily teacher “dipstick”
assessments to every-six-weeks progress reports to annual standardized tests.
Teachers also can access comparative data on the electronic database to
identify trends. High-need students are monitored by a special child study
team.
Throughout the school year, if assessments show students are not
learning as expected, mid-course corrections are made such as re-instruction,
changing teaching methods and more direct teacher mentoring. Assessment data
become input for the next step in the cycle.
Act: In this
example the “act” step is called “standardize.” When goals are met, the
curriculum design and teaching methods are considered standardized. Teachers
share best practices in formal and informal settings. Results from this cycle
become input for the “analyze” phase of the next A+ cycle.
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