Research Brief:

Cognia’s Continuous
Improvement Framework
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Cognia® is dedicated to inspiring providers

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and enabling them to advance pathways of Strategic Thinking
and Improvement
opportunities for all learners. A key component Planning Process
in the advancement of learning is ongoing school
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improvement. All schools can improve, just as LE

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all learners can deepen the achievement of their
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full potential. Cognia supports and facilitates PL
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school improvement through a continuous Cognia’s Continuous Improvement Process

improvement framework. As described in this
brief, this approach enables educators and • Takes time and involves collective effort and
leaders to engage in a clear and research-based commitment.
process while attending to their unique context • Is context-specific and requires regular adaptation,
and needs. data collection and examination, and learning.
• Can be achieved through a series of smaller changes
A framework for continuous that along with ongoing evidence collection can
culminate in a larger change (Shakman et al., 2020).
improvement Cognia’s model of Continuous Improvement (CI) supports
Continuous improvement has long been practiced schools in a process-driven and context-informed
in industries such as healthcare, business, and journey to improve teaching, learning, and organizational
manufacturing. However, a clear and agreed-upon effectiveness.
definition of continuous improvement, particularly as it
is applied to education systems, is not widely available.
Continuous improvement describes a cycle in which
Powerful envisioning
key players focus on a specific problem of practice The first phase of CI is envisioning. During this phase,
and engage in change practices in an iterative and leaders and educators work collaboratively to examine
data-informed manner (Byrk et al., 2015; Shakman et data, discern trends, identify influential factors, and attend
al., 2020). There are core principles associated with to potential future states. Key objectives of this phase
continuous improvement that define and differentiate its are the gathering and analyzing of data and evidence, the
formative process from other improvement approaches, promotion of systems-level thinking, and the ability to see
including the belief that sustainable change: a system holistically. Envisioning thereby enables more

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informed and effective prioritization of goals. Research for improvement activities as well as the mechanisms by
shows that systems-thinking in school organizations is which to monitor and measure success.
critical to allowing educators and leaders to learn together Cognia provides resources and support to schools and
and that this particular skill is often underdeveloped districts to facilitate effective planning. Trained experts
(Byrk et al., 2015; Norqvist & Ärlestig, 2021). Envisioning are available to provide unbiased, practice-informed, and
couples the strengthening of this skill with practices standards-driven reviews that pinpoint areas of relative
based on scenario planning; another method for strategic strength and opportunity. Customizable coaching and
thinking (Shoemaker, 2015). CI facilitates educators consultation are also available to help identify priorities,
and leaders gathering and examining data to deeply engage stakeholders, and chart a path forward. Given
understand their current reality, utilize data-driven and the major role of collective ownership and responsibility
scenario-planning tactics to explore the future, and apply in planning and execution (Jordan et al., 2016; Okul
gained information in a systems-thinking manner to & Nyonje, 2020), Cognia’s tools such as perception
identify priorities. surveys and culture monitoring platforms aid in the
In order to increase the power of envisioning, Cognia’s ongoing identification and measurement of focused
network of schools may access quality tools and improvement priorities and enactment. Cognia provides
instruments to gather data and evidence related to frameworks and templates designed to capture collective
their practices and outcomes. This includes formative decisions to aid in clear communication and a consistent
evidence-gathering instruments for learner engagement, understanding of goals, objectives, and strategies.
educator practice, school culture, and stakeholder
perceptions. Educators and leaders may then examine
their evidence from across these sources alongside
Intentional implementing
Cognia’s Performance Standards, a set of research-based Implementation is the process of turning plans into
and practitioner-informed standards that describe quality actions. It is what connects research- and evidence-based
and effective practices. This collaborative, analytical practices with their intended, positive outcomes (Odom,
process is designed to identify areas of strength and 2014). Understanding the critical factors, conditions,
celebration, as well as discern opportunities for growth and barriers that influence successful implementation
and improvement. is often referred to as implementation science (Forman
et al., 2013; Nordstrum et al., 2017). Past beliefs

Effective planning around implementation often focused on standardized,

consistent, and carefully prescribed actions. However,
Once strategic themes and problems of practice have increasing research on implementation science coupled
been identified, educators and leaders can engage in with the experience and feedback of educators and
effective and efficient planning. Rather than addressing leaders pivots this thinking away from implementation as
every possible opportunity for improvement, they immovable and fixed to context-dependent and evolving
may instead focus their efforts and thereby increase (Forman et al., 2013; Mehta et al., 2022). As such, it is
the likelihood of success in addressing specific goals important when implementing plans that collaboration
in an actionable and measurable manner. Too many and shared responsibility are prioritized, as well as
improvement priorities may diminish sustainable ongoing data gathering and adaptation (Jordan et al.,
change (Keating et al., 1999; Kovach & Ingle, 2020), 2016; Odom, 2014). Therefore, implementing is focused
therefore, CI works to narrow and focus improvement on three subphases: designing a plan, assigning and
plans. As stakeholder involvement and buy-in play a communicating responsibilities, and enacting progress
critical role in the associated success of a plan (Byrk monitoring.
et al., 2015; Jordan et al., 2016; Okul & Nyonje, 2020;
Quay & Lockwood, 2019), this phase also incorporates
significant collaboration and coalition-building. Planning
builds upon program evaluation research and yields a Engaging in continuous improvement
theory of action and logic model (i.e., “strategy map”). By
providing guidance and templates to support discourse is inherently nonlinear and must attend
on intended outcomes, key measures, assumptions, and to the unique context and needs of the
necessary actions or initiatives, planning sets the stage
system in question.

Research Brief: Cognia’s Continuous Improvement Framework 2

Cognia coaches are experienced in identifying, meaningful, and useful in practice.
understanding, and adapting to local needs and contexts. In order to strengthen a multi-measured approach to
Implementation is critically dependent on the interaction evaluation, Cognia encourages the triangulation of data
with factors and variables present in the school or district gathered across CI. Inclusion of previously described data
system (Mehta et al., 2022; Okul & Nyonje, 2020). In may be used collectively to inform the degree to which
addition to coaching and support, CI provides templates outcomes have been met. Importantly, an evaluation must
and roadmaps for educators and leaders to anticipate be well-aligned with the intended goals of the respective
influential factors, document their plans and journey, plans and implementation (Byrk et al., 2015; Forman et
and gather ongoing evidence on the degree of success al., 2013; Shakman et al. 2020), therefore not all available
in meeting desired outcomes. Cognia’s observation data may be relevant for use. Still, CI encourages the use
instruments focused on formative feedback regarding of a variety of data that examines both system outputs
educator practice and effective learning environments and inputs, gathered across activities such as third-party
can further be leveraged during this phase to monitor reviews and internal observations, alongside the Cognia
implementation and prompt appropriate adjustments. Standards to reevaluate areas of opportunity and identify
desired improvement.
Meaningful evaluating
One cannot improve what is not measured (Byrk et al., A process, not an event
2015). The fourth phase of CI is not the final phase, as Continuous improvement provides an overarching
it serves both as a checkpoint for progress on current approach to improvement activities with demonstrated
improvement goals and priorities, as well as a lead-in success across industries, including education.
for the next iteration of envisioning. Evaluating enables Importantly, continuous improvement is process-
educators and leaders to use the body of evidence driven, not event-driven, as improvement takes time,
they have gathered from all other phases, particularly requires in-the-moment adjustments and monitoring,
in implementing, and turn such data and information and fuels larger-scale change through a series of smaller
into conclusions about the strengths and opportunities improvements. Engaging in continuous improvement
presented by the work. In which areas were intended is inherently nonlinear and must attend to the unique
outcomes met? In which areas do we need to adjust and context and needs of the system in question. Cognia’s
how? Evaluation is most powerful when coalescing data approach to continuous improvement (i.e., CI) has been
and information from multiple measures (Byrk et al., designed to serve such individuality while also providing
2015; Shakman et al. 2020). This includes responsible evidence-based guidance, resources, tools, and expertise
reporting of data, triangulation of data and information to support educators and leaders in navigating their
from multiple sources, and sufficient data literacy to improvement efforts.
support accurate connections and conclusions. The
gathering of data is only as valuable as its ability to be
interpreted and applied in a manner that is relevant,

Reflect, evaluate, and adjust Imagine the possibilities

• Gather data to understand current reality
• Determine action effectiveness
EN • Identify trends to imagine the future
• Hold collaborative discussions to discuss results
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• Make decisions to continue or change action TI and future trends
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Build momentum and capacity Communicate with stakeholders

• Implement the strategies Strategic Thinking • Share what you’ve learned with your stakeholders
• Monitor and adjust action and Improvement • Collaborate to determine priorities
• Ensure stakeholder participation Planning Process • Ensure the vision aligns to priorities
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Initiate the journey N I Plot the journey

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• Engage in training PL • Align priorities with goals
• Build acceptance and stakeholder buy-in • Develop a plan to improve and sustain practices
• Deploy the plan • Identify strategies to fulfill the priorities

Research Brief: Cognia’s Continuous Improvement Framework 3

References
1. Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to Improve. Harvard Education Press.
https://eric.ed.gov/?id=ED568744

2. Forman, S. G., Shapiro, E. S., Codding, R. S., Gonzales, J. E., Reddy, L. A., Rosenfield, S. A., Sanetti, L. M. H., &
Stoiber, K. C. (2013). Implementation science and school psychology. School Psychology Quarterly, 28(2), 77–100.
https://doi.org/10.1037/spq0000019

3. Jordan, M., Chrislip, D., & Workman, E. (2016) Collaborative Stakeholder Engagement. Education Commission
of States. https://www.ecs.org/wp-content/uploads/Collaborative_Stakeholder_Engagement_June-2016.pdf

4. Keating, E., Oliva, R., Repenning, N., Rockart, S., & Sterman, J. (1999). Overcoming the improvement paradox.
European Management Journal, 17(2), 120–134. https://doi.org/10.1016/s0263-2373(98)00072-3

5. Kovach, J. & Ingle, D. (2020) An approach for identifying and selecting improvement projects. Total Quality
Management & Business Excellence. https://www.tandfonline.com/doi/full/10.1080/14783363.2017.1419055

6. Metha, J., Yurkofsky, M., & Fruminm K. (2022) Linking Continuous Improvement and Adaptive Leadership.
ASCD. https://www.ascd.org/el/articles/linking-continuous-improvement-and-adaptive-leadership

7. Nordstrum, L.E., LeMahieu, P.G. and Berrena, E. (2017), Implementation Science: Understanding and finding
solutions to variation in program implementation, Quality Assurance in Education, Vol. 25 No. 1, pp. 58–73.
https://doi.org/10.1108/QAE-12-2016-0080

8. Norqvist, L., & Ärlestig, H. (2021). Systems Thinking in School Organizations—Perspectives from Various
Leadership Levels. Journal of Educational Administration, 59(1), 77–93. https://eric.ed.gov/?id=EJ1283298

9. Odom, S. L. (2014). The Tie That Binds: Evidence-Based Practice, Implementation Science, and
Outcomes for Children. Topics in Early Childhood Special Education. https://journals.sagepub.com/
doi/10.1177/0271121408329171

10. Okul, E. O., & Nyonje, R. O. (2020). Examining stakeholder involvement in the evaluation process for program
improvement. ResearchGate; Bussecon International. https://www.researchgate.net/publication/345306475_
Examining_stakeholder_involvement_in_the_evaluation_process_for_program_improvement

11. Park, S., Hironaka, S., & Carver, P. (2013). Continuous improvement in education. https://www.
carnegiefoundation.org/wp-content/uploads/2014/09/carnegie-foundation_continuous-
improvement_2013.05.pdf

12. Quay, S., & Lockwood, M. (2019). Sustaining a Continuous Improvement Culture in Educator Preparation:
A Higher Education Network Based on Data Wise. Digital Commons @ University of South Florida. https://
digitalcommons.usf.edu/jpr/vol4/iss1/3/

13. Shakman, K., Wogan, D., Rodriguez, S., Boyce, J., & Shaver, D. (2020) Continuous Improvement in Education: A
Toolkit for Educators. Institute of Education Sciences. https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/
REL_2021014.pdf

14. Shoemaker. P. (1995). Scenario Planning: A Tool for Strategic Thinking. MIT Sloan Management Review. https://
sloanreview.mit.edu/article/scenario-planning-a-tool-for-strategic-thinking/

Research Brief: Cognia’s Continuous Improvement Framework 4

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