Continuous Improvement

Assessing progress and making changes to ensure goal fulfillment.

The last stage of the implementation process is Continuous Improvement. A key to successful implementation is a robust evaluation plan. When the leadership team is clear about the current status of implementation through a well-planned monitoring process, it can make adjustments for improvement and create structures that will ensure that mathematics pathways are sustained over time.

Failing to monitor and evaluate progress can lead to two problems: poor or inconsistent student outcomes and a failure to scale. A good evaluation plan and monitoring process help identify and address problems quickly. They also provide opportunities for updates and discussions that keep the work visible.

The monitoring incorporates two types of evaluation. Formative evaluation takes place regularly during an implementation cycle and creates opportunities to capture in-the-moment information about what is working well and allow for adjustments when necessary. Cumulative evaluation occurs at the end of an implementation cycle and focuses on whether key outcomes have been met. The next iteration of an implementation plan is developed as part of this process.

Communication and engagement continue to be important to keep the institutional community informed of progress and any changes as the work evolves.

The level of involvement from diverse stakeholder groups across the institution is outlined in the chart. Use this information to support activity in Stage 4. 

Level of involvement from stakeholder groups

Stakeholder Group
High-Level Administrators (e.g., presidents, provosts, vice presidents)
Departmental Leadership (e.g., deans, departments heads)
Faculty (e.g., mathematics faculty, developmental education faculty, partner-discipline faculty)
Staff (e.g., advisors, institutional researchers)

Resources to support Stage 4, its essential action, and steps are provided throughout the guide.