Performance Improvement Plan: Increasing Student Performance on the North Carolina Online Test of Computer Skills Course

Performance Improvement Analysis and Plan

Annotation

Context and Conditions

“Increasing Student Performance on the North Carolina Online Test of Computer Skills ” was completed in Summer 2006 as a class project for MIT 502: Systemic Approach to Performance. It was completed as a class project under the guidance of Dr. Arnold Murdock as a human performance improvement project focusing on schools in Pender County Schools where I was serving as the district Instructional Technology Coordinator. The project was a response to a 33% drop in North Carolina Computer Skills Test scores in the first year of online implementation.

Scope

This proposal suggests a three-phase intervention plan designed to raise the scores by increasing awareness, communication and technology skills integration into the core curriculum areas (Language Arts, Mathematics, Social Studies and Science). Front-end analysis including a perceptual, context and performance analysis was conducted to identify the problem and analyze the current situation of the organization’s management, physical, technical, human and social systems. A gap analysis revealed environmental, motivational and instructional problems. Both instructional and administrative interventions were recommended at all system levels that included professional development, strategic planning changes, administrative mandates, financial re-allocations and policy changes in a three-phase implementation. The implementation of the first phase of interventions occurred and the system saw a 10% increase in student performance on the Online Test of Computer Skills the following year.

Role

This was an individual project. In my role as Instructional Technology Coordinator for the district, I served as human performance technologist for the entire project. I collected and analyzed data regarding student and district performance. I performed a gap analysis, analyzed problem causes and designed interventions. I also presented this project at the district administrative retreat in August, 2006 and helped implement “Phase I” interventions at 5 district middle schools. I worked with school principals and other district leaders to accomplish this.

Reflection

For me, this project was the culmination of my first year in the MIT program and my first chance to individually initiate a project from problem analysis to implementation, using the principles and processes of instructional technology. The success I saw in only the implementation of “Phase I” interventions solidified my belief in the process of instructional technology and performance improvement. As I was presenting the project to district administrators, their positive reactions assured me that my education was taking me in the right direction professionally. Through this project, I was able to systematically analyze a performance problem and design interventions when it seemed there were no easy solutions; and the successful implementation of some of the interventions yielded results that increased my confidence in the process.