Michigan Integrated Continuous
      Improvement Process (MICIP)

​​So what is MICIP and how does it help to improve student outcomes?  At its core, MICIP is a pathway for districts to improve student outcomes by assessing whole child needs to develop plans and coordinate funds.  Needs, Plans and Funds are at the core of MICIP.
​In the State of Michigan, we have a great sense of urgency.  We know that we are not currently getting the results that we need to achieve and we need to do better.
The MICIP is being built from the ground up with the following design features:

  • A continuous process of improvement that informs the way they work on a daily basis rather than it being an annual event or a way to simply meet compliance requirements.
  • Improvement processes that are integrated rather than isolated.
  • A process that considers systems thinking to support high-quality implementation of actions as well as the actions.
  • More equitable opportunities, environments, and supports that result in better outcomes for all students.
  • A process that helps us understand the whole child through factors that influence academic achievement as well as academics themselves.
  • Data, resources, and tools that are connected and streamlined.
  • Plans that consider both assets and needs.
Click below to see the one page document with graphics and timeline

MDE  MICIP One Page Guidance Document!!
The following presentations and slide-decks are located on the MDE MICIP Homepage:

Continuous Improvement

A continuous improvement process is systematic and aligned.  Engaging in this process encourages assessment of needs, planning, implementation, monitoring and evaluation.  Comprehensive strategic planning informs district systems to support school level implementation. Benefits of a continuous improvement process include:

  • Bringing together pre-populated data in one location to facilitate needs assessment process
  • Providing a continuous improvement process focused on the whole child
  • Providing evidence-based practice guidance
  • Providing alignment across compliance requirements resulting in time savings – allowing greater focus on improved student outcomes
  • A highly functional multi-year cycle of continuous improvement, reducing reporting
The process begins with assessing your needs which should inform a continuous improvement plan that articulates the vital behaviors of implementation for staff to support and monitor throughout the year.  Towards the end of the year, strategies should be evaluated for fidelity and the impact on the whole child.  These stages overlap each other and tend to be more complex and less linear in nature.

Supporting pages for requirements 

Needs Assessment (complete throughout the school year) should encompass not only the following 4 data sets but any data relating to the Whole Child. (Demographic, Process, Perception, & Achievement data)

Continuous Improvement Plan (complete mid-May) at both the district and school level, articulating the vital behaviors in response to our assessed needs.

Implementation with fidelity using principles from implementation science and tools such as implementation guides.

Monitoring and supporting the vital behaviors found in the continuous improvement plans.

Evaluating state and federal programs using the Program Evaluation Tool (PET) or the compact version.  

Annual Education Report (Usually due in the Spring)