Team Identification

The first step in the MICIP process is to identify teams at both district and building levels.

The district might reflect on the following questions regarding the continuous improvement team: To what extent do continuous improvement leadership and processes include and support the voices of all stakeholders? The team should represent key stakeholders' perspectives, possibly including the following:


  • at least one key leader with the ability and authority to make executive-level decisions

  • central office personnel

  • building leadership

  • instructional staff, including those from various grade levels/content areas and from both general and special education

  • non-instructional staff

  • various student subgroup populations

  • various systems (curriculum/instruction/assessment, data, technology, finance, student support, human resources, transportation, facilities management, food service, etc.),

  • educational and health components of the Whole Child (physical, social, and emotional health, nutrition, etc.),

  • board member(s)

  • parent, community and, where appropriate, student representatives.


It is important to note that having various perspectives represented does not necessarily mean having a different individual for each perspective. Particularly in smaller districts, individuals can represent more than one perspective. It may also not be practical to have all perspectives represented at every meeting; in that case, it is important to bring in the various perspectives at particularly relevant times. The MICIP platform allows all team members to stay up to date with the ongoing continuous improvement work.
The documents below are blank templates/examples of rosters that districts will find in their individualized MICIP folders provided by SRESD.

District MICIP Team Roster.docx

One filled out per district.

Building Continuous Improvement Team Roster.docx

One filled out per building within district.