Guide to Writing the
Continuous Improvement Plan
2005 Submission
Oregon Department of Education
255 Capitol Street NE
Salem, Oregon 97304
TABLE OF CONTENTSNumbered Memo and Submission Information / 3
Introducing the Continuous Improvement Plan / 5
The Planning Process: An Overview / 6
Writing the Continuous Improvement Plan
Cover Page / 7
Executive Summary / 7
Background Information / 7
Self-Evaluation Summary and Setting Goals / 8
Action Plan / 11
Other State and Federal Requirements / 11
Budget Narrative/Spending Workbook (including a list of Title I-A schools) / 12
Contact Information / 12
Assurances / 12
State and Federal Planning Requirements Checklist / 12
Appendices
Appendix A: Cover Sheet Template / 13
Appendix B: Oregon Education Performance Standards / 14
Appendix C: Standards for District Success / 18
Appendix D: Self-Evaluation Summary Template / 26
Appendix E: Action Plan Template / 27
Appendix F: CIP State and Federal Planning Requirements Checklist / 28-33
ODE Program Contact Information / 34
MEMORANDUM NO.: 021-2004-05
February 25, 2005
To: Public School District Superintendents, ESD Superintendents, andDistrict Administrators
Re: Modification to Continuous Improvement Plan (CIP) Submission Date and Requirements
This is an update of the submission requirements for the Continuous Improvement Plan for 2005 as indicated in ODE Executive Memorandum 027-2003-04.
The Oregon Department of Education created the Continuous Improvement Plan in an effort to streamline and coordinate district planning. The CIP simplifies district planning by incorporating the planning requirements for several state and federal programs, including the Consolidated Federal Application and the Consolidated District Improvement plan into one document. This integration facilitates an inclusive and comprehensive district planning process and will help reduce redundancy of effort.
The core planning elements and processes previously required by the CDIP remain the same. Specifically, the districts identify improvement goals based on a comprehensive self-evaluation that includes an assessment of district performance and district practices. The action plan and budget outline the strategies and activities districts will implement to achieve the improvement goals identified in the self-evaluation.
A full submission of the new Comprehensive Improvement Plan that includes the required components of the former CDIP and all Federal funding (NCLB, IDEA and Perkins) was to be completed by May 2005. However, based on input from the field and concerns relative to the time needed to complete the requirements, the department has found it necessary to modify the original timeline. The submission timeline has been modified as follows:
The date for the final submission of the Continuous Improvement Plan (CIP) has been extended to October 17, 2005, and is based on 03-04 student data. However, districts that are ready to submit their CIP this May are welcome to do so. You can find all updated CIP documents and relevant materials at this link: http://www.ode.state.or.us/search/results/?id=201. The Continuous Improvement Planning Guide is being completed and will be available March 7, 2005. Additional supporting tools for using data, performing needs assessments and other process supports will be made available later in March. ODE will also provide training and technical assistance to assist districts in the preparation and completion of their CIP. A schedule of training locations will be made available by March 7, 2005.
Certain parts of the CIP are a requirement for receiving federal funds. Therefore, a district wishing to draw federal funds before November 2005, must submit the following information:
· CIP budget narrative,
· Spending workbook,
· Signed assurances and certifications.
The submission of these materials is due May 16, 2005. The application will be available March 7, 2005 and will be posted on the ODE web page at http://www.ode.state.or.us/search/results/?id=95
ODE staff is available for assistance. Please contact Russ Sweet at or 503-378-3600 Ext. 4448 or Helen Maguire at or Ext. 4504.
Salam A. Noor, Ph.D.
Assistant Superintendent
Office of Education Improvement and Innovation
Submission Information:
Please send a copy of your Continuous Improvement Plan to:
Kayla Barstad
Oregon Department of Education
Public Service Building
255 Capitol Street NE
Salem, Oregon 97310
Introducing Continuous Improvement Planning (CIP)
Why Continuous Improvement Planning, and how is it different from the Consolidated District Improvement Plan?
The Oregon Department of Education created Continuous Improvement Planning in an effort to facilitate coordination of district planning and to streamline communication between state and local education agencies. Continuous Improvement Planning provides an avenue for districts to engage in an inclusive and comprehensive planning process as opposed to multiple disconnected planning processes. The result of this planning should be an integrated and systemic effort by the district to address the needs of all students as delineated in the Oregon Education Performance Standards. As evidence of fulfilling state and federal planning requirements, districts will be required to submit a Continuous Improvement Plan to the Oregon Department of Education by October 17, 2005.
A Continuous Improvement Plan (CIP) communicates to educators, students and their families, business people, and community members, the process of achieving and measuring improvements in a school district’s performance. While each district’s continuous improvement plan is unique, effective continuous improvement plans have several characteristics in common. An effective continuous improvement plan is:
· Connected to Oregon Education Performance Standards (OEPS). The improvement goals, strategies, and allocation of resources outlined in the plan ensure that the district will make progress toward meeting all of the Oregon Education Performance Standards.
· Based on district needs. The improvement goals, strategies, and allocation of resources outlined in the plan are based on a comprehensive self-evaluation of the district that includes an analysis of student performance with a targeted focus on achievement gaps and an analysis of district practices. The plan needs to demonstrate that the district will focus all resources and efforts on helping students learn and make successful transitions.
· Strategic. A continuous improvement plan should answer the questions:
à Where are we now in helping students learn?
à What are our needs?
à Where do we want to be?
à How are we going to get there?
à How will we know when we get there?
· A living, dynamic document. District and school leaders and staff continually use it to guide their actions and make decisions. An effective plan is updated regularly to reflect actual practices and is used as a means of monitoring and evaluating progress.
In the past, districts have submitted multiple planning documents, in addition to the Consolidated District Improvement Plan (CDIP) to the Department to comply with state and federal laws. The CIP simplifies district planning by incorporating the common planning requirements for several state and federal programs into one plan. It should be noted that state and federal laws require that some components of plans be sent to the state education agency (Oregon Department of Education) and other components must remain in the district. The actual CIP document will include planning pieces required, under state and federal law, to be submitted to the Oregon Department of Education. Districts will need to ensure that additional evidence of full compliance with state and federal requirements are in place within the district for monitoring purposes. A checklist is provided to assist the district in making sure all requirements are addressed.
The Planning Process: An Overview
The core planning elements and processes remain the same. Specifically, the districts identify improvement goals based on a comprehensive self-evaluation that includes an assessment of needs, district performance and district practices. The action plan and budget outline the strategies and activities districts will implement to achieve the improvement goals identified in the self-evaluation.
Before the planning team can begin, the district should establish a process for continuous improvement planning that is appropriate given the district’s circumstances and characteristics. Districts are free to design their own planning process or select a pre-designed process such as Baldridge, Deming or other research based planning models. Whatever approach is used, it is important that it contain the basic elements of self-evaluation, goals and strategies, budgeted action plan and evaluation. Additionally, it is critical that every member of the planning team understands and supports the planning process. Districts will be asked to include a brief description of the planning process as part of their background information.
Oregon’s Continuous Improvement Planning process is designed to include all stakeholders in creating a plan to ensure that all students regardless of race, ethnicity, gender, income status, Special Education or English language proficiency, show continuous academic improvement, attain high standards and develop as life-long learners. The planning process accomplishes this task in several ways. First, improvement planning is an on-going process driven by student needs. Second, it ensures that planning is comprehensive; most grant programs and other initiatives are rolled into a single district plan that supports school and district improvement. Third, the planning process allows local districts to integrate and leverage funding sources to make sure that the improvement plan is fully implemented. Fourth, the plan provides a means of staying on course throughout implementation of improvement strategies.
Continuous improvement planning has multiple steps beginning with the identification of a planning team representing diverse role types and perspectives within the district. Once a team is identified the district solicits input from the larger school community and engages in a comprehensive self-evaluation to determine the priority concerns of the district including an analysis of the underlying causes for those concerns. Once root causes are identified, overall improvement goals are written to address the priority concerns. This is followed by the identification of evidence-based strategies/activities required for the district to achieve its improvement goals. Finally, the district looks across funding streams to determine how to best leverage funding opportunities in order to support successful implementation of the activities.
In summary, effective continuous improvement planning includes the following components:
· Select a Planning Team and solicit input from all stakeholders
· Conduct a Self-Evaluation
· Identify Improvement Goals and Strategies
· Develop an Action Plan
· Allocate Resources and Develop a Budget
· Monitor and Evaluate Strategies
Writing the Continuous Improvement Plan
What Sections Must the CIP Contain?
The Continuous Improvement Plan captures the key elements of the district’s continuous improvement planning process. The Oregon Department of Education has developed a tool, State and Federal Planning Requirements Checklist (Appendix F), for districts to use to verify that the CIP meets the state and federal planning requirements. Use the checklist throughout your planning process to ensure that you have met state and federal requirements and have addressed other state and federal requirements. The CIP must include the following sections and information:
A. Cover page
B. Executive Summary
C. Background Information
1) Description of the District
2) Summary of the Planning Process
D. Self-Evaluation Summary
E. Action Plan
F. Other State and Federal Requirements
G. Budget Narrative/Spending Workbook
H. State and Federal Planning Requirements Checklist
A. Cover Page
A cover page template is provided (Appendix A). State and federal regulations require official action by the local school board in order to apply for federal funding. The cover page includes the Signatures of the district superintendent and school board chair(s) in order to comply with this requirement.
B. Executive Summary
The Executive Summary functions as an abstract of the district’s Continuous Improvement Plan. The executive summary briefly describes the district’s achievements and priority concerns. It should, in a brief paragraph, summarize the key strategies the district will implement to achieve the related improvement goals. It is the ‘big picture’ of the district’s achievements; the issues the district and its schools face; the improvement goals it intends to pursue, and; the key strategies it will put in place to achieve those goals. Provide a short abstract that includes these elements.
C. Background Information
The Background section of the CIP provides an overview and description of the district and a summary of the district’s continuous improvement planning process. The following information is included in the Background Section of the CIP:
1) Description of the District Says who we are and what our vision is.
The district description needs to include a brief overview and discussion of student demographics, school facilities, district staffing, and the vision/mission.
2) Summary of the Planning Process
The summary of the district’s continuous improvement planning process needs to include the following information:
A. List of planning team members and their roles
B. Description of the planning process including an overview and chronology of significant events
C. A description of the process the district used to identify evidence-based strategies
D. A description of how the district makes the Plan available to the public.
D. Self-Evaluation Summary
1. Answers the question: Where are we now? What are our needs?
Tools needed:
· Oregon Education Performance Standards and related data (Appendix B)
· Results of data analysis and needs assessments
· Standards for District Success (Appendix C)
· Self Evaluation Summary Template (Appendix D)
2. General Information about the Self Evaluation
A Self-Evaluation is an analysis of data that identifies what the district is doing well (achievements) and areas that need improvement related to the Oregon Education Performance Standards (Appendix B). Further analysis of practices that contribute to both achievements and areas that need improvement is conducted using the Standards for District Success (Appendix C). The self-evaluation process leads to a comprehensive look at district performance focused on achievement gaps, learning opportunities for students, systematized practices and procedures.
When the planning team has been selected and a planning process has been outlined, the self-evaluation stage of planning begins. Through the self-evaluation, the planning team will define and interpret the district’s current situation so the team can examine the gap between the district’s current performance and its emerging vision.
Districts should obtain data using both quantitative and qualitative methods. Quantitative methods entail collecting and analyzing numerical and statistical data to provide a precise objective picture of performance. Quantitative data sources are listed with each of the Oregon Education Performance Standards. Qualitative methods allow districts to determine stakeholders’ perceptions and opinions through surveys, interviews, focus groups and other tools. Qualitative data collection tools may be developed by the district or are available for purchase from a variety of sources.