Continuous Improvement Planning with the eCIP Tool Proposed eCIP without District Improvement Continuous Improvement Planning with the eCIP Tool Build Readiness 1. How are we developing our plan? 1.1. Roles of members of the planning team 1.2. Stake-holder groups represented on the team 1.3. Action plan for planning (timeline, assigned tasks, etc.) 1.4. Engaging and sharing with the public Collect and Analyze Data 2. What do our data tell us about student achievement? 2.1. Data Collection 2.1.1. Description of district demographics and culture 2.1.2. Student progress by subgroup Data Analysis and Interpretation 2.2.1. Programs in place and evaluation of success in addressing issues identified in previous planning efforts 2.2.2. Trends in student demographics and achievement data across all subpopulations 2.5. Areas in need of improvement for goal setting Set Goals Based on Data—Investigate Research–based Practices 3. What priority goals will improve our current program and student achievement? 3.1. Focus of goal (discipline, subgroup, etc.) 3.2. Statement of goal & rationale 3.3. Educational research related to the goal highlighting appropriate strategies Repeat steps 3.1-3.3 for each goal Develop Action Plan 4. Given our student achievement outcomes, what changes to programs and services may be necessary? 4.1. Rigorous, standards-based curriculum accessible to all students 4.2. High quality instructional programs 4.3. Staff leadership development 4.4. Parent, family, and community engagement in planning and implementation of programs and services 4.5. Coordination of planning & services across programs and fund sources 4.6. Transitions between grade levels and buildings 4.7. School and District culture contributing to a safe educational environment 4.8. High-quality data systems for monitoring student progress and attributes 4.9. Strong school library programs supporting the needs of students and staff 4.10. Private school engagement and program support 5. What specific actions should the district undertake to meet the districts goals identified in step 3? 5.1. Staff development plan (long term and short term) 5.2. English Language Learner Plan (ESEA Title III)* 5.3. Career Technical Education Plan* 5.4. Migrant Education Plan (ESEA Title IC)* 5.5. Educational technology plan for both instructional use of technology and student technology literacy 5.6. Service plans for students 5.6.1. Talented and Gifted Plan 5.6.2. Special Education Plans (IEPs)* 5.6.3. Educational Plans and Profiles 5.6.4. Other plans addressing the needs of subgroups of students 5.7. Action plan with strategies and timeline for those goals not fully addressed in any of the specific plans above Implement and Monitor—Evaluate Effectiveness for Sustainability** 6. How did we do on our goals?** 6.1. Evidence of implementation (Cause Data)** 6.2. Evidence of Impact (Effect Data)** *As required by district population **May be done outside the tool Source for Inclusion in Planning Federal Law (ESEA Title I) State Law (329.095 amended 2009) Both State and Federal Law Interim steps needed for planning Continuous Improvement Planning Framework

Continuous Improvement Planning with the eCIP Tool Build Readiness 1. How are we developing our plan? 1.1. Roles of members of the planning team 1.2. Stake-holder groups represented on the team 1.3. Action plan for planning (timeline, assigned tasks, etc.) 1.4. Engaging and sharing with the public Collect and Analyze Data 2. What do our data tell us about student achievement? 2.1. Data Collection 2.1.1. Description of district demographics and culture 2.1.2. Student progress by subgroup Data Analysis and Interpretation 2.2.1. Programs in place and evaluation of success in addressing issues identified in previous planning efforts 2.2.2. Trends in student demographics and achievement data across all subpopulations 2.5. Areas in need of improvement for goal setting Set Goals Based on Data—Investigate Research–based Practices 3. What priority goals will improve our current program and student achievement? 3.1. Focus of goal (discipline, subgroup, etc.) 3.2. Statement of goal & rationale 3.3. Educational research related to the goal highlighting appropriate strategies Repeat steps 3.1-3.3 for each goal Develop Action Plan 4. Given our student achievement outcomes, what changes to programs and services may be necessary? 4.1. Rigorous, standards-based curriculum accessible to all students 4.2. High quality instructional programs 4.3. Staff leadership development 4.4. Parent, family, and community engagement in planning and implementation of programs and services 4.5. Coordination of planning & services across programs and fund sources 4.6. Transitions between grade levels and buildings 4.7. School and District culture contributing to a safe educational environment 4.8. High-quality data systems for monitoring student progress and attributes 4.9. Strong school library programs supporting the needs of students and staff 4.10. Private school engagement and program support 5. What specific actions should the district undertake to meet the districts goals identified in step 3? 5.1. Staff development plan (long term and short term) 5.2. English Language Learner Plan (ESEA Title III)* 5.3. Career Technical Education Plan* 5.4. Migrant Education Plan (ESEA Title IC)* 5.5. Educational technology plan for both instructional use of technology and student technology literacy 5.6. Service plans for students 5.6.1. Talented and Gifted Plan 5.6.2. Special Education Plans (IEPs)* 5.6.3. Educational Plans and Profiles 5.6.4. Other plans addressing the needs of subgroups of students 5.7. Action plan with strategies and timeline for those goals not fully addressed in any of the specific plans above Implement and Monitor—Evaluate Effectiveness for Sustainability** 6. How did we do on our goals?** 6.1. Evidence of implementation (Cause Data)** 6.2. Evidence of Impact (Effect Data)** Provide Support for Improvement Decisions 7. Now that we’re in improvement status, what is different in what are we doing about… 7.1. Professional Development 7.2. Academics 7.3. Student Achievement 7.4. Low-achieving Students 7.5. Achievement Goals 7.6. Problems with Previous Plan 7.7. Parental Involvement 7.8. Extended-time Learning 7.9. Technical Assistance 8. Now that we’re in corrective action, what is different in what are we doing about… 8.1. Curricular Strategies 8.2. Instructional Strategies 8.3. Fiscal Strategies 8.4. Restructuring Efforts Only for Districts in Improvement Status *As required by district population **May be done outside the tool Source for Inclusion in Planning Federal Law (ESEA Title I) State Law (329.095 amended 2009) Both State and Federal Law Interim steps needed for planning Continuous Improvement Planning Framework Proposed eCIP with District Improvement

Current eCIP with District Improvement Continuous Improvement Planning with the eCIP Tool 1.0 Getting Started: Process for Planning 1.1 Build Readiness 1.2 Collect and Analyze Data\ 1.3 Set Goals Based on Data (SMART Goals) 1.4 Investigate Research-based Practices 1.5 Develop Action Plan 1.6 Implement and Monitor 1.7 Evaluate Effectiveness for Sustainability 2.0 Continuous Improvement Plan 2.1 Previous Goals from 2007-09 2.2 Data review since the 2007-2009 goals 2.2.1 Evidence you have made progress toward your 2007-2009 goals 2.2.2 Student progress by subgroup 2.2.3 Cause and effect data 2.2.4 Explain trends 2.3 Evaluation of progress toward meeting the Oregon Education Performance Standards 2.3.1 Oregon Education Performance Standard #1 2.3.2 Oregon Education Performance Standard #2 2.3.3 Oregon Education Performance Standard #3 2.3.4 Oregon Education Performance Standard #4 2.3.5 Oregon Education Performance Standard #5 2.3.6 Oregon Education Performance Standard #6 2.3.7 Oregon Education Performance Standard #7 2.3.8 Oregon Education Performance Standard #8 2.3.9 Oregon Education Performance Standard #9 2.3.10 Oregon Education Performance Standard #10 2.4 Self-Evaluation Responses 2.4.1 Rigorous curriculum 2.4.2 High quality programs 2.4.3 Safe educational environment 2.4.4 Family and community engagement 2.4.5 Staff leadership development 2.4.6 High-quality data systems 2.4.7 Service plans for students 2.4.8 Strong school libraries 2.5 SMART Goals 2.5.1 Description of Goal 2.5.2 Focus of Goal 2.5.3 Oregon Performance Standards 2.5.4 Standards for District Success 2.5.4.1 Standard 1: Curriculum 2.5.4.2 Standard 2: Instruction 2.5.4.3 Standard 3: District and School Culture and Norms 2.5.4.4 Standard 4: Family and Community Engagement 2.5.4.5 Standard 5: Leadership 2.5.4.6 Standard 6: Integrated Systems and Structures 2.5.5 Research related to this Goal 2.5.6 Action Plan for Goal 2.5.7 Strategy 2.5.8 Evidence of implementation 2.5.9 Evidence of impact 2.5.10 Timeline 2.5.11 Responsible person(s) 2.5.12 Estimated costs 2.5.13 Reflection/evaluation 2.5.14 Funding source 2.6 Summary of the Planning Process 2.6.1 Planning Team 2.6.2 Planning Overview 2.6.3 Inclusion of groups 2.6.4 Sharing with the public 2.6.5 Challenges and barriers 2.7 Compliance 2.7.1 Professional Development 2.7.2 Parent, Family and Community Involvement 2.7.3 Coordination of Planning & Services 2.7.4 School & District Culture 2.7.5 Transitions 2.7.6 Private Schools 2.7.7 Program Design 2.8 Title I District Improvement 2.8.1 Professional Development 2.8.2 Academics 2.8.3 Student Achievement 2.8.4 Low-achieving Students 2.8.5 Achievement Goals 2.8.6 Problems with Previous Plan 2.8.7 Parental Involvement 2.8.8 Extended-time Learning 2.8.9 Technical Assistance 2.9 Title I District Corrective Action 2.9.1 Curricular Strategies 2.9.2 Instructional Strategies 2.9.3 Fiscal Strategies 2.9.4 Restructuring Efforts Only for Districts in Improvement Status Current eCIP with District Improvement