comprehensive planning phase 3 districts – day 1 february 14 th, 2014 8:30 am – 3:30 pm 1

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Comprehensive Planning Phase 3 Districts – Day 1

February 14th, 2014 8:30 am – 3:30 pm

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Introductions Connie R. Kindler, Independent Contractor

Sarah Kelly, Education Consultant CAIU

Nicole Miller, Special Projects Coordinator CAIU

Questions? paplanning@caiu.org or 717-732-8403

listserv link:

http://tinyurl.com/8n8lmgn

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AgendaIntroductions

Objectives/Goals

Burning Questions

Updates – Chapter 4 and ESEA Flexibility Waiver

Workflow/Due Dates

Comprehensive Planning Process and Web Application

Work Session/Lunch

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Objectives/GoalsBy the end of today’s session, you will:

Be familiar with Chapter 4 revisions

The Comprehensive Planning web application

ESEA Flexibility Waiver

Begin Action Planning with Planning Team

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Burning Questions…What do you want to take away from today’s

session?

What questions do you have about the web application?

What questions do you have before we start the session?

Effective Planning for School Reform & Improvement in a Digital Age

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Scho

ol E

ntitie

s

The Pennsylvania Comprehensive Plan

Spec

ial E

duca

tion

Plan

Teac

her I

nduc

tion

Plan

Prof

essio

nal E

duca

tion

Plan Student Services Plan

Prekindergarten Program Plan

Technology Plan

Gifte

d Pl

an

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Summary of Chapter 4 Planning Requirements

Plan When Approval Process

Professional Education

3 years 28-day public review, Board approval, submit to PDE

Teacher Induction 6 years 28-day public review Board approval, submit to PDE

Special Education 3 years 28-day public review, Board Approval, submit to PDE

Gifted 6 years 28-day public review, Board approval

Student Services 6 years 28-day public review, Board approval

Technology E-rate Submit to PDE

Pre-K Program* 3 years 28-day public review, Board approval, submit to PDE

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Chapter 4 Planning Requirements

Your choice to develop Student Services and Gifted Plan in a format of your own, OR

Complete the identified sections in the Comprehensive Planning web app to meet all planning requirements

Some sections of the CP web app are optionalWeb developers are currently labeling Required*

sections

**Refer to District Chapter 4 Planning Requirements Crosswalk handout

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Chapter 4 RequirementsProfessional Education Plan

Minimum of 2 PD Action steps

1 aligned to improving language and literacy acquisition

1 aligned to teaching diverse learners in an inclusive setting

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Chapter 4 RequirementsGifted Plan

Within the Action Plan:Identify strategies and/or Action Steps that detail the

Gifted Programs offered

Pre-K Program Complete if planning to implement

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Chapter 4 Planning Requirements

Technology PlanComplete if applying/intending to apply for Priority

2 E-Rate funds1 goal1 strategy related to technology1 action step must be tech-related PD

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ESEA Flexibility WaiverSchool Accountability

Differences

ESEA Flexibility Waiver

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ESEA Flexibility Waiver – Federal Accountability Differences

New• All public schools in PA• 100% proficiency on state

tests by 2014• “Adequate Yearly

Progress” (AYP)• Disaggregated subgroups:

N=40• Each school receives a

designation based on AYP status

• Only Title I schools• Close “achievement gap”

by half in 6 years• Annual Measureable

Objectives (AMOs)• Two student groups: N=11• Only highest and lowest

Title I schools receive designations

Old

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The new accountability system focuses on four Annual Measurable Objectives. They are:

1)Test Participation Rate

2)Graduation Rate/Attendance Rate

3)Closing Achievement Gap-for all students

4)Closing the Achievement Gap of Historically Underperforming Students

ESEA Flexibility Waiver – Accountability Measures

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Due Dates and WorkflowMay 1st, 2014 - Special Education Plan due

With 28-day public review and Board approval prior

November 30th, 2014 – Final Submission of District Level Plan (3-year plans)

July 1st, 2015 – Implement Year 1

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Comprehensive Planning Process

Web Application

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Web Application UpdatesCurrently removing NCLB language

Optional vs. Required Fields

School Improvement Planning

End of February 2014

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Accessing the Web AppComprehensive

Planning Home Page

http://tinyurl.com/CP-PDE-Home

Levels of Access: Viewer Author (can enter info) Planning Leader (can

enter info/check plan for issues/submit)

Comprehensive Planning Training Site

http://training.paplanning.org

“Practice run”

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To identify the CP components that must be completed for…

Special EducationProfessional EducationEd Tech eRate Funding

http://training.paplanning.org

Web Application

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Analyze data to identify symptoms of the overall health of the organization: Accomplishments & Concerns

Systems Analysis—a data-based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic

Challenges: Guiding Questions

Based upon timely and relevant data, Prioritize Systemic Challenges

Build Action Plans to address high-priority Systemic Challenges

Guided Planning Structure

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The analysis of data in the

Comprehensive Planning Web Application

provides the energy or impetus needed

for the planning process to move forward.

Data

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Data

How a planning team uses data analysis to determine

an entity’s organizational health is

left up to each planning team

Planning teams accustomed to

using long-established data analysis protocols

may continue to use them

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Data

Planning teams are required to document

data-based statements of

ACCOMPLISHMENT

and data-based statements of

CONCERN

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72% of our students did not score at the proficient or advanced level in the 2013 PSSA Reading exam

Enrollment has decreased by 20% since 2009-10

The total number of behavioral referrals increased by 11% from 2011-12 to 2012-13

Like many districts across the Commonwealth, our district is facing daunting financial challenges.  We are faced with declining student enrollment, greater competition from Charter Schools, and rising operating costs (pension, health care, and utility expenses.)  Responding to these challenges requires us to reallocate and reduce our resources while maintaining gains in student achievement.

Data

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System Analysis: a data-based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic Challenges: Guiding Questions

System Analysis

26http://training.paplanning.org

System Analysis

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Planners engage in data-driven discussions regarding whether or System Characteristics are present in the LEA.

System Analysis

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If one or more System Characteristics are not present (and not checked), the web app will automatically answer the question “no” and create a statement of Systemic Challenge.

System Analysis

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If all System Characteristics are present (and checked), the web app will automatically answer the question “yes”

System Analysis

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System Analysis

3)Based upon timely and relevant data, Prioritize Systemic Challenges

http://training.paplanning.org

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System Analysis

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Action Planning

4)Build Action Plans to address high-priority Systemic Challenges

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Action Planning

1 Select/create a Systemic Challenge to be the Goal of an Action Plan (or create a Goal)

2 Identify Strategies that have a significant probability of meeting the Action Plan Goal

3 Identify all of the “to-do list” steps that will be needed to implement the Strategies: each “to-do list” step is an Action Step

4 The total of all the Action Steps in an Action Plan is the implementation plan

34http://training.paplanning.org

To build an Action Plan that addresses a Systemic Challenge, click “Include” to the right of the Challenge.

Action Planning

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Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

A Systemic Challenge selected for Action Planning is the Action Plan Goal.

Action Planning

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Indicators of Effectiveness are the specific targets for an Action Plan, which, if attained or exceeded, indicate the Action Plan is being effective.

Action Planning

SMART GOALS (Specific, Measurable, Attainable, Realistic and Time-sensitive)

PVAAS growth data based upon 2013 PSSA Math and Reading Assessment results

85% of students involved in at least one intervention program show at least one year of growth.

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On the “View Action Plans” page, clicking “Build” takes a user to the “Action Plan” page

Action Planning

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On the “Action Plan” page, clicking “Create/Import a Strategy” takes a user to the "Create Strategy” page

Action Planning

Click EDIT to edit or ADD an Indicator of Effectiveness

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Action Planning

Consider accessing these pages to obtain helpful information; however,

it is recommended the import function not be used because most descriptions will not describe how the strategy will

be used by the LEA

http://training.paplanning.org

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Action Planning

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Action Planning—Implementation Plans

Once Strategies have been identified, design an implementation plan—a management tool that will guide the implementation of the Action Plan Strategies.

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Action Planning—Implementation Plans

An implementation plan is comprised of all the “to-do list” steps needed to implement the Strategies. Each “to-do list” step is an Action Step.

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The leadership teams from each school will determine the most appropriate groupings of teachers (e.g. grade level, content area, etc.,) that will engage in the analysis of common assessment results to inform those teachers about their collective and individual instructional practices.

Action Planning—Implementation Plans

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A list from each school of the teachers in each data team with a postscript that describes the rationale for the establishment of data teams.

Action Planning—Implementation Plans

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Action Planning—Implementation Plans

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Action Planning—Implementation Plans

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OPTIONAL

Action Planning—Implementation Plans

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REQUIRED BY WEB APP

REQUIRED FOR CHAPTER 49 IF ACTION STEP IS PD

Action Planning—Implementation Plans

49http://training.paplanning.org

Action Planning—Implementation Plans

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Action Planning—Implementation Plans

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Action Planning—Implementation Plans

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Action Planning

The most common documentation error in the GPS of submitted plans is

the misidentification of Strategies as Action Steps

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Action Planning

Action Step 1: Instructional Conversations [Description: Train and support teachers in using goal-directed conversations on an academic topic between a teacher and a small group of students]

Action Step 2: Differentiated Instruction [Description: Train and support teachers in providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability]

Action Step 3: Shared Book Reading [Description: Train and support teachers in implementing Shared Book Reading, which involves an adult reading a book to one child or a small group of children without requiring extensive interactions from them.]

Strategy: Increase teachers’ working knowledge of effective instructional practices.

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Action Planning

Action Steps misidentified as Strategies may be documented in at least two appropriate ways—one way is

to incorporate them into the Strategy description

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Action Planning

Strategy:

Increase teachers’ working knowledge of effective instructional practices:

A. Train and support teachers in using Instructional Conversations, which are goal-directed conversations on an academic topic between a teacher and a small group of students

B. Train and support teachers in providing students with Differentiated Instruction, i.e. providing different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability

C. Train and support teachers in implementing Shared Book Reading, which involves an adult reading a book to one child or a small group of children without requiring extensive interactions from them

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Action Planning

A second way to document Action Steps misidentified as Strategies is to

replace the single Strategy with multiple strategies

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Action Planning

Strategy 1: Train and support teachers in using Instructional Conversations, which are goal-directed conversations on an academic topic between a teacher and a small group of students

Strategy 2: Train and support teachers in providing students with Differentiated Instruction, i.e. providing different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability

Strategy 3: Train and support teachers in implementing Shared Book Reading, which involves an adult reading a book to one child or a small group of children without requiring extensive interactions from them

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Identify questions regarding creating an implementation plan

Processing Time

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Signers must have a PDE Portal account and must have at least Author access to the entity’s plan.

Completing the Process

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In order to ask the web app to check the plan for completion, and to see the SUBMIT button, a user must have Planning Leader Access.

Completing the Process

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Reports can be selected and printed using this link

Completing the Process

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Reporting

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Reporting

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Planning Process Sharing:What we’ve done

What we’re planning on doingWhat we’re considering

Day 2 – February 27th 8:30 – 3:30Recap of today

Questions and FeedbackConversations with other districts

Processing Time

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Questions

For more information on the Comprehensive Planning Process

please visit PDE’s website www.education.state.pa.us