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Comprehensive Planning ProcessLEA-Level Training

Jill NeuhardComprehensive Planning Teampaplanning@caiu.org717-732-8403

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The Comprehensive Planning Partnerships

CAIU PDE DCIU

29 Intermediate Units

eSP PASIP

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Components of the Comprehensive Plan

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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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School Districts District Comprehensive Plan (required) School Level Plan (optional) School Improvement Plan (required for Priority & Focus schools) Special Education Plan (required)

Charter Schools Comprehensive Plan (required) Charter Annual Report (required) School Improvement Plan (required for Priority & Focus

schools)

CTCs/AVTS Comprehensive Plan (required)

Intermediate Units Comprehensive Plan (required)

Planning Overview

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Chapter 4 Updates

Web application meets all requirements for Chapter 4 revisions

Plans that are required for submittal to PDE MUST use the web application

Plans not required for submittal to PDE can choose own format

Within the Instructions for each section, the web application indicates required components in red text

Refer to District Chapter 4 Overview of Planning Requirements handout

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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

Summary of Required Plans

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Due Dates and Workflow

May 1, 2015 – Phase 1 Special Education Plan due (28-day public review and Board approval prior)

June 30, 2015 – School Improvement Plan resubmission (Board approval prior)

November 30, 2015 – Phase 1 District Level Comprehensive Plan due (28-day public review and Board approval prior)

July 1, 2016 – Implement Year 1 of Phase 1 Comp Plan

August 1, 2014 - Charter Annual Report due

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The CP Resource Page

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

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REGULATION UPDATES

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Professional Education Plan

Minimum of 2 Professional Development implementation steps:

1 aligned to improving language and literacy acquisition

1 aligned to teaching diverse learners in an inclusive setting

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Gifted Education Plan

Core Foundations>Safe and Supportive Schools> Describe district’s screening and evaluation protocols for gifted

education Describe gifted programs* being offered. (The word “programs”

refers to the continuum of services, not one particular option)

Core Foundations>Professional Education> A school district and intermediate unit shall provide, under section

1205.1 of the School Code (24 P. S. § 12-1205.1), in-service training for gifted and regular teachers, principals, administrators and support staff persons responsible for gifted education

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Technology Plan

Complete if applying or intending to apply for Priority 2 E-Rate funds

Action Plan must contain a minimum of:1 strategy related to technology1 implementation step must be tech-

related PD

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ESEA Flexibility Waiver Update

3-Year Required School Improvement Plans

Only required for Title I Schools designated as “Priority” or “Focus”

Annual resubmission required

A 3-year Comprehensive Plan is also required at the DISTRICT level, but may not fall in same timeframe

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ESEA Flexibility Waiver – Federal Accountability Differences

New under ESEA• 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 under NCLB

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The new accountability system focuses on four Annual Measurable Objectives:

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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Title I Schoolwide Program

If implementing a Schoolwide Title I Program:

OPTIONAL use of web application

If using web application, schools must complete a School Level Plan (or SIP if designated Priority/Focus) AND additional addendum in the Title 1 Assurances section

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WEB APPLICATION

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Comprehensive Planning Web Application

The CP web application’s purpose is to serve as a single, streamlined, systematic, comprehensive planning process and plan management system for LEAs and schools within the Commonwealth. Features include:

Single district level plan instead of 6 separate plan reports School level data analysis is shared to the district level

plan District strategies and action steps influence school level

planning Single site for stakeholders district-wide to view district &

all school plans Streamlined user roles

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

http://www.education.state.pa.us/

Web Application- Access

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Web Application- Getting Started

Have an account on the PDE portal

Identify roles of registered users

Two Administrator roles are needed to set up Initial Access to the Comp Plan web application: a) Local Security Administrator: Top-level users, responsible for the overall security of the Education Portal for their institutionb) Local Administrator: has the ability to add users who can access the Comp Plan web application

http://compplanning.wiki.caiu.org/Local+Security+Administration+for+Comp+Plan

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Web Application- Roles for Access

Within the Comp Plan web application, three different groups can view, edit and/or submit plans:

Viewer (can view) Author (can edit) Planning Leader (can edit, check plan for

issues, and submit)

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The Compass will always be located in the upper left-hand corner of every page—clicking the Compass will open the left-hand navigation pane, which can be used to navigate to any page in the web application.

Web Application- Navigation

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Web Application- Components

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Web Application- District Profile

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Web Application- Core Foundations

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Web Application- Needs Assessment

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ANALYZE DATA

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Every discussion conducted and every decision made

during an entire planning process should be based upon

relevant and timely data

Planning teams may wish to utilize the Data

Walkthroughs provided within the CP web application

Data

http://training.paplanning.org

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The Comprehensive Planning Process

requires planning teams to document

data-based statements of

ACCOMPLISHMENTS

and data-based statements of

CONCERNS

Data

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Statements of concern should identify specific findings from analysis of data related to student academic achievement and performance (e.g. attendance, behavior, graduation rate, etc.) which the planning team believes to be most worrisome.

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

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

Data

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Processing Time

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ANALYZE SYSTEMS

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Analyze Systems

The highly complex system that is an educational entity is composed of component systems, each of which directly or indirectly interacts and influences all other component

systems within a school or district.

Therefore, changes to a component system will directly or indirectly affect all other

component systems.

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Analyze Systems

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

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http://training.paplanning.org

Analyze Systems

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

Analyze Systems

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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.

Analyze Systems

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

Analyze Systems

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System Analysis

http://training.paplanning.org

Based upon timely and relevant data, Prioritize Systemic Challenges

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System Analysis

Needs Assessment Overview

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

2)Analyze Entity Systems: a data-based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic Challenges: Guiding Questions

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

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

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2

3

4

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Processing Time

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ACTION PLANNING

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Web Application- District Level Plan

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Action Planning

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

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

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

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After prioritizing Systemic Challenges, LEAs can develop new Goals

Action Planning

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http://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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REQUIRED

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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Action Planning

The new goal will appear on the View Action Plans page.

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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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Processing Time

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Once Strategies have been identified, planners should design an implementation plan

—a management tool that will guide the implementation of the Action Plan Strategies.

Action Planning

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

Action Planning

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Action Planning

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.

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Action Planning

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.

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Action Planning

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Action Planning

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OPTIONAL

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Action Planning

REQUIRED BY WEB APP

REQUIRED FOR CHAPTER 49 IF ACTION STEP IS PD

63http://training.paplanning.org

Action Planning

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Action Planning

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Action Planning

The most common documentation error in submitted plans is

the misidentification of Strategies as Implementation Steps

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Action Planning

Implementation 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]

Implementation 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]

Implementation 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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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

Action Planning

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Strategy 1: Instructional Conversations: goal-directed conversations on an academic topic between a teacher and a small group of students.

Strategy 2: Differentiated Instruction: 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.

Strategy 3: Shared Book Reading: Shared Book Reading involves an adult reading a book to one child or a small group of children without requiring extensive interactions from them.

Action Planning

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Processing Time

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Completing the Process

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

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Completing the Process

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.

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Completing the Process

Reports can be selected and printed using this page.

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Reporting

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Reporting

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Please go here to take a short survey http://tinyurl.com/2014CPSurvey

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Support and Communication

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