comprehensive planning process lea-level training

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Comprehensive Planning ProcessLEA-level Training

Jill NeuhardCP Statewide Project ManagerCP Development [email protected] 717-732-8403

JOIN THE PA PLANNING LISTSERV http://mailinglist.caiu.org

mailto:[email protected]

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The Comprehensive Planning Partnerships

CAIU PDE DCIU

29 Intermediate Units

eSP PASIP

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

The Comprehensive Planning Homepage



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DATA

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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

The purpose of data in the Comprehensive Planning Process is like the purpose of fuel in a car

Just as the combustion of gasoline provides the energy needed for a car to move forward…

…the analysis of data in the Comprehensive Planning Process provides the energy or impetus needed for the planning process to move forward

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Substandard gas?

Substandard Performance

Substandard data?

Data

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No Gas?

Improvement Performance

STOPS

No Data?

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

Every discussion conducted and every decision made

during an entire planning process

— from the very first examination of an entity’s Core

Foundations and organizational health, through the

prioritization of Systemic Challenges and selection of Action

Plan Goals, to the selection of Strategies to address those

Goals, to the ongoing evaluation of the effectiveness of Action

Plans—

should be based upon relevant and timely data

Data

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The capacity for data analysis possessed by Pennsylvania’s

educational entities varies greatly from entity to entity; therefore,

how a planning team goes about examining an entity’s

organizational health is left up

to each planning team

This means that planning teams accustomed to

using long-established data analysis protocols

may continue to use them

Data

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A planning team looking to enhance

the utility and quality of data analysis in its planning process

may wish to engage an outside expert

to guide the analysis of data,

and/or planning teams may wish to

utilize the Data Walkthroughs

provided within the CP web application.

http://training.paplanning.org

Data

http://training.paplanning.org/


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The Comprehensive Planning Process

requires planning teams to document

data-based statements of

ACCOMPLISHMENT

and data-based statements of

CONCERN

within the CP web app in order to submit plans to PDE

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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Data

A statement of concern should NOT be an analytical description of poor organizational performance

—such analysis and documentation should be deferred to the Systems Analysis section

of Comprehensive Planning

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The CP Process expects planning teams to be able

to explain and substantiate the protocols used

for the analysis of data, but at this time,

the CP Process does not require documentation of

explanations and substantiations within the plan

The CP Process expects that

the decisions made by planning teams will be

based upon relevant and timely data.

Data

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Identify questions regarding the analysis and use of data

Processing Time

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WEB APPLICATION

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Access to the Comprehensive Planning Web Application


Web Application


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CP Training Site http://training.paplanning.org

Navigating the Comprehensive Planning Web Application

Web Application



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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

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Phase 3 Submission DeadlinesSpecial Education Plan: May 31, 2014

Comprehensive Plan: November 30, 2014(3-year plans)

NCLB-Related Improvement Plan Submission DeadlineJune 30, 2014

(Annual submission of multi-year plans)[District or School Improvement 1 submission: ~12/15/13 and 6/30/14]

Charter Annual Report Submission DeadlineSeptember 1, 2013

(Returns to August 1 in 2014)

Submission Deadlines

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Work Flow

Timeline District Level Planning School Level Planning

J ul-Sep 2013 District and Schools receive AYP and School Improvement Status

Sep-Dec 2013

Complete District Profile Questions Complete School Profile Questions

Complete Core Foundations Questions

Complete Policy & Procedural Assurances Complete Compliance Assurances

Complete Needs Assessment: Analyze Data Complete Needs Assessment: Analyze Data

Complete Needs Assessment: Analyze Systems

Communicate Prioritized Systemic Challenges to District

J an-Mar 2014

Record Patterns School Systemic Challenges STOP & I NFLUENCE DI STRI CT LEVEL PLAN

Complete Needs Assessment: Analyze Systems

Build District Level Plan

Mar-May 2014 Communicate District Level Plan to Schools Build School Level Plans May-J un 2014 Special Education Bridge Report-May 30 Build School Level Plans J un 30, 2014 Optional Submission for Peer Feedback Submission of I dentified School Level Plans

J uly 2014 District Peer Feedback Identified School Level Plans Reviewed Aug-Sep 2014 Revisions to District Level Plan and School Level Plans Sep-J un 2014

SLP Implementation I f necessary, repeat SLP process

October 2014 Public Review of District Level Plan SLP Implementation I f necessary, repeat SLP process

Oct 30, 2014

Assurance that I dentified School Level Plans submitted by J un 30 remains appropriate given new PSSA data

Nov 2014

SLP Implementation I f necessary, repeat SLP process November 30 Final Submission of District Level Plan SLP Implementation I f necessary, repeat SLP process

Dec-J an 2015 PDE Team Review Begins SLP Implementation I f necessary, repeat SLP process Dec-J un 2015 District Budget Development SLP Implementation I f necessary, repeat SLP process

Feb-Mar 2015 District Presentation to Team of Reviewers SLP Implementation I f necessary, repeat SLP process April 30, 2015 Deadline for District Approval/Acceptance SLP Implementation I f necessary, repeat SLP process

J uly 1, 2015 Implement Year 1 SLP Implementation Second submission, if necessary

Ongoing Identify District and School successes and struggles associated with identified goals. Also, record

evidence of implementation and evidence of effectiveness and revise, edit, add or delete district action goals.

District-School Process Work Flow Phase 3 Version

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Identify questions regarding work flow, submission deadlines

or the web application

Processing Time

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To identify the CP components that must be completed for…

Special EducationProfessional EducationEd Tech eRate Funding


Web Application



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To return to the full plan click “Make a Selection” and then click FILTER

Web Application

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Web Application




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Process Note

At least one Action Plan is needed to support an eRate Funding request—the Action Plan needs to include documentation regarding how the technology for which funding is requested will address the Action Plan Goal.

The Professional Education Plan requires Professional-Education-related Action Steps within Action Plans:Action Plans are usually designed to change educational practice; therefore, such Action Plans are required to include Action Steps focused on changing educators’ practices.

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GUIDED PLANNING STRUCTURE

[GPS]

Guided Planning Structure

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

Guided Planning Structure[REVERSE 35 AND 36]




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

System Analysis

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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,

i.e. changes to a component system will impact the performance of the complex system that is a school or district

System Analysis

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Systems analysis provides a structure through which committed “analysts” can consider the characteristics of component systems and the interactions among component systems in order to reach consensus about what needs to be done to improve an organization.

Guiding Questions provide the structure for the CP System Analysis process and are intended to prompt data-supported, analytical discussions about component systems within educational entities.

It is hoped these discussions will lead to the identification of Systemic Challenges deemed significant enough to warrant the design and implementation of Action Plans that are focused on the identified challenges.

System Analysis




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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




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System Analysis

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Identify questions regarding System Analysis

Processing Time

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Action Planning

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

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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 Action Step

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

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

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

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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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After prioritizing Systemic Challenges, LEAs can develop new Goals

Action Planning

Establish a district system that fully ensures consistent implementation of effective instructional practices focused on student mastery of standards aligned curricula across all schools for all students.

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Action Planning

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

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Identify questions regarding selecting Goals for Action Planning

Processing Time

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Action Planning

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Action Planning

OPTIONAL

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If planners wish to focus on two or more related Systemic Challenges, they may wish to consider creating a goal incorporating both challenges

Action Planning

Establish a district system that fully ensures consistent implementation of effective instructional practices focused on student mastery of standards aligned curricula across all schools for all students.

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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

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

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Action Planning

SMART GOALS (Specific, Measurable, Attainable, Realistic and Time-sensitive)Not evaluated

by Review

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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When Indicators of Effectiveness have been documented, click the “Include” button to continue building the Action Plan.

Action Planning

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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




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PDE-recognized strategies: Use the information, not the importAction Planning

Title: Making Data Part of an Ongoing Cycle of Instructional ImprovementStrategy Description: Protocols will be established that prescribe what and how common assessment data will be collected periodically, how it will be analyzed and reported, and when teacher teams will be expected to meet to use the analysis to inform instructional practice. Results will indicate which practices need strengthening or replacement, which will all serve to increase the effectiveness of instructional practices across all classrooms

Use the information provided via the links to create a title and description.

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PDE-recognized strategies: Use the information, not the importAction Planning

Title: Making Data Part of an Ongoing Cycle of Instructional ImprovementStrategy Description: Protocols will be established that prescribe what and how common assessment data will be collected periodically, how it will be analyzed and reported, and when teacher teams will be expected to meet to use the analysis to inform instructional practice. Results will indicate which practices need strengthening or replacement, which will all serve to increase the effectiveness of instructional practices across all classrooms

PDE-recognized Strategies: use the information, not the import

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Action Planning

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Identify questions regarding selecting Strategies for Action Planning

Processing Time

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Action Planning—Implementation Plans

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

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

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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 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.


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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.


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At least one Action Step in at least one Action Plan must have a target completion date sometime in June 2015 or later

for NCLB-required Improvement Plans

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OPTIONAL


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REQUIRED BY WEB APP

REQUIRED FOR CHAPTER 49 IF ACTION STEP IS PD


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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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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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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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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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Identify questions regarding creation of 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.


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Reports can be selected and printed using this page.


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Reporting

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Reporting

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Questions?

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Jill NeuhardComprehensive Planning Statewide [email protected]

Contact Information

JOIN THE PA PLANNING LISTSERV http://mailinglist.caiu.org

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For more information on the Comprehensive Planning Process

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

The mission of the department is to academically prepare children and adults to succeed as productive citizens. The department seeks to ensure that the technical support, resources and opportunities are in place for all students, whether children or adults, to receive a high quality education.

comprehensive planning process lea-level training

Documents

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entire planning process

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andor planning teams

purpose of data

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data walkthroughs