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Comprehensive Planning Process LEA-Level Training Comprehensive Planning Process LEA-Level Training Jill Neuhard Comprehensive Planning Team

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Presentation on theme: "Comprehensive Planning Process LEA-Level Training Comprehensive Planning Process LEA-Level Training Jill Neuhard Comprehensive Planning Team"— Presentation transcript:

1 Comprehensive Planning Process LEA-Level Training Comprehensive Planning Process LEA-Level Training Jill Neuhard Comprehensive Planning Team

2 The Comprehensive Planning Partnerships 2 CAIU PDE DCIU 29 Intermediate Units eSP PASIP

3 3

4 Components of the Comprehensive Plan 4 School Entities The Pennsylvania Comprehensive Plan Special Education Plan Teacher Induction Plan Professional Education Plan Student Services Plan Prekindergarten Program Plan Technology Plan Gifted Plan

5 5 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

6 Chapter 4 Updates 6  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

7 PlanWhenApproval Process Professional Education3 years28-day public review, Board approval, submit to PDE Teacher Induction6 years28-day public review Board approval, submit to PDE Special Education3 years28-day public review, Board Approval, submit to PDE Gifted6 years28-day public review, Board approval Student Services6 years28-day public review, Board approval TechnologyE-rateSubmit to PDE Pre-K Program3 years28-day public review, Board approval, submit to PDE 7 Summary of Required Plans

8 Due Dates and Workflow 8  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, Charter Annual Report due

9 The CP Resource Page 9

10 10

11 Professional Education Plan 11 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

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

13 Technology Plan 13  Complete if applying or intending to apply for Priority 2 E-Rate funds  Action Plan must contain a minimum of:  1 strategy related to technology  1 implementation step must be tech- related PD

14 ESEA Flexibility Waiver Update 14 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

15 15 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

16 16 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

17 Title I Schoolwide Program 17 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

18 18

19 Comprehensive Planning Web Application 19 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

20 OR 20 Web Application- Access

21 21 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 institution b) Local Administrator: has the ability to add users who can access the Comp Plan web application stration+for+Comp+Plan

22 22 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)

23 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. 23 Web Application- Navigation

24 24 Web Application- Components

25 25 Web Application- District Profile

26 26 Web Application- Core Foundations

27 27 Web Application- Needs Assessment

28 28

29  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 29 Data

30 The Comprehensive Planning Process requires planning teams to document data-based statements of ACCOMPLISHMENTS and data-based statements of CONCERNS The Comprehensive Planning Process requires planning teams to document data-based statements of ACCOMPLISHMENTS and data-based statements of CONCERNS 30 Data

31 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 to Data

32 32 Processing Time

33 33

34 34 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. 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.

35 35 Analyze Systems Analyze Entity Systems: a data- based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic Challenges: Guiding Questions

36 36 Analyze Systems

37 37 Planners engage in data-driven discussions regarding whether or System Characteristics are present in the LEA. Analyze Systems

38 38 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

39 39 If all System Characteristics are present (and checked), the web app will automatically answer the question “yes” Analyze Systems

40 40 System Analysis Based upon timely and relevant data, Prioritize Systemic Challenges

41 41 System Analysis

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

43 43 Processing Time

44 44

45 45 Web Application- District Level Plan

46 46 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)

47 47 After prioritizing Systemic Challenges, LEAs can develop new Goals Action Planning

48 48 To build an Action Plan that addresses a Systemic Challenge, click “Include” to the right of the Challenge. Action Planning

49 REQUIRED 49 Action Planning

50 50 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.

51 51 Action Planning The new goal will appear on the View Action Plans page.

52 52 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

53 53 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

54 54 Action Planning

55 55 Processing Time

56 56 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

57 57 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

58 58 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.

59 59 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.

60 60 Action Planning

61 61 Action Planning OPTIONAL

62 62 Action Planning REQUIRED BY WEB APP REQUIRED FOR CHAPTER 49 IF ACTION STEP IS PD

63 63 Action Planning

64 64 Action Planning

65 65 Action Planning The most common documentation error in submitted plans is the misidentification of Strategies as Implementation Steps

66 66 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.

67 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 67 Action Planning

68 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. 68 Action Planning

69 69 Processing Time

70 70 Completing the Process Signers must have a PDE Portal account and must have at least Author access to the entity’s plan.

71 71 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.

72 72 Completing the Process Reports can be selected and printed using this page.

73 73 Reporting

74 74 Reporting

75 75 Please go here to take a short survey

76 76 Support and Communication  Click PA Planning  Click on Subscribe or Unsubscribe Comprehensive Planning Support Join the Listserv


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