JOIN THE PA PLANNING LISTSERV

JOIN THE PA PLANNING LISTSERV
Comprehensive Planning Process LEA-level Training Jill Neuhard CP Statewide Project Manager CP Development Team JOIN THE PA PLANNING LISTSERV

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

The Comprehensive Planning Homepage

The analysis of data in the Comprehensive Planning Web Application
provides the energy or impetus needed for the planning process to move forward.

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

Substandard Performance
Data Substandard gas? Substandard data? Substandard Performance

Improvement Performance STOPS
Data No Gas? No Data? Improvement Performance STOPS

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 Every discussion conducted and every decision made during an entire planning process should be based upon relevant and timely data

Data 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 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.

Data 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 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 A statement of concern should NOT be an analytical description of organizational performance the planning team believes is the cause of insufficient student performance or academic achievement; such analysis and documentation should be deferred to the Systems Analysis section of Comprehensive Planning

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 A statement of concern should NOT be an analytical description of organizational performance the planning team believes is the cause of insufficient student performance or academic achievement; such analysis and documentation should be deferred to the Systems Analysis section of Comprehensive Planning

the decisions made by planning teams will be
Data 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.

Identify questions regarding the analysis and use of data
Processing Time Identify questions regarding the analysis and use of data

Web application Landing Page

Comprehensive Planning Web Application
Access to the Comprehensive Planning Web Application

Navigating the Comprehensive Planning Web Application
CP Training Site

Web Application 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.

Submission Deadlines Phase 3 Submission Deadlines
Special Education Plan: May 31, 2014 Comprehensive Plan: November 30, 2014 (3-year plans) NCLB-Related Improvement Plan Submission Deadline June 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 Deadline September 1, 2013 (Returns to August 1 in 2014)

Work Flow

Identify questions regarding work flow, submission deadlines
Processing Time Identify questions regarding work flow, submission deadlines or the web application

Professional Education
Web Application To identify the CP components that must be completed for… Special Education Professional Education Ed Tech eRate Funding use the filter function on the “District Level Planning Overview” page

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

Web Application Scroll down the section until you reach the narratives shown here:

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. Completion of the Comprehensive Plan will address the Action Plan requirements for eRate Funding and for Professional Education provided the described caveats are met; however, if Section 4.13 is deleted and planners choose not to complete all optional sections, a workaround will be required for Action Planning.

Guided planning structure
[gps] Landing Page

Guided Planning Structure
Analyze data to identify symptoms of the overall health of the organization: Accomplishments & Concerns Analyze Entity Systems: 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[REVERSE 35 AND 36]
Analyze data to identify symptoms of the overall health of the organization: Accomplishments & Concerns

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

System Analysis 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 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. 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. 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. 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. 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. 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

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

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

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

System Analysis The CP web app populates each identified Systemic Challenge into a table that planners use to prioritize the Challenges based upon what data analysis reveals is the relative significance of each Challenge to student achievement and/or performance

Identify questions regarding System Analysis
Processing Time Identify questions regarding System Analysis

Action Planning Build Action Plans to address high-priority Systemic Challenges

Action Planning Select/create a Systemic Challenge to be the Goal of an Action Plan (or create a Goal) Identify Strategies that have a significant probability of meeting the Action Plan Goal 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 Select/create a Systemic Challenge to be the Goal of an Action Plan (or create a Goal) Identify Strategies that have a significant probability of meeting the Action Plan Goal 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 The total of all the Action Steps in an Action Plan is the implementation plan The total of all the Action Steps in an Action Plan is the implementation plan

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

Action Planning A Systemic Challenge selected for Action Planning is the Action Plan Goal. Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

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

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

Identify questions regarding selecting Goals for Action Planning
Processing Time Identify questions regarding selecting Goals for Action Planning

Action Planning To build an Action Plan that addresses a Systemic Challenge [i.e. to select an Action Plan Goal] click “Include” to the right of the Challenge

Action Planning OPTIONAL

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

Action Planning REQUIRED

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

Action Planning Indicators of Effectiveness are the specific targets for an Action Plan, which, if attained or exceeded, indicate the Action Plan is being effective. SMART GOALS (Specific, Measurable, Attainable, Realistic and Time-sensitive)

Not evaluated by Review
Action Planning Indicators of Effectiveness are the specific targets for an Action Plan, which, if attained or exceeded, indicate the Action Plan is being effective. 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.

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

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

Action Planning On the “Action Plan” page, clicking “Create/Import a Strategy” takes a user to the "Create Strategy” page Click EDIT to edit or ADD an Indicator of Effectiveness

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

PDE-recognized strategies: Use the information, not the import
Action Planning Use the information provided via the links to create a title and description. Title: Making Data Part of an Ongoing Cycle of Instructional Improvement Strategy 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 Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing Make data part of an ongoing cycle of instructional improvement Teach students to examine their own data and set learning goals Establish a clear vision for school-wide data use Provide supports that foster a data-driven culture within the school Develop and maintain a district-wide data system 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…

PDE-recognized Strategies: use the information, not the import
Action Planning PDE-recognized Strategies: use the information, not the import Title: Making Data Part of an Ongoing Cycle of Instructional Improvement Strategy 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 Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing Make data part of an ongoing cycle of instructional improvement Teach students to examine their own data and set learning goals Establish a clear vision for school-wide data use Provide supports that foster a data-driven culture within the school Develop and maintain a district-wide data system 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…

Action Planning Here is the page you will use to document a strategy. Note that it needs a title… CLICK …and a description. The description of a strategy should explain HOW the LEA expects the strategy will address the Action Plan Goal…it should NOT describe how the strategy will be implemented, which is the role of Action Steps. Note the optional section… …which was included on this page because there was the notion that it may be important to do reports to see which strategies were used to address SAS elements. [USE THE TEXT BOX TO GUIDE THE PRESENTATION (SUBSEQUENT SLIDES WILL ELABORATE)] When you have entered the title and description…

Identify questions regarding selecting Strategies for Action Planning
Processing Time Identify questions regarding selecting Strategies for Action Planning

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.

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.

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.

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. 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.

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 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.

OPTIONAL

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

This is what will appear in the web app on the Action Plan page. There is something on this page that may be the most frequent reason why planners are unable to submit plans and it is this functionality… CLICK You must align each Action Step with a strategy, even when there is only one strategy as in this example. This is more important when an Action Plan has multiple strategies—in such plans, some Action Steps are associated with multiple strategies, while others are only aligned with one. This functionality allows a planner to indicate the alignment. Simply click the MODIFY button. CLICK TO THE NEXT SLIDE

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

Action Planning Strategy:
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. The most common documentation error in the GPS of submitted plans is the misidentification of Strategies as Action Steps

Action Steps misidentified as Strategies
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 Actions Steps misidentified as Strategies may be documented in at least two appropriate ways: one way is to incorporate them into the Strategy description

Action Planning Strategy:
Increase teachers’ working knowledge of effective instructional practices: 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 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 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 Actions Steps misidentified as Strategies may be documented in at least two appropriate ways: one way is to incorporate them into the Strategy description

replace the single Strategy with multiple strategies
Action Planning A second way to document Action Steps misidentified as Strategies is to replace the single Strategy with multiple strategies Actions Steps misidentified as Strategies may be documented in at least two appropriate ways: one way is to incorporate them into the Strategy description

Action Planning 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.

Identify questions regarding creation of an implementation plan
Processing Time Identify questions regarding creation of an implementation plan

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

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.

Reports can be selected and printed using this page.

Reporting

Questions?

JOIN THE PA PLANNING LISTSERV http://mailinglist.caiu.org
Contact Information Jill Neuhard Comprehensive Planning Statewide Coordinator JOIN THE PA PLANNING LISTSERV

For more information on the Comprehensive Planning Process
please visit PDE’s website 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.

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