Presentation on theme: "Comprehensive Planning Strategies and Implementation Steps : Charter School Training Comprehensive Planning Strategies and Implementation Steps : Charter."— Presentation transcript:
Comprehensive Planning Strategies and Implementation Steps : Charter School Training Comprehensive Planning Strategies and Implementation Steps : Charter School Training Comprehensive Planning Team
2 Review PLANNING PROCESSES and REGULATIONS. Assess needs to inform ACTION PLANS. Identify STRATEGIES that have a significant probability of achieving School Improvement Goals. Design IMPLEMENTATION STEPS necessary to successfully execute the strategies. Training Goals
Components of the Comprehensive Plan 3 Charter Schools School Improvement Plan (Priority and Focus Schools) Teacher Induction Plan Professional Education Plan Student Services Plan Charter Annual Report LEA Comprehensive Plan (Phases) The Pennsylvania Planning Web Application
4 Charter Schools Comprehensive Plan (required) School Improvement Plan (required for Priority & Focus schools) Charter Annual Report (required) Planning Overview Your school name
Due Dates and Workflow 5 November 30, 2014 – Phase 3 LEA Comprehensive Plan due (28-day public review and Board approval prior) November 30, 2015 – Phase 1 LEA Comprehensive Plan due (28-day public review and Board approval prior) November 30, Phase 2 LEA Comprehensive Plan due (28-day public review and Board approval prior) June 30, 2015 – School Improvement Plan resubmission (Board approval prior) Major changes to plan – 28 day public review Minor changes to plan – no need for public review August 1, Charter Annual Report due
The CP Resource Page 6
Professional Education Plan 8 The Comprehensive Plan must contain a 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
9 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 Federal designations only apply to 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
10 The new accountability system focuses on four Annual Measurable Objectives (AMOs): 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
ESEA Flexibility Waiver Update 11 3-Year Required School Improvement Plans Only required for Title I Schools designated as “Priority” or “Focus” Annual resubmission required by June 30th A 3-year Comprehensive Plan is also required, but may not fall in same timeframe
12 Web Application- Roles for Access 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
13 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 view, edit and check plan for issues) Planning Leader (can view, edit, check plan for issues, and submit)
14 Roles for Access - Wikispace
15 Web Application: Navigation Your school name
16 Your school name Web Application: Annual Report Charter Annual Report – a component of the Comprehensive Planning Process Purpose: To provide an overview of the information within the Charter School annually
17 Web Application: Annual Report 2 new Special Education sections of the Annual Report
18 Web Application: Annual Report 2 new sections: Special Education Personnel Development Special Education Program Profile
19 Web Application: Components Your school name
21 NEEDS ASSESSMENT
Data Analysis Every discussion conducted and every decision made during an entire planning process should be based upon relevant, meaningful, and timely data Planning teams may wish to utilize the Data Walkthroughs provided within the CP web application 22
Data Analysis 23 Your school name
Data Analysis The Planning Processes require planning teams to document data-based statements of ACCOMPLISHMENTS and data-based statements of CONCERNS 24
Data Analysis 25 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 2014 PSSA Reading exam. The total number of behavioral referrals increased by 11% from to
Systems Analysis Data Analysis informs Systems Analysis. The guiding questions in the web application were identified and aligned to researched-based systems. The sources of the system(s) include the following: – SAS portal – 7 Turnaround Principles – Educator Effectiveness Principles 26
Systems Analysis 28 Your school name
Systems Analysis 29 Your school name
Systems Analysis 30 Your school name
31 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 Needs Assessment Overview
33 Web Application: Action Plan
34 Action Plan Goal: Lose 20 lbs in 1 year Strategy: Exercise using T25 Implementation Steps: 1.Purchase the T25 program (receipt) 2.Develop an exercise schedule (schedule) 3.Research T25 for best practices (techniques) 4.Designate a space for working out (blueprint of space) 5.Purchase exercise apparel (receipt)
35 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)
36 Action Planning: Goals
37 Action Planning : Goals
38 Action Planning: Strategies
39 Descriptions of proven interventions / best practices Descriptors tell “how” goals will be implemented Strategies provide significant probability of attaining goal Strategies designed for systemic implementation
Action Planning: Strategies 40 Effective Strategy? Why or why not? Goal: Ensure that there is a system within the school the fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students. Strategy: Make data part of an ongoing cycle of instructional improvement Strategy description: Our school will develop a data team that will select data and analyze it weekly in order to help our teachers make instructional decisions. We will rely on our data coordinators to pull data and organize it for analyzing purposes. Once data teams have reviewed the data, it will be shared during weekly, grade-level Professional Learning Communities (PLCs); and instructional practices will be prioritized accordingly.
Action Planning: Strategies 41 Effective Strategy? Why or why not? Goal: Ensure that there is a system within the school the fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students. Strategy: Provide professional development on differentiated instruction. Strategy description: Provide a PD session on differentiated instruction; emphasizing varied ways for students to acquire, process and/or construct content.
Action Planning: Strategies 42 Effective Strategy? Why or why not? Goal: Ensure that there is a system within the school the fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students. Strategy: Create Response to Intervention and Instruction schedules Strategy description: Bell schedules, program ideas, planning documents, and management systems from schools around the country will be shared and high school principals will schedule intervention/enrichment periods to provide interventions to students.
Action Planning: Strategies 43 Effective Strategy? Why or why not? Goal: Ensure that there is a system within the school the fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students. Strategy: Implement classroom walk-through system Strategy description: The Principal will implement classroom walk-through culture within the school in which observable evidence of teaching practice and learning results to support inquiry will be collected and used. This process provides data for reflection, dialogue between the principal and teacher, and decision-making that improves student learning. Walk- throughs are non-evaluative. They are the basis for questions, observations, and professional dialogue in ways that turn inquiry into action. They link the philosophical beliefs that the school has embraced -- and plans to which the school has committed -- with observable change at the classroom and student level.
Action Planning: Strategies 44 Effective Strategy? Why or why not? Goal: Ensure that there is a system within the school the fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students. Strategy: Create an Early Identification Academic Support Program. Strategy description: The Leadership Team will create a program that incorporates a variety of data sources, including diagnostic assessment results, which allow teachers, administrators and other school staff to identify students at risk prior to or soon after their enrollment in the school and to prescribe and monitor the effectiveness of interventions for individual students during their years at our elementary school.
45 Action Planning: Strategies 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
47 Action Planning: Strategies Do you have a strategy that has made a positive impact in your school? Share out using Padlet
Action Planning: Implementation Steps 48 A list of “to-dos” (the WORK) that includes evidence of the implementation step Tell HOW strategy will be executed Tell WHAT sequential actions will occur Tell WHO and WHEN actions will occur
49 Action Planning: Implementation Steps 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.
50 Action Planning: Implementation Steps 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.
Goal: Establish that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students. Strategy Title: Make data part of an ongoing cycle of instructional improvement. Implementation Steps: (include evidence!) 51 Action Planning: Implementation Steps
Do any of your implementation steps need refined? 52 Action Planning: Implementation Steps