{ [Name] School District Comprehensive Plan Insert years of Plan & district crest or logo here

Single plan to replace former eSP process/plans Single plan to replace former eSP process/plans Continuous process to ensure high levels of student achievement Continuous process to ensure high levels of student achievement Three-year plan with up to six goals Three-year plan with up to six goals Chapter 4 - Academic Standards & Assessment Chapter 4 - Academic Standards & Assessment Chapter 12 - Student Services & Records Chapter 12 - Student Services & Records Chapter 14 - Special Education Chapter 14 - Special Education Chapter 16 - Gifted Education Chapter 16 - Gifted Education Chapter 49 - Professional Education & Induction Chapter 49 - Professional Education & Induction E-rate/EETT/CFF - Educational Technology E-rate/EETT/CFF - Educational Technology Purpose & Requirements

1. Profile 2. Assurances (Title I) 3. Needs Assessment 4. Action Planning 5. Plan Submission Five School-Level Planning Process Components

1. Profile 2. Core Foundations 3. Assurances 4. Needs Assessment 5. Action Planning 6. Plan Submission Six District-Level Planning Process Components

Demographics Demographics Planning Process Planning Process Mission Statement Mission Statement Vision Statement Vision Statement Shared Values Shared Values Educational Community Educational Community Planning Committee Planning Committee 1. Profile Components

Two required subcommittees: 1. Professional Education minimum participants (Chapter 49): 6 Teachers (divided equally among levels) 2 Educational specialists 2 Administrators 2 Parents 2 Business representatives 2 Community representatives 2. Special Education subcommittee minimum participants (Ch. 14): 1 Administrator 1 Parent 1 Special Education Teacher 1 Regular Education Teacher Planning Committee

Standards Standards Curriculum Curriculum Instruction Instruction Assessments Assessments Safe & Supportive Schools Safe & Supportive Schools Materials & Resources Materials & Resources Professional Education Professional Education Special Education Special Education 2. Core Foundations

Safe & Supportive Schools Safe & Supportive Schools Special Education Special Education 3. Assurances

Analyze Data Identify Accomplishments Identify Accomplishments Identify Concerns Identify Concerns 4a. Needs Assessment

Subgroup Attendance Rate Goal=90% Graduation Rate Goal=85% Participation Rate Goal=95% All Students IEP Economically Disadvantaged Attendance, Graduation, and Participation Measures Source:

YearBBBPA Total P & A State District Overall Math Performance Source:

YearBBBPA Total P & A State District Overall Reading Performance Source:

YearBBBPA Total P & A State District Overall Science Performance Source:

YearBBBPA Total P & A State District Overall Writing Performance Source:

SubgroupBBBPA Total P & A All Students IEP Economically Disadvantaged Subgroup Performance in Math Source:

SubgroupBBBPA Total P & A All Students IEP Economically Disadvantaged Subgroup Performance in Reading Source:

SubgroupBBBPA Total P & A All Students IEP Economically Disadvantaged Subgroup Performance in Science Source:

SubgroupBBBPA Total P & A All Students IEP Economically Disadvantaged Subgroup Performance in Writing Source:

Grade LevelMathReadingScienceWriting Performance by Grade Level Source:

PVAAS Growth: Low Performing Students

PVAAS Growth: High Performing Students

[Insert link to PVAAS District- Level Growth Data] Source:

[Insert link School Performance Profiles] Source:

Analyze Systems Answer 13 Guiding Questions Answer 13 Guiding Questions Prioritize Systemic Challenges Prioritize Systemic Challenges 4b. Needs Assessment

Rewrite Systemic Challenges as Goals Rewrite Systemic Challenges as Goals Identify Strategies to Meet Goals Identify Strategies to Meet Goals Describe Action Steps Related to the Strategies Describe Action Steps Related to the Strategies 5. Action Planning

Should be: Should be: Student-centered Measurable Attainable Relevant Time bound Should forward the vision Should forward the vision Goals

Affirmations Affirmations Superintendent Superintendent Board President Board President 6. Plan Submission

Answers the question: Why do we exist? Describes who we are & what we do Defines the District’s purpose Is short, focused, clear, broad, & general The Mission Statement typically includes to and an action verb (to provide … or to foster…) Mission

Current Mission

Answers the questions: What do we want for our future? What will make our District special? Clarifies direction Describes the District’s image of the future, including 21 st Century Learning Is intended to inspire Is ambitious; expands horizons Statements typically begin with for (ex. for all students to…) Vision

If we do not know where or why we’re going some place, it should come as no surprise when we don’t get there. ~ Wilmore, 2002, p. 20 Importance of the Vision

Vision Goal 1 Goal 2 Goal 3 Strategies & Action Steps Budget Resources Needed Adapted from Wilmore, 2002, p. 36 Strategies & Action Steps

Collaborative Development Articulation Implementation Stewardship Wilmore, 2002, p Steps in Achieving the Vision

Current Vision

Answer the question: What do we believe? Are the shared principles driving the District’s culture and commitment Values drive “the way things are done around here” (i.e. what we care about, what get recognized, how time is spent, etc.) Belief statements typically begin with that followed by a statement (ex. that all students can…) Shared Values

Current Shared Values

Pennsylvania Department of Education. (2012). Comprehensive Planning: District Level Planning Offline Guidance Tool. Retrieved from dance_tools/ Pennsylvania Department of Education. (2012). Comprehensive Planning: School Level Planning Offline Guidance Tool. Retrieved from dance_tools/ Wilmore, E.L. (2002). Principal Leadership: Applying the New Educational Leadership Constituent Council (ELCC) Standards. Thousand Oaks, CA: Corwin Press, Inc. References