1. Comprehensive Planning Phase 3 Districts – Day 1 February 14 th, 2014 8:30 am – 3:30 pm 1

2. Introductions Connie R. Kindler, Independent Contractor Sarah Kelly, Education Consultant CAIU Nicole Miller, Special Projects Coordinator CAIU Questions? paplanning@caiu.org or 717-732-8403paplanning@caiu.org listserv link: http://tinyurl.com/8n8lmgn 2

3. Agenda Introductions Objectives/Goals Burning Questions Updates – Chapter 4 and ESEA Flexibility Waiver Workflow/Due Dates Comprehensive Planning Process and Web Application Work Session/Lunch 3

4. Objectives/Goals By the end of today’s session, you will: Be familiar with Chapter 4 revisions The Comprehensive Planning web application ESEA Flexibility Waiver Begin Action Planning with Planning Team 4

5. Burning Questions… What do you want to take away from today’s session? What questions do you have about the web application? What questions do you have before we start the session? 5

6. Effective Planning for School Reform & Improvement in a Digital Age 6 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

7. Summary of Chapter 4 Planning Requirements 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 Program*3 years28-day public review, Board approval, submit to PDE 7

8. Chapter 4 Planning Requirements Your choice to develop Student Services and Gifted Plan in a format of your own, OR Complete the identified sections in the Comprehensive Planning web app to meet all planning requirements Some sections of the CP web app are optional Web developers are currently labeling Required* sections **Refer to District Chapter 4 Planning Requirements Crosswalk handout 8

9. Chapter 4 Requirements Professional Education Plan Minimum of 2 PD Action steps 1 aligned to improving language and literacy acquisition 1 aligned to teaching diverse learners in an inclusive setting 9

10. Chapter 4 Requirements Gifted Plan Within the Action Plan: Identify strategies and/or Action Steps that detail the Gifted Programs offered Pre-K Program Complete if planning to implement 10

11. Chapter 4 Planning Requirements Technology Plan Complete if applying/intending to apply for Priority 2 E- Rate funds 1 goal 1 strategy related to technology 1 action step must be tech-related PD 11

12. ESEA Flexibility Waiver School Accountability Differences ESEA Flexibility Waiver 12

13. ESEA Flexibility Waiver – Federal Accountability Differences New 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 13

14. The new accountability system focuses on four Annual Measurable Objectives. They are: 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 14

15. Due Dates and Workflow May 1 st, 2014 - Special Education Plan due With 28-day public review and Board approval prior November 30 th, 2014 – Final Submission of District Level Plan (3-year plans) July 1 st, 2015 – Implement Year 1 15

16. Comprehensive Planning Process Web Application 16

17. Web Application Updates Currently removing NCLB language Optional vs. Required Fields School Improvement Planning End of February 2014 17

18. Accessing the Web App Comprehensive Planning Home Page http://tinyurl.com/CP-PDE-Home Levels of Access: Viewer Author (can enter info) Planning Leader (can enter info/check plan for issues/submit) Comprehensive Planning Training Site http://training.paplanning.org “Practice run” 18

19. To identify the CP components that must be completed for… Special Education Professional Education Ed Tech eRate Funding http://training.paplanning.org 19 Web Application

20. 20 Analyze data to identify symptoms of the overall health of the organization: Accomplishments & Concerns Systems Analysis—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

21. 21 The analysis of data in the Comprehensive Planning Web Application provides the energy or impetus needed for the planning process to move forward. Data

22. 22 Data How a planning team uses data analysis to determine an entity’s organizational health is left up to each planning team Planning teams accustomed to using long-established data analysis protocols may continue to use them

23. 23 Data Planning teams are required to document data-based statements of ACCOMPLISHMENT and data-based statements of CONCERN

24.  72% of our students did not score at the proficient or advanced level in the 2013 PSSA Reading exam  Enrollment has decreased by 20% since 2009-10  The total number of behavioral referrals increased by 11% from 2011-12 to 2012-13  Like many districts across the Commonwealth, our district is facing daunting financial challenges. We are faced with declining student enrollment, greater competition from Charter Schools, and rising operating costs (pension, health care, and utility expenses.) Responding to these challenges requires us to reallocate and reduce our resources while maintaining gains in student achievement. 24 Data

25. 25 System Analysis

26. http://training.paplanning.org 26 System Analysis

27. 27 Planners engage in data-driven discussions regarding whether or System Characteristics are present in the LEA. System Analysis

28. 28 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

29. 29 If all System Characteristics are present (and checked), the web app will automatically answer the question “yes” System Analysis

30. 30 System Analysis http://training.paplanning.org

31. 31 System Analysis

32. 32 Action Planning

33. 33 Action Planning 1Select/create a Systemic Challenge to be the Goal of an Action Plan (or create a Goal) 2Identify Strategies that have a significant probability of meeting the Action Plan Goal 3Identify all of the “to-do list” steps that will be needed to implement the Strategies: each “to-do list” step is an Action Step 4The total of all the Action Steps in an Action Plan is the implementation plan

34. http://training.paplanning.org 34 To build an Action Plan that addresses a Systemic Challenge, click “Include” to the right of the Challenge. Action Planning

35. Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. 35 A Systemic Challenge selected for Action Planning is the Action Plan Goal. Action Planning

36. 36 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.

37. 37 On the “View Action Plans” page, clicking “Build” takes a user to the “Action Plan” page Action Planning

38. 38 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

39. 39 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 http://training.paplanning.org

40. 40 Action Planning

41. 41 Action Planning—Implementation Plans Once Strategies have been identified, design an implementation plan— a management tool that will guide the implementation of the Action Plan Strategies.

42. 42 Action Planning—Implementation Plans 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.

43. 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. 43 Action Planning—Implementation Plans

44. 44 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. Action Planning—Implementation Plans

45. 45 Action Planning—Implementation Plans

46. 46 Action Planning—Implementation Plans

47. OPTIONAL 47 Action Planning—Implementation Plans

48. REQUIRED BY WEB APP REQUIRED FOR CHAPTER 49 IF ACTION STEP IS PD 48 Action Planning—Implementation Plans

49. http://training.paplanning.org 49 Action Planning—Implementation Plans

50. 50 Action Planning—Implementation Plans

51. 51 Action Planning—Implementation Plans

52. 52 Action Planning The most common documentation error in the GPS of submitted plans is the misidentification of Strategies as Action Steps

53. 53 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.

54. 54 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

55. 55 Action Planning 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

56. 56 Action Planning A second way to document Action Steps misidentified as Strategies is to replace the single Strategy with multiple strategies

57. 57 Action Planning Strategy 1: 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 Strategy 2: 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 Strategy 3: 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

58. Identify questions regarding Identify questions regarding creating an implementation plan creating an implementation plan 58 Processing Time

59. Signers must have a PDE Portal account and must have at least Author access to the entity’s plan. 59 Completing the Process

60. 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. 60 Completing the Process

61. Reports can be selected and printed using this link 61 Completing the Process

62. 62 Reporting

63. 63 Reporting

64. Planning Process Sharing: Planning Process Sharing: What we’ve done What we’ve done What we’re planning on doing What we’re planning on doing What we’re considering What we’re considering Day 2 – February 27 th 8:30 – 3:30 Day 2 – February 27 th 8:30 – 3:30 Recap of today Recap of today Questions and Feedback Questions and Feedback Conversations with other districts Conversations with other districts 64 Processing Time

65. Questions For more information on the Comprehensive Planning Process please visit PDE’s website www.education.state.pa.us 65