1. The LEA Planning Cycle Application
Welcome, this presentation will review not only the purpose of the LEA Planning Cycle but how to successfully complete the application. Please note that the information will be pulled forward into the LEA Planning Cycle. Each screen in next year’s application will have a pull down menu asking you to review the current information. You will be asked on each page if the page has been updated. If you have changed the information on the page choose yes and save the page. If you have not changed the information of the page you would choose no and save the page. Districts whose information has been pulled forward from last year should print a PDF of their entire document before making any revisions, you will find it useful if you need to make changes. For those districts working on the LEA Planning Cycle for the first time a helpful recommendation is to create your narratives in a word document first and then cut and paste the information into the LEA Planning Cycle application.

2. The Cycle of Planning
School improvement is an on-going process and the LEA Planning Cycle application is part of that process. It communicates findings and conclusions from the Needs Assessment and determines how the district will allocate its federal dollars to help meet those identified needs. It is one of three applications that must be completed to allow the MDE to grant districts access to the funds in the Consolidated Application. The LEA Planning Cycle and the Title I School Selection applications must be submitted prior to or at the same time as the Consolidated Application. All three applications are used in the review process.

3. LEA Planning Cycle Application
Defined as…
A summary of needs, goals, objectives and strategies derived from a comprehensive needs assessment by the Local Educational Agency. It is based on identified needs of the district after an analysis of achievement trends in its local schools.
The LEA Planning Cycle application is defined as…(read verbatim from screen).
Needs are determined after reviewing several assessments. These assessments may include standardized measures, criterion measures, unit assessments, student portfolios, rubrics, perception surveys or other assessment measures. After needs are determined, the needs provide the foundation upon which goals, objectives and strategies will be built. All elements of the planning cycle relate to the identified needs and work collectively to improve student achievement in the specified need area.

4. LEA Planning Cycle Application
Purpose …
Target goals, objectives and strategies to address identified challenges based on your needs assessment
These goals, objectives and strategies are the foundation for program design and use of resources in the Consolidated Application
Read screen.
Field Services Consultants look for a close alignment between the LEA Planning Cycle and the Consolidated Application to support program design and appropriate utilization of resources.

5. LEA Planning Cycle Needs
LEA Needs Assessment –
What are the academic challenges?
Challenges based upon an analysis of LEA achievement data and other information
Challenges related to outcomes of the Comprehensive Needs Assessment (CNA)
Read the screen, stop after the first bullet.
The LEA needs should reference core area subjects; English language arts, mathematics, science and/or social studies. The needs should identify which academic areas present challenges for students. Comprehensive analysis will identify which specific students have the challenges, such as English language learners, economically disadvantaged, students with disabilities, gender differences, and/or specific ethnic groups.
Read the second bullet.
Other challenges may be related to outcomes from the CNA such as the lack of professional development on best practice in classroom instruction or other system process areas.

6. LEA Planning Cycle Needs
LEA Needs Assessment –
References source of data (achievement, demographic and perception)
Contains relevant and measurable statement of needs
Focuses on improving academic achievement
Process data may also be referenced in determining a student need. The statement should clearly identify the core academic area to be improved, as a result of the analysis of the various data sources. The LEA need should also include a summary of the conclusions reached from the LEA achievement data and/or other information that identifies the contributing cause for the gap in student achievement.

7. LEA Planning Cycle Needs
Michigan Electronic Grants System (MEGS) – Needs Assessment …
The LEA must have a minimum of three, and a maximum of five summarized needs
The title must clearly identify the need
The source of data for determining the need must be indicated
Consolidated Application funds must clearly support stated needs
The LEA three to five need statements must be academic challenges with titles that clearly identify them. Data sources (several) analyzed in determining each need, are stated by name. Contributing causes for each need are identified for the gap in student achievement in that specific core academic area.

8. LEA Planning Cycle Needs
Look at the screen shot example for the LEA Needs Assessment. Read the instructions at the top of the screen and if necessary review the previous slides in this PowerPoint before entering a minimum of three – maximum of five – academic needs. The HELP screens link, located at the top of each screen on the blue header bar, have all been revised and updated. Please refer to them for more detailed information and examples as you work through the document.
If your information was pulled forward from last year, review the information to make sure it is current and your needs have not changed. Update your data, or add additional data, and save. Locate the new pull down menu located beside the question “ Has this page been updated since last year?” Answer Yes if changes were made or No if no changes were not made and save.

9. LEA Planning Cycle Need
LEA Needs
Example …
Need – “Our analysis of MEAP and district anchor papers/writing rubrics indicate that our socio-economic and male subgroups are not meeting state standards in writing”
Needs Title – Low Achievement of subgroups of students ELA
Before we leave the Needs Section of the LEA Planning Cycle, let's quickly revisit an example of a Need and the Title one might assign. Please note the Need specifies:  Multiple assessment sources, impacted sub groups, and that state standards are unmet. Finally, the Title is clearly aligned with the Need.

10. LEA Planning Cycle Goals
MEGS LEA Goals –
How will you measure achievement of targets used to address identified needs?
Goals as defined in Grade Level Content Expectations (GLCEs):
“Based on a careful analysis of data, a goal defines the priority area(s) for a school/district’s improvement activities”
As we shift our focus to the Goals Section, we see a generic definition from the Michigan Grade Level Content Expectation's/High School Content Expectation's.  As indicated in the following slides, the Goals are derived from the specific Needs and must align with the subsequent Objectives and Strategies Sections.

11. LEA Planning Cycle Goals
Strategic goals are linked to strategic priorities
Part of a larger vision of success for the entire school district
Have both broad-based and long- term impact because they are focused on the specific student needs
Our next Goals' slide addresses the strategic nature of the Goals in light of their district wide application.  Still addressing the data based Needs, they speak to long term student academic concerns.

12. LEA Planning Cycle Goals
LEA must have at least one goal for each need and it must…
Relate to the stated need
Lead to improved student academic achievement
Be realistic
Be measurable
Clearly reflect the goal summary in the goal title
Appropriately support the stated needs through Consolidated Application funds
This slide speaks to select Criteria to consider when writing the Goals Statements.  Please note the bolded bullets in relation to a focus on student academics and support for line item budget requests in the Consolidated Application.

13. LEA Planning Cycle Goals
Our next slide depicts an actual Screen Shot from MEGS reflecting the identification of the Need - Goal Statement - and Goal Title.  Expandable Boxes enable the writer to input the specifics related to that Section of the LEA Planning Cycle.
If your LEA Planning cycle was pulled forward from last year you will have to use the pull down menu to answer yes or no to the question “Has this page been updated since last year?” Be sure to save after making your choice. If you answered yes you can update the page by deleting the goal using the delete button or just make changes within the goal itself. If you are deleting the whole goal remember to delete the title. If you are just changing the wording I recommend you keep the same title if you want the objectives and strategies to stay tied to this goal. Remember to save your work.

14. LEA Planning Cycle Goal
Example:
Goal – Subgroups will meet or exceed state achievement standards in ELA
Goal Title – Increased ELA Achievement for Identified Subgroups
Before we leave the Goals Section of the LEA Planning Cycle, let's quickly revisit an example of a Goal Statement and the Title one might assign.  Please note the Goal specifics:  Who - All Sub Groups;  What - Meet or Exceed State Standards; and Academic content Area – English Language Arts

15. LEA Planning Cycle Objectives
LEA Objectives are linked to goals. They identify the knowledge, skills, outcomes and results that are measurable, observable and quantifiable.
The third component of the LEA Planning Cycle is the objective. Each LEA Goal must have at least one Objective that focuses on student academic achievement and identifies content area knowledge, skills, outcomes and results that are measurable, observable, and quantifiable. Remember that your LEA Planning Cycle must include at least three needs, at least one goal for each need, and a minimum of one objective for each goal.

16. LEA Planning Cycle Objectives
Goals are …( Now Smart Objectives)
S Strategic and specific
M Measurable (Being able to measure change in results because of those actions)
A Attainable (Within the realm of influence and control, and doable given current resources)
R Results-based and Realistic (Aimed at specific outcomes that can be measured or observed)
T Time-bound (Having a time element helps to keep it a priority)
Even though we are accustom to writing SMART goals, LEA’s must provide SMART objectives in the LEA Planning Cycle application. They must be Strategic and specific, Measurable, Attainable, Results-based, Realistic, and Time bound.

17. LEA Planning Cycle Objectives
This is an actual screen shot taken from MEGS. Remember to use the pull down menu. If you are going to make a change to the objective on the page click YES, make the change and save. If you are making no changes click NO, Save and continue to the next objective by using the pull down menus at the top or bottom. If you deleted a goal, you should delete the related objectives and their Titles.
For those completing the LEAPC for the first time refer to the Help screen link at the top of each screen on the blue header bar.

18. LEA Planning Cycle Objective
LEA Objective …
Example:
By June 2009, the number of students in the male subgroup demonstrating writing proficiency will increase by 10% as assessed on the district anchor papers.
Objective Title – Writing: Male Proficiency
This example of an LEA objective is Specific, Measurable, Attainable, Results based and Time Bound. The specific content area being addressed is writing. The specific subgroup being impacted is males. They will increase by 10% the number of males proficient in writing. This will be done by June 2009 as measured by district anchor papers. The short title is different from that of the related goal. The goal title is “Writing Proficiency.” Here we note that the objective title is “Writing: Male Proficiency.”

19. LEA Planning Cycle Strategies
Strategies are specific, planned research-based programs and instructional actions that focus on maximizing each student’s growth and individual success – something that is done to or with students to develop a specific result with students. Strategies are also a means to an end, specifically something to be done to accomplish the goal and objective.
The fourth and final component of the LEA Planning Cycle is the strategy. Just as each goal must have at least one related objective, each objective must be supported by at least one strategy. In addition to each strategy being a specific, planned, research-based program and/or instructional action that focuses on maximizing each student’s growth, it must identify adult actions using an action verb or observable behavior, such as: teachers will or paraprofessionals will. Each strategy must link directly to the measurable objective, address system practices that were identified as challenges, develop a specific result with students, and be written as a concise description of what you intend to accomplish. Each strategy must also be aligned with an appropriate utilization of resources in the Consolidated Application.

20. LEA Planning Cycle Strategy
This strategy screen shot is very similar to that of the objective. Remember to use the pull down menu to answer yes or no. Use the Objective title pull down to identify the related objective. Include in the strategy statement the specific, planned, research-based, Adult Actions to be carried out to accomplish the related goal and objective. Enter a short title for each LEA Strategy that is specific to the strategy and addresses student academic achievement. . Do not use the same title as that created for the related objective. Once you’ve completed your object, click save. To create an additional strategy, click “Add.”
If you have deleted an objective, delete the related strategies and its title.

21. LEA Planning Cycle Strategies
LEA Strategies …
Examples:
The district will implement process-writing, with focus on organization and details
Professional development will support the process-writing initiative
Writing coaches will provide assistance and direct support to instructional staff across disciplines
Teachers will use quarterly assessments to assess writing progress at each grade level
Let’s look at the example. Number 1 is a strategy and the bullet below is an activity to support the strategy. The Comprehensive Needs Assessment distinguishes these two, we do not in the LEA Planning Cycle. You may list a strategy and its supporting activity or activities within the same strategy narrative.

22. LEA Planning Cycle Application
Example:
Need – Our analysis of MEAP and our local writing rubric assessment indicates that our low socio-economic and male subgroups are not meeting state standards in writing.
Goal – Subgroups will meet or exceed state achievement standards in ELA.
Goal Title: ELA subgroups
Let’s review. The goal based upon the need is broad and covers both subgroups. The Title identifies the goal area 22

23. LEA Planning Cycle Application
Example:
Objective – By June 2009, the number of students in the socio-economic subgroup, meeting or exceeding state standards as measured by the appropriate local writing assessment, will increase by 10%.
Objective Title: Writing 10% increase socio-economic subgroup
Moving on. The objective identifies the knowledge, skills, outcomes and/or results for the specific students that are measurable, observable and quantifiable. It states who will be able to do what, by when, as measured by what. Remember SMART objectives. (Strategic/Specific, Measurable, Attainable, Results-based and Time-bound)
Remember all objectives must be focused on student academic achievement.
Notice that the title is more specific and clearly identifies the objective. 23

24. LEA Planning Cycle Application
Example:
Strategies –
The district will implement process-writing, with focus on organization and details
Professional development will support the process-writing initiative
Title: Implement process-writing/PD
The strategies for the socio-economic subgroup are specific to that objective but some may also work for the objective addressing the male subgroup. Even though some strategies may be shared you should have at least one strategy specifically developed to meet the needs of the identified group.
Each strategy needs a title which will easily identify it. 24

25. LEA Planning Cycle Application
Example:
Strategies –
Writing coaches will provide assistance and direct support to instructional staff across disciplines Title: Writing Coaches
Teachers will use quarterly assessments to assess writing progress at each grade level Title: Quarterly writing assessments
The strategies for the socio-economic subgroup are specific to that objective but some may also work for the objective addressing the male subgroup. Even though some strategies may be shared you should have at least one strategy specifically developed to meet the needs of the identified group.
Each strategy needs a title which will easily identify it. 25

26. LEA Planning Cycle Outline
The outline page is generated by the Titles you have created for each need, goal, objective and strategy. You will notice a new feature which lists goals, objectives, or strategies that are missing their related part. This usually means that a goal, objective, or strategy needs to be linked to something. If you have errors, we recommend printing your outline screen and a PDF of your entire LEA Planning Cycle application found on the main menu page under management activities-view a PDF of this application in case you need to refer to them.
Most errors can be corrected with a couple of clicks. You should print off the HELP screen from this page. Remember to check for errors before submitting by clicking on “errors” in the blue header bar. 26

27. LEA Planning Cycle Outline
Example:
Low Achievement of subgroups of students ELA
ELA subgroups
Writing 10% increase socio-economic subgroup
Implement process-writing/PD
Writing coaches
Quarterly writing assessments
All the Titles of the needs, goals, objectives and strategies will show up in the outline screen which is generated electronically from your Titles. If the Titles are specific and reflect what each need, goal, objective and strategy is than this outline becomes a useful reference tool. Print this screen and use it with other staff and the business office to give them an idea of what the funds are intended to support.
Clear Titles also makes locating errors much easier.
MEGS has updated the functionality of this page. The Outline screen can be used to locate and correct all errors. Refer to the HELP menu on the blue header bar for assistance using the Outline page to correct errors. 27

28. LEA Planning Cycle Application
Review of the LEA Planning Cycle Application:
Is there at least one goal for each need?
Are the goals, objectives and strategies related to the stated need(s)?
Are titles clearly reflective of needs, goals, objectives and strategies?
Are goals and objectives measurable and focused on student achievement?
Can the reviewer recognize how specific budget items within the Consolidated Application reflect and/or support stated goals, objectives and strategies?
Read each number. These five points can assist you in reviewing your LEA Planning Cycle before you submit it for MDE review. You may print it off and use it as a reference. These questions are part of the protocol used by the Field Service Consultants when reviewing the LEA Planning Cycle.

29. LEA Planning Cycle Application
Contact Your Regional Office of School Improvement Consultant:
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Thank you for you time. If you have further questions please contact your field service consultant.