Action Plans - Intermediate Unit 10

Report
Comprehensive Planning Process
LEA-level Training
Jill Neuhard
CP Statewide Project Manager
CP Development Team
[email protected]
717-732-8403
JOIN THE PA PLANNING LISTSERV
http://mailinglist.caiu.org
1
The Comprehensive Planning Partnerships
CAIU
PDE
DCIU
eSP
PASIP
29 Intermediate Units
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The Comprehensive Planning Homepage
http://tinyurl.com/CP-PDE-Home
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4
Data
The analysis of data in the
Comprehensive Planning Web Application
provides the energy or impetus needed
for the planning process to move forward.
5
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
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Data
Substandard gas?
Substandard data?
Substandard
Performance
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Data
No Gas?
No Data?
Improvement
Performance
STOPS
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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
9
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
10
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.
http://training.paplanning.org
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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
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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 2011-12 to 2012-13.
13
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
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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.
15
Processing Time
Identify questions regarding the
analysis and use of data
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Web Application
Access to the
Comprehensive Planning Web Application
http://tinyurl.com/CP-PDE-Home
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Web Application
Navigating the
Comprehensive Planning Web Application
CP Training Site
http://training.paplanning.org
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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.
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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)
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Work Flow
District-School Process Work Flow
Phase 3 Version
Timeline
District Level Planning
Jul-Sep 2013
School Level Planning
District and Schools receive AYP and School Improvement Status
Complete District Profile Questions
Complete School Profile Questions
Complete Core Foundations Questions
Sep-Dec 2013
Complete Policy & Procedural Assurances
Complete Compliance Assurances
Complete Needs Assessment: Analyze Data
Complete Needs Assessment: Analyze Data
Complete Needs Assessment: Analyze Systems
Communicate Prioritized Systemic Challenges to District
Record Patterns School Systemic Challenges
Jan-Mar 2014
STOP & INFLUENCE
DISTRICT LEVEL PLAN
Complete Needs Assessment: Analyze Systems
Build District Level Plan
Mar-May 2014
May-Jun 2014
Jun 30, 2014
Communicate District Level Plan to Schools
Special Education Bridge Report-May 30
Optional Submission for Peer Feedback
July
Aug-Sep
Sep-Jun
October
District Peer Feedback
2014
2014
2014
2014
Oct 30, 2014
Nov 2014
November 30
Dec-Jan
Dec-Jun
Feb-Mar
April 30,
July 1,
2015
2015
2015
2015
2015
Ongoing
Build School Level Plans
Build School Level Plans
Submission of Identified School Level Plans
Identified School Level Plans Reviewed
Revisions to District Level Plan and School Level Plans
If necessary, repeat SLP process
SLP Implementation
If necessary, repeat SLP process
Public Review of District Level Plan
SLP Implementation
Assurance that Identified School Level Plans submitted
by Jun 30 remains appropriate given new PSSA data
Final Submission of District Level Plan
SLP Implementation
SLP Implementation
If necessary, repeat SLP process
If necessary, repeat SLP process
PDE Team Review Begins
District Budget Development
District Presentation to Team of Reviewers
Deadline for District Approval/Acceptance
Implement Year 1
SLP
SLP
SLP
SLP
SLP
If
If
If
If
Implementation
Implementation
Implementation
Implementation
Implementation
necessary,
necessary,
necessary,
necessary,
repeat
repeat
repeat
repeat
SLP
SLP
SLP
SLP
process
process
process
process
Second submission, if necessary
Identify District and School successes and struggles associated with identified goals. Also, record
evidence of implementation and evidence of effectiveness and revise, edit, add or delete district action goals.
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Processing Time
Identify questions regarding
work flow, submission deadlines
or the web application
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Web Application
To identify the CP components that must be completed for…
Special Education
Professional Education
Ed Tech eRate Funding
http://training.paplanning.org
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Web Application
To return to the full
plan click “Make a
Selection” and then
click FILTER
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Web Application
http://training.paplanning.org
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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 ProfessionalEducation-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.
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Guided Planning Structure
1) Analyze data to identify
symptoms of the overall health of
the organization:
Accomplishments & Concerns
2) Analyze Entity Systems: a databased, 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
Guided Planning Structure[REVERSE 35 AND 36]
1) Analyze data to identify
symptoms of the overall health of
the organization:
Accomplishments & Concerns
http://training.paplanning.org
30
System Analysis
2) Analyze Entity Systems: a databased, diagnostic effort to identify
systemic deficiencies that may be
reasons for Systemic Challenges:
Guiding Questions
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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
32
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.
http://training.paplanning.org
33
System Analysis
http://training.paplanning.org
34
System Analysis
Planners engage in data-driven discussions regarding whether or
System Characteristics are present in the LEA.
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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.
36
System Analysis
If all System Characteristics are present (and checked), the web
app will automatically answer the question “yes”
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System Analysis
3) Based upon timely and relevant
data, Prioritize Systemic Challenges
http://training.paplanning.org
38
System Analysis
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Processing Time
Identify questions regarding System Analysis
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Action Planning
4) Build Action Plans to address
high-priority Systemic Challenges
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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
The total of all the Action Steps in an Action Plan is the
implementation plan
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Action Planning
To build an Action Plan that addresses a Systemic Challenge, click
“Include” to the right of the Challenge.
http://training.paplanning.org
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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.
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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.
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Action Planning
The new goal will appear on the View Action Plans page.
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Processing Time
Identify questions regarding
selecting Goals for Action Planning
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Action Planning
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Action Planning
OPTIONAL
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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.
50
Action Planning
REQUIRED
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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.
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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)
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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.
Not evaluated
by Review
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.
54
Action Planning
When Indicators of Effectiveness have been documented, click the
“Include” button to continue building the Action Plan.
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Action Planning
On the “View Action Plans” page, clicking “Build” takes a user
to the “Action Plan” page
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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
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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
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PDE-recognized strategies:
UsePlanning
the information, not the import
Action
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
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PDE-recognized strategies:
UsePlanning
the information, not the import
Action
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
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Action Planning
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Processing Time
Identify questions regarding
selecting Strategies for Action Planning
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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.
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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.
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Action Planning—Implementation Plans
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.
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Action Planning—Implementation 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.
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Action Planning—Implementation Plans
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
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Action Planning—Implementation Plans
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Action Planning—Implementation Plans
OPTIONAL
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Action Planning—Implementation Plans
REQUIRED BY WEB APP
REQUIRED FOR CHAPTER 49
IF ACTION STEP IS PD
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Action Planning—Implementation Plans
http://training.paplanning.org
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Action Planning—Implementation Plans
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Action Planning—Implementation Plans
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Action Planning
The most common documentation error
in the GPS of submitted plans is
the misidentification of Strategies as Action Steps
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Action Planning
Strategy:
Increase teachers’ working knowledge of effective instructional practices.
Action Step 1:
Instructional Conversations [Description: Train and support teachers in using goaldirected 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.]
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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
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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
77
Action Planning
A second way to document
Action Steps misidentified as Strategies is to
replace the single Strategy with multiple strategies
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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.
79
Processing Time
Identify questions regarding
creation of an implementation plan
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Completing the Process
Signers must have a
PDE Portal account and
must have at least
Author access to the
entity’s plan.
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Completing the Process
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.
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Completing the Process
Reports can be
selected and printed
using this page.
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Reporting
84
Reporting
85
Questions?
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Contact Information
Jill Neuhard
Comprehensive Planning Statewide Coordinator
[email protected]
717-732-8403
JOIN THE PA PLANNING LISTSERV
http://mailinglist.caiu.org
87
For more information on the Comprehensive
Planning Process
please visit PDE’s website
www.education.state.pa.us
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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