2014 CP Process - Comprehensive Planning

Report
Comprehensive Planning Process
LEA-Level Training
Jill Neuhard
Comprehensive Planning Team
[email protected]
717-732-8403
1
The Comprehensive Planning Partnerships
CAIU
PDE
DCIU
eSP
PASIP
29 Intermediate Units
2
3
Components of the Comprehensive Plan
School Entities
The Pennsylvania Comprehensive Plan
4
Planning Overview
School Districts
 District Comprehensive Plan (required)
 School Level Plan (optional)
 School Improvement Plan (required for Priority & Focus schools)
 Special Education Plan (required)
Charter Schools
 Comprehensive Plan (required)
 Charter Annual Report (required)
 School Improvement Plan (required for Priority & Focus
schools)
CTCs/AVTS
 Comprehensive Plan (required)
Intermediate Units
 Comprehensive Plan (required)
5
Chapter 4 Updates
 Web application meets all requirements for Chapter 4
revisions
 Plans that are required for submittal to PDE MUST
use the web application
 Plans not required for submittal to PDE can choose
own format
 Within the Instructions for each section, the web
application indicates required components in red text
 Refer to District Chapter 4 Overview of Planning
Requirements handout
6
Summary of Required Plans
Plan
When
Approval Process
Professional Education
3 years
28-day public review, Board approval, submit to
PDE
Teacher Induction
6 years
28-day public review Board approval, submit to
PDE
Special Education
3 years
28-day public review, Board Approval, submit to
PDE
Gifted
6 years
28-day public review, Board approval
Student Services
6 years
28-day public review, Board approval
Technology
E-rate
Submit to PDE
Pre-K Program
3 years
28-day public review, Board approval, submit to
PDE
7
Due Dates and Workflow
 May 1, 2015 – Phase 1 Special Education Plan due (28-day
public review and Board approval prior)
 June 30, 2015 – School Improvement Plan resubmission (Board
approval prior)
 November 30, 2015 – Phase 1 District Level Comprehensive
Plan due (28-day public review and Board approval prior)

July 1, 2016 – Implement Year 1 of Phase 1 Comp Plan

August 1, 2014 - Charter Annual Report due
8
The CP Resource Page
http://tinyurl.com/CP-PDE-Home
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Professional Education Plan
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
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Gifted Education Plan
Core Foundations>Safe and Supportive Schools>
 Describe district’s screening and evaluation protocols for gifted
education
 Describe gifted programs* being offered. (The word “programs”
refers to the continuum of services, not one particular option)
Core Foundations>Professional Education>
 A school district and intermediate unit shall provide, under section
1205.1 of the School Code (24 P. S. § 12-1205.1), in-service
training for gifted and regular teachers, principals, administrators
and support staff persons responsible for gifted education
12
Technology Plan
 Complete if applying or intending to apply
for Priority 2 E-Rate funds
 Action Plan must contain a minimum of:
 1 strategy related to technology
 1 implementation step must be techrelated PD
13
ESEA Flexibility Waiver Update
3-Year Required School Improvement Plans
Only required for Title I Schools designated as
“Priority” or “Focus”
Annual resubmission required
A 3-year Comprehensive Plan is also required at
the DISTRICT level, but may not fall in same
timeframe
14
ESEA Flexibility Waiver – Federal Accountability Differences
Old under NCLB
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
• 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
15
ESEA Flexibility Waiver – Accountability Measures
The new accountability system focuses on four Annual
Measurable Objectives:
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
16
Title I Schoolwide Program
If implementing a Schoolwide Title I Program:
OPTIONAL use of web application
If using web application, schools must
complete a School Level Plan (or SIP if
designated Priority/Focus) AND additional
addendum in the Title 1 Assurances section
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Comprehensive Planning Web Application
The CP web application’s purpose is to serve as a single,
streamlined, systematic, comprehensive planning process and
plan management system for LEAs and schools within the
Commonwealth. Features include:
 Single district level plan instead of 6 separate plan reports
 School level data analysis is shared to the district level
plan
 District strategies and action steps influence school level
planning
 Single site for stakeholders district-wide to view district &
all school plans
 Streamlined user roles
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Web Application- Access
http://tinyurl.com/CP-PDE-Home
OR
http://www.education.state.pa.us/
20
Web Application- Getting Started
 Have an account on the PDE portal
 Identify roles of registered users
 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
http://compplanning.wiki.caiu.org/Local+Security+Admini
stration+for+Comp+Plan
21
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 edit)
 Planning Leader (can edit, check plan for
issues, and submit)
22
Web Application- Navigation
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.
23
Web Application- Components
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Web Application- District Profile
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Web Application- Core Foundations
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Web Application- Needs Assessment
27
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Data
 Every discussion conducted and every decision made
during an entire planning process should be based upon
relevant and timely data
 Planning teams may wish to utilize the Data
Walkthroughs provided within the CP web application
http://training.paplanning.org
29
Data
The Comprehensive Planning Process
requires planning teams to document
data-based statements of
ACCOMPLISHMENTS
and data-based statements of
CONCERNS
30
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.
31
Processing Time
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33
Analyze Systems
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.
34
Analyze Systems
Analyze Entity Systems: a databased, diagnostic effort to identify
systemic deficiencies that may be
reasons for Systemic Challenges:
Guiding Questions
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Analyze Systems
http://training.paplanning.org
36
Analyze Systems
Planners engage in data-driven discussions regarding whether or
System Characteristics are present in the LEA.
37
Analyze Systems
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.
38
Analyze Systems
If all System Characteristics are present (and checked), the web
app will automatically answer the question “yes”
39
System Analysis
Based upon timely and relevant data,
Prioritize Systemic Challenges
http://training.paplanning.org
40
System Analysis
41
Needs Assessment Overview
1) Analyze data to identify
symptoms of the overall health of
the organization:
Accomplishments & Concerns
1
2
3
4
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
Processing Time
43
44
Web Application- District Level Plan
45
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 Implementation Step
46
Action Planning
After prioritizing Systemic Challenges, LEAs can develop new Goals
47
Action Planning
To build an Action Plan that addresses a Systemic Challenge, click
“Include” to the right of the Challenge.
http://training.paplanning.org
48
Action Planning
REQUIRED
49
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.
50
Action Planning
The new goal will appear on the View Action Plans 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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Action Planning
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Processing Time
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Action Planning
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
An implementation plan is comprised of all the “to-do list” steps
needed to implement the Strategies. Each “to-do list” step is an
Implementation Step.
57
Action Planning
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
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
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Action Planning
-------------------------------------------------------------------------------------------------------------------
OPTIONAL
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Action Planning
REQUIRED BY WEB APP
REQUIRED FOR CHAPTER 49
IF ACTION STEP IS PD
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Action Planning
http://training.paplanning.org
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Action Planning
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Action Planning
The most common documentation error
in submitted plans is
the misidentification of Strategies as
Implementation Steps
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Action Planning
Strategy:
Increase teachers’ working knowledge of effective instructional practices.
Implementation 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]
Implementation 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]
Implementation 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
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
67
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.
68
Processing Time
69
Completing the Process
Signers must have a
PDE Portal account and
must have at least
Author access to the
entity’s plan.
70
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
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Reporting
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Please go here to take a short survey
http://tinyurl.com/2014CPSurvey
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Support and Communication
Join the Listserv
http://mailinglist.caiu.org
 Click PA Planning
 Click on Subscribe or Unsubscribe
Comprehensive Planning Support
[email protected]
717-732-8403
76
Please reserve the following dates for the
Special Education Plan trainings:
November 14- Pittsburgh PaTTAN
November 20- Harrisburg PaTTAN
November 21- King of Prussia PaTTAN
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