Comp planning Phase 3 day 1x - Comprehensive Planning

Report
Comprehensive Planning
Phase 3 Districts – Day 1
February 14th, 2014 8:30 am – 3:30 pm
1
Introductions
Connie R. Kindler, Independent Contractor
Sarah Kelly, Education Consultant CAIU
Nicole Miller, Special Projects Coordinator CAIU
Questions? [email protected] or 717-732-8403
listserv link:
http://tinyurl.com/8n8lmgn
2
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
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
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
Effective Planning for School Reform & Improvement in a Digital Age
School Entities
The Pennsylvania Comprehensive Plan
6
Summary of Chapter 4
Planning Requirements
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
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
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
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
Chapter 4 Planning
Requirements
 Technology Plan
 Complete if applying/intending to apply for Priority 2 ERate funds
 1 goal
 1 strategy related to technology
 1 action step must be tech-related PD
11
ESEA Flexibility Waiver
ESEA Flexibility Waiver
School Accountability Differences
12
ESEA Flexibility Waiver – Federal Accountability Differences
Old
• 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
New
• 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
13
ESEA Flexibility Waiver – Accountability Measures
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
14
Due Dates and Workflow
 May 1st, 2014 - Special Education Plan due
 With 28-day public review and Board approval prior
 November 30th, 2014 – Final Submission of District
Level Plan (3-year plans)
 July 1st, 2015 – Implement Year 1
15
Comprehensive Planning
Process
Web Application
16
Web Application Updates
 Currently removing NCLB language
 Optional vs. Required Fields
 School Improvement Planning
 End of February 2014
17
Accessing the Web App
Comprehensive Planning
Home Page
Comprehensive Planning
Training Site
http://tinyurl.com/CP-PDE-Home
http://training.paplanning.org
 Levels of Access:
“Practice run”
 Viewer
 Author (can enter info)
 Planning Leader (can enter
info/check plan for
issues/submit)
18
Web Application
To identify the CP components that must be completed for…
Special Education
Professional Education
Ed Tech eRate Funding
http://training.paplanning.org
19
Guided Planning Structure
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
20
Data
The analysis of data in the
Comprehensive Planning Web Application
provides the energy or impetus needed
for the planning process to move forward.
21
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
22
Data
Planning teams are required to document
data-based statements of
ACCOMPLISHMENT
and data-based statements of
CONCERN
23
Data
 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
System Analysis
25
System Analysis
http://training.paplanning.org
26
System Analysis
Planners engage in data-driven discussions regarding whether or
System Characteristics are present in the LEA.
27
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.
28
System Analysis
If all System Characteristics are present (and checked), the web
app will automatically answer the question “yes”
29
System Analysis
http://training.paplanning.org
30
System Analysis
31
Action Planning
32
Action Planning
1
Select/create a Systemic Challenge to be the Goal of an
Action Plan (or create a Goal)
2
Identify Strategies that have a significant probability
of meeting the Action Plan Goal
3
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
4 The total of all the Action Steps in an Action Plan is
the implementation plan
33
Action Planning
To build an Action Plan that addresses a Systemic Challenge, click
“Include” to the right of the Challenge.
http://training.paplanning.org
34
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.
35
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.
36
Action Planning
On the “View Action Plans” page, clicking “Build” takes a user
to the “Action Plan” page
37
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
38
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
39
Action Planning
40
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.
41
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.
42
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.
43
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.
44
Action Planning—Implementation Plans
45
Action Planning—Implementation Plans
46
Action Planning—Implementation Plans
OPTIONAL
47
Action Planning—Implementation Plans
REQUIRED BY WEB APP
REQUIRED FOR CHAPTER 49
IF ACTION STEP IS PD
48
Action Planning—Implementation Plans
http://training.paplanning.org
49
Action Planning—Implementation Plans
50
Action Planning—Implementation Plans
51
Action Planning
The most common documentation error
in the GPS of submitted plans is
the misidentification of Strategies as Action Steps
52
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.]
53
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
54
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
55
Action Planning
A second way to document
Action Steps misidentified as Strategies is to
replace the single Strategy with multiple strategies
56
Action Planning
Strategy 1:
Train and support teachers in using Instructional Conversations, which are goaldirected 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
57
Processing Time
Identify questions regarding
creating an implementation plan
58
Completing the Process
Signers must have a
PDE Portal account and
must have at least
Author access to the
entity’s plan.
59
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.
60
Completing the Process
Reports can be
selected and printed
using this link
61
Reporting
62
Reporting
63
Processing Time
Planning Process Sharing:
What we’ve done
What we’re planning on doing
What we’re considering
Day 2 – February 27th 8:30 – 3:30
Recap of today
Questions and Feedback
Conversations with other districts
64
Questions
For more information on the Comprehensive
Planning Process
please visit PDE’s website
www.education.state.pa.us
65

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