Strategic Planning

1. Strategic Planning Consolidated Planning & Monitoring August 2014

2. Planning District and School-Level Plans

3. What is strategic planning? Simply put: • A systematic approach through which an organization agrees on priorities that are essential to its mission and responsive to its environment and needs. • Driven by data • Guides resource allocation • Builds commitment

4. Dates of Interest:District and School-Level Plans • August 1, 2014: LEAs begin planning process with release of district-level accountability data • August 18, 2014: Schools begin planning process with release of school-level accountability data • September 1 – 30, 2014: LEAs must update ePlan with 2014-15 school year district plans (no later than 30th) • October 1 – October 31, 2014: Schools must finalize plans and may enter 2014-15 school year plans in ePlan • December 1, 2014: LEAs will have reviewed all school plans and submitted documented approval of school plans to TDOE

5. School-Level Plans • Spring 2014: Pilot included school-level plan entry in ePlan was conducted for select LEAs and Schools • Identification of additional components needed • Working groups to refine ePlan template to avoid duplications • School Year 2014-15: Title I School plans are an annual requirement • Aligned with district plan • LEA reviewed and approved • Progress monitored (on-going) • September 2014: Webinar specific to school plans • Requirements • How to navigate ePlan • Understanding district-level and school-level plan alignment

6. ePlan

7. What is ePlan? Tennessee’s online planning and grants management system for LEAs: • Submit and revise district and school-level plans • Apply for federal funding to support plans • Request reimbursements and report expenditures • Process budget amendments and program revisions when needed • Produce summative reports for oversight and review

8. Primary ePlan Components • Planning • Approved by CORE (Centers of Regional Excellence) • Consolidated Funding Application • Approved by CPM and Other Program Offices (Office of Consolidated Planning & Monitoring) • Reimbursement Requests • Approved by CFO (Office of the Chief Financial Officer)

9. What is NEW in ePlan? Planning tool: • Enhanced needs assessment • School-level plans • Enhanced workflow for LEA plan approval by TDOE • LEA workflow to review and approve school plans • District-level and school-level plan assurances

10. Components of the Planning Tool • Needs Assessment: • Multiple text boxes with guiding questions to identify needs • Goals: • Descriptions • Performance Measures • Strategies: • Descriptions

11. Components of the LEA Planning Tool • Action Steps: • Descriptions • Benchmark Indicators • Persons Responsible • Estimated Dates of Completion • Create Funding Source

12. Needs Assessment Identifying Areas of Need

13. Needs AssessmentEvaluating Areas of Consideration

14. NEW ePlan Enhanced Needs Assessment • NEW Enhanced Needs Assessment available September 2014 • Will include multiple text boxes with guiding questions • Planning Team • Summary of Accomplishments and What’s Working • Accountability Data • Academic Data • College/Career Readiness • School Climate and Culture • Additional Areas • Prioritized List of Needs

15. Analyzing Data for the Needs Assessment • Accountability http://www.tn.gov/education/accountability/index.shtml • TVAAS https://tvaas.sas.com/ • Report Card http://www.tn.gov/education/reportcard/index.shtml • TELL Survey http://telltennessee.org/ • Explore, Plan, ACT • Parent Surveys • Student Surveys • Other LEA or school data such as pre/post testing • Future ePlan enhancement will include data elements auto populated in ePlan for the needs assessment

16. Analyzing Data: Accountability The prior year’s data from the accountability website should be analyzed to identify areas of need. In this example 3-8 Math shows as “met”. However, it should be noted there was a decline in % proficient & advanced. This indicates that one of the safe harbor methods was used. Even if an indicator shows as “met” always analyze the data to ensure all areas of need are identified for the planning process.

17. Analyzing Data:Accountability To ensure goals are measurable, the current year’s targets should be referenced as part of the goal.

18. Analyzing Data:TELL Tennessee Survey(Teaching, Empowering, Leading and Learning) • TheTELL TennesseeSurvey provides educators with data, tools and direct support to facilitate school improvement. TELL Tennesseeincludes questions on the following topics: • Community Engagement and Support • Teacher Leadership • School Leadership • Managing Student Conduct • Use of Time • Professional Development • Facilities and Resources • Instructional Practices and Support • New Teacher Support

19. Analyzing Data:Look for RelationshipsPractices/Policies & Student Results Consider how adult practices/policies impact your student outcomes: 2014 – 3-8 Math % P/A • ALL: 47.4% • Black: 23.8% • BHN: 36.4% • ED: 34.7% • SWD: 18.8% • White: 47.9% • Two new SPED teachers • Insufficient time to collaborate • Interruptions to instructional time • Lack of parental involvement • CCSS newly implemented • Follow-up PD is not provided • PD is not differentiated to the needs of individual teachers Examine the relationships between the areas identified on the left and the achievement results on the right.

20. Goals / Strategies / Action Steps Developing SMART goals Identifying effective strategies Specifying action steps and funding sources

21. SMART GOALS • Specific • What do we need to accomplish? • Measurable • What is the target outcome? • Attainable • What is a reasonable target? • Relevant • Does the goal address an area of need? • Time-bound • Is there a specific time for attainment?

22. Goal Example – fair… Math Example 1: • All students will be proficient in their subject area. • Evaluating the goal • Is it specific? • No • Is it measurable? • Somewhat – 100% proficiency is implied • Is it attainable? • No – it is not reasonable to expect 100% proficiency in a single year • Is it relevant? • Yes – math was identified in the needs assessment; increasing student proficiency is relevant • Is it time-bound? • No

23. Goal Example – better… Math Example 1: • For SY 2013-14, student academic achievement will meet or exceed the expected Achievement Targets. • Evaluating the goal • Is it specific? • No • Is it measurable? • Somewhat – specific targets are not identified • Is it attainable? • Possibly – more specifics are needed to determine • Is it relevant? • Yes – math was identified in the needs assessment; increasing student proficiency is relevant • Is it time-bound? • Yes – the school year is noted

24. Goal Example – best! Math Example 3: • For SY 2013-14, student academic achievement will meet or exceed the expected Achievement Targets. Math 3-8: 50.7%; Algebra I: 51.3%; Algebra II: 32.5% • Evaluating the goal • Is it specific? • Yes • Is it measurable? • Yes – provides targets for proficiency in each subject • Is it attainable? • Yes – the goal is based on improvement over the prior year results • Is it relevant? • Yes • Is it time-bound? • Yes

25. Mathematics: For SY 2013-14, student academic achievement will meet or exceed the expected Achievement Targets. Math 3-8: 50.7 %; Algebra I: 51.3 %; Algebra II: 32.5 % ePlan Goal Components Example GOAL STRATEGIES ACTIONSTEPS

26. Local Funds: $10,000

27. Title IIA: $30,000 • Local Funds: $10,000

28. ePlan Funding Sources • Identify the specific funding source and amount that will support the accomplishment of the action step • In instances where one action step (i.e. after-school tutoring) supports multiple goals (i.e. math and reading), you would create a funding source under each goal. • Divide the total funds between the two goals to avoid duplication of funds. • Example: After-school tutoring in reading and math funded with $30,000 total from Title I-A. • Under the math goal action step, create a funding source for $15,000 • Under the reading goal action step, create a funding source for $15,000

29. Planning Takeaways • Plan first, then identify funding • Examine all possible funding sources (federal, state, local, other) • Involve those with specific program knowledge in the process (i.e. allowable uses and restrictions of certain funds) • Re-examine traditional uses (i.e. we have always paid for a teacher with these funds)

30. Additional Training Opportunities • ESEA Directors Institute: October 6-9, 2014 – Franklin, TN • School planning webinar: September 2014

31. Questions?

32. Consolidated Planning & MonitoringContacts • Katina.Grays@tn.gov • Planning • Eve.Carney@tn.gov • Linda.Stachera@tn.gov • Janine.Whited@tn.gov • Valerie.Starks@tn.gov • Monitoring • Debbie.Owens@tn.gov • Hiram.Tate@tn.gov • Nina.Murphy@tn.gov • Regional Consultants • Corey.Currie@tn.gov • Janet.Mansfield@tn.gov • Bridgette.Jones@tn.gov • Jacki.Wolfe@tn.gov • School Improvement • Rita.Fentress@tn.gov

33. FRAUD, WASTE or ABUSE Citizens and agencies are encouraged to report fraud, waste or abuse in State and Local government. NOTICE: This agency is a recipient of taxpayer funding. If you observe an agency director or employee engaging in any activity which you consider to be illegal, improper or wasteful, please call the state Comptroller’s toll-free Hotline: 1-800-232-5454 Notifications can also be submitted electronically at: http://www.comptroller.tn.gov/hotline