2017-2018 LEA Planning Webinar

1. 2017-2018 LEA PlanningWebinar December 16, 2016

2. Renee Palakovic, Deputy DirectorLinda Stachera, ePlan System AdministratorConsolidated Planning & Monitoring

3. Webinar Overview • Timeline and Due Dates • 2018 Planning (2017-18) • 2019 Planning (2018-19) • What’s New This Year? • LEA Plan Approval • TDOE Plan Review • Needs Assessment Minor Changes • Updated Recommended Goals and Strategies • New State Strategic Plan Component Relationships

4. Timeline and Planning Tool Changes

5. 2017-18 Planning Tool Timeline Change • To better align the LEA planning timeline with district planning activities and the Consolidated Funding Application (CFA), the 2017-18 LEA planning timeline has been revised • 2017-18 LEA planning tool open in ePlan on Jan. 4 • 20178-18 LEA plans due in ePlan by March 1 • Approval of LEA plans by April 1

6. 2017-18 Planning Tool Changes • Minimal changes have been made to the LEA planning tool for 2017-18 • ESSA requirements • Alignment with state strategic goals and focus areas • Overall clarity of questions • Years of data in 2017-18 LEA plans have not changed (2013-14; 2014-15; 2015-16) • All 2015-16 data is now available and will be uploaded by Jan. 4

7. 2018-19 Planning Tool Redesign • Significant changes to the LEA planning tool will be made for 2018-19 • The redesign goals are to improve the tool’s • Functionality • Data displays • Work flow • Aesthetics • Overall usability for end-users • Feedback will be collected from LEA users as well as internal stakeholders to inform the redesign

8. LEA Plan Review and Approval

9. LEA Plan ePlan Roles • NEW The role of LEA Authorized Representative is required to approve the LEA Plan. • Role should be assigned to the Director of Schools • Will take effect for the 2017-18 LEA Plan • Revisions for prior-year LEA Plans will still need to be approved by the district user with the role of LEA Plan Reviewer • Beginning with 2017-18, users with the role of LEA Plan Reviewer will receive the role of LEA Plan Data Entry NOTE: There is no change in the role of LEA School Plan Reviewer. These users will still approve school plans. This role does not need to be assigned to the Director of Schools.

10. LEA & School Users: Viewing/Editing ePlan • LEA Plan Data Entry users can view and edit • The LEA plan • All school plans within their LEA ALL LEA users must submit a user access form to the TDOE to receive access to ePlan or to change LEA user roles in ePlan. • School plan users can edit • The school plan for their own school • School plan users can view • The LEA plan • The school plan for their own school • The approved school plans of other schools within their district School users are added and maintained by the LEA’s User Access Administrator

11. TDOE Plan Review, Approval, & Support • NEW CORE offices will be responsible for providing technical assistance and support for plan development • NEW Consolidated Planning and Monitoring (CPM) will be responsible for the review and approval of LEA plans beginning in 2017-18 • Review and approval will take place between March 1 and April 1 • Contact information for CPM regional consultants and the CORE offices can be accessed in the TDOE Resources section of ePlan (near the top of the page).

12. Needs Assessment Changes

13. LEA Planning Team • Please identify all planning team members, including team member titles. The district plan must be developed in consultation with teachers, principals, administrators (including administrators of Title programs), and other appropriate school personnel and with parents of students. • NEW Describe how the district actively and consistently involves all stakeholders identified in the development of the district plan.

14. Academic Data Pages • No changes have been made to the guiding questions within this section • Analyze state assessment data • Summarize progress, challenges, and root causes • All students • ED, SWD and EL • Analyze other available data and summarize progress, challenges, and root causes • EOC data for 2015-16 will be uploaded into data tables and may require changes in prior responses

15. College & Career Readiness • The format of this page will change in the 2017-18 plan: • All data tables will appear at the top of the page • All guiding questions will display below the data • The data tables will appear in the following order: • ACT data • Graduation rate data • NEW Early postsecondary offerings (EPSO) data • NEW CTE concentrator data • NEW Seamless matriculation data

16. College & Career Readiness: EPSO Data Table Enrolled/Earned EPSOsThis data is consistent with the data shown on page 8 of your district-level Strategies for Districts document and is from the 2014-2015 school year. This data includes students from the 2015 graduating cohort who were enrolled in / earned credit in AP, dual enrollment, or dual credit courses.  Please consult that District Strategies document for state and comparable district averages for additional context and additional information on the data and its sources.

17. College/Career Readiness: CTE Concentrators CTE Concentrators This data is derived from the Education Information System (EIS) and confirmed with eTiger. The data for 2014-2015 is consistent with the data shown on page 8 of your district-level Strategies for Districts document Please consult that document for state and comparable district averages for additional context.

18. College & Career Readiness: Seamless Matriculation Matriculation This data is consistent with the data shown on page 8 of your district-level Strategies for Districts document. This data shows the percentage of spring 2015 graduates who seamlessly matriculated into a postsecondary institution in fall 2015. Please consult that District Strategies document for state and comparable district averages for additional context and additional information on the data and its sources.

19. College & Career Readiness: Guiding Questions • UPDATED Analyze the district’s ACT data, summarize the challenges faced, and describe how the district will address those challenges and increase the ACT scores of students (including ACT re-take, ACT preparation courses, etc.). Address how the district is considering variation across subjects, across different subgroups (i.e. BHN, ELL, SWD, ED), and across schools. • UPDATED Review the district’s graduation data and summarize challenges students are facing, especially if graduation rates are below 90 percent. Consider graduation rates overall, among different subgroups (i.e. BHN, ELL, SWD, ED), and in particular schools. Include information regarding early identification of students at risk of not graduating and the supports provided to those students.

20. College & Career Readiness (cont’d) • NEWReview the district’s early postsecondary offerings (EPSOs) and CTE programs, as well as additional data you have on work-based learning (WBL) opportunities. Summarize how the district will improve the quality and variety of these types of opportunities. Include information regarding efforts to increase enrollment in and equitable access to EPSOs and student advisement along specific learning pathways. • NEW Review the district’s data on seamless matriculation into postsecondary institutions, including colleges of applied technology (TCATs), community colleges, and four-year colleges, and summarize the challenges faced in increasing the percentage of students matriculating in and eventually graduating from postsecondary institutions.

21. Human Capital • Data tables have not changed, except • REMOVED The data field for teacher attendance rate • Updated data will be uploaded when the 2015-16 human capital reports are published • NEW GUIDING QUESTIONReview and analyze all human capital data provided and identify instances where low income and minority students are being taught at a higher rate than other students by ineffective, inexperienced, or out-of-field teachers. Include steps to be taken in order to address these disparities and ensure equitable access to highly-effective teachers.

22. School Climate & Culture • Data tables have not changed • UPDATED Review student attendance and chronic absenteeism data. Discuss challenges with student attendance, especially if chronic absenteeism rates exceed 10% (overall or by school, grade level or subgroup), and identify specific steps to be taken to ensure that students have opportunities to learn. • NEW Describe the district’s progress and challenges in providing safe, supportive and healthy environments in all schools and the steps to be taken to ensure that all students are provided with such a learning environment.

23. English Learners • New data table to display three years of English learner enrollment

24. English Learners Schools • UPDATEDIndicate the number of schools in your district that have English learner students. Include schools with students in any of the EL classifications: L, W, T1, T2, T3 and T4. (Indicate 0 if no EL students.) ESL Program • NEW Describe the district’s processes and procedures for identifying EL students, determining eligibility for services, and providing required ESL services. Include the timeline, the data analyzed and the staff involved. (District are required to have an ESL plan, even if there are currently no EL students enrolled.)

25. English Learners (cont’d) • UPDATED Describe the district’s process for monitoring and evaluating the ESL programs to ensure that students are progressing and English language acquisition needs are being met. • UPDATED Briefly describe the progress monitoring that occurs for T1, T2, T3 and T4 students to determine if they are experiencing academic difficulty due to linguistic issues.

26. English Learners (cont’d) • UPDATED Describe the commonly used interventions utilized by the ESL teacher when providing limited services to T1, T2, T3 and T4 students experiencing academic difficulties due to linguistic difficulties. (Indicate N/A if the district does not have any T1, T2, T3 or T4 students.) • UPDATED Describe the commonly used strategies and interventions utilized by the classroom teachers to differentiate instruction for T1, T2, T3 and T4 students. (Indicate N/A if the district does not have any T1, T2, T3 or T4 students.)

27. Additional Areas RTI2 • Describe the district’s progress in implementing RTI2 across all grades. Identify areas of strength and weakness, identify root causes and discuss actions needed. Technology Access and Use • UPDATED Discuss the level of access that students have to technology as part of the instructional program and how well staff integrate technology into the instructional program. Identify areas of strength and weakness, identify root causes and discuss actions needed.

28. Additional Areas Professional Development: • UPDATED Describe the prior year professional development activities and how effectively these activities addressed teacher needs and student learning. • NEW Discuss the focus of professional development for teachers, principals, and other school leaders that will build capacity and positively impact student academic achievement.

29. Additional Areas Parent and Family Engagement: • UPDATED Describe the parent and family engagement activities that have occurred in the prior year and how the activities have impacted student achievement. • UPDATED Describe the strategies used to implement effective parent and family engagement activities that are meaningful and aligned with student academic achievement. If applicable, address activities specifically designed to engage the parents and families of English learners

30. Additional Areas NEW SECTION Well-rounded Education • The Every Student Succeeds Act (ESSA) defines a well-rounded education as the courses, activities and subject programming that a district will provide to ensure that all students have access to an enriched curriculum and educational experience. Describe the district’s vision for providing students with a well-rounded education. Identify challenges the district faces in providing these opportunities and possible solutions. NEW SECTIONStudent Transitions • Describe how the district facilitates effective student transitions from early childhood to elementary school and from middle to high school. Identify any challenges the district has in implementing effective transitions and possible solutions.

31. Prioritized Goals and Strategies

32. Recommended Goals NEW OPTIONS Recommended Goals • Increased Academic Achievement: Reading/Language Arts (required) • Increased Academic Achievement: Mathematics (required) • Increased Academic Achievement: Science (optional) • Increased Academic Achievement: Other content areas (optional) • College and Career Ready Students (required) • Safe and Healthy Students (required) • Kindergarten Readiness (required)

33. Recommended Strategies NEW Recommended Strategies • Extended learning opportunities • Effective teachers • Effective leaders • District management and support • Personalized learning • Targeted interventions • Enrichment activities • Standards-aligned core instruction • Parent, family, and community engagement • ACT preparation • Post-secondary opportunities • Career exploration and work-based-learning opportunities • Post-secondary and industry partnerships • Mental health supports • Behavioral interventions and supports • Early learning opportunities • Effective transitions (kindergarten, middle school, high school, post-secondary) • Technology and infrastructure NOTE: Each Strategy must have at least one Action Step.

34. NEW Section: State Strategic Plan Components

35. LEA Plan Component Relationships • Districts will see a new section in the LEA Plan called “State Strategic Plan Components.” This section will help districts identify how their strategies in ePlan correlate with the State’s Strategic Plan.

36. State Strategic Goals At the start of the 2015-16 school year, the department laid out goals for Tennessee’s students and what it will take to reach them. The four big goals for our students include: • Tennessee will rank in the top half of states on the National Assessment of Educational Progress (NAEP) by 2019. • Seventy-five percent of Tennessee third graders will be proficient in reading by 2025. • The average ACT composite score in Tennessee will be a 21 by 2020. • The majority of high school graduates from the class of 2020 will earn a postsecondary certificate, diploma or degree.

37. State Strategic Plan Focus Areas To reach our goals as a state, the department has identified several key areas of focus including: • Early Foundations & Literacy: all students must receive adequate support toward reaching critical literacy milestones beginning in early grades • High School & Bridge to Postsecondary: all students must be prepared to effectively transition into postsecondary education or career • All Means All: all students must be provided access to a multi-tiered system of support to meet their individual needs • Educator Support: all teachers must receive adequate preparation and continued support necessary to support all students in reaching milestones

38. Create Component Relationship Links • For the first time, districts will see links to Create a Component Relationship in ePlan in the “Prioritized Goals and Strategies” section of the LEA Planning Tool. • These links will appear in the Strategies sections.

39. Creating Component Relationships • Just as school users create component relationships, district users will now have to create component relationships, with one important difference. • Schools tie their component relationships to Action Steps. • Districts will tie their component relationships to Strategies. • IMPORTANT: Districts should not tie Component Relationships to Action Steps! ePlan will generate a validation error for component relationships tied to Action Steps in LEA Plans.

40. Creating Component Relationships • Districts will be required to show the connection between strategies and the state strategic plan focus areas • Early Foundations & Literacy • High School & Bridge to Postsecondary • All Means All • Educator Support • These Component Relationships will appear on the new State Strategic Plan Components section and districts will need to describe the connections

41. State Strategic Plan Guiding Questions Early Foundations & Literacy • Describe how identified strategies within the district plan will increase the percentage of students who are reaching proficiency at crucial early literacy milestones. How will you know if the strategies are effectively addressing students’ early literacy needs? High School & Bridge to Postsecondary • Describe the district’s vision for ensuring that students are college (any form of postsecondary education) and career ready and how the identified strategies support this vision. Include information to demonstrate how students at all levels (elementary, middle and secondary) are a part of the vision and how the district will determine the effectiveness of strategies implemented.

42. State Strategic Plan Guiding Questions All Means All • Describe how the identified strategies will meet student academic and non-academic needs through multi-tiered systems of support. Include a description of how these support systems target the needs of students needing additional support as well as those ready to excel. Educator Support • Describe how the identified strategies will ensure the district is recruiting, developing, and retaining an exceptional workforce. Include information regarding career support, instructional guidance and data used to inform decisions.

43. Linking Multiple Components • Districts may link more than one strategy to any given State Strategic Plan component. • Districts may link any given strategy to more than one State Strategic Plan component.

44. Component Met Checkboxes • District users will check the Component Metcheckboxes on the “State Strategic Plan Components” page to indicate that they have tied strategies to all of the State Strategic Goals.

45. Questions

47. 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