Comprehensive Planning Phase 3 Districts – Day 1

1. Comprehensive Planning Phase 3 Districts – Day 1 February 14th, 2014 8:30 am – 3:30 pm

2. Introductions Connie R. Kindler, Independent Contractor Sarah Kelly, Education Consultant CAIU Nicole Miller, Special Projects Coordinator CAIU Questions? paplanning@caiu.org or 717-732-8403 listserv link: http://tinyurl.com/8n8lmgn

3. 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

4. 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

5. 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?

6. Effective Planning for School Reform & Improvement in a Digital Age The Pennsylvania Comprehensive Plan Gifted Plan Special Education Plan Professional Education Plan Teacher Induction Plan Student Services Plan Technology Plan Prekindergarten Program Plan School Entities

7. Summary of Chapter 4 Planning Requirements

8. 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

9. 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

10. 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

11. Chapter 4 Planning Requirements • Technology Plan • Complete if applying/intending to apply for Priority 2 E-Rate funds • 1 goal • 1 strategy related to technology • 1 action step must be tech-related PD

12. ESEA Flexibility Waiver School Accountability Differences ESEA Flexibility Waiver

13. ESEA Flexibility Waiver – Federal Accountability Differences Old New • 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

14. ESEA Flexibility Waiver – Accountability Measures • The new accountability system focuses on four Annual Measurable Objectives. They are: • Test Participation Rate • Graduation Rate/Attendance Rate • Closing Achievement Gap-for all students • Closing the Achievement Gap of Historically Underperforming Students

15. 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

16. Comprehensive Planning Process Web Application

17. Web Application Updates • Currently removing NCLB language • Optional vs. Required Fields • School Improvement Planning • End of February 2014

18. Accessing the Web App Comprehensive Planning Home Page Comprehensive Planning Training Site http://training.paplanning.org “Practice run” http://tinyurl.com/CP-PDE-Home • Levels of Access: • Viewer • Author (can enter info) • Planning Leader (can enter info/check plan for issues/submit)

19. Web Application To identify the CP components that must be completed for… Special Education Professional Education Ed Tech eRate Funding http://training.paplanning.org

20. Guided Planning Structure Analyze data to identify symptoms of the overall health of the organization: Accomplishments & Concerns SystemsAnalysis—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

21. Data • The analysis of data in the • Comprehensive Planning Web Application • provides the energy or impetus needed • for the planning process to move forward.

22. 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

23. Data Planning teams are required to document data-based statements of ACCOMPLISHMENT and data-based statements of CONCERN

24. 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.

25. System Analysis System Analysis: a data-based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic Challenges: Guiding Questions

26. System Analysis http://training.paplanning.org

27. System Analysis Planners engage in data-driven discussions regarding whether or System Characteristics are present in the LEA.

28. 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.

29. System Analysis If all System Characteristics are present (and checked), the web app will automatically answer the question “yes”

30. System Analysis Based upon timely and relevant data, Prioritize Systemic Challenges http://training.paplanning.org

31. System Analysis

32. Action Planning Build Action Plans to address high-priority Systemic Challenges

33. Action Planning 1Select/create a Systemic Challenge to be the Goal of an Action Plan (or create a Goal) 2Identify Strategies that have a significant probability of meeting the Action Plan Goal 3Identify all of the “to-do list” steps that will be needed to implement the Strategies: each “to-do list” step is an Action Step 4The total of all the Action Steps in an Action Plan is the implementation plan

34. Action Planning To build an Action Plan that addresses a Systemic Challenge, click “Include” to the right of the Challenge. http://training.paplanning.org

35. 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.

36. 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.

37. Action Planning On the “View Action Plans” page, clicking “Build” takes a user to the “Action Plan” page

38. 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

39. 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

40. Action Planning

41. 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.

42. 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.

43. 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.

44. 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.

45. Action Planning—Implementation Plans

46. Action Planning—Implementation Plans

47. Action Planning—Implementation Plans OPTIONAL

48. Action Planning—Implementation Plans REQUIRED FOR CHAPTER 49 IF ACTION STEP IS PD REQUIRED BY WEB APP

49. Action Planning—Implementation Plans http://training.paplanning.org

50. Action Planning—Implementation Plans