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Comprehensive Planning

Comprehensive Planning. Comprehensive Planning Process Training District Level Planning (http://tinyurl.com/CP-PDE-Home) Highway to Continuous Improvement and Success. Dr. Jason A. Conway Statewide Project Director for Comprehensive Planning

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Comprehensive Planning

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  1. Comprehensive Planning Comprehensive Planning Process Training District Level Planning (http://tinyurl.com/CP-PDE-Home) Highway to Continuous Improvement and Success • Dr. Jason A. Conway • Statewide Project Director for Comprehensive Planning • jconway@caiu.org 717-732-8400 Ext. 8610 • Mr. Jeffrey Byrem • Director, Continuous Improvement Services • jbryem@dciu.org 610-938-9000 Ext. 2046 1

  2. Comprehensive Planning Do you want one district level plan instead of six different plan reports? 2

  3. Comprehensive Planning Do you want detailed information from your schools to inform your district level planning? 3

  4. Comprehensive Planning Do you want the district strategies and actions to influence school level planning? 4

  5. Comprehensive Planning Do you want your district and schools to experience continuous improvement and success? 5

  6. Comprehensive Planning Most importantly… do you want your students to experience continuous improvement and success? 6

  7. Comprehensive Planning WHY NOW? 7

  8. Comprehensive Planning Highway to Continuous Improvement and Success 8

  9. Comprehensive Planning Insurmountable Obstacles Never Satisfied Same Attitude with your district and schools? 9

  10. Comprehensive Planning Process Training Preview 10

  11. Comprehensive Planning • eSP Submitted Plan Reports • Academic Standards & Assessment (6 years) • Professional Education (3 years) • Teacher Induction (6 years) • Student Services (3 years) • Special Education (3 years) • Educational Technology (3 years) • No Direct Process or Database Links to PASIP 11

  12. Comprehensive Planning • Research Study • (Spring/Summer 2010) • Field Practitioners and PDE Officials • Interviews, Focus Group Sessions, Survey • Analysis conducted by independent former • administrators • Conclusion • Identified the need for a comprehensive process and associated tool that aligns District and School level planning 12

  13. X Comprehensive Planning • Current District Submitted Plan Reports • Academic Standards & Assessment (6 years) • Professional Education (3 years) • Teacher Induction (6 years) • Student Services (3 years) • Special Education (3 years) • Educational Technology (3 years) • No Direct Process or Database Links to PASIP 13

  14. Comprehensive Planning Comprehensive Planning Project (CP) Project Purpose Design and develop a single, streamlined, yet systematic, process and plan management system for district and school level planning CAIU & DCIU Partnership 14

  15. Comprehensive Planning Project Objectives Consolidate and Simplify Reporting Single, Prepopulate and Aggregate Apply the proven planning practices of Getting Results to District Level planning School Level Needs Assessment informs District Level Plan. District Level Plan provides Strategies and Action Steps to support School Level planning. 15

  16. Comprehensive Planning Current and Future Contributors to Project Bureau of Teaching and Learning Support Bureau of Special Education Bureau of Assessment & Accountability Bureau of Career & Technical Education Bureau of School Leadership and Teacher Quality Center for Data Quality & Information Technology IU 8, 10, 11, 12, 13, 15, 17, 20, 24, 25 & 27 Personnel Pennsylvania Association for School Administrators The Education Policy and Leadership Center PAIU-CC , PAIMS, PAIU-SS , PAIU-ED Stakeholder Advisory Committee 16

  17. Comprehensive Planning 30,000 Foot View District Level Plan + School Level Plans = Comprehensive Plan 17

  18. Comprehensive Planning 18

  19. Comprehensive Planning Comprehensive Planning Components Highway to Continuous Improvement and Success Pass Through Required Towns Pass By Off/On Ramps 19

  20. Comprehensive Planning Required Towns Profile Core Foundations (District Level) Assurances Needs Assessment Action Planning Affirmations Profile 20

  21. Comprehensive Planning • District Profile • (Who are we?) • Mission • Vision • Shared Values • Educational Community • District Level Planning Team 21

  22. Comprehensive Planning Required Towns Profile Core Foundations (District Level) Assurances Needs Assessment Action Planning Affirmations 22

  23. Comprehensive Planning • Core Foundations • (How do we do things?) • Standards (2) • Curriculum (2) • Instruction (3) • Assessment (7) • Safe and Supportive Schools (12) • Materials and Resources (2) • Professional Education (7) • Special Education (10) 23

  24. Comprehensive Planning Core Foundations Contribute to Satisfying Chapter 4, 12, 14, 16 and 49 Regulations Questions designed more reflective across the whole district (Primary, Intermediate, Middle & High School) Less Narratives and More Survey Type Questions 24

  25. Comprehensive Planning Core Foundations may take many discussions and a few hours to answer these questions… but only seconds to transfer onto the online tool (May 1). 25

  26. Comprehensive Planning 26

  27. Comprehensive Planning 27

  28. Comprehensive Planning 28

  29. Comprehensive Planning Required Towns Profile Core Foundations (District Level) Assurances Needs Assessment Action Planning Affirmations 29

  30. Comprehensive Planning Assurances (Of course, we have a policy, procedure and/or data to assure we have/do that?) Safe and Supportive Schools Special Education 30

  31. Comprehensive Planning Work Session 10 minutes Review Profile, CF & A Components Assignment-Report Out 3 Things that appear to be improved in these areas Up to three questions or concerns 31

  32. Comprehensive Planning BREAK 5 MINUTES 32

  33. Comprehensive Planning Required Towns Profile Core Foundations (District Level) Assurances Needs Assessment Action Planning Affirmations 33

  34. Comprehensive Planning • Needs Assessment • Analyze Data • 1. Optional Data Walkthroughs • NCLB Report Card • eMetric • PVAAS • Special Education • The MILE Guide-P21 • Advanced Analysis • Student Services (In Development) • Educational Technology (In Development) • High School Feedback Reports (In Development) 34

  35. Comprehensive Planning PVAAS Scatterplots: Grades 4-8 Reading and Math Identify Accomplishments and Concerns 35

  36. Comprehensive Planning • Needs Assessment • Analyze Data • 1. Optional Data Walkthroughs • 2. Locally Relevant Data and System Analysis • Demographics • Perceptions • Contextual Data • Achievement 36

  37. Comprehensive Planning Work Session 4 minutes Locally Relevant Data Report Out DL Page 64 37

  38. Comprehensive Planning Work Session 8 minutes 1. Look at the District Systems 2. What additional data sources do you have? 3. What additional data sources do you need that you don’t have? DL Pages 64-65 38

  39. Comprehensive Planning Needs Assessment Analyze Data 1. Optional Data Walkthroughs 2. Locally Relevant Data and System Alignment 3. District Accomplishments & Concerns 4. Patterns of School Systemic Challenges & Accomplishments 39

  40. Comprehensive Planning IMPORTANT PROCESS NOTE 40

  41. Comprehensive Planning 1. A system exists within the school that fully ensures consistent implementation of standards-aligned curricula across all classrooms for all students. 2. A system exists within the school that fully ensures the consistent implementation of effective instructional practices across all classrooms. 41

  42. Comprehensive Planning • Needs Assessment • Analyze Systems • 1. Answer District Level Guiding Questions • Types of systems in schools that are analyzed: • Curriculum, Instruction and Assessment • Student Focused • Professional Development • Administrative/Management 42

  43. Comprehensive Planning • A district system exists that fully ensures consistentimplementation of standards-aligned curricula across all schools for all students. The curricula for all courses and content areas clearly delineate what students are supposed to know and be able to do, i.e. there are written competencies for all courses. The curricula for all courses and content areas for which related State Standards have been established are aligned with those State Standards. A curriculum audit process is an established, periodic practice during which the district reviews and ensures the alignment of district curricula with State Standards. (Continued…..) 43

  44. Comprehensive Planning Systemic Challenges Is there a system within the district that fully ensures consistent implementation of standards-aligned curricula across all schools for all students? Establish a district system that fully ensures consistent implementation of standards-aligned curricula across all schools for all students. Is there a system within the district that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school? Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Is there a system within the district that fully ensures staff members in every school use standards-aligned assessments to monitor student achievement and adjust instructional practices? Establish a district system that fully ensures staff members in every school use standards-aligned assessments to monitor student achievement and adjust instructional practices. 44

  45. Comprehensive Planning Needs Assessment Analyze Systems 1. Answer District Level Guiding Questions 2. Prioritize Systemic Challenges 45

  46. Comprehensive Planning Systemic Challenges Is there a system within the district that fully ensures consistent implementation of standards-aligned curricula across all schools for all students? 1 Establish a district system that fully ensures consistent implementation of standards-aligned curricula across all schools for all students. Is there a system within the district that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school? 3 Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Is there a system within the district that fully ensures staff members in every school use standards-aligned assessments to monitor student achievement and adjust instructional practices? 2 Establish a district system that fully ensures staff members in every school use standards-aligned assessments to monitor student achievement and adjust instructional practices. 46

  47. Comprehensive Planning Work Session 5 minutes Review District Level Guiding Questions Do the first question and be prepared to report out. DL Pages 73-80 47

  48. Comprehensive Planning Required Towns Profile Core Foundations (District Level) Assurances Needs Assessment Action Planning Affirmations 48

  49. Comprehensive Planning • Action Planning • Systemic Challenges Inform Goal Design • Create or Select Goal • Identify Indicators of Effectiveness • Create or Select One or More Strategies • Create One Action Plan for Each Goal • Mention Page Numbers 49

  50. Comprehensive Planning Systemic Challenges Action Plan Goals 1 Establish a district system that fully ensures consistent implementation of standards-aligned curricula across all schools for all students. 3 Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. 2 Establish a district system that fully ensures staff members in every school use standards-aligned assessments to monitor student achievement and adjust instructional practices. 50

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