Transcript CURRICULUM AND INSTRUCTION ISSUES IN PENNSYLVANIA

e-STRATEGIC PLANNING
IN PENNSYLVANIA
Montgomery County Intermediate Unit
1
Training Purpose:
Provide participating district
leadership team representatives
with background training for:
1) The use of processes and
techniques necessary to develop
comprehensive strategic plans.
2) The use of eSP for Comprehensive
Strategic Planning and Plan
Completion.
AGENDA
Chapter 4 Strategic Plan
Requirements
 Overview of e-Strategic Planning
 Approaches to Strategic Planning
 Using the e-Strategic Planner
 Next Steps

CHAPTER 4:
STRATEGIC PLAN
REQUIREMENTS
Miscellaneous
Requirements
Academic Standards – Description of academic
standards for student achievement consistent with
those under § 4.12
 Strategic Planning process – brief description of
process to develop strategic plan
 Strategic Planning Committee – A list of persons
involved in developing the Strategic Plan

Strategic plan should be developed through active
participation by parents, students, school directors,
teachers, school administrators, other school
personnel, businesses and community
representatives
Goals

A listing of the school entity’s
educational and organizational goals
as they relate to student achievement
including high school graduation
requirements and for having students
meet or exceed proficiency levels
established for state academic
standards
Graduation Requirements

Each school district, including charter
schools, shall specify requirements for
graduation in the strategic plan.
Requirements shall include course
completion and grades, completion of
a culminating project, and results of
local assessments aligned with the
academic standards.
Measurable Annual
Improvement Targets

Your plan must address improving
students’ achievement, including
specific, measurable goals for student
growth and planning that is designed
to attain students’ achievement goals.
Achievement goals shall demonstrate
a connection to the academic
standards including but not limited to
annual improvement goals for student
scores on State and Local
assessments.
Curriculum, Instruction &
Instructional Materials

Your plan must address providing all
students access to a rigorous
education program including:
curriculum that is aligned to the
academic standards, the planned
instruction to be offered and the
instructional practices and
instructional materials to be used to
strive for the academic goals and
attain academics standards and the
high school graduation requirements.
Assessments & Public
Reporting

Your plan must describe the local assessment
system including methods and measures used
to determine the degree to which students are
achieving academic standards, including:
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descriptions of methods and measures used to
determine achievement,
how information from the assessments shall be
used to assist students who have not
demonstrated attainment of the academic
standards at a proficient level or higher,
how all students as well as significant student
subgroups are achieving as compared to the
standards and annual improvement targets, and
how information from the assessments shall be
made available to the public and each students'
parent's or guardians.
Assessments & Public
Reporting

Your plan shall also address how
assessment data, including valueadded assessment data, is shared with
and used by district-level
administrators, school administrators
and professional educators to change
instructional practice in order address
the learning needs of students.
Targeted Assistance for
Struggling Students

Your plan must provide for additional instructional
opportunities for students not achieving at the proficient
level, including:

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identification procedures,
alternative instructional strategies,
monitoring of assessment procedures, and
opportunities for extended learning time, including tutoring.
Your plan shall also describe how grade-level learning
plans for students who have not achieved proficiency in
reading and mathematics during their primary grades (K3) have been implemented and specify the instructional
opportunities for students who have not achieved
proficiency in reading and mathematics by the end of
grade 5.
Support for Struggling
Schools

Your plan must address the school
district's (or area vocational technical
school with multiple campuses)
process for assisting schools that do
not meet the annual student
achievement improvement targets and
schools experiencing other challenges
that deter student attainment of the
academic standards at a proficient
level or higher.
Qualified, Effective Teachers &
Capable Instructional Leaders


Your plan must include the school entity's
goals, strategies and performance
measures regarding provision of teachers
and school leaders designed to ensure that
all students attain the academic standards
at a proficient level or higher.
Your plan shall specifically address how the
school entity deploys its most effective and
highly qualified teachers in order to meet
the learning needs of students who are
below proficiency or are at risk of not
graduating.
Parent & Community
Participation

Your plan must describe the school
entity's approaches for involving
parents or guardians, community
groups, businesses and institutions of
higher education in the learning
process, as appropriate.
Pre-Kindergarten Transition

Your plan must address how the
school district will accomplish
coordination with the following before
or after school programs and services
for all grade levels, including prekindergarten, if offered, through 12:
child care,
 after school programs,
 youth workforce development
programs, and
 tutoring.

Utilization of Resources

Your plan should describe the
resources the school entity plans to
devote to the attainment of academic
standards, including professional
personnel, school library, classroom
materials, educational technology,
school facilities, budget and other
resources available to the school
entity.
Milestones of Progress

Your plan should list the specific
goals, tasks, and initiatives that shall
be accomplished by a specified date
within each year of the planning cycle;
such goals, tasks, and initiatives shall
be derived from the priorities
described in the strategic plan, as
locally appropriate benchmarks that
shall ensure consistent monitoring
and midcourse correction.
Professional Education
Plan
Needs Assessment

A description of the needs
assessment and how the plan meets
the educational and staff development
needs of the school entity, and its
professional educators, students and
the community;
Education Options

The professional education needs/goals
that will be met by completion of each
continuing professional education option
and how each relates to areas of
assignment and certification or potential
administrative certification. The options may
include but shall not be limited to:

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Collegiate studies;
Continuing professional education courses
taken for credit; and
Other programs, activities or learning
experiences taken for credit or hourly
Limited English/ESL

School entities that have students
who are limited English
proficient/English language learners
address the professional education
needs of staff who work with these
students
CPR Training

Evidence that the school entity offers
CPR training on site at least once
every three years
Gifted Education Training

Evidence that school districts and IUs
provide in-service training for gifted
and regular teachers, principals,
administrators and support staff
persons responsible for gifted
education
Professional Education
Providers

A list of providers, courses, programs,
activities and other learning
experiences approved by the
professional education committee to
provide the continuing professional
education options listed in the plan
Professional Education
Action Plan

Action plans for professional
education activities to meet the goals
of the three-year plan. Action plans
must include objectives, a listing of
the actions to be taken, timelines for
completion, person(s) responsible for
action plan implementation, and
evaluation procedures
Annual Review

A description of the process for
reviewing and amending the plan
annually
Criteria and Balance

Evidence that the plan meets the
professional education criteria and
strikes a balance between content,
pedagogy and other skills
Teacher Induction Plan
Teacher Induction Planning
Participants

The name of the induction coordinator
and a description of the individuals
who developed the plan and how they
were selected;
Goals and Competencies

A list of goals and competencies for
the induction program
Assessment Processes

A description of how the needs of
inductees will be assessed
Mentor Selection

A description of how the mentors were
selected
Activities and Topics

A timeline of activities/topics, including
the Code of Conduct, to be addressed
Evaluation and Monitoring

A description of the procedures for
monitoring and evaluating the
induction program
Participation and Completion

A description of how records of
participation and program completion
will be kept
Approaches to Strategic
Planning
DISTRICT VISION
FOR INCREASING
STUDENT
ACHIEVEMENT
SPECIAL
EDUCATION
PLAN
PROFESSIONAL
TECHNOLOGY
PLAN
DEVELOPMENT
PLAN
CHAPTER 12
PLAN
Phase I: Setting the Stage

Products: Planning Team; Planning Process; Planning
Schedule; Communications to Stakeholders; Preliminary
Data Packaging

Process: Leadership of the district will:
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Analyze the mandated plans to identify “who should be in the room”
from the start of the planning process
Customize the planning process to accommodate local culture and
conditions; establish the tentative schedule for conducting the process
Designate an internal process owner
Determine and allocate resources and support needed for the strategic
planning processes
Recruit the comprehensive planning team
Inform stakeholders about the process: Why this? Why now? How will it
occur?
Define and format (“package”) initial data to be used – student results;
other locally-defined indicators of district success; regularly available
process/context data
[Options: These tasks can be completed during a single, multi-day
meeting or as a series of shorter meetings of the leadership team]
Comprehensive Strategic Planning Framework
Nancy Aronson and Donald Burkins 2006
Phase II: Initiating the Process –
Opening the Comprehensive Umbrella

Products: reinvigorated mission and beliefs, a vision and district
focus (comprehensive goals) for this planning cycle

Process: The planning team will complete processes that include:
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Honoring The Past & Present (What is the best of “what we are doing” and what
are the possibilities for the future?).
Scanning the Environment (What trends and forces shape what we can and
must do; what are the implications for action?)
Analyzing Student Results (What does student data suggest that our students
know how to do well? That we know how to do well? Where do we need to go
next?)
Building Future Scenarios (From the perspective of each of the required plans –
what can we envision as desirable future scenarios?)
Identifying Strategic Goals (What common themes emerge from future scenariobuilding?)
Chartering Work Groups to build actions and specific mandated plans
Options: Selecting processes by which to complete each task of the “process”
outlined above – e.g., appreciative interviewing, mind-mapping, process flow
charting, data dialogues; Providing parameters and any other “givens” to the
groups; adding other criteria to the chartering, for example, district-wide themes,
etc. that need to be considered or incorporated into plans (e.g. professional
learning communities)
Comprehensive Strategic Planning Framework
Nancy Aronson and Donald Burkins 2006
Phase III: Generating Mandated Plans
and Action Plans
Process:

Work groups “work,” completing mandated plan processes (prof.
ed. plan, teacher induction plan, special education plan,
educational technology plan, NCLB district improvement plan if
required), while actively seeking to build integration/connections
between each mandated plan and the comprehensive plan,
including:
• “Reengaging” the data that’s relevant for informing your planning
[Mind maps: What is affecting ‘X’?; Process flow chart(s) – how do we
do it now]
• Generate first draft of assigned plan (including action steps) [What
changes in our work processes will bring about the changes we want
in our student or related program results?]
• Drafting the implications for other plans and communicating them
• Making the connection to the larger district focus (comprehensive
goals).
• Incorporate input from other planning groups into draft
Comprehensive Strategic Planning Framework
Nancy Aronson and Donald Burkins 2006
Phase III: Generating Mandated Plans
and Action Plans

Products: action plans and all required
components of each mandated plan

Process:
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Midcourse planning/integration meeting to connect the
plans (seeking redundancies, gaps, areas of
integration, identifying areas of contradiction/conflicting
direction) and see the emerging whole. Is this hanging
together? Are we aligned? (Options: large group
assembly, meeting of the chairs, document exchange)
Generate completed mandated plan drafts; action
plans, per chartering in Phase II
Comprehensive Strategic Planning Framework
Nancy Aronson and Donald Burkins 2006
Phase IV: Synthesizing The
Whole
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Products: comprehensive plan that
integrates and aligns each of the PDErequired plans; shared understanding
and commitments to action among
stakeholder groups across the system
Process

Whole group assembling of district-wide
plans (a compilation of all plans) and a final
assessment of alignment and coherence.
Final recommendation to move the
document(s) for approval, submission to the
state, and implementation in the district.
Comprehensive Strategic Planning Framework
Nancy Aronson and Donald Burkins 2006
Phase V: Implementation And
Regular Monitoring
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Products: plan-aligned actions across the
school system; data regarding impact;
revitalization and revision of individual plans,
as appropriate; regular re-engagement of
stakeholders with their shared vision of a
higher-performing school system and the
progress being made toward creating it.
Process

Annual implementation and review meetings to keep
the process moving, to reinforce integration and
coherent district actions, and to enable adjustment of
plans, as appropriate.
Comprehensive Strategic Planning Framework
Nancy Aronson and Donald Burkins 2006
PDE’s “Getting Results” School
Improvement Model
Aligned with NCLB Requirements
 Aligned With Format for e-Strategic
Planning
 Aligned with other anticipated PDE
initiatives
 Incorporates Best Practices
 Now a “required” format for submitting
plans

CORE BELIEFS AND
MISSION
Overview>Getting Started
Guiding Questions for Clarifying
SHARED VALUES, MISSION & VISION
SHARED VALUES (or Core Beliefs)
Consider the following Guiding Questions as you reflect
on your current set of shared values (core beliefs) or as
you develop new ones. Through discussion and
involvement of all stakeholders, strive for school-wide
consensus on the following key questions.
1. Regarding expectations for student learning *
 Can all students really learn?
 What exactly do we expect all students to learn?
 How will we respond when all of them don’t learn it?
2. Regarding expectations for professional practice
 What standards will we hold ourselves to relative to the
quality of our instructional practices?
 What are our expectations regarding professional
collaboration & continuous learning?
 How will we ensure internal accountability within our
professional community?
3. Regarding relationships among stakeholders
 What values will guide/ground conduct & relationships
among stakeholders in our learning community – studentto-student; student-to-staff; staff-to-staff; staff-toparents/families; school-to-community.
 How must our shared values change to reflect the
culture we want & the results we desire for students?
MISSION (or Purpose)
The mission is the statement of your school’s essential
purpose – its reason for being. The mission gives a shared
meaning to the work of the school. A good mission is a
driving force for productive change – it is a declarative
statement of “what we have come together to experience
and to accomplish,” consistent with the school’s shared
values.
As you reflect on your school’s mission, consider the
following:
 What does your school need to be like or be about in
order for you yourself to find personal meaning in its
mission and personal alignment with its goals?
 Does our mission promote student achievement and/or
excellence in educational practice.
VISION
Your school’s vision is a clear, compelling ‘picture’ of the
desired state; it is an image of what your school will be like
when you are being your best. In that sense, the vision sets
the “standards” for action and performance.
Consider these points relative to your school’s vision:
 Does our vision reflect strong results for all students?
 Does our vision honor quality professional practices?
 Is our vision clear about the standards and expectations
for all?
* Adapted from Professional Learning Communities at Work by Richard DuFour & Robert Eaker
IMPROVEMENT
TARGETS
TARGETS
1.
2.
3.
Performance on the state
assessment
Participation in the state
assessment
Other academic indicator


Attendance, or
Graduation
AYP Targets
PARTICIPATION
PERFORMANCE
in the state assessment
on the state assessment

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
Grades 3-8, and 11
Math and reading
All students
enrolled as of the
last day of testing
window
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Grades 3-8, and 11
Math and reading
Only students
enrolled for a full
academic year
PERFORMANCE
Math
 45% threshold
 Composite of all
students is always
reported
 Subsets of the
composite
(subgroups) reported
only when there are
at least 40 students

Nine subgroups
Reading
 54% threshold
 Composite of all
students is always
reported
 Subsets of the
composite
(subgroups) reported
only when there are
at least 40 students

Nine subgroups
PA Required Proficiency
Targets for Mathematics
89
100
78
67
56 56 56
20
14
20
12
20
10
20
08
45 45 45
20
06
20
04
35 35 35
20
02
100
90
80
70
60
50
40
30
20
10
0
PA Required Proficiency
Targets for Reading
91 100
20
14
72
81
20
12
20
10
63 63 63
20
08
54 54 54
20
06
20
04
45 45 45
20
02
100
90
80
70
60
50
40
30
20
10
0
DATA ANALYSIS
Improvement Planning
Process
Analyze
Data
Identify strengths &
needs
Discover
“Root Cause”
Plan
Solution
Barriers to Data Analysis
Lack of training
 Lack of time
 Feast or famine
 Fear of evaluation
 Fear of exposure
 Confusing a technical problem with a
cultural problem

Edie L. Holcomb, Getting Excited About Data, 1999.
Analyzing Data

Use multiple sources
Summative
 Formative
 Perceptual/Demographic

Identify strengths
 Identify high priority needs

School Structures for Data-Informed Decision Making
District-Level Support
(Budgetary Support, Professional Development, Resources and Time)
Demographic/Perceptual/Process Data
Student Learning Data
School Level
•School Demographics
•Discipline Data
•Attendance Data
•Mobility Rate
•Parent Surveys
School Level
Annual Building-wide Planning Process
Focus: All Students
Who: School-wide Team
How: Data Retreat, School Planning Process
PSSA & PVAAS
Standardized Assessments
District End-of-Year Tests
Final Benchmark Test
Grade/Course Level
Grade/Course Level
•Class Demographics
•Class Engagement Data
•Satisfaction Data
•Attendance Data
•Walk-through Data
Classroom Level
Qualitative Data
•Student Historical Information
•Student Medical Information
•Student Learning Information
PA Dept. of Ed 2006
Periodic Grade Level
Planning Process
Focus: Groups of Students
Who: Teacher Teams
How: Regular 1-2 hour meetings
Student Planning
Process
Focus: Classroom
of Students
Who: Teacher
Initial: PSSA/PVAAS/final tests
– class/subgroup levels
Cyclical:
•Benchmark Data - grade level
•District quarterly assessments
•Common Classroom Data
•Classroom Summaries
Classroom Level
Initial: PSSA/PVAAS/final tests
– student level
Cyclical:
•Benchmark Data – Student Level
Continuous
•Individual Classroom Assessments
•Progress Monitoring
What is a ‘Root Cause’?
“The deepest underlying cause, or causes, of positive or negative symptoms
within any process that, if dissolved, would result in elimination, or
substantial reduction, of the symptom.”
1. Would the problem have occurred if the
cause had not been present?
2. Will the problem reoccur as the result of
the same cause if the cause is corrected
or dissolved?
3. Will correction or dissolution of the cause
lead to similar events?
If no, then it is a root cause
If yes, then it is a contributing cause
*Adapted from Root Cause Analysis by Paul G. Preuss (p.9-14)
Think. Believe. Move Mountains.
Action Planning
Developing an Action Plan for
Results: Goals, Strategies
Based
on the reflection about student results
and educational practices you conducted during
the : DATA” phase:
Identify the vital few research-based approaches,
successful models, or promising ideas which you
believe will have the greatest impact on improving
the quality of teaching and learning.
In addition to the Guiding Questions provided,
consider other questions or issues relevant to your
school’s experiences and unique circumstances
Satisfy yourself that your vital few ideas flow
logically from your analysis, and consist of highleverage strategies that form a coherent
instructional roadmap.
Based on the vital few high-leverage strategies
you identified during the “DESIGN” phase:

 map out the step-by-step tasks that need to be
accomplished;
the timeline for completing the tasks;
the timeline & responsibility for each task;
the resources you will need, and;
 the evidence of accomplishment of the task.
Overview
eStrategic Plan
What is the eStrategic
Planning Tool?
A systemic, ongoing, single, web-facilitated
strategic planning framework that:
 Is data based/driven.
 Aligns goals and strategies to research.
 Continuously monitors progress and
documents outcomes (updates with data
refreshes).
 Satisfies multiple planning and reporting
requirements.
 Allows LEA’s to plan once and report
often.
Primary Components of the
eStrategic Plan Process
1. Strategic Planning Planning Process
Guide Variety of processes, activities, graphic
tools, and resources for facilitating plan
development aligned the eight stages of the
Strategic Planning.
2. Web-based Planning Tool
eSP Tool: Roles and
Workflow
June 27, 2006
eSP Admin functions
Adding New Users
First step in setting up eSP tool is
determining who will need access to
the tool
 When creating users, you’ll need the
following information:

First and Last name
 Title
 Email address
 a sign-in (username).
 A password is automatically assigned
when you save the new user.

Adding New Users con’t
Click the Admin tab, then
the eSP roles sub tab to
add new users
Click the new user button to
bring up the add new user
screen
Must be unique.
Enter user information.
FYI – if the sign-in
name you choose is
already taken, you will
see a red error
message prompting
you to change the signin name. Click save
when done.
Adding new users con’t

As soon as you add a new users, that user is automatically sent 2
emails


One email contains their username, the other email has their
password
If the user loses those emails, but has not yet changed their
password, you can run the user account report to retrieve the user
name and password


Remember – passwords are automatically generated
Users are immediately prompted to change their auto-generated
Click
the Reports
password the first time
they
log in.tab, then choose User
Account Report from the dropdown
Auto generated
password is case
sensitive.
Adding new users con’t


If a user forgets their password after they change it,
the eSP Admin can reset their password.
 Clicking the reset password button will generate
an email to the user with their new password
To access the reset password, click the Admin tab,
then the eSP Roles sub tab.
Configuring User Roles

There are several different roles that you can assign to
users
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eSP Viewer – Allows user to view only the
information under the Overview, Data, Action Plan,
Monitor and Evaluate Tabs
eSP Author – Allows user to edit information under
the Overview, Data, Action Plan, Monitor and
Evaluate Tabs.
eSP Admin – Allows user to edit information under
the Overview, Data, Action Plan, Monitor and
Evaluate Tabs. Also has rights to create new users,
reset passwords, assign roles and open or close
plans. Can view all plans under the plans tab.
eSP Password Reporter – Must have this role to run
the User Account Report to see usernames and
passwords
Plan Admin – Submits the individual plan report to
PDE or rejects sections to send back to plan author
Plan Author – Allows users to edit individual plan
reports under Plans tab.
Configuring user roles con’t


To configure the eSP roles, click on the Admin tab, then the eSP
Roles sub tab
Place a checkmark in the box for the rights you want a user to have


Please note, if you want a user to be an eSP Author and an eSP
Viewer, you need only to put a checkmark under eSP Author. The
same is true for eSP Admin.
Remember – configuring a user as an eSP Author does NOT give
them rights to edit individual plan reports (ch 4, ed tech, etc)
Configuring User Roles con’t



To configure Plan Admins and Plan Authors, click on
the Admin tab, then click the Configure Plans sub
tab
Choose the appropriate plan from the dropdown list
 You will need to assign authors and admins for
each plan
You may have multiple authors per plan, but only
one admin per plan
Click the Change button to
assign the Plan Admin
Click the Configure Authors
button to assign authors to the
plan
Configuring User Roles con’t


After clicking the Change or Configure Author
buttons, you will see the following windows
pop up
Don’t forget to click save after assigning the
users
 FYI – a user can be a Plan Admin and a
Plan Author
Select Plan Admin screen
Select Plan Author(s) screen
Assigning Plan Sections



Within each plan, the
different sections of the
plans can be assigned to
different authors
Users can assign a
section to themselves by
logging in and click the
“Assign to Self” button
under the section
Plan sections can be
manually assigned or
reassigned

Click on Admin tab,
then Configure Plans,
choose the plan from
the dropdown, and
click on Section
Assignment
Click the
dropdown to
choose the
author, then
click the Save
button.
Opening Plans




Before authors can begin editing the individual plans, the plans
must be activated. If they are not, users will see an error message
“This plan is closed for input.”
To activate the plans, click the Admin tab, then Configure Plans sub
tab, then choose the plan from the dropdown and click on the
Collection Periods tab
You MUST Activate each plan individually
You may then deactivate the plans at any time, by removing the
checkmark
Put a checkmark in the box
beside Active, then click Save.
Global Planning Workflow
District Overview
Overview>Getting Started>Edit
Strategic Planning Committee


Committee member information pre-populates all associated plan
reports (e.g., Chapter 4, prof ed)
Also editable under Admin>Configure Planning Teams
Sharing Activities with Plan
Reports


Enter global goals, strategies and activities under
Action Plan>Develop tab
Information entered here populates into ch 4, prof
ed and ed tech plan reports
Data>Collect>Services


Supports strategic planning and meets legislative requirements in Ch.12
Pre-populates “Utilization of Resources and Coordination of Services” in Ch.4
Activities: Planning vs Planned


If activity is in planning state, it is NOT shared with plan reports
To share an activity, you must click the complete button rather
than save
Milestones of Progress
Plan Report Submission
Submitting Plan to PDE
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To submit, all sections of plan must be marked complete
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All status indicators are green circles
Must be plan administrator
An additional dropdown box will show on main page
Must enter a comment before click do action
Resources
This webinars have been recorded
and are posted at
http://www.pdewebinars.org/
 Frequently Asked Questions (FAQs)
will be posted at www.estratplan.org
 Contact Information:

Amy Munro [email protected]
 CAIU [email protected]
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