Transcript Comp planning Phase 3 day 1x - Comprehensive Planning
Comprehensive Planning Phase 3 Districts – Day 1
February 14 th , 2014 8:30 am – 3:30 pm 1
Introductions
Connie R. Kindler, Independent Contractor Sarah Kelly, Education Consultant CAIU Nicole Miller, Special Projects Coordinator CAIU Questions? [email protected]
or 717-732-8403 listserv link:
http://tinyurl.com/8n8lmgn
2
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 3
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 4
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?
5
Effective Planning for School Reform & Improvement in a Digital Age
The Pennsylvania Comprehensive Plan
6
Summary of Chapter 4 Planning Requirements
Plan
Professional Education
When
3 years Teacher Induction Special Education Gifted Student Services Technology Pre-K Program* 6 years 3 years 6 years 6 years E-rate 3 years
Approval Process
28-day public review, Board approval, submit to PDE 28-day public review Board approval, submit to PDE 28-day public review, Board Approval, submit to PDE 28-day public review, Board approval 28-day public review, Board approval Submit to PDE 28-day public review, Board approval, submit to PDE 7
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 8
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 9
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 10
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 11
ESEA Flexibility Waiver
ESEA Flexibility Waiver
School Accountability Differences 12
ESEA Flexibility Waiver – Federal Accountability Differences Old • 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 New • 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 13
ESEA Flexibility Waiver – Accountability Measures
The new accountability system focuses on four Annual Measurable Objectives. They are:
1)Test Participation Rate 2)Graduation Rate/Attendance Rate 3)Closing Achievement Gap-for all students 4)Closing the Achievement Gap of Historically Underperforming Students 14
Due Dates and Workflow
May 1 st , 2014 - Special Education Plan due With 28-day public review and Board approval prior November 30 th , 2014 – Final Submission of District Level Plan (3-year plans) July 1 st , 2015 – Implement Year 1 15
Comprehensive Planning Process Web Application
16
Web Application Updates
Currently removing NCLB language Optional vs. Required Fields School Improvement Planning End of February 2014 17
Accessing the Web App
Comprehensive Planning Home Page Comprehensive Planning Training Site
http://tinyurl.com/CP-PDE-Home
Levels of Access: Viewer Author (can enter info) Planning Leader (can enter info/check plan for issues/submit)
http://training.paplanning.org
“Practice run” 18
Web Application To identify the CP components that must be completed for…
Special Education Professional Education Ed Tech eRate Funding
http://training.paplanning.org
19
Guided Planning Structure
Analyze data
to identify symptoms of the overall health of the organization:
Accomplishments & Concerns
Systems Analysis
—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 20
Data
The analysis of data in the Comprehensive Planning Web Application provides the energy or impetus needed for the planning process to move forward.
21
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
22
Data
Planning teams are required to document data-based statements of
ACCOMPLISHMENT
and data-based statements of
CONCERN
23
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.
24
System Analysis 25
System Analysis
http://training.paplanning.org
26
System Analysis Planners engage in data-driven discussions regarding whether or System Characteristics are present in the LEA.
27
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.
28
System Analysis If all System Characteristics are present (and checked), the web app will automatically answer the question “yes” 29
System Analysis
http://training.paplanning.org
30
System Analysis 31
Action Planning 32
Action Planning
1 Select/create a Systemic Challenge to be the Goal of an Action Plan (or create a Goal) 2 Identify Strategies that have a significant probability of meeting the Action Plan Goal 3 Identify all of the “to-do list” steps that will be needed to implement the Strategies: each “to-do list” step is an
Action Step
4 The total of all the Action Steps in an Action Plan is the implementation plan
33
Action Planning To build an Action Plan that addresses a Systemic Challenge, click “Include” to the right of the Challenge.
http://training.paplanning.org
34
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.
35
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.
36
Action Planning On the “View Action Plans” page, clicking “Build” takes a user to the “Action Plan” page 37
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
38
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
39
Action Planning 40
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.
41
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.
42
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.
43
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.
44
Action Planning—Implementation Plans 45
Action Planning—Implementation Plans 46
Action Planning—Implementation Plans
OPTIONAL
47
Action Planning—Implementation Plans
REQUIRED BY WEB APP REQUIRED FOR CHAPTER 49 IF ACTION STEP IS PD
48
Action Planning—Implementation Plans
http://training.paplanning.org
49
Action Planning—Implementation Plans 50
Action Planning—Implementation Plans 51
Action Planning The most common documentation error in the GPS of submitted plans is
the misidentification of Strategies as Action Steps
52
Action Planning
Strategy
: Increase teachers’ working knowledge of effective instructional practices.
Action Step 1
:
Instructional Conversations
[Description: Train and support teachers in using goal directed conversations on an academic topic between a teacher and a small group of students]
Action Step 2
:
Differentiated Instruction
[Description: Train and support teachers in providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability]
Action Step 3
:
Shared Book Reading
[Description: Train and support teachers in implementing Shared Book Reading, which involves an adult reading a book to one child or a small group of children without requiring extensive interactions from them.] 53
Action Planning Action Steps misidentified as Strategies may be documented in at least two appropriate ways—one way is
to incorporate them into the Strategy description
54
Action Planning
Strategy
: Increase teachers’ working knowledge of effective instructional practices: A. Train and support teachers in using
Instructional Conversations
, which are goal-directed conversations on an academic topic between a teacher and a small group of students B. Train and support teachers in providing students with
Differentiated Instruction
, i.e. providing different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability C. Train and support teachers in implementing
Shared Book Reading
, which involves an adult reading a book to one child or a small group of children without requiring extensive interactions from them 55
Action Planning A second way to document Action Steps misidentified as Strategies is to
replace the single Strategy with multiple strategies
56
Action Planning
Strategy 1
: Train and support teachers in using
Instructional Conversations
, which are goal directed conversations on an academic topic between a teacher and a small group of students
Strategy 2
: Train and support teachers in providing students with
Differentiated Instruction
, i.e. providing different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability
Strategy 3
: Train and support teachers in implementing
Shared Book Reading
, which involves an adult reading a book to one child or a small group of children without requiring extensive interactions from them 57
Processing Time
Identify questions regarding creating an implementation plan
58
Completing the Process Signers must have a PDE Portal account and must have at least Author access to the entity’s plan.
59
Completing the Process In order to ask the web app to check the plan for completion, and to see the SUBMIT button, a user must have
Planning Leader
Access .
60
Completing the Process Reports can be selected and printed using this link 61
Reporting 62
Reporting 63
Processing Time
Planning Process Sharing: What we’ve done What we’re planning on doing What we’re considering Day 2 – February 27 th 8:30 – 3:30 Recap of today Questions and Feedback Conversations with other districts
64
Questions For more information on the Comprehensive Planning Process please visit PDE’s website www.education.state.pa.us
65