{

[Name] School DistrictComprehensive Plan

Insert years of Plan & district crest or logo here

Single plan to replace former eSP process/plans Continuous process to ensure high levels of

student achievement Three-year plan with up to six goals Chapter 4 - Academic Standards & Assessment Chapter 12 - Student Services & Records Chapter 14 - Special Education Chapter 16 - Gifted Education Chapter 49 - Professional Education & Induction E-rate/EETT/CFF - Educational Technology

Purpose & Requirements

1. Profile2. Assurances (Title I)3. Needs Assessment4. Action Planning5. Plan Submission

Five School-LevelPlanning Process Components

1. Profile2. Core Foundations3. Assurances4. Needs Assessment5. Action Planning6. Plan Submission

Six District-LevelPlanning Process Components

DemographicsPlanning ProcessMission StatementVision StatementShared ValuesEducational CommunityPlanning Committee

1. Profile Components

Two required subcommittees: 1. Professional Education minimum participants (Chapter 49):

6 Teachers (divided equally among levels) 2 Educational specialists 2 Administrators 2 Parents 2 Business representatives 2 Community representatives

2. Special Education subcommittee minimum participants (Ch. 14):

1 Administrator 1 Parent 1 Special Education Teacher 1 Regular Education Teacher

Planning Committee

StandardsCurriculumInstructionAssessmentsSafe & Supportive SchoolsMaterials & ResourcesProfessional EducationSpecial Education

2. Core Foundations

Safe & Supportive Schools

Special Education

3. Assurances

Analyze DataIdentify Accomplishments

Identify Concerns

4a. Needs Assessment

SubgroupAttendance

RateGoal=90%

GraduationRate

Goal=85%

Participation

RateGoal=95%

All Students

IEP

Economically Disadvantage

d

Attendance, Graduation, andParticipation Measures

Source: http://paayp.emetric.net

Year BB B P ATotalP & A

2013

2012

2011

2013 State

District OverallMath Performance

Source: https://solutions1.emetric.net/PSSA/

Year BB B P ATotalP & A

2013

2012

2011

2013 State

District OverallReading Performance

Source: https://solutions1.emetric.net/PSSA/

Year BB B P ATotalP & A

2013

2012

2011

2013 State

District OverallScience Performance

Source: https://solutions1.emetric.net/PSSA/

Year BB B P ATotalP & A

2013

2012

2011

2013 State

District OverallWriting Performance

Source: https://solutions1.emetric.net/PSSA/

Subgroup BB B P ATotalP & A

All Students

IEP

EconomicallyDisadvantaged

Subgroup Performancein Math

Source: https://solutions1.emetric.net/PSSA/

Subgroup BB B P ATotalP & A

All Students

IEP

EconomicallyDisadvantaged

Subgroup Performancein Reading

Source: https://solutions1.emetric.net/PSSA/

Subgroup BB B P ATotalP & A

All Students

IEP

EconomicallyDisadvantaged

Subgroup Performancein Science

Source: https://solutions1.emetric.net/PSSA/

Subgroup BB B P ATotalP & A

All Students

IEP

EconomicallyDisadvantaged

Subgroup Performancein Writing

Source: https://solutions1.emetric.net/PSSA/

GradeLevel Math Reading Science Writing

3

4

5

6

7

8

11

Performanceby Grade Level

Source: https://solutions1.emetric.net/PSSA/

PVAAS Growth:Low Performing Students

2010 2011 20120

10

20

30

40

50

60

Student 1Student 2Student 3

PVAAS Growth:High Performing Students

2010 2011 20128486889092949698

100102

Student 1Student 2Student 3

[Insert link to PVAAS

District-Level Growth Data]

Source: https://pvaas.sas.com

[Insert link School

Performance Profiles]

Source: http://paschoolperformance.org/

Analyze SystemsAnswer 13 Guiding Questions

Prioritize Systemic Challenges

4b. Needs Assessment

Rewrite Systemic Challenges as Goals

Identify Strategies to Meet Goals

Describe Action Steps Related to the Strategies

5. Action Planning

Should be:Student-centeredMeasurableAttainableRelevantTime boundShould forward the vision

Goals

Affirmations•Superintendent•Board President

6. Plan Submission

Answers the question: Why do we exist?

Describes who we are & what we doDefines the District’s purposeIs short, focused, clear, broad, & general

The Mission Statement typically includes to and an action verb (to provide … or to foster…)

Mission

Current Mission

Answers the questions: What do we want for our future? What will make our District special?

Clarifies direction Describes the District’s image of the future,

including 21st Century Learning Is intended to inspire Is ambitious; expands horizons

Statements typically begin with for (ex. for all students to…)

Vision

If we do not know where or why we’re going some place, it should come as no surprise when we don’t get there.

~ Wilmore, 2002, p. 20

Importance of the Vision

Vision

Goal 1 Goal 2 Goal 3

Strategies &

Action Steps

Budget

Resources Needed

Adapted from Wilmore, 2002, p.

36

Strategies &

Action Steps

Strategies &

Action Steps

Collaborative Development

ArticulationImplementationStewardship

Wilmore, 2002, p. 20-24

Steps in Achieving the Vision

Current Vision

Answer the question: What do we believe? Are the shared principles driving the

District’s culture and commitment

Values drive “the way things are done around here” (i.e. what we care about, what get recognized, how time is spent, etc.)

Belief statements typically begin with that followed by a statement (ex. that all students can…)

Shared Values

Current Shared Values

Pennsylvania Department of Education. (2012). Comprehensive Planning: District Level Planning Offline Guidance Tool. Retrieved from http://www.portal.state.pa.us/portal/server.pt/directory/offline_gui

dance_tools/183652

Pennsylvania Department of Education. (2012). Comprehensive Planning: School Level Planning Offline Guidance Tool. Retrieved from http://www.portal.state.pa.us/portal/server.pt/directory/offline_gui

dance_tools/183652

Wilmore, E.L. (2002). Principal Leadership: Applying the New Educational Leadership Constituent Council (ELCC) Standards. Thousand Oaks, CA: Corwin Press, Inc.

References