comprehensive planning phase 3 districts – day 1 february 14 th, 2014 8:30 am – 3:30 pm 1
TRANSCRIPT
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Comprehensive Planning Phase 3 Districts – Day 1
February 14th, 2014 8:30 am – 3:30 pm
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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
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AgendaIntroductions
Objectives/Goals
Burning Questions
Updates – Chapter 4 and ESEA Flexibility Waiver
Workflow/Due Dates
Comprehensive Planning Process and Web Application
Work Session/Lunch
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Objectives/GoalsBy 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
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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?
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Effective Planning for School Reform & Improvement in a Digital Age
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Scho
ol E
ntitie
s
The Pennsylvania Comprehensive Plan
Spec
ial E
duca
tion
Plan
Teac
her I
nduc
tion
Plan
Prof
essio
nal E
duca
tion
Plan Student Services Plan
Prekindergarten Program Plan
Technology Plan
Gifte
d Pl
an
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Summary of Chapter 4 Planning Requirements
Plan When Approval Process
Professional Education
3 years 28-day public review, Board approval, submit to PDE
Teacher Induction 6 years 28-day public review Board approval, submit to PDE
Special Education 3 years 28-day public review, Board Approval, submit to PDE
Gifted 6 years 28-day public review, Board approval
Student Services 6 years 28-day public review, Board approval
Technology E-rate Submit to PDE
Pre-K Program* 3 years 28-day public review, Board approval, submit to PDE
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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 optionalWeb developers are currently labeling Required*
sections
**Refer to District Chapter 4 Planning Requirements Crosswalk handout
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Chapter 4 RequirementsProfessional 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
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Chapter 4 RequirementsGifted 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
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Chapter 4 Planning Requirements
Technology PlanComplete if applying/intending to apply for Priority
2 E-Rate funds1 goal1 strategy related to technology1 action step must be tech-related PD
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ESEA Flexibility WaiverSchool Accountability
Differences
ESEA Flexibility Waiver
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ESEA Flexibility Waiver – Federal Accountability Differences
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
Old
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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
ESEA Flexibility Waiver – Accountability Measures
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Due Dates and WorkflowMay 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
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Comprehensive Planning Process
Web Application
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Web Application UpdatesCurrently removing NCLB language
Optional vs. Required Fields
School Improvement Planning
End of February 2014
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Accessing the Web AppComprehensive
Planning Home Page
http://tinyurl.com/CP-PDE-Home
Levels of Access: Viewer Author (can enter info) Planning Leader (can
enter info/check plan for issues/submit)
Comprehensive Planning Training Site
http://training.paplanning.org
“Practice run”
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To identify the CP components that must be completed for…
Special EducationProfessional EducationEd Tech eRate Funding
http://training.paplanning.org
Web Application
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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
Guided Planning Structure
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The analysis of data in the
Comprehensive Planning Web Application
provides the energy or impetus needed
for the planning process to move forward.
Data
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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
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Data
Planning teams are required to document
data-based statements of
ACCOMPLISHMENT
and data-based statements of
CONCERN
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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.
Data
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System Analysis: a data-based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic Challenges: Guiding Questions
System Analysis
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26http://training.paplanning.org
System Analysis
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Planners engage in data-driven discussions regarding whether or System Characteristics are present in the LEA.
System Analysis
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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.
System Analysis
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If all System Characteristics are present (and checked), the web app will automatically answer the question “yes”
System Analysis
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System Analysis
3)Based upon timely and relevant data, Prioritize Systemic Challenges
http://training.paplanning.org
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System Analysis
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Action Planning
4)Build Action Plans to address high-priority Systemic Challenges
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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
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34http://training.paplanning.org
To build an Action Plan that addresses a Systemic Challenge, click “Include” to the right of the Challenge.
Action Planning
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Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.
A Systemic Challenge selected for Action Planning is the Action Plan Goal.
Action Planning
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Indicators of Effectiveness are the specific targets for an Action Plan, which, if attained or exceeded, indicate the Action Plan is being effective.
Action Planning
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.
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On the “View Action Plans” page, clicking “Build” takes a user to the “Action Plan” page
Action Planning
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On the “Action Plan” page, clicking “Create/Import a Strategy” takes a user to the "Create Strategy” page
Action Planning
Click EDIT to edit or ADD an Indicator of Effectiveness
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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
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Action Planning
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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.
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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.
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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.
Action Planning—Implementation Plans
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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.
Action Planning—Implementation Plans
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Action Planning—Implementation Plans
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Action Planning—Implementation Plans
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OPTIONAL
Action Planning—Implementation Plans
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REQUIRED BY WEB APP
REQUIRED FOR CHAPTER 49 IF ACTION STEP IS PD
Action Planning—Implementation Plans
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49http://training.paplanning.org
Action Planning—Implementation Plans
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Action Planning—Implementation Plans
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Action Planning—Implementation Plans
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Action Planning
The most common documentation error in the GPS of submitted plans is
the misidentification of Strategies as Action Steps
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Action Planning
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.]
Strategy: Increase teachers’ working knowledge of effective instructional practices.
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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
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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
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Action Planning
A second way to document Action Steps misidentified as Strategies is to
replace the single Strategy with multiple strategies
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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
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Identify questions regarding creating an implementation plan
Processing Time
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Signers must have a PDE Portal account and must have at least Author access to the entity’s plan.
Completing the Process
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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.
Completing the Process
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Reports can be selected and printed using this link
Completing the Process
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Reporting
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Reporting
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Planning Process Sharing:What we’ve done
What we’re planning on doingWhat we’re considering
Day 2 – February 27th 8:30 – 3:30Recap of today
Questions and FeedbackConversations with other districts
Processing Time
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Questions
For more information on the Comprehensive Planning Process
please visit PDE’s website www.education.state.pa.us