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1
Comprehensive Planning ProcessLEA-Level Training
Jill NeuhardComprehensive Planning Teampaplanning@caiu.org717-732-8403
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The Comprehensive Planning Partnerships
CAIU PDE DCIU
29 Intermediate Units
eSP PASIP
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Components of the Comprehensive Plan
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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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School Districts District Comprehensive Plan (required) School Level Plan (optional) School Improvement Plan (required for Priority & Focus schools) Special Education Plan (required)
Charter Schools Comprehensive Plan (required) Charter Annual Report (required) School Improvement Plan (required for Priority & Focus
schools)
CTCs/AVTS Comprehensive Plan (required)
Intermediate Units Comprehensive Plan (required)
Planning Overview
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Chapter 4 Updates
Web application meets all requirements for Chapter 4 revisions
Plans that are required for submittal to PDE MUST use the web application
Plans not required for submittal to PDE can choose own format
Within the Instructions for each section, the web application indicates required components in red text
Refer to District Chapter 4 Overview of Planning Requirements handout
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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
Summary of Required Plans
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Due Dates and Workflow
May 1, 2015 – Phase 1 Special Education Plan due (28-day public review and Board approval prior)
June 30, 2015 – School Improvement Plan resubmission (Board approval prior)
November 30, 2015 – Phase 1 District Level Comprehensive Plan due (28-day public review and Board approval prior)
July 1, 2016 – Implement Year 1 of Phase 1 Comp Plan
August 1, 2014 - Charter Annual Report due
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The CP Resource Page
http://tinyurl.com/CP-PDE-Home
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REGULATION UPDATES
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Professional Education Plan
Minimum of 2 Professional Development implementation steps:
1 aligned to improving language and literacy acquisition
1 aligned to teaching diverse learners in an inclusive setting
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Gifted Education Plan
Core Foundations>Safe and Supportive Schools> Describe district’s screening and evaluation protocols for gifted
education Describe gifted programs* being offered. (The word “programs”
refers to the continuum of services, not one particular option)
Core Foundations>Professional Education> A school district and intermediate unit shall provide, under section
1205.1 of the School Code (24 P. S. § 12-1205.1), in-service training for gifted and regular teachers, principals, administrators and support staff persons responsible for gifted education
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Technology Plan
Complete if applying or intending to apply for Priority 2 E-Rate funds
Action Plan must contain a minimum of:1 strategy related to technology1 implementation step must be tech-
related PD
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ESEA Flexibility Waiver Update
3-Year Required School Improvement Plans
Only required for Title I Schools designated as “Priority” or “Focus”
Annual resubmission required
A 3-year Comprehensive Plan is also required at the DISTRICT level, but may not fall in same timeframe
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ESEA Flexibility Waiver – Federal Accountability Differences
New under ESEA• 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 under NCLB
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The new accountability system focuses on four Annual Measurable Objectives:
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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Title I Schoolwide Program
If implementing a Schoolwide Title I Program:
OPTIONAL use of web application
If using web application, schools must complete a School Level Plan (or SIP if designated Priority/Focus) AND additional addendum in the Title 1 Assurances section
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WEB APPLICATION
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Comprehensive Planning Web Application
The CP web application’s purpose is to serve as a single, streamlined, systematic, comprehensive planning process and plan management system for LEAs and schools within the Commonwealth. Features include:
Single district level plan instead of 6 separate plan reports School level data analysis is shared to the district level
plan District strategies and action steps influence school level
planning Single site for stakeholders district-wide to view district &
all school plans Streamlined user roles
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http://tinyurl.com/CP-PDE-HomeOR
http://www.education.state.pa.us/
Web Application- Access
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Web Application- Getting Started
Have an account on the PDE portal
Identify roles of registered users
Two Administrator roles are needed to set up Initial Access to the Comp Plan web application: a) Local Security Administrator: Top-level users, responsible for the overall security of the Education Portal for their institutionb) Local Administrator: has the ability to add users who can access the Comp Plan web application
http://compplanning.wiki.caiu.org/Local+Security+Administration+for+Comp+Plan
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Web Application- Roles for Access
Within the Comp Plan web application, three different groups can view, edit and/or submit plans:
Viewer (can view) Author (can edit) Planning Leader (can edit, check plan for
issues, and submit)
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The Compass will always be located in the upper left-hand corner of every page—clicking the Compass will open the left-hand navigation pane, which can be used to navigate to any page in the web application.
Web Application- Navigation
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Web Application- Components
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Web Application- District Profile
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Web Application- Core Foundations
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Web Application- Needs Assessment
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ANALYZE DATA
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Every discussion conducted and every decision made
during an entire planning process should be based upon
relevant and timely data
Planning teams may wish to utilize the Data
Walkthroughs provided within the CP web application
Data
http://training.paplanning.org
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The Comprehensive Planning Process
requires planning teams to document
data-based statements of
ACCOMPLISHMENTS
and data-based statements of
CONCERNS
Data
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Statements of concern should identify specific findings from analysis of data related to student academic achievement and performance (e.g. attendance, behavior, graduation rate, etc.) which the planning team believes to be most worrisome.
72% of our students did not score at the proficient or advanced level in the 2013 PSSA Reading exam.
The total number of behavioral referrals increased by 11% from 2011-12 to 2012-13.
Data
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Processing Time
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ANALYZE SYSTEMS
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Analyze Systems
The highly complex system that is an educational entity is composed of component systems, each of which directly or indirectly interacts and influences all other component
systems within a school or district.
Therefore, changes to a component system will directly or indirectly affect all other
component systems.
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Analyze Systems
Analyze Entity Systems: a data-based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic Challenges: Guiding Questions
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http://training.paplanning.org
Analyze Systems
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Planners engage in data-driven discussions regarding whether or System Characteristics are present in the LEA.
Analyze Systems
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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.
Analyze Systems
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If all System Characteristics are present (and checked), the web app will automatically answer the question “yes”
Analyze Systems
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System Analysis
http://training.paplanning.org
Based upon timely and relevant data, Prioritize Systemic Challenges
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System Analysis
Needs Assessment Overview
1)Analyze data to identify symptoms of the overall health of the organization: Accomplishments & Concerns
2)Analyze Entity Systems: a data-based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic Challenges: Guiding Questions
3)Based upon timely and relevant data, Prioritize Systemic Challenges
4)Build Action Plans to address high-priority Systemic Challenges
1
2
3
4
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Processing Time
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ACTION PLANNING
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Web Application- District Level Plan
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Action Planning
Identify all of the “to-do list” steps that will be needed to implement the Strategies: each “to-do list” step is an Implementation Step
Identify Strategies that have a significant probability of meeting the Action Plan Goal
Select/create a Systemic Challenge to be the Goal of an Action Plan (or create a Goal)
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After prioritizing Systemic Challenges, LEAs can develop new Goals
Action Planning
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http://training.paplanning.org
To build an Action Plan that addresses a Systemic Challenge, click “Include” to the right of the Challenge.
Action Planning
49
REQUIRED
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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Action Planning
The new goal will appear on the View Action Plans page.
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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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Processing Time
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Once Strategies have been identified, planners should design an implementation plan
—a management tool that will guide the implementation of the Action Plan Strategies.
Action Planning
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An implementation plan is comprised of all the “to-do list” steps needed to implement the Strategies. Each “to-do list” step is an Implementation Step.
Action Planning
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Action Planning
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.
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Action Planning
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.
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Action Planning
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Action Planning
-------------------------------------------------------------------------------------------------------------------
OPTIONAL
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Action Planning
REQUIRED BY WEB APP
REQUIRED FOR CHAPTER 49 IF ACTION STEP IS PD
63http://training.paplanning.org
Action Planning
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Action Planning
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Action Planning
The most common documentation error in submitted plans is
the misidentification of Strategies as Implementation Steps
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Action Planning
Implementation 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]
Implementation 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]
Implementation 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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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
Action Planning
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Strategy 1: Instructional Conversations: goal-directed conversations on an academic topic between a teacher and a small group of students.
Strategy 2: Differentiated Instruction: 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.
Strategy 3: Shared Book Reading: Shared Book Reading involves an adult reading a book to one child or a small group of children without requiring extensive interactions from them.
Action Planning
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Processing Time
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Completing the Process
Signers must have a PDE Portal account and must have at least Author access to the entity’s plan.
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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.
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Completing the Process
Reports can be selected and printed using this page.
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Reporting
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Reporting
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Please go here to take a short survey http://tinyurl.com/2014CPSurvey
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Support and Communication
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