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Module III: Developing the LEA Plan. Systemic Local Educational Agency (LEA) Plan Development. Welcome. Introduction of presenters: Name/contact information Name/contact information. 2. Start and end meetings on time. Stay focused on the topic. Listen to others with best intentions.

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Module iii developing the lea plan

Module III: Developing the LEA Plan

Systemic Local Educational Agency (LEA) Plan Development


Welcome

Welcome

Introduction of presenters:

Name/contact information

Name/contact information

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Meeting norms

Start and end meetings on time.

Stay focused on the topic.

Listen to others with best intentions.

Seek clarification when needed.

Meeting Norms

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Purpose of the series

Purpose of the Series

To develop expertise among district administrators, leadership teams, and technical assistance providers in writing and implementing a clear and educationally sound Local Educational Agency (LEA) Plan.

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Series modules systemic planning functions

Series Modules: Systemic Planning Functions

  • Examining the LEA Plan in Federal, State, and Local Context.

  • Conducting a Needs Assessment to Identify Priorities of the LEA Plan.

  • Developing the LEA Plan to Address Priorities.

  • Implementing and Monitoring the LEA Plan.

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The lea plan

The LEA Plan

Establishes district priorities.

Documents major district initiatives to address priorities.

Addresses five major performance goals set by the Elementary and Secondary Education Act (ESEA).

Is a single, coordinated, and comprehensive plan.

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Module iii understanding and using the district assistance survey

Module III: Understanding and Using the District Assistance Survey

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Module iii topics

Module III Topics

Understanding and using the District Assistance Survey (DAS).

Reviewing key components of the LEA Plan and LEA Plan Addendum.

Implementing the DAS to identify and prioritize district actions.

Writing the LEA Plan and allocating financial resources.

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The district assistance survey

The District Assistance Survey

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District assistance survey das

District Assistance Survey (DAS)

The DAS is:

one of four state program evaluation tools.

aligned to the nine Essential Program Components (EPCs).

based on the District Assistance and Intervention Team (DAIT) standards.

used to filter the critical areas of focus that emerge from the needs assessment.

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Four state tools

Four State Tools

The four tools based on the EPCs:

DAS

Academic Program Survey (APS)

English Learner Subgroup Self Assessment (ELSSA)

Inventory of Services and Supports (ISS) for students with disabilities (SWDs)

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Das purpose

DAS Purpose

The DAS provides a systemic focus for the development, design, and implementation of the LEA Plan.

The DAS guides LEAs and their technical assistance providers in:

assessing LEA capacity to support a coherent instructional system at every school and in every classroom.

identifying essential district actions to be taken to support implementation of the instructional system at every school.

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A framework for coherence adapted from the public education leadership project harvard university

A Framework for Coherence(adapted from the Public Education Leadership Project, Harvard University)

Regulations and Statues - Contracts - Politics & Funding

Regulations and Statutes - Contracts - Politics & Funding

Human Resources - Parent/Community Involvement - Fiscal - Professional Development -

Data Systems & Ongoing Monitoring - Governance - Alignment C, I, A -

Essential Program Components

Essential Program Components

Instructional Core

All students achieve grade level standards

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Handout: Coherence Framework


Organization of the das

Organization of the DAS

The DAS is organized around the seven areas of district work which, together, comprise an integrated and cohesive instructional system.

Seven areas are codified in California Education Code (EC) Section 52059(e)(1).

Handout: District Assistance Survey

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Das areas of district work

DAS Areas of District Work

Governance

Alignment of Curriculum, Instruction, and Assessment to State Standards

Fiscal Operations

Parent and Community Involvement

Human Resources

Data Systems and Monitoring

Professional Development

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Basic epc and das alignment

Basic EPC and DAS Alignment

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Das format

DAS Format

  • DAS Area A: Governance includes 9 standards. Standard A.1 illustrated below:

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Das activity

DAS Activity

Purpose:

Deepen general understandings of the DAS areas prior to implementation within a specific district context.

Develop a common understanding of “fully implemented” for each of the DAS areas.

Observe the connections among the DAS areas.

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Das activity cont

DAS Activity (Cont.)

What connections did your group discover among the seven areas?

What areas seemed to have the most connections to the other areas?

What are some challenges you anticipate to fully implementing the seven areas?

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The lea plan1

The LEA Plan


Accountability requirements

Accountability Requirements

Section 1112 of the Elementary and Secondary Education Act (ESEA) requires that any LEA receiving funds under ESEA have an approved LEA plan.

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The lea plan2

The LEA Plan

Establishes district priorities.

Documents major district initiatives to address priorities.

Addresses five major performance goals set by the ESEA.

Is a single, coordinated, and comprehensive plan.

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Development of the lea plan recommended steps

Development of the LEA Plan: Recommended Steps

Measure effectiveness of current improvement strategies.

Seek input from staff, advisory committees, and community members.

Develop performance goals.

Revise improvement strategies and expenditures.

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Recommended steps cont

Recommended Steps (Cont.)

Obtain local governing board approval.

Monitor implementation.

See LEA Plan template Web page at http://www.cde.ca.gov/ta/ac/ti/documents/piyr3leaplantemplate.doc

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Lea plan template

LEA Plan: Template

Needs assessment.

Description of how the LEA plans address the requirements of ESEA based on the results of the needs assessment.

Description of the LEA (profile)

Handout: LEA Plan Template

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Lea plan template cont

LEA Plan: Template (Cont.)

Description of student academic assessments used in the LEA.

Performance goals.

Additional mandatory Title I descriptions.

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Lea plan performance goals

LEA Plan: Performance Goals

Student progress to attain proficiency in English-language Arts (ELA) and mathematics (Title I).

Progress of limited English-proficient students and immigrants to attain proficiency in ELA and mathematics (Title III).

Students taught by highly-qualified teachers and LEA provision of professional development for teachers and school leaders (Title II).

All students graduate from high school.

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Lea plan f ormat

LEA Plan: Format

Performance Goal 1: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013–14.

Planned Improvement in Student Performance in Reading

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Program improvement pi requirements

Program Improvement (PI) Requirements

Schools and LEAs in PI have specific accountability requirements and may receive additional technical assistance.

Handout: Title I PI School Requirements

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Plan requirements for pi leas

Plan Requirements for PI LEAs

Write and implement an Addendum to the LEA Plan

Implement the LEA Plan Addendum developed in Year 1 & update the LEA Plan as needed

Revise and implement the LEA Plan to include the assigned Corrective Action

Implement the LEA Plan & and corrective actions.

Year 1Year 2Year 3Year 3+

Corrective Action

Handout: Title I Program Improvement LEA Requirements

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Pi leas lea plan requirements cont

LEA Plan Template www.cde.ca.gov/ta/ac/ti/documents/piyr3leaplantemplate.doc

LEA Plan Addendum Template

www.cde.ca.gov/ta/ac/ti/pirequirement.asp

PI LEAsLEA Plan Requirements (Cont.)

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Lea plan addendum

LEA Plan Addendum

An addendum to the LEA Plan.

Required upon identification for PI Year 1 LEAs.

Addresses why the existing LEA plan has failed to bring about increased student achievement.

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Federal requirements of an lea plan addendum

Federal Requirements of an LEA Plan Addendum

Eight requirements focus on strengthening the base instructional program for all students:

Address the fundamental teaching and learning needs in schools.

Include specific, measurable achievement goals and targets for student groups.

Identify research based strategies for strengthening core programs.

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Federal requirements of an lea plan addendum cont

Federal Requirements of an LEA Plan Addendum (Cont.)

Identify actions likely to increase student achievement.

Address professional development needs of instructional staff.

Establish specific targets and strategies for ELs.

Incorporate out of school learning activities to support core instruction.

Include strategies to promote parent involvement.

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Lea plan addendum format

LEA Plan Addendum: Format

Handout: LEA Plan Addendum Template

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Lea plan and lea plan addendum similarities

LEA Plan and LEA Plan Addendum: Similarities

The LEA Plan and the LEA Plan Addendum focus on the same fundamental area, student achievement.

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Lea plan and lea plan addendum similarities cont

LEA Plan and LEA Plan Addendum: Similarities (Cont.)

Similar process for development:

Analyze student performance including all relevant assessments.

Analyze current educational practices, professional development, staffing, and parental involvement.

Involve a collaborative process for developing improvement goals.

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Lea plan and lea plan addendum similarities cont1

LEA Plan and LEA Plan Addendum: Similarities (Cont.)

Similar structure

District-Level Action

Persons Involved/Timeline

Related Expenditures

Estimated Costs

Funding Source

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Lea plan and lea plan addendum differences

LEA Plan and LEA Plan Addendum: Differences

LEA Plan

a comprehensive plan that focuses on raising the academic performance of all student groups to achieve state academic standards.

LEA Plan Addendum

focuses on eight federally mandated requirements for PI LEAs.

addresses why the existing LEA Plan has failed to bring about increased student achievement.

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Plan requirements for pi leas1

Plan Requirements for PI LEAs

Write and implement an Addendum to the LEA Plan

Implement the LEA Plan Addendum developed in Year 1 & update the LEA Plan as needed

Revise and implement the LEA Plan to include the assigned Corrective Action

Implement the LEA Plan & and corrective actions.

Year 1Year 2Year 3Year 3+

Corrective Action

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The lea plan process

The LEA Plan: Process

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Local governing board

Local Governing Board

Establishes policy and priorities for the district.

Collaborates with the superintendent and the cabinet to develop district goals.

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The district leadership team dlt

The District Leadership Team (DLT)

LEAs in PI must develop an LEA Plan in concert with district educators, parents, and the community.

The DLT is an advisory body to the superintendent, the cabinet, and the local governing board.

Handout: District Leadership Team Template

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Role of the dlt

Role of the DLT

Participates in the analysis of data collected in the needs assessment process.

Recommends actions for the LEA Plan.

Monitors implementation of the LEA Plan goals.

Communicates progress to and receives input from stakeholders.

Recommends revisions to the LEA Plan as necessary.

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Develop common understandings

Develop Common Understandings

DLT members must share common understandings of the critical areas of focus (e.g., intervention, full implementation, English-language Development [ELD]).

Understandings must be consistent with the California Content Frameworks.

Common understandings assist the DLT in developing consistent district actions to support the critical areas of focus.

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Overview for applying the das

Overview for Applying the DAS

  • Rate the LEA’s level of implementation on each of the DAS areas, using the findings from the needs assessment.

  • Synthesize DAS results to determine district actions for student academic improvement. These actions become the objectives in the LEA Plan.

  • Determine sequence of actions in the local context.

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A process for applying the das

A Process for Applying the DAS

Divide DLT into smaller groups.

Assign DAS standard(s) areas for each group.

Propose recommendations for improvement according to the assigned DAS standards.

Post proposed recommendations for general group discussion.

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A process for applying the das cont

A Process for Applying the DAS (Cont.)

As recommendations are shared, DLT members look for common themes among all actions as they relate to:

strengths of the district

needed improvements

challenges/barriers

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A process for applying the das cont1

A Process for Applying the DAS (Cont.)

Facilitator summarizes the discussion and with the DLT determines if:

they are ready for a sub-committee to draft an outline of the LEA Plan, or

more time is needed for research and discussion.

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The lea plan draft

The LEA Plan: Draft

Small sub-committee takes DLT input and outlines the LEA Plan.

DLT meets again to review and confirm content of the outline.

Specific sub-committees begin or continue to fill in detail in the LEA Plan.

The DLT may meet again to confirm actions/objectives.

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Prioritizing actions objectives

Prioritizing Actions/Objectives

Sequence

Urgent

Prerequisite

Success

Likely positive results

Impact

Systemic

Student achievement

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Local context

Local Context

Local context:

is crucial in determining what a district can do, and when.

issues do not eliminate the need to address the LEA Plan actions.

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Local context cont

Local Context (Cont.)

Some typical issues:

Organizational practices and protocols

Academic challenges

Effective communication among stakeholders

Changing demographics

Other

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Practice scenario oak tree unified school district usd

Practice Scenario:Oak Tree Unified School District (USD)

Prerequisites for writing the LEA Plan:

  • Needs assessment

  • Identification of critical areas of focus

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Practice scenario oak tree usd cont

Practice Scenario: Oak Tree USD (Cont.)

Apply the DAS to Oak Tree Unified School District

Handout: Oak Tree Unified School District Scenario

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Discussion prompts oak tree usd

Discussion Prompts: Oak Tree USD

Questions to consider:

What is already in place to support this recommendation?

What barriers/challenges exist to implementation?

What is needed to fully implement the recommendation?

Handout: Recommendations for Oak Tree Unified School District

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Group a governance

Group A: Governance

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Handout: Group A: Governance Scenario


Synthesizing recommendations

Synthesizing Recommendations

Synthesize into common recommendations. Write these as actions/objectives.

Summarize

Barriers/challenges

District response

Strategize

Action steps/tasks

Sequence

Resources

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Formulating actions objectives

Formulating Actions/Objectives

Actions/Objectives are:

Defined in clear and measurable terms.

Realistic given time, fiscal, and human resources.

Attainable within two years.

Handout: Sample LEA Plan Objectives

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Writing actions objectives

Writing Actions/Objectives

Write actions to implement:

Steps of implementation

Time frames to complete steps

Resources

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Creating the plan to achieve actions objectives

Creating the Plan to Achieve Actions/Objectives

Each action/objective should identify:

Tasks and action steps.

Specific individual/s responsible for implementing the tasks.

Specific timelines for completing the tasks.

Associated costs and funding sources.

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Individual s responsible

Individual(s) Responsible

For each task, a specific individual should be designated as responsible for implementation and follow-through.

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Timeline

Timeline

Each task should include a timeline for completion.

The term “ongoing” does not describe a specific timeline.

2010–12 does not describe a specific timeline.

Commit to a specific due date (e.g., 09/30/11) or targeted time span (e.g., 09/01/11–10/31/11).

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Timeline cont

Timeline (Cont.)

The timeline should be detailed enough to determine, on a quarterly basis, whether tasks were completed by the completion date.

Teachers trained by…

Classroom visit protocol completed by…

The timeline should be realistic and take into account all other LEA initiatives.

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Allocating financial resources

Allocating Financial Resources

List all funding sources and amounts.

Arrange in order of most restrictive to least restrictive.

List all actions in plan that require funding.

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Allocating financial resources cont

Allocating Financial Resources (Cont.)

Arrange actions in logical order for implementation.

Create a matrix of action steps and funding sources.

Identify potential funding sources for each action step and decide which funds to assign to each action step.

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Align to lea plan format

Align to LEA Plan Format

The district’s plan to address its priorities should be incorporated into the LEA Plan template:

Organized around the performance goals of the ESEA.

Including columns to document actions (tasks), persons responsible, timeline, estimated cost, and funding source.

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Associated costs and funding sources

Associated Costs and Funding Sources

A plan that does not provide a budget or source of funding for planned activities will not be implemented.

Consider the costs for proposed activities in the developmental stages of the LEA Plan.

Accompany the projected costs of an activity with a funding source.

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Conclusions

Conclusions

An LEA Plan is effective only to the extent that it is monitored (Module IV).

The LEA Plan is the foundation for the Single Plan for Student Achievement (SPSA).

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Closing thought

Closing Thought:

Some people

dream of success...

while others wake

up and work hard

at it.

~Author Unknown

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