Comprehensive Planning Process LEA-Level Training

1. Comprehensive Planning Process LEA-Level Training • Jill Neuhard • Comprehensive Planning Team • paplanning@caiu.org • 717-732-8403

2. The Comprehensive Planning Partnerships CAIU PDE DCIU eSP PASIP 29 Intermediate Units

4. Components of the Comprehensive Plan The Pennsylvania Comprehensive Plan Gifted Plan Special Education Plan Professional Education Plan Teacher Induction Plan Student Services Plan Technology Plan Prekindergarten Program Plan School Entities

5. Planning Overview • 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)

6. 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

7. Summary of Required Plans

8. 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

9. The CP Resource Page http://tinyurl.com/CP-PDE-Home

10. REGULATION UPDATES

11. 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

12. 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

13. 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 technology • 1 implementation step must be tech-related PD

14. 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

15. ESEA Flexibility Waiver – Federal Accountability Differences Old under NCLB 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

16. ESEA Flexibility Waiver – Accountability Measures • The new accountability system focuses on four Annual Measurable Objectives: • Test Participation Rate • Graduation Rate/Attendance Rate • Closing Achievement Gap-for all students • Closing the Achievement Gap of Historically Underperforming Students

17. Title I Schoolwide Program • If implementing a SchoolwideTitle 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

18. Web application

19. 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

20. Web Application- Access • http://tinyurl.com/CP-PDE-Home • OR • http://www.education.state.pa.us/

21. 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 institution • b) 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

22. 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)

23. Web Application- Navigation 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.

24. Web Application- Components

25. Web Application- District Profile

26. Web Application- Core Foundations

27. Web Application- Needs Assessment

28. Analyze data

29. Data • Every discussion conducted and every decision made during an entire planning processshould be based upon relevant and timely data • Planning teams may wish to utilize the Data Walkthroughsprovided within the CP web application http://training.paplanning.org

30. Data The Comprehensive Planning Process requires planning teams to document data-based statements of ACCOMPLISHMENTS and data-based statements of CONCERNS

31. Data 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.

32. Processing Time

33. Analyze SYSTEMS

34. 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.

35. Analyze Systems Analyze Entity Systems: a data-based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic Challenges: Guiding Questions

36. Analyze Systems http://training.paplanning.org

37. Analyze Systems Planners engage in data-driven discussions regarding whether or System Characteristics are present in the LEA.

38. Analyze Systems 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.

39. Analyze Systems If all System Characteristics are present (and checked), the web app will automatically answer the question “yes”

40. System Analysis Based upon timely and relevant data, Prioritize Systemic Challenges http://training.paplanning.org

41. System Analysis

42. Needs Assessment Overview Analyze data to identify symptoms of the overall health of the organization: Accomplishments & Concerns Analyze Entity Systems: a data-based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic Challenges: Guiding Questions 1 2 3 Based upon timely and relevant data, Prioritize Systemic Challenges Build Action Plans to address high-priority Systemic Challenges 4

43. Processing Time

44. ACTION PLANNING

45. Web Application- District Level Plan

46. Action Planning • Select/create a Systemic Challenge to be the Goal of an Action Plan (or create a Goal) • Identify Strategies that have a significant probability of meeting the Action Plan Goal • 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

47. Action Planning After prioritizing Systemic Challenges, LEAs can develop new Goals

48. Action Planning To build an Action Plan that addresses a Systemic Challenge, click “Include” to the right of the Challenge. http://training.paplanning.org

49. Action Planning REQUIRED

50. 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.