Comprehensive Planning Process LEA-level Training

1. Comprehensive Planning Process LEA-level Training • Jill Neuhard • CP Statewide Project Manager • CP Development Team • paplanning@caiu.org • 717-732-8403 JOIN THE PA PLANNING LISTSERV http://mailinglist.caiu.org

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

3. The Comprehensive Planning Homepage http://tinyurl.com/CP-PDE-Home

4. data

5. Data • The analysis of data in the • Comprehensive Planning Web Application • provides the energy or impetus needed • for the planning process to move forward.

6. Data The purpose of data in the Comprehensive Planning Process is like the purpose of fuel in a car Just as the combustion of gasoline provides the energy needed for a car to move forward… …the analysis of data in the Comprehensive Planning Process provides the energy or impetus needed for the planning process to move forward

7. Data Substandard gas? Substandard data? Substandard Performance

8. Data No Gas? No Data? Improvement Performance STOPS

9. Data Every discussion conducted and every decision made during an entire planning process — from the very first examination of an entity’s Core Foundations and organizational health, through the prioritization of Systemic Challenges and selection of Action Plan Goals, to the selection of Strategies to address those Goals, to the ongoing evaluation of the effectiveness of Action Plans— should be based upon relevant and timely data Every discussion conducted and every decision made during an entire planning process should be based upon relevant and timely data

10. Data The capacity for data analysis possessed by Pennsylvania’s educational entities varies greatly from entity to entity; therefore, how a planning team goes about examining an entity’s organizational health is left up to each planning team This means that planning teams accustomed to using long-established data analysis protocols may continue to use them

11. Data A planning team looking to enhance the utility and quality of data analysis in its planning process may wish to engage an outside expert to guide the analysis of data, and/or planning teams may wish to utilize the Data Walkthroughs provided within the CP web application. http://training.paplanning.org

12. Data The Comprehensive Planning Process requires planning teams to document data-based statements of ACCOMPLISHMENT and data-based statements of CONCERN within the CP web app in order to submit plans to PDE

13. 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.

14. Data A statement of concern should NOT be an analytical description of poor organizational performance —such analysis and documentation should be deferred to the Systems Analysis section of Comprehensive Planning

15. Data The CP Process expects planning teams to be able to explain and substantiate the protocols used for the analysis of data, but at this time, the CP Process does not require documentation of explanations and substantiations within the plan The CP Process expects that the decisions made by planning teams will be based upon relevant and timely data.

16. Processing Time Identify questions regarding the analysis and use of data

17. Web application

18. Web Application Access to the Comprehensive Planning Web Application • http://tinyurl.com/CP-PDE-Home

19. Web Application Navigating the Comprehensive Planning Web Application CP Training Site http://training.paplanning.org

20. Web Application 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.

21. Submission Deadlines Phase 3 Submission Deadlines Special Education Plan: May 31, 2014 Comprehensive Plan: November 30, 2014 (3-year plans) NCLB-Related Improvement Plan Submission Deadline June 30, 2014 (Annual submission of multi-year plans) [District or School Improvement 1 submission: ~12/15/13 and 6/30/14] Charter Annual Report Submission Deadline September 1, 2013 (Returns to August 1 in 2014)

22. Work Flow

23. Processing Time Identify questions regarding work flow, submission deadlines or the web application

24. Web Application To identify the CP components that must be completed for… Special Education Professional Education Ed Tech eRate Funding http://training.paplanning.org

25. Web Application To return to the full plan click “Make a Selection” and then click FILTER

26. Web Application http://training.paplanning.org

27. Process Note At least one Action Plan is needed to support an eRate Funding request—the Action Plan needs to include documentation regarding how the technology for which funding is requested will address the Action Plan Goal. The Professional Education Plan requires Professional-Education-related Action Steps within Action Plans: Action Plans are usually designed to change educational practice; therefore, such Action Plans are required to include Action Steps focused on changing educators’ practices.

28. Guided planning structure [gps]

29. Guided Planning Structure 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 Based upon timely and relevant data, Prioritize Systemic Challenges Build Action Plans to address high-priority Systemic Challenges

30. Guided Planning Structure[REVERSE 35 AND 36] Analyze data to identify symptoms of the overall health of the organization: Accomplishments & Concerns http://training.paplanning.org

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

32. System Analysis 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, i.e. changes to a component system will impact the performance of the complex system that is a school or district

33. System Analysis Guiding Questions provide the structure for the CP System Analysis process and are intended to prompt data-supported, analytical discussions about component systems within educational entities. Systems analysis provides a structure through which committed “analysts” can consider the characteristics of component systems and the interactions among component systems in order to reach consensus about what needs to be done to improve an organization. It is hoped these discussions will lead to the identification of Systemic Challenges deemed significant enough to warrant the design and implementation of Action Plans that are focused on the identified challenges. http://training.paplanning.org

34. System Analysis http://training.paplanning.org

35. System Analysis Planners engage in data-driven discussions regarding whether or System Characteristics are present in the LEA.

36. System Analysis 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.

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

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

39. System Analysis

40. Processing Time Identify questions regarding System Analysis

41. Action Planning Build Action Plans to address high-priority Systemic Challenges

42. 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 Action Step The total of all the Action Steps in an Action Plan is the implementation plan

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

44. Action Planning A Systemic Challenge selected for Action Planning is the Action Plan Goal. Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

45. Action Planning After prioritizing Systemic Challenges, LEAs can develop new Goals Establish a district system that fully ensures consistent implementation of effective instructional practices focused on student mastery of standards aligned curricula across all schools for all students.

46. Action Planning The new goal will appear on the View Action Plans page.

47. Processing Time Identify questions regarding selecting Goals for Action Planning

48. Action Planning

49. Action Planning OPTIONAL

50. Action Planning If planners wish to focus on two or more related Systemic Challenges, they may wish to consider creating a goal incorporating both challenges Establish a district system that fully ensures consistent implementation of effective instructional practices focused on student mastery of standards aligned curricula across all schools for all students.