Planning Enhancements in ePlan

1. Planning Enhancements in ePlan 2016 ESEA Directors Institute August 25, 2016

2. Renee Palakovic, Director of PlanningLinda Stachera, ePlan System AdministratorConsolidated Planning & Monitoring

3. Objectives • Timeline • Needs assessment changes • ePlan User tips • What is public? What is private? • The “View Summary” function • The “Action Step Bank” • Finalizing plans • User access reminders

4. Timeline

5. 2016-17 Plan Due Dates • September 30, 2016 • LEAs submit LEA plans in ePlan • October 31, 2016 • LEA plans reviewed and approved by CORE • November 15, 2016 • Schools submit school plans in ePlan • All schools must enter a school plan in ePlan • December 15, 2016 • School plans reviewed and approved by LEA • All school plans must be approved by the LEA in ePlan

6. Needs Assessment Changes

7. Revised Sections Page REVISED ORGANIZATION OF GRAD RATE TABLE

8. Planning Team: Additional Narrative Question • Identify members of the LEA/School Planning Team • And, describe how parents are engaged and continuously involved in the planning process.

9. New Organization: Academic Data Pages • Academic data tables are organized according to academic subject area. • Both LEA and School Plans have one page each for elementary/middle school subjects and one page for high school subjects.

10. New Organization: Academic Data Pages • Elementary and middle school academic data page includes 3-8 data for: • Reading/Language Arts • Mathematics • Science • High school academic page includes 9-12 data for: • English I, II III • Algebra I, II • Biology I

11. New Organization: Subgroup Data Tables The data for the racial / ethnic subgroups has been moved below the “All” category. The data for the subgroups of ED (economically disadvantaged), SWD (students with disabilities), and EL (English learners) has been moved below the racial/ethnic subgroups.

12. New Guiding Questions: All Academic Subjects • Guiding questions for each of the academic subjects: • After analyzing data for all students, provide a summary of the progress and challenges, identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.) • Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

13. New Section: Human Capital Data • Allows for analysis and summary of teacher data • Teacher experience • Attendance rates • Teacher evaluation, growth & performance • Recruitment & retention • Equitable access to high quality teachers

14. Human Capital Data: Narrative Questions • Two narrative questions required for LEA and school plans: • TVAAS, progress/growth question that was formerly on the academic data page • New question to address equitable access to experienced and qualified teachers

15. Human Capital Data: Narrative Questions Progress/Growth Data • TVAAS – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. This analysis may include a reflection of TVAAS scores across different subjects and grades, and/or for particular groups of students using diagnostic reports. Equitable Access to Experienced and Qualified Teachers • How are you ensuring equitable access to experienced and qualified teachers to address the elimination of the achievement gap separating low-income and minority students from other students?

16. Human Capital Data: LEA Data Tables • The human capital data tables that appear in the LEA plan reflect portions of the data tables that appear in the Human Capital Data Reports. • Human Capital Data Reports are located in the LEA Document Library. • LEA users can open documents in the LEA Document Library in another tab or window in their browser to review the data reports while responding to questions in the LEA plan.

17. Human Capital Reports: LEA Document Library • Human Capital Data Reports in the 2016 LEA Document Library

18. Human Capital Data: LEA Data Tables • Data tables and narrative questions for human capital are in four sections: • Distribution of scores • New hires • Persistently high/low performing teachers • District retention • Reponses to data provided in each section are required in LEA plans.

19. Human Capital Data: Distribution of Scores • The data in these tables can be found in Table 1 of the Human Capital Report, Part A, Section 1: Evaluation. • Data is provided in three tables: • Level of overall effectiveness • Observation average • TVAAS growth score: teachers w/ individual growth

20. Human Capital Data: Distribution of Scores • The column labeled “Teachers with Data” includes all teachers with evaluation data who do not have partial year exemptions (PYE).

21. Human Capital Data: Distribution of Scores • Guiding questions for distribution of scores: • How do the components of evaluation align across the different levels? • What is the alignment between teacher practice and student growth? • What differences exist at the school level? • How will the district address any discrepancies? • Please include strategies or evaluation flexibility (co-observation, surveys, IPI, etc.) options that the district is currently using. • Are there any discrepancies that could be addressed?

22. Human Capital Data: New Hires • The data in this table are reflected in Table 5 of the Human Capital Report, Part 1, Section 3: Hiring.

23. Human Capital Data: New Hires • Guiding questions for new hires: • How are new teachers supported in the district? • What strategies are currently in place to generate growth among new hires? • What data does the district use to plan for recruitment? • Describe the district’s plan for recruiting teachers to high-needs subjects? Schools? CTE? Related service teachers? What incentives exists to attract teachers? • What interview and selection tools or processes are in place in this district? • How are school leaders trained to identify and select effective teachers?

24. Human Capital Data: Persistently High/Low Performing Teachers • The data in this table are reflected in Tables 6 and 7 of the Human Capital Report, Part 1, Section 4: Retention. • Includes only those educators with three years of individual growth scores (2012-13, 2013-14, 2014-15) available for analysis.

25. Human Capital Data: Persistently High/Low Performing Teachers • Persistently high-performing teacher = individual growth scores of 4 or 5 for each of the last three years • Persistently low-performing teacher = individual growth scores of 1 or 2 for each of the last three years

26. Human Capital Data: Persistently High/Low Performing Teachers • Guiding questions for persistently high/low performing teachers: • What retention practices or incentives are in place, specifically for teachers who have demonstrated strong performance over time? • What district strategies are in place to support school administrators who have a high concentration of new or low-performing teachers?

27. Human Capital Data: District Retention • “Percentage Who Moved Districts” reflects teachers rostered in a new district for that school year. • Percentages will not add up to 100 because the table does not include those teachers who left Tennessee public schools in that school year.

28. Human Capital Data: District Retention • Guiding questions for district retention: • Are effective teachers retained at higher rates than less effective teachers? If not, what school or district strategies are in place to improve retention of effective teachers? • What might be the primary reasons teachers exit the district? Are exit interviews required?

29. School Climate and Culture • Student Enrollment (No Change) • Student enrollment by subgroup • Student Attendance (Separate tables for K-8 and High School) • K-8 Student attendance by subgroup • High School student attendance by subgroup • Chronic Absenteeism NEW • Student Discipline/Suspensions • Suspensions by subgroup • Suspensions by grade level NEW • Student Discipline/Expulsions • Expulsions by subgroup • Expulsions by grade level NEW

30. School Climate & Culture: Chronic Absenteeism • To address the important topic of chronic absenteeism, data tables for students who are chronically absent have been added to both LEA and school plans. • LEAs will also be able to view a summary of their schools’ roll-up data in the 2016 LEA Document Library. • LEA users can open documents in the LEA Document Library in another tab or window in their browser to review the data reports while responding to questions in the LEA plan.

31. School Climate & Culture: Chronic Absenteeism • Chronic absenteeism data in LEA and school plans • 10% or more by subgroup • 20% or more by subgroup • 10% or more by grade level • 20% or more by grade level • Chronic absenteeism reports in the LEA Document Library • Schools roll-up of students who are chronically absent for 10% or more of the school year • Schools roll-up of students who are chronically absent for 20% or more of the school year

32. School Climate & Culture: Chronic Absenteeism Note: All school climate and culture data is reported by (a) number of students and (b) percentage.

33. School Climate & Culture: Guiding Questions • Guiding questions for school climate and culture data: • Review student attendance and chronic absenteeism data. If chronic absenteeism rates exceed 10% (overall or by school, grade level, or subgroup), identify strategies that will be implemented. • Review discipline data. If suspension and/or expulsion rates, either overall or by subgroup, exceed state average by 25% (i.e., out-of-school suspension rates above 7.75% or expulsion rates above .25 %), describe strategies school will adopt in order to reduce lost instructional time and/or disparate impact. Note: 2014-15 statewide suspension rate was 6.2% and the statewide expulsion rate was 0.2%.

34. English Learners: New Page • Available in LEA plans ONLY • Eliminates the need for a separate district level Title III/EL plan • Requires response to six questions: • Indicate the number of schools in the district that have English Learner students. Include schools with students in any of the EL classifications: L, W, T1, and T2. (Indicate zeroif no EL students.) • Describe how non-ESL teachers utilize the World-class Instructional Design and Assessment (WIDA) standards. (Indicate N/Aif no ESL teachers.)

35. English Learners: New Page • EL questions cont’d • Describe how the district ESL program is monitored and evaluated. Include the timeline for monitoring and evaluation, the frequency of plan updates, the data analyzed and the staff involved. (Districts are required to have an ESL plan, even if there are currently no EL students.) • Briefly describe the progress monitoring that occurs for T1 and T2 students to determine if they are experiencing academic difficulty due to linguistic issues. (Indicate N/A if no T1/T2 students.) • Describe the commonly used interventions utilized by the ESL teacher when providing limited services to T1 and T2 students experiencing academic difficulties due to linguistic difficulties. (Indicate N/A if no T1/T2 students.) • Describe the commonly used strategies and interventions utilized by the classroom teachers to differentiate instruction for T1 and T2 students. (Indicate NA if no T1/T2 students.)

36. Additional Areas • Provide narrative responses to guiding questions related to key instructional areas and initiatives (LEA and school plan). RTI2 • Describe your progress in implementing RTI across all grades. Identify areas of strength and weakness evidenced and discuss the root causes for each. Technology Access and Use • Discuss the level of access that students have to technology as part of the instructional program and how well staff integrate technology into the instructional program. Identify areas of strength and weakness and discuss the root causes of each.

37. Additional Areas Professional Development: • Describe the prior year professional development activities and how effectively they addressed student needs. • Discuss the areas of weakness that can be effectively addressed through high-quality, on-going, sustained professional development moving forward. Parent Involvement: • Describe the parent and community involvement activities that have occurred in the prior year and how they have impacted student achievement. • Identify ways in which parent and community involvement activities could be strengthened and more closely aligned with student achievement.

38. Needs Assessment Summary • The needs assessment summary combines two pages from prior year (“Summary of Accomplishments and What’s Working” and “Prioritized List of Needs”) onto one page. • Moved to the end of the needs assessment section as these questions can only be answered AFTER a comprehensive needs assessment has been conducted and all data has been analyzed.

39. Needs Assessment Summary: Accomplishments • After analyzing all available data: • Summarize your accomplishments and what is working for students. To what do you attribute these accomplishments?

40. Needs Assessment Summary: Prioritized List of Needs • List, in priority order, your top 3-5 areas of need as identified through the needs assessment. These should be the areas that you can most reasonably address in the coming year. Prioritizing needs will identify the most critical areas where your work will begin with the creation of goals and strategies. Note: users must list at least three priority needs, but no more than five.

41. ePlan User Tips

42. Starting the Plan • Select 2017 from the dropdown menu on the main page of the planning tool. • Click “Draft Started” at the top of the Sections page.

43. Copying Information from Prior Year • Once “Draft Started” is confirmed, ePlan will auto-populate prior year goals, strategies, and action steps into the new plan. • When goals, strategies and action steps are copied into the new year, the entire structure is copied along with all of the plan’s parts. • Goals and strategies that are “hidden” in the 2016 plans will move into 2017 as “hidden” as well. • To make hidden goals and strategies viewable, school users must check the box to view hidden goals and strategies when beginning work on the school plans.

44. Copying Information from Prior Year • The needs assessment will not copy forward. Users must enter new responses to needs assessment questions each year. • Using Word and PDF can be useful for copying and pasting text into needs assessment narrative boxes. • For best results, do not open last year’s plan in one browser window and this year’s plan in another browser window. This may cause data to be erased.

45. Prioritized Goals and Strategies • Use the links, arrows, and trash cans provided in the “Prioritized Goals and Strategies” section to add, remove, and reorder goals, strategies, and action steps. • For more detailed instructions for beginners, refer to the planning webinars in TDOE Resources under “District and School Planning Tool.”

46. Deleting Goals and Strategies • When deleting a goal or strategy, the user is also deleting everything that falls under that goal or strategy. • For example, deleting a strategy will delete the action steps under it, along with any descriptions, funding relationships, and component relationships. • Good news! ePlan will alert you before deleting: • ePlan message: The Goal you have selected to delete may have associated items. Deleting this Goal will delete all associated Fiscal Resources, Strategies, Action Steps, Grant Relationships, and Component Relationships. Click "Delete" to continue or "Cancel" • Just be very cautious when deleting.

47. Deleting Goals and Strategies • LEAs cannot delete goals and strategies if one or more schools have extended them as part of school plans • Schools must first delete goal and strategy extensions before the LEA can delete.

48. School Plan Goals and Strategies • Since the goals and strategies for the schools in the “Prioritized Goals and Strategies” section extend from the LEA plan, schools may not submit their plans until the LEA plan is fully approved by the TDOE. • When the LEA adds, deletes, reorders, or changes a goal or strategy in the LEA plan, those changes are immediately duplicated in the school plans within the LEA.

49. Individualizing School Plans • While school users cannot create goals or strategies, there are several ways the school can individualize them for school plans. • For example, while extending goals, school users can enter text to personalize the school’s goal that will fall under the LEA-level goal in the school plan. • The text outlined in red below is what the LEA user entered. The text underlined in blue is what the school user entered while extending the goal.

50. Marking Goals and Strategies as N/A • School users may mark goals and strategies in school plans as “N/A” if they feel they are not pertinent to the school plan. • To open the checkboxes to mark as N/A, check the box for “Mark Goals and Strategies Not Applicable/Show Hidden Goals and Strategies” at the top of the page.