Comprehensive Planning

1. Comprehensive Planning Comprehensive Planning Process Training District Level Planning (http://tinyurl.com/CP-PDE-Home) (http://tinyurl.com/DLP-Offline-Guidance-Tool) Highway to Continuous Improvement and Success Dr. Jason A. Conway Statewide Project Director for Comprehensive Planning jconway@caiu.org 717-732-8400 Ext. 8610 Mr. Jeffrey Byrem Director, Continuous Improvement Services jbryem@dciu.org 610-938-9000 Ext. 2046 1

2. Comprehensive Planning Do you want one district level plan instead of six different plan reports? 3

3. Comprehensive Planning Do you want detailed information from your schools to inform your district level planning? 4

4. Comprehensive Planning Do you want the district strategies and actions to influence school level planning? 5

5. Comprehensive Planning Do you want your district and schools to experience continuous improvement and success? 6

6. Comprehensive Planning Most importantly… do you want your students to experience continuous improvement and success? 7

7. Comprehensive Planning Highway to Continuous Improvement and Success 8

8. Comprehensive Planning Insurmountable Obstacles Never Satisfied Same Attitude with your district and schools? 9

9. Comprehensive Planning WHY NOW? 10

10. Comprehensive Planning Process Training Preview 11

11. Comprehensive Planning • eSP Submitted Plan Reports • Academic Standards & Assessment (6 years) • Professional Education (3 years) • Teacher Induction (6 years) • Student Services (3 years) • Special Education (3 years) • Educational Technology (3 years) • No Direct Process or Database Links to PASIP 12

12. Comprehensive Planning • Research Study • (Spring/Summer 2010) • Field Practitioners and PDE Officials • Interviews, Focus Group Sessions, Survey • Analysis conducted by independent former • administrators • Conclusion • Identified the need for a comprehensive process and associated tool that aligns District and School level planning 13

13. X Comprehensive Planning • Current District Submitted Plan Reports • Academic Standards & Assessment (6 years) • Professional Education (3 years) • Teacher Induction (6 years) • Student Services (3 years) • Special Education (3 years) • Educational Technology (3 years) • No Direct Process or Database Links to PASIP 14

14. Comprehensive Planning Comprehensive Planning Project (CP) Project Purpose Design and develop a single, streamlined, yet systematic, process and plan management system for district and school level planning CAIU & DCIU Partnership 15

15. Comprehensive Planning Project Objectives Consolidate and Simplify Reporting Single, Prepopulate and Aggregate Apply the proven planning practices of Getting Results to District Level planning School Level Needs Assessment informs District Level Plan. District Level Plan provides Strategies and Action Steps to support School Level planning. 16

16. Comprehensive Planning Current and Future Contributors to Project Bureau of Teaching and Learning Support Bureau of Special Education Bureau of Assessment & Accountability Bureau of Career & Technical Education Bureau of School Leadership and Teacher Quality Center for Data Quality & Information Technology IU 8, 10, 11, 12, 13, 15, 17, 20, 24, 25 & 27 Personnel Pennsylvania Association for School Administrators The Education Policy and Leadership Center PAIU-CC , PAIMS, PAIU-SS , PAIU-ED Stakeholder Advisory Committee 17

17. Comprehensive Planning 30,000 Foot View District Level Plan + School Level Plans = Comprehensive Plan 18

18. Comprehensive Planning 19

19. Comprehensive Planning Comprehensive Planning Components Highway to Continuous Improvement and Success Pass Through Required Towns Pass By Off/On Ramps 20

20. Comprehensive Planning Required Towns Profile Core Foundations (District Level) Assurances Needs Assessment Action Planning Affirmations Profile 21

21. Comprehensive Planning • District Profile • (Who are we?) • Mission • Vision • Shared Values • Educational Community • District Level Planning Team 22

22. Comprehensive Planning Required Towns Profile Core Foundations (District Level) Assurances Needs Assessment Action Planning Affirmations 23

23. Comprehensive Planning • Core Foundations • (How do we do things?) • Standards (2) • Curriculum (2) • Instruction (3) • Assessment (7) • Safe and Supportive Schools (12) • Materials and Resources (2) • Professional Education (7) • Special Education (10) 24

24. Comprehensive Planning Core Foundations Contribute to Satisfying Chapter 4, 12, 14, 16 and 49 Regulations Questions designed more reflective across the whole district (Primary, Intermediate, Middle & High School) Less Narratives and More Survey Type Questions 25

25. Comprehensive Planning Core Foundations may take many discussions and a few hours to answer these questions… but only seconds to transfer onto the online tool (May 1). 26

26. Comprehensive Planning 27

27. Comprehensive Planning 28

28. Comprehensive Planning 29

29. Comprehensive Planning Required Towns Profile Core Foundations (District Level) Assurances Needs Assessment Action Planning Affirmations 30

30. Comprehensive Planning Assurances (Of course, we have a policy, procedure and/or data to assure we have/do that?) Safe and Supportive Schools Special Education 31

31. Comprehensive Planning • Work Session • 10 minutes • Review Profile, Core Foundation, & Assurance Components • Identify 3 things that appear to be improved in these areas—random report out by table. • Record up to three questions or concerns on a 3X5 card. • DL p. 10 32

32. Comprehensive Planning BREAK 33

33. Comprehensive Planning Required Towns Profile Core Foundations (District Level) Assurances Needs Assessment Action Planning Affirmations 34

34. Comprehensive Planning • Needs Assessment • Analyze Data • 1. Optional Data Walkthroughs • NCLB Report Card • eMetric • PVAAS • Special Education • The MILE Guide-P21 • Advanced Analysis • Student Services (In Development) • Educational Technology (In Development) • High School Feedback Reports (In Development) 35

35. Comprehensive Planning PVAAS Scatterplots: Grades 4-8 Reading and Math Identify Accomplishments and Concerns 36

36. Comprehensive Planning • Needs Assessment • Analyze Data • 1. Optional Data Walkthroughs • 2. Locally Relevant Data and System Analysis • Demographics • Perceptions • Contextual Data • Achievement 37

37. Comprehensive Planning Work Session 4 minutes Identify sources of locally relevant data that are currently available for analysis at the district level. DL p. 64 38

38. Comprehensive Planning Work Session 8 minutes Examine the systems within districts on DL p. 65: 1. What additional sources of locally relevant data do you have? 2. What additional sources of locally relevant data do you need to add? 39

39. Comprehensive Planning Needs Assessment Analyze Data 1. Optional Data Walkthroughs 2. Analysis of Locally Relevant Data 40

40. Comprehensive Planning IMPORTANT PROCESS NOTE 41

41. Comprehensive Planning Needs Assessment Analyze Data 1. Optional Data Walkthroughs 2. Analysis of Locally Relevant Data 3. Analysis of School Level Accomplishments and School Level Systemic Challenges to Identify Patterns DL p. 66 42

42. Comprehensive Planning Needs Assessment Analyze Data 1. Optional Data Walkthroughs 2. Analysis of Locally Relevant Data 3. Analysis of School Level Accomplishments and School Level Systemic Challenges to Identify Patterns 4. District Accomplishments & Concerns DL p. 71 43

43. Comprehensive Planning 1. A system exists within the school that fully ensures consistent implementation of standards-aligned curricula across all classrooms for all students. 2. A system exists within the school that fully ensures the consistent implementation of effective instructional practices across all classrooms. 44

44. Comprehensive Planning • Needs Assessment • Analyze Systems • 1. Answer District Level Guiding Questions • Types of systems in schools that are analyzed: • Curriculum, Instruction and Assessment • Student Focused • Professional Development • Administrative/Management 45

45. Comprehensive Planning Work Session Part A 5 minutes Reflect upon System #1 on DL p. 74. What artifacts, organizational processes, tools, or other evidence might you observe or identify in a district that has fully implemented such a system? Random Report Out 46

46. Comprehensive Planning Work Session Part B 7 minutes Examine DL Guiding Question #1 and characteristics 1.1 through 1.7 on DL p. 74. 1. If each characteristic must be present in order for a district to answer yes to question #1, what would the answer be for your district? 2. As time allows, examine two additional Guiding Questions. 3. Record questions about this process on 3X5 cards. 47

47. Comprehensive Planning • A district system exists that fully ensures consistent implementation of standards-aligned curricula across all schools for all students. The curricula for all courses and content areas clearly delineate what students are supposed to know and be able to do, i.e. there are written competencies for all courses. The curricula for all courses and content areas for which related State Standards have been established are aligned with those State Standards. A curriculum audit process is an established, periodic practice during which the district reviews and ensures the alignment of district curricula with State Standards. (Continued…..) 48

48. Comprehensive Planning Systemic Challenges Is there a system within the district that fully ensures consistent implementation of standards-aligned curricula across all schools for all students? Establish a district system that fully ensures consistent implementation of standards-aligned curricula across all schools for all students. Is there a system within the district that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school? Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Is there a system within the district that fully ensures staff members in every school use standards-aligned assessments to monitor student achievement and adjust instructional practices? Establish a district system that fully ensures staff members in every school use standards-aligned assessments to monitor student achievement and adjust instructional practices. 49

49. Comprehensive Planning • Needs Assessment • Analyze Systems • 1. Answer District Level Guiding Questions • 2. Prioritize Systemic Challenges (DL p. 80) • (Flexibility for Districts) 50

50. Comprehensive Planning Systemic Challenges Is there a system within the district that fully ensures consistent implementation of standards-aligned curricula across all schools for all students? 1 Establish a district system that fully ensures consistent implementation of standards-aligned curricula across all schools for all students. Is there a system within the district that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school? 3 Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Is there a system within the district that fully ensures staff members in every school use standards-aligned assessments to monitor student achievement and adjust instructional practices? 2 Establish a district system that fully ensures staff members in every school use standards-aligned assessments to monitor student achievement and adjust instructional practices. 51