ePlan School-level Planning

1. ePlan School-level Planning September 2014

2. School Planning All Tennessee Schools Must Have a Plan under T.C.A. All Title I Schools Must Have a Plan under ESEA

3. School Planning Requirementsfor ALL Tennessee Schools • T.C.A. 49-1-613.  Annual school improvement plans.  • (a) Effective with school year 2007-2008, each school and LEA shall include in their annual school improvement plans specific goals for improvement, including, but not limited to, school performance on value added assessment and other benchmarks for student proficiency, graduation rates, ACT scores where applicable and student attendance. School improvement plans shall also identify areas of strengths and weakness, as well as strategies to improve areas of weakness, how additional funds provided through the basic education program (BEP) as the result of changes made in the BEP formula for school year 2007-2008 will be used to address these areas and how the LEA will measure the improvements supported by these funds. The strategies may include, but are not limited to:

4. School Planning Requirementsfor ALL Tennessee Schools • T.C.A. 49-1-613.  Annual school improvement plans.  • (a)The strategies may include, but are not limited to:(1) Developing school or content-based professional development;(2) Developing teacher induction programs;(3) Increasing the number of reading and math specialists;(4) Increasing classroom equipment and supplies;(5) Reducing class size;(6) Using targeted tutoring and remediation;(7) Increasing numbers of school counselors and social workers;(8) Providing principal professional development;(9) Using enhanced technology for remediation and retesting;(10) Employing school attendance officers;(11) Reorganizing the school day instructional time; and(12) Implementing a standards-based curriculum and associated instructional strategies.

5. School Planning RequirementsESEA Specific for Title I Schools • ESEA SEC. 1114. SCHOOLWIDE PROGRAMS. (b) COMPONENTS OF A SCHOOLWIDE PROGRAM- (1) IN GENERAL- A schoolwide program shall include the following components: (A) A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1).

6. School Planning RequirementsESEA Specific for Title I Schools • ESEA SEC. 1114. SCHOOLWIDE PROGRAMS. (b) COMPONENTS OF A SCHOOLWIDE PROGRAM- (1) IN GENERAL- A schoolwide program shall include the following components: (B) Schoolwide reform strategies that — (i) provide opportunities for all children to meet the State's proficient and advanced levels of student academic achievement described in section 1111(b)(1)(D); (ii) use effective methods and instructional strategies that are based on scientifically based research that — (I) strengthen the core academic program in the school; (II) increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum; and (III)include strategies for meeting the educational needs of historically underserved populations; ETC…

7. 2014-15 School Year

8. District and School-Level PlansRelevant Dates • August 1, 2014: LEAs begin planning process with release of district-level accountability data • August 18, 2014: Schools begin planning process with release of school-level accountability data • September 1 – October 15, 2014: LEAs must update ePlan with 2014-15 school year district plans • October 15 – November 15, 2014: Schools must finalize plans and may enter 2014-15 school year plans in ePlan • December 1, 2014: LEAs will have reviewed all school plans and completed the LEA School Plan Assurances page on the sections page of the LEA Plan. The LEA should complete the assurance page for school plans even if the school plans were not entered in ePlan.

9. School-Level Plans • Spring 2014: Pilot included school-level plan entry in ePlan was conducted for select LEAs and Schools • Identification of additional components needed • Working groups to refine ePlan template to avoid duplications • School Year 2014-15: • School plans optional in ePlan • School plans are still required even if not entered in ePlan • Aligned with district plan • LEA reviewed and approved • Progress monitored (on-going) • School Year 2015-16: • School plans will be required in ePlan

10. If School Plans are Not Entered in ePlan All Tennessee Schools Must Have a Plan under T.C.A. All Title I Schools Must Have a Plan under ESEA

11. Needs Assessment(A needs assessment is required for schools whether entered in the provided template Word doc, other format or in ePlan) • Snag needs assessment

12. Crosswalk for Title I Components Required

13. Planning Template(Required for Schools not entering in ePlan) If the school elects to complete the planning template, the crosswalk on the prior slide should be referenced to ensure the required Title I Components are addressed.

14. If School Plans AreEntered in ePlan All Tennessee Schools Must Have a Plan under T.C.A. All Title I Schools Must Have a Plan under ESEA

15. Adding School-Level Users to ePlan • LEAs will be responsible for adding school-level users to ePlan. • Each LEA will designate a User Access Administrator to add school-level users to ePlan. • The User Access Administrator will have the ability to add School Plan users, delete School Plan users, and re-set passwords for School Plan users. • The User Access Administrator will learn the process for setting up users at the ESEA Directors Institute, October 6-9, 2014.

16. ePlan Access Roles for the School Plan • USER ROLES MAINTAINED BY THE LEA • School Data Entry A school-level users who can work in the School Plan for his/her own school • School Plan Reviewer • A school-level user who will submit the School Plan for his/her own school to the LEA for approval USER ROLES MAINTAINED BY THE TDOE LEA School Plan Reviewer An LEA user who will approve ALL School Plans within his/her LEA User Access Administrator An LEA user who will set up ALL School Plan users in ePlan

17. School-Level Users A school-level user will be able to edit the School Plan for his/her own school. School-level users will not be able to work in: • The LEA Plan • Funding Applications • The LEA Document Library • Reimbursement Request screens

18. School Data Entry Users A School Plan user may: • Edit his/her own School Plan • View the LEA Plan • View the School Plans of the other schools within the LEA • Be granted access to more than one school if he/she works in more than one school An LEA Plan user may: • Edit any School Plan within the LEA • Edit the LEA Plan (NOTE: An LEA Plan may only be edited by an LEA-level user)

19. Page Locking • A page within a Plan (LEA or school) can only be edited by one user at a time. • The system will lock that page for the first user who enters the page so that subsequent users will not be allowed to make changes while the initial user is in the page. • Other users may view the page while another user is making edits. • When a user is on a page, subsequent users will receive a message in red type at the top of the screen indicating the name of the user who is currently on that page.

20. User Access Forms • User Access Forms for School Data Entry Users and School Plan Reviewers will be processed and maintained by the LEA. • No school-level forms will be kept on file by the TDOE. • The LEA may establish its own form and system for processing and maintaining forms. • The TDOE will provide a sample form.

21. User Access Additional Notes • Note: user access is subject to audit and must be taken seriously. • The LEA is responsible for removing user access for separated employees. • Users who leave employment with the school system should be removed from ePlan on or before the last day of employment.

22. User Tracking Log • The User Access Administrator will keep a list of ePlan users in the district office (suggest Excel or Access). • This list should include the date each user was added to (or deleted from) ePlan. • A document containing the user’s school, name, title, date added, and date removed is recommended. • LEAs may add other fields (such as supervisor, principal) if desired.

23. Roles That Are Administered by the TDOE • LEAs must submit a User Access Form to the TDOE to set up the roles of LEA School Plan Reviewer and User Access Administrator. • The Planning roles are located at the top of the new User Access Form. • The new User Access Form can be downloaded from the TDOE Resources section in ePlan. • The form is located at the bottom of the TDOE Resources.

24. Check HERE for the LEA user who will APPROVE ALL School Plans Check HERE for the LEA user who will ADD ALL school-level users.

25. This is the ePlan Homepagehttps://eplan.tn.gov/ LEAs check the ePlan homepage for messages about ePlan updates and user tips.

26. Choosing a Browser • Users find good results using Google Chrome or Firefox, for example. • Some ePlan features arenot supported with older version of Internet Explorer. • When working in ePlan, the back button is not operational, and users may not use it to navigate.

27. Accessing the ePlan System • From the ePlan homepage, click Sign-In (located above the words “Public Access”). • Enter your UserID (your email address is your UserID) and Password (user info will be covered later in this presentation) myemail@k12tn.net

28. ePlan – School Plans

31. Accessing the School Plan • Link to ePlan https://eplan.tn.gov/ • On the left navigation, Click ePlan Sign-in. • On the left navigation, Click Planning.

32. Accessing the School Plan • From the LEA and School Planning page, click on the school name.

33. Entering the School Plan • Before you can begin entering your school plan, you must click “Draft Started” from the School Plan Sections Page

34. Sections Page • The sections page provides a quick way to navigate between the main planning component pages. • School Planning Team – Identify the stakeholders participating in the planning process. • Needs Assessment • Summary of Accomplishments – Gives the school the opportunity to share its accomplishments and what’s working. • Accountability Data and other areas where data may be entered and analyzed to help determine the school areas of need. • Plan Overview – Entering goals, strategies and action steps

35. Primary Components of the Planning Tool • Needs Assessment: • New, September 2014: Multiple text boxes with guiding questions to identify needs • Data tables to allow entry of data for analysis in the needs assessment • Next year: data tables will auto populate with as many data elements as possible • Goals: • Descriptions • Performance Measures

36. Primary Components of the Planning Tool • Strategies: • Descriptions • Action Steps: • Descriptions • Benchmark Indicators • Persons Responsible • Estimated Dates of Completion • Funding Source • Component Relationship (i.e. Title I Requirements)

37. Primary Components of the Planning Tool • Title I Components: • Schoolwide Schools • Targeted Assistance Schools • Your applicable component tab will list the required plan components for a school receiving Title I funds

38. Needs Assessment Comes First Identifying Areas of Need

39. School Planning Team & Needs Assessments • Begin by clicking on “School Planning Team” • Then proceed to each area of the needs assessment

40. Needs Assessment – Data Entry Tables • Data entry tables have been provided so LEAs and schools may enter some data for the needs assessment. It is recommended that at least the most recent year of data be entered for applicable areas. Also, entry of data that is noted in your analysis will be beneficial. • Entry is not required for all data elements. • The prepopulated data enhancement will be functional next year. Click “+” to expand the table Click “-” to collapse the table

41. Needs Assessment – Data Entry Tables • Some data is only accessible via secure websites requiring a user ID and password. For instance, the Director of Schools has the login for accountability data. Your district office should be able to assist. • Some data, such as the student attendance data, may be available from other sources.

42. Needs Assessment – Data Entry Tables • In the heading of each data table is a note of recommended data entry for that specific table. For instance: • As seen below for the Accountability Achievement Targets data table is the note: (Recommended entry of at least the 2014 AMO and Percent Proficient & Advanced.) • As seen below for the School Climate and Culture data tables is the note: (Data entry optional but is recommended if noted in the analysis.)

43. Needs Assessment – Data Entry Tables The STAFF Characteristics data table contains cells to enter data from various sources. For instance, the number of teachers and years of experience may come from one source while the teacher counts and percentages for Level 1 – 5 would have another source. Please work with your CORE data analyst for assistance in identifying the appropriate source for any data.

44. Needs Assessment – Text Entry Boxes • The enhanced needs assessment screens provide guiding questions to facilitate in the completion of a comprehensive needs assessment allowing the school to summarize their analysis of the data. • Each of the guiding questions provides a text box with functions where the content may be copied and pasted from another document or typed directly into the text box. • The functions available allow text to be formatted to allow bolding, underlining, bullets, etc.

45. Needs Assessment – Guiding Questions

46. Needs Assessment – Guiding Questions

47. Needs Assessment – Guiding Questions Some guiding questions may not have data that can be entered into a table but instead may rely on the analysis of survey data or other factors impacting climate and culture.

48. Needs Assessment – Guiding Questions • Other guiding questions are available on the remaining needs assessment screens accessible from the sections page.

49. Goals / Strategies / Action Steps Developing SMART goals Identifying effective strategies Specifying action steps and funding sources

50. SMART GOALS • Specific • What do we need to accomplish? • Measurable • What is the target outcome? • Attainable • What is a reasonable target? • Relevant • Does the goal address an area of need? • Time-bound • Is there a specific time for attainment?