Www.education.state.pa.us Presentation Title (Master View) Tom Corbett, Governor Ronald Tomalis, Secretary of Education 1 Comprehensive

www.education.state.pa.us

Presentation Title (Master View)Tom Corbett, Governor Ronald Tomalis, Secretary of Education www.education.state.pa.us

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Comprehensive Planning

Comprehensive Planning Process Training

District Level Planning(http://tinyurl.com/CP-PDE-Home)

Highway to Continuous Improvement and Success

Dr. Jason A. ConwayStatewide Project Director for Comprehensive [email protected] 717-732-8400 Ext. 8610

Mr. Jeffrey ByremDirector, Continuous Improvement [email protected] 610-938-9000 Ext. 2046



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Do you want one district level plan instead of six different plan reports?



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Do you want detailed information from your schools to inform your district level planning?



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Do you want the district strategies and actions to influence school level

planning?



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Do you want your district and schools to experience continuous improvement

and success?



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Most importantly…do you want your students to experience continuous

improvement and success?



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WHY NOW?



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Highway to ContinuousImprovement and Success



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Insurmountable Obstacles

Never Satisfied

Same Attitude with your district

and schools?



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Process Training Preview

Presentation Introduction/30,000 Foot View

Presentation Profile, Core Foundations and Assurances

Work Session Review Profile, CF & A Questions

Presentation Needs Assessment

Work Session District Level Guiding Questions

Presentation Action Planning



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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



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Research Study(Spring/Summer 2010)

Field Practitioners and PDE Officials • Interviews, Focus Group Sessions, Survey • Analysis conducted by independent former administrators

ConclusionIdentified the need for a comprehensive process

and associated tool that aligns District and School level planning



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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



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Comprehensive Planning Project (CP)

Project PurposeDesign and develop a single, streamlined, yet systematic, process and plan

management system for district and school level planning

CAIU & DCIU Partnership



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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.



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Current and Future Contributors to Project

Bureau of Teaching and Learning SupportBureau of Special EducationBureau of Assessment & AccountabilityBureau of Career & Technical EducationBureau of School Leadership and Teacher Quality Center for Data Quality & Information TechnologyIU 8, 10, 11, 12, 13, 15, 17, 20, 24, 25 & 27 PersonnelPennsylvania Association for School AdministratorsThe Education Policy and Leadership CenterPAIU-CC , PAIMS, PAIU-SS , PAIU-ED Stakeholder Advisory Committee



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30,000 Foot View

District Level Plan+

School Level Plans=

Comprehensive Plan



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Pass Through Required Towns

Pass By Off/On Ramps

Comprehensive Planning ComponentsHighway to Continuous Improvement and Success



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Required Towns

Profile

Core Foundations (District Level)

Assurances

Needs Assessment

Action Planning

Affirmations

Profile



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District Profile(Who are we?)

• Mission• Vision• Shared Values• Educational Community• District Level Planning Team



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Required Towns

Profile


Assurances

Needs Assessment

Action Planning

Affirmations



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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)



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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



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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).



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Required Towns

Profile


Assurances

Needs Assessment

Action Planning

Affirmations



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Assurances (Of course, we have a policy, procedure and/or data to

assure we have/do that?)

Safe and Supportive Schools

Special Education



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Work Session10 minutes

Review Profile, CF & A ComponentsAssignment-Report Out

1. 3 Things that appear to be improved in these areas2. Up to three questions or concerns



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BREAK5 MINUTES



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Required Towns

Profile


Assurances

Needs Assessment

Action Planning

Affirmations



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Needs Assessment

Analyze Data1. 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)



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Identify Accomplishments and Concerns

PVAAS Scatterplots: Grades 4-8 Reading and Math



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Needs Assessment


2. Locally Relevant Data and System Analysis• Demographics• Perceptions• Contextual Data • Achievement



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Work Session 4 minutes

Locally Relevant DataReport Out

DL Page 64



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1. Look at the District Systems2. What additional data sources do you have?3. What additional data sources do you need that

you don’t have?

DL Pages 64-65



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Needs Assessment


2. Locally Relevant Data and System Alignment3. District Accomplishments & Concerns4. Patterns of School Systemic Challenges &

Accomplishments



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IMPORTANT PROCESS NOTE



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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.



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Needs Assessment

Analyze Systems1. Answer District Level Guiding Questions

Types of systems in schools that are analyzed:• Curriculum, Instruction and Assessment• Student Focused• Professional Development• Administrative/Management



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1. 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…..)



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Systemic ChallengesIs there a system within the district 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?

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 consistent implementation of standards-aligned curricula across all schools for all students.

Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Establish a district system that fully ensures staff members in every school use standards-aligned assessments to monitor student achievement and adjust instructional practices.



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Needs Assessment

Analyze Systems1. Answer District Level Guiding Questions2. Prioritize Systemic Challenges



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Systemic ChallengesIs there a system within the district 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?

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?




1

3

2



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Review District Level Guiding QuestionsDo the first question and be prepared to

report out.

DL Pages 73-80



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Required Towns

Profile


Assurances

Needs Assessment

Action Planning

Affirmations



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Action Planning

Systemic Challenges Inform Goal Design

Create or Select Goal

Identify Indicators of Effectiveness

Create or Select One or More Strategies

Create One Action Plan for Each Goal

Mention Page Numbers



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Systemic Challenges




1

3

2

Action Plan Goals



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Action Planning

Systemic Challenges Inform Goal Design

Create or Select Goal

Identify Indicators of Effectiveness

Create or Select One or More Strategies

Create One Action Plan for Each Goal

Mention Page Numbers



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Goal #1 Action Plan

Strategy A, Strategy B, Strategy C

Action Step AlphaAction Step BetaAction Step ChiAction Step DeltaAction Step ElfAction Step Frank



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Required Towns

Profile


Assurances

Needs Assessment

Action Planning

Affirmations



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Process Non-Negotiables

1. Schools communicate Prioritized Systemic Challenges to the District before District Level Planning begins.

2. District Level Plan must be ready for school consumption before School Level Planning is officially commences.



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3. Identified schools submit School Level Plans on July 1, 2012

4. 28-Day Public Review of the District Level

Plan Prior to its Submission 5. District Level Plan submitted on November

30, 2012



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Bridge ReportsSpecial Education

Educational Technology(if applicable)



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Transition Focus to School

Level Planning



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Questions Contact





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Comprehensive Planning Process Training

School Level Planning(http://tinyurl.com/CP-PDE-Home)

(http://www.pasip.com)

The Highway to Continuous Improvement and Success





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School Level Planning Process Training Preview

Presentation Introduction/30,000 Foot View

Presentation Profile, Assurances, & Needs Assessment Overview

Work Session Data Sources

Presentation Accomplishments, Concerns, & Guiding Questions

Work Session School Level Guiding Questions

Presentation Systemic Challenges and Action Plans

Work Session Examine Action Plan Worksheet

Presentation Setting Targets & Affirmations

Presentation Wrap Up and Training Evaluation



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30,000 Foot View

District Level Plan+

School Level Plans=

Comprehensive Plan



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Comprehensive Planning Project (CP)

Project PurposeDesign and develop a single, streamlined, yet systematic, process and plan

management system for District and School planning

CAIU & DCIU Partnership



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Current and Future Contributors to Project

Bureau of Teaching and Learning SupportBureau of Special EducationBureau of Assessment & AccountabilityBureau of Career & Technical EducationBureau of School Leadership and Teacher Quality Center for Data Quality & Information TechnologyIU 8, 10, 11, 12, 13, 15, 17, 20, 24, 25 & 27 PersonnelPennsylvania Association for School AdministratorsThe Education Policy and Leadership CenterPAIU-CC , PAIMS, PAIU-SS , PAIU-ED Stakeholder Advisory Committee



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Required Towns

Profile

Core Foundations

Assurances

Needs Assessment

Action Planning

Affirmations



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Timeline District Level Planning School Level Planning

Sep 2011 District and Schools receive notification of AYP Status

Oct 2011 (Make decision regarding required Corrective Action and convey choice to school—Corrective Action 1, Title I schools)

Verify School Contact Info AccuracyComplete Compliance Assurances

Nov-Dec 2011

District supports development of School Level Plan

Complete Needs Assessment: Analyze DataComplete Needs Assessment: Analyze Systems

Jan-Apr 2012 Build School Level Plan

May 2012 (IU Review and Approval—Warning and CA 1 schools)Jun 2012 Final District and School Board Approval Submission of SLPs

Jul-Aug 2012 (Statewide Review of SLPs)

Sep 2012-Jun 2013 District supports implementation of SLP

School implements SLP(By October 30: Assurance that SLP submitted by June 30 remain appropriate given new PSSA data)

District—School Process Work FlowSchools Not Involved in Full Comprehensive Planning Process

(2011-2012: Schools in Phase 2, 3 and 1B Districts)



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1. Phase 1 Districts’ schools communicate Prioritized Systemic Challenges to the District Level.

2. Phase 1 Districts’ action plans are ready for school consumption before School Level Action Planning commences.

3. All identified schools submit School Level Plans on July 1, 2012



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School Level Required Towns

Profile—School Level (SL p. 5-6)

Core Foundations

Assurances

Needs Assessment

Action Planning

Affirmations



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Profile

Core Foundations

Assurances (SL p. 7)

Needs Assessment

Action Planning

Affirmations



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Profile

Core Foundations

Assurances

Needs Assessment

Action Planning

Affirmations



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Needs Assessment

Analyze Data1. Prepopulated Data (www.pasip.com)*

• AYP Results: Relevant subgroup for Reading • AYP Results: Relevant subgroup for Math• AYP Results: School Test Participation• AYP Results: School Attendance (K-8 Schools only) • AYP Results: School Graduation Rate (HS only)• PSSA and PVAAS Reading and Math data by whole

school, grade and subgroup

*All prepopulated data will migrate to the new CP tool May 1



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Needs Assessment

Analyze Data

1. Prepopulated Data (www.pasip.com) 2. Locally Relevant Data and System Analysis

• Demographics• Perceptions• Contextual Data • Achievement and Performance



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Work SessionIdentify Local Data Sources

SL Page 12



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Needs Assessment

Analyze Data

1. Prepopulated Data (www.pasip.com) 2. Locally Relevant Data

3. School Accomplishments & Concerns (SL p. 14)



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Needs Assessment

Analyze Systems1. Answer School Level Guiding Questions

Types of systems in schools that are analyzed:• Curriculum, Instruction and Assessment• Student Focused• Professional Development• Administrative/Management



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Work SessionAnalysis of Guiding

Questions

SL Page 17



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Is there a system within the school that fully ensures consistent implementation of standards-aligned curricula across all classrooms 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

Teachers across all classrooms consistently base lesson design on the competencies included in the established curricula.

(and continuing…)

(SL p. 23)



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Systemic ChallengesIs there a system within the school that fully ensures consistent implementation of standards-aligned curricula across all classrooms for all students?

Is there a system within the school that fully ensures school staff members use standards-aligned assessments to monitor student achievement and adjust instructional practices?

Is there a system within the school that fully ensures professional development is focused, strategic and implemented with fidelity?

Establish a system within the school that fully ensures consistent implementation of standards-aligned curricula across all classrooms for all students.

Establish a system within the school that fully ensures school staff members use standards-aligned assessments to monitor student achievement and adjust instructional practices.

Establish a system within the school that fully ensures professional development is focused, strategic and implemented with fidelity.



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Needs Assessment

Analyze Systems1. Answer District Level Guiding Questions2. Prioritize Systemic Challenges (SL p. 24)



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Systemic ChallengesIs there a system within the school that fully ensures consistent implementation of standards-aligned curricula across all classrooms for all students?

Is there a system within the school that fully ensures school staff members use standards-aligned assessments to monitor student achievement and adjust instructional practices?

Is there a system within the school that fully ensures professional development is focused, strategic and implemented with fidelity?




1

2

3



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Needs Assessment

Analyze Systems1. Answer District Level Guiding Questions2. Prioritize Systemic Challenges (SL p. 24)

IMPORTANT PROCESS NOTE FOR PHASE 1 DISTRICTS



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Profile

Core Foundations

Assurances

Needs Assessment

Action Planning

Affirmations



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Action Planning

Develop Action Plans (SL p. 29)1. Select the Systemic Challenges to be addressed



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Systemic Challenges




1

2

3



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Systemic Challenges



1

2

Goals



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Action Planning

Develop Action Plans (SL p. 29)1. Select the Systemic Challenges to be addressed2. Identify Indicators of Effectiveness



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Action Planning

Develop Action Plans (SL p. 29)1. Select the Systemic Challenges to be addressed 2. Identify Indicators of Effectiveness 3. Select Strategies that will address the Goal



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Action Planning

Develop Action Plans (SL p. 29)1. Select the Systemic Challenges to be addressed 2. Identify Indicators of Effectiveness 3. Select Strategies that will address the Goal 4. Develop the Action Steps for

implementation



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Work SessionExamine Action Plan

Worksheet

SL Page 29



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Action Planning

Develop Action Plans1. Select the Systemic Challenges to be addressed 2. Identify Indicators of Effectiveness 3. Select Strategies that will address the Goal 4. Develop the Action Steps for implementation 5. Identify Achievement and Performance Targets (SL

p. 47)



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Profile

Core Foundations

Assurances

Needs Assessment

Action Planning

Affirmations



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Questions Contact



Documents

Www.education.state.pa.us Presentation Title (Master View) Tom Corbett, Governor Ronald Tomalis, Secretary of Education 1 Comprehensive