1 e-strategic planning in pennsylvania montgomery county intermediate unit
TRANSCRIPT
Training Purpose:
Provide participating district leadership team representatives with background training for:
1) The use of processes and techniques necessary to develop comprehensive strategic plans.
2) The use of eSP for Comprehensive Strategic Planning and Plan Completion.
AGENDA Chapter 4 Strategic Plan
Requirements Overview of e-Strategic Planning Approaches to Strategic Planning Using the e-Strategic Planner Next Steps
Miscellaneous Requirements
Academic Standards – Description of academic standards for student achievement consistent with those under § 4.12
Strategic Planning process – brief description of process to develop strategic plan
Strategic Planning Committee – A list of persons involved in developing the Strategic Plan Strategic plan should be developed through active
participation by parents, students, school directors, teachers, school administrators, other school personnel, businesses and community representatives
Goals
A listing of the school entity’s educational and organizational goals as they relate to student achievement including high school graduation requirements and for having students meet or exceed proficiency levels established for state academic standards
Graduation Requirements
Each school district, including charter schools, shall specify requirements for graduation in the strategic plan. Requirements shall include course completion and grades, completion of a culminating project, and results of local assessments aligned with the academic standards.
Measurable Annual Improvement Targets
Your plan must address improving students’ achievement, including specific, measurable goals for student growth and planning that is designed to attain students’ achievement goals. Achievement goals shall demonstrate a connection to the academic standards including but not limited to annual improvement goals for student scores on State and Local assessments.
Curriculum, Instruction & Instructional Materials
Your plan must address providing all students access to a rigorous education program including: curriculum that is aligned to the academic standards, the planned instruction to be offered and the instructional practices and instructional materials to be used to strive for the academic goals and attain academics standards and the high school graduation requirements.
Assessments & Public Reporting
Your plan must describe the local assessment system including methods and measures used to determine the degree to which students are achieving academic standards, including: descriptions of methods and measures used to
determine achievement, how information from the assessments shall be used to
assist students who have not demonstrated attainment of the academic standards at a proficient level or higher,
how all students as well as significant student subgroups are achieving as compared to the standards and annual improvement targets, and
how information from the assessments shall be made available to the public and each students' parent's or guardians.
Assessments & Public Reporting
Your plan shall also address how assessment data, including value-added assessment data, is shared with and used by district-level administrators, school administrators and professional educators to change instructional practice in order address the learning needs of students.
Targeted Assistance for Struggling Students
Your plan must provide for additional instructional opportunities for students not achieving at the proficient level, including: identification procedures, alternative instructional strategies, monitoring of assessment procedures, and opportunities for extended learning time, including tutoring.
Your plan shall also describe how grade-level learning plans for students who have not achieved proficiency in reading and mathematics during their primary grades (K-3) have been implemented and specify the instructional opportunities for students who have not achieved proficiency in reading and mathematics by the end of grade 5.
Support for Struggling Schools
Your plan must address the school district's (or area vocational technical school with multiple campuses) process for assisting schools that do not meet the annual student achievement improvement targets and schools experiencing other challenges that deter student attainment of the academic standards at a proficient level or higher.
Qualified, Effective Teachers & Capable Instructional Leaders
Your plan must include the school entity's goals, strategies and performance measures regarding provision of teachers and school leaders designed to ensure that all students attain the academic standards at a proficient level or higher.
Your plan shall specifically address how the school entity deploys its most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.
Parent & Community Participation
Your plan must describe the school entity's approaches for involving parents or guardians, community groups, businesses and institutions of higher education in the learning process, as appropriate.
Pre-Kindergarten Transition Your plan must address how the
school district will accomplish coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through 12:child care,after school programs,youth workforce development
programs, and tutoring.
Utilization of Resources
Your plan should describe the resources the school entity plans to devote to the attainment of academic standards, including professional personnel, school library, classroom materials, educational technology, school facilities, budget and other resources available to the school entity.
Milestones of Progress
Your plan should list the specific goals, tasks, and initiatives that shall be accomplished by a specified date within each year of the planning cycle; such goals, tasks, and initiatives shall be derived from the priorities described in the strategic plan, as locally appropriate benchmarks that shall ensure consistent monitoring and midcourse correction.
Needs Assessment
A description of the needs assessment and how the plan meets the educational and staff development needs of the school entity, and its professional educators, students and the community;
Education Options The professional education needs/goals
that will be met by completion of each continuing professional education option and how each relates to areas of assignment and certification or potential administrative certification. The options may include but shall not be limited to: Collegiate studies; Continuing professional education courses
taken for credit; and Other programs, activities or learning
experiences taken for credit or hourly
Limited English/ESL
School entities that have students who are limited English proficient/English language learners address the professional education needs of staff who work with these students
CPR Training
Evidence that the school entity offers CPR training on site at least once every three years
Gifted Education Training
Evidence that school districts and IUs provide in-service training for gifted and regular teachers, principals, administrators and support staff persons responsible for gifted education
Professional Education Providers
A list of providers, courses, programs, activities and other learning experiences approved by the professional education committee to provide the continuing professional education options listed in the plan
Professional Education Action Plan
Action plans for professional education activities to meet the goals of the three-year plan. Action plans must include objectives, a listing of the actions to be taken, timelines for completion, person(s) responsible for action plan implementation, and evaluation procedures
Criteria and Balance
Evidence that the plan meets the professional education criteria and strikes a balance between content, pedagogy and other skills
Teacher Induction Planning Participants
The name of the induction coordinator and a description of the individuals who developed the plan and how they were selected;
Activities and Topics
A timeline of activities/topics, including the Code of Conduct, to be addressed
Evaluation and Monitoring
A description of the procedures for monitoring and evaluating the induction program
Participation and Completion
A description of how records of participation and program completion will be kept
DISTRICT VISION FOR INCREASING
STUDENT ACHIEVEMENT
SPECIAL EDUCATION
PLANTECHNOLOGY
PLAN
CHAPTER 12 PLANPROFESSIONAL
DEVELOPMENT
PLAN
Phase I: Setting the Stage Products: Planning Team; Planning Process; Planning
Schedule; Communications to Stakeholders; Preliminary Data Packaging
Process: Leadership of the district will: Analyze the mandated plans to identify “who should be in the room”
from the start of the planning process Customize the planning process to accommodate local culture and
conditions; establish the tentative schedule for conducting the process Designate an internal process owner Determine and allocate resources and support needed for the strategic
planning processes Recruit the comprehensive planning team Inform stakeholders about the process: Why this? Why now? How will it
occur? Define and format (“package”) initial data to be used – student results;
other locally-defined indicators of district success; regularly available process/context data
[Options: These tasks can be completed during a single, multi-day meeting or as a series of shorter meetings of the leadership team]
Comprehensive Strategic Planning FrameworkNancy Aronson and Donald Burkins 2006
Phase II: Initiating the Process – Opening the Comprehensive Umbrella
Products: reinvigorated mission and beliefs, a vision and district focus (comprehensive goals) for this planning cycle
Process: The planning team will complete processes that include: Honoring The Past & Present (What is the best of “what we are doing” and what
are the possibilities for the future?). Scanning the Environment (What trends and forces shape what we can and
must do; what are the implications for action?) Analyzing Student Results (What does student data suggest that our students
know how to do well? That we know how to do well? Where do we need to go next?)
Building Future Scenarios (From the perspective of each of the required plans – what can we envision as desirable future scenarios?)
Identifying Strategic Goals (What common themes emerge from future scenario-building?)
Chartering Work Groups to build actions and specific mandated plans Options: Selecting processes by which to complete each task of the “process”
outlined above – e.g., appreciative interviewing, mind-mapping, process flow charting, data dialogues; Providing parameters and any other “givens” to the groups; adding other criteria to the chartering, for example, district-wide themes, etc. that need to be considered or incorporated into plans (e.g. professional learning communities)
Comprehensive Strategic Planning FrameworkNancy Aronson and Donald Burkins 2006
Phase III: Generating Mandated Plans and Action Plans
Process: Work groups “work,” completing mandated plan processes (prof.
ed. plan, teacher induction plan, special education plan, educational technology plan, NCLB district improvement plan if required), while actively seeking to build integration/connections between each mandated plan and the comprehensive plan, including:
• “Reengaging” the data that’s relevant for informing your planning [Mind maps: What is affecting ‘X’?; Process flow chart(s) – how do we do it now]
• Generate first draft of assigned plan (including action steps) [What changes in our work processes will bring about the changes we want in our student or related program results?]
• Drafting the implications for other plans and communicating them• Making the connection to the larger district focus (comprehensive
goals).• Incorporate input from other planning groups into draft
Comprehensive Strategic Planning FrameworkNancy Aronson and Donald Burkins 2006
Phase III: Generating Mandated Plans and Action Plans
Products: action plans and all required components of each mandated plan
Process: Midcourse planning/integration meeting to connect the
plans (seeking redundancies, gaps, areas of integration, identifying areas of contradiction/conflicting direction) and see the emerging whole. Is this hanging together? Are we aligned? (Options: large group assembly, meeting of the chairs, document exchange)
Generate completed mandated plan drafts; action plans, per chartering in Phase II
Comprehensive Strategic Planning FrameworkNancy Aronson and Donald Burkins 2006
Phase IV: Synthesizing The Whole
Products: comprehensive plan that integrates and aligns each of the PDE-required plans; shared understanding and commitments to action among stakeholder groups across the system
Process Whole group assembling of district-wide
plans (a compilation of all plans) and a final assessment of alignment and coherence. Final recommendation to move the document(s) for approval, submission to the state, and implementation in the district.
Comprehensive Strategic Planning FrameworkNancy Aronson and Donald Burkins 2006
Phase V: Implementation And Regular Monitoring
Products: plan-aligned actions across the school system; data regarding impact; revitalization and revision of individual plans, as appropriate; regular re-engagement of stakeholders with their shared vision of a higher-performing school system and the progress being made toward creating it.
Process Annual implementation and review meetings to keep
the process moving, to reinforce integration and coherent district actions, and to enable adjustment of plans, as appropriate.
Comprehensive Strategic Planning FrameworkNancy Aronson and Donald Burkins 2006
PDE’s “Getting Results” School Improvement Model
Aligned with NCLB Requirements Aligned With Format for e-Strategic
Planning Aligned with other anticipated PDE
initiatives Incorporates Best Practices Now a “required” format for submitting
plans
Guiding Questions for ClarifyingSHARED VALUES, MISSION & VISION
SHARED VALUES (or Core Beliefs)
Consider the following Guiding Questions as you reflect on your current set of shared values (core beliefs) or as you develop new ones. Through discussion and involvement of all stakeholders, strive for school-wide consensus on the following key questions.
1. Regarding expectations for student learning *
Can all students really learn? What exactly do we expect all students to learn? How will we respond when all of them don’t learn it?
2. Regarding expectations for professional practice What standards will we hold ourselves to relative to the quality of our instructional practices? What are our expectations regarding professional collaboration & continuous learning? How will we ensure internal accountability within our professional community?
3. Regarding relationships among stakeholders What values will guide/ground conduct & relationships among stakeholders in our learning community – student-to-student; student-to-staff; staff-to-staff; staff-to-parents/families; school-to-community. How must our shared values change to reflect the culture we want & the results we desire for students?
* Adapted from Professional Learning Communities at Work by Richard DuFour & Robert Eaker
MISSION (or Purpose)
The mission is the statement of your school’s essential purpose – its reason for being. The mission gives a shared meaning to the work of the school. A good mission is a driving force for productive change – it is a declarative statement of “what we have come together to experience and to accomplish,” consistent with the school’s shared values.
As you reflect on your school’s mission, consider the following: What does your school need to be like or be about in order for you yourself to find personal meaning in its mission and personal alignment with its goals? Does our mission promote student achievement and/or excellence in educational practice.
VISION
Your school’s vision is a clear, compelling ‘picture’ of the desired state; it is an image of what your school will be like when you are being your best. In that sense, the vision sets the “standards” for action and performance.
Consider these points relative to your school’s vision: Does our vision reflect strong results for all students? Does our vision honor quality professional practices? Is our vision clear about the standards and expectations for all?
TARGETS
1. Performance on the state assessment
2. Participation in the state assessment
3. Other academic indicator Attendance, or Graduation
AYP Targets
PARTICIPATION in the state assessment
Grades 3-8, and 11 Math and reading All students
enrolled as of the last day of testing window
PERFORMANCEon the state assessment
Grades 3-8, and 11 Math and reading Only students
enrolled for a full academic year
PERFORMANCE
Math 45% threshold Composite of all
students is always reported
Subsets of the composite (subgroups) reported only when there are at least 40 students Nine subgroups
Reading 54% threshold Composite of all
students is always reported
Subsets of the composite (subgroups) reported only when there are at least 40 students Nine subgroups
PA Required Proficiency Targets for Mathematics
35 35 3545 45 45
56 56 5667
7889100
0102030405060708090100
PA Required Proficiency Targets for Reading
45 45 4554 54 54
63 63 6372
8191 100
0102030405060708090100
Improvement Planning Process
Discover “Root Cause”
Analyze Data
Plan Solution
Identify strengths & needs
Barriers to Data Analysis
Lack of training Lack of time Feast or famine Fear of evaluation Fear of exposure Confusing a technical problem with a
cultural problem
Edie L. Holcomb, Getting Excited About Data, 1999.
Analyzing Data
Use multiple sources SummativeFormativePerceptual/Demographic
Identify strengths Identify high priority needs
Student Planning Process
Focus: Classroom of Students
Who: Teacher
Periodic Grade Level Planning Process
Focus: Groups of StudentsWho: Teacher Teams
How: Regular 1-2 hour meetings
Annual Building-wide Planning ProcessFocus: All Students
Who: School-wide TeamHow: Data Retreat, School Planning Process
District-Level Support(Budgetary Support, Professional Development, Resources and Time)
Student Learning Data
School Structures for Data-Informed Decision Making
School LevelPSSA & PVAAS
Standardized AssessmentsDistrict End-of-Year Tests
Final Benchmark Test
Classroom Level Initial: PSSA/PVAAS/final tests – student levelCyclical: •Benchmark Data – Student LevelContinuous•Individual Classroom Assessments•Progress Monitoring
Grade/Course LevelInitial: PSSA/PVAAS/final tests – class/subgroup levelsCyclical:
•Benchmark Data - grade level•District quarterly assessments•Common Classroom Data•Classroom Summaries
Demographic/Perceptual/Process Data
School Level •School Demographics•Discipline Data•Attendance Data•Mobility Rate•Parent Surveys
Grade/Course Level•Class Demographics •Class Engagement Data•Satisfaction Data•Attendance Data•Walk-through Data
Classroom LevelQualitative Data•Student Historical Information•Student Medical Information•Student Learning Information
PA Dept. of Ed 2006
Think. Believe. Move Mountains.
“The deepest underlying cause, or causes, of positive or negative symptoms within any process that, if dissolved, would result in elimination, or substantial reduction, of the symptom.”
1. Would the problem have occurred if the cause had not been present?
2. Will the problem reoccur as the result of the same cause if the cause is corrected or dissolved?
3. Will correction or dissolution of the cause lead to similar events?
If no, then it is a root causeIf yes, then it is a contributing cause
What is a ‘Root Cause’?What is a ‘Root Cause’?
*Adapted from Root Cause Analysis by Paul G. Preuss (p.9-14)
Based on the reflection about student results and educational practices you conducted during the : DATA” phase:
Identify the vital few research-based approaches, successful models, or promising ideas which you believe will have the greatest impact on improving the quality of teaching and learning.
In addition to the Guiding Questions provided, consider other questions or issues relevant to your school’s experiences and unique circumstances
Satisfy yourself that your vital few ideas flow logically from your analysis, and consist of high-leverage strategies that form a coherent instructional roadmap.
Based on the vital few high-leverage strategies you identified during the “DESIGN” phase:
map out the step-by-step tasks that need to be accomplished;
the timeline for completing the tasks;the timeline & responsibility for each task;the resources you will need, and; the evidence of accomplishment of the task.
What is the eStrategic Planning Tool?
A systemic, ongoing, single, web-facilitated strategic planning framework that:
Is data based/driven. Aligns goals and strategies to research. Continuously monitors progress and
documents outcomes (updates with data refreshes).
Satisfies multiple planning and reporting requirements.
Allows LEA’s to plan once and report often.
Primary Components of the eStrategic Plan Process
1. Strategic Planning Planning Process Guide Variety of processes, activities, graphic tools, and resources for facilitating plan development aligned the eight stages of the Strategic Planning.
2. Web-based Planning Tool
Adding New Users First step in setting up eSP tool is
determining who will need access to the tool
When creating users, you’ll need the following information:First and Last nameTitleEmail addressa sign-in (username). A password is automatically assigned
when you save the new user.
Adding New Users con’t
Click the new user button to bring up the add new user screen
Click the Admin tab, then the eSP roles sub tab to add new users
Enter user information. FYI – if the sign-in name you choose is already taken, you will see a red error message prompting you to change the sign-in name. Click save when done.Must be unique.
Adding new users con’t
As soon as you add a new users, that user is automatically sent 2 emails One email contains their username, the other email has their password
If the user loses those emails, but has not yet changed their password, you can run the user account report to retrieve the user name and password
Remember – passwords are automatically generated Users are immediately prompted to change their auto-generated password
the first time they log in.
Click the Reports tab, then choose User Account Report from the dropdown
Auto generated password is case sensitive.
Adding new users con’t
If a user forgets their password after they change it, the eSP Admin can reset their password. Clicking the reset password button will generate
an email to the user with their new password To access the reset password, click the Admin tab,
then the eSP Roles sub tab.
Configuring User Roles There are several different roles that you can assign to users
eSP Viewer – Allows user to view only the information under the Overview, Data, Action Plan, Monitor and Evaluate Tabs
eSP Author – Allows user to edit information under the Overview, Data, Action Plan, Monitor and Evaluate Tabs.
eSP Admin – Allows user to edit information under the Overview, Data, Action Plan, Monitor and Evaluate Tabs. Also has rights to create new users, reset passwords, assign roles and open or close plans. Can view all plans under the plans tab.
eSP Password Reporter – Must have this role to run the User Account Report to see usernames and passwords
Plan Admin – Submits the individual plan report to PDE or rejects sections to send back to plan author
Plan Author – Allows users to edit individual plan reports under Plans tab.
Configuring user roles con’t
To configure the eSP roles, click on the Admin tab, then the eSP Roles sub tab Place a checkmark in the box for the rights you want a user to have
Please note, if you want a user to be an eSP Author and an eSP Viewer, you need only to put a checkmark under eSP Author. The same is true for eSP Admin.
Remember – configuring a user as an eSP Author does NOT give them rights to edit individual plan reports (ch 4, ed tech, etc)
Configuring User Roles con’t
To configure Plan Admins and Plan Authors, click on the Admin tab, then click the Configure Plans sub tab
Choose the appropriate plan from the dropdown list You will need to assign authors and admins for each plan
You may have multiple authors per plan, but only one admin per plan
Click the Change button to assign the Plan Admin
Click the Configure Authors button to assign authors to the plan
Configuring User Roles con’t After clicking the Change or Configure Author buttons,
you will see the following windows pop up Don’t forget to click save after assigning the users
FYI – a user can be a Plan Admin and a Plan Author
Select Plan Admin screen Select Plan Author(s) screen
Assigning Plan Sections Within each plan, the
different sections of the plans can be assigned to different authors
Users can assign a section to themselves by logging in and click the “Assign to Self” button under the section
Plan sections can be manually assigned or reassigned
Click on Admin tab, then Configure Plans, choose the plan from the dropdown, and click on Section Assignment
Click the dropdown to choose the author, then click the Save button.
Opening Plans
Before authors can begin editing the individual plans, the plans must be activated. If they are not, users will see an error message “This plan is closed for input.”
To activate the plans, click the Admin tab, then Configure Plans sub tab, then choose the plan from the dropdown and click on the Collection Periods tab
You MUST Activate each plan individually You may then deactivate the plans at any time, by removing the checkmark
Put a checkmark in the box beside Active, then click Save.
Overview>Getting Started>Edit Strategic Planning Committee
Committee member information pre-populates all associated plan reports (e.g., Chapter 4, prof ed)
Also editable under Admin>Configure Planning Teams
Sharing Activities with Plan Reports
Enter global goals, strategies and activities under Action Plan>Develop tab
Information entered here populates into ch 4, prof ed and ed tech plan reports
Data>Collect>Services Supports strategic planning and meets legislative requirements in Ch.12 Pre-populates “Utilization of Resources and Coordination of Services” in Ch.4
Activities: Planning vs Planned If activity is in planning state, it is NOT shared with plan reports To share an activity, you must click the complete button rather
than save
Submitting Plan to PDE
To submit, all sections of plan must be marked complete All status indicators are green circles Must be plan administrator
An additional dropdown box will show on main page Must enter a comment before click do action
Resources
This webinars have been recorded and are posted at http://www.pdewebinars.org/
Frequently Asked Questions (FAQs) will be posted at www.estratplan.org
Contact Information:Amy Munro [email protected] [email protected]