mciu e-strategic planning training workshop presentation

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e-STRATEGIC PLANNING IN PENNSYLVANIA

Montgomery County Intermediate Unit

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

CHAPTER 4: STRATEGIC PLAN REQUIREMENTS

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.

Professional Education Plan

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

Annual Review

A description of the process for reviewing and amending the plan annually

Criteria and Balance

Evidence that the plan meets the professional education criteria and strikes a balance between content, pedagogy and other skills

Teacher Induction Plan

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;

Goals and Competencies

A list of goals and competencies for the induction program

Assessment Processes

A description of how the needs of inductees will be assessed

Mentor Selection

A description of how the mentors 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

Approaches to Strategic Planning

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)


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


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


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.


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.


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

CORE BELIEFS AND MISSION

Overview>Getting Started

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?

IMPROVEMENT TARGETS

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

DATA ANALYSIS

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)

Action Planning

Developing an Action Plan for Results: Goals, Strategies

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.

Overview

eStrategic Plan

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

eSP Tool: Roles and Workflow

June 27, 2006

eSP Admin functions

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.

Global Planning Workflow

District Overview

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

Milestones of Progress

Plan Report Submission

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]

http://www.pdewebinars.org/

http://www.estratplan.org/

mailto:[email protected]

mailto:[email protected]

mciu e-strategic planning training workshop presentation

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