Consolidated Planning & Monitoring August 2014 Strategic Planning Consolidated Planning & Monitoring August 2014

District and School-Level Plans Planning District and School-Level Plans

What is strategic planning? Simply put: A systematic approach through which an organization agrees on priorities that are essential to its mission and responsive to its environment and needs. Driven by data Guides resource allocation Builds commitment

Dates of Interest: District and School-Level Plans 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 – 30, 2014: LEAs must update ePlan with 2014-15 school year district plans (no later than 30th) October 1 – October 31, 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 submitted documented approval of school plans to TDOE

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: Title I School plans are an annual requirement Aligned with district plan LEA reviewed and approved Progress monitored (on-going) September 2014: Webinar specific to school plans Requirements How to navigate ePlan Understanding district-level and school-level plan alignment

ePlan

What is ePlan? Tennessee’s online planning and grants management system for LEAs: Submit and revise district and school-level plans Apply for federal funding to support plans Request reimbursements and report expenditures Process budget amendments and program revisions when needed Produce summative reports for oversight and review

Primary ePlan Components Planning Approved by CORE (Centers of Regional Excellence) Consolidated Funding Application Approved by CPM and Other Program Offices (Office of Consolidated Planning & Monitoring) Reimbursement Requests Approved by CFO (Office of the Chief Financial Officer)

What is NEW in ePlan? Planning tool: Enhanced needs assessment School-level plans Enhanced workflow for LEA plan approval by TDOE LEA workflow to review and approve school plans District-level and school-level plan assurances

Components of the Planning Tool Needs Assessment: Multiple text boxes with guiding questions to identify needs Goals: Descriptions Performance Measures Strategies:

Components of the LEA Planning Tool Action Steps: Descriptions Benchmark Indicators Persons Responsible Estimated Dates of Completion Create Funding Source

Identifying Areas of Need Needs Assessment Identifying Areas of Need

Needs Assessment Evaluating Areas of Consideration Special Populations Family & Community Engagement Academic Performance Career & Technical Instructional Practices School Climate Professional Development After School Programs Curriculum Data Analysis Response to Instruction & Intervention Early Learning

NEW ePlan Enhanced Needs Assessment NEW Enhanced Needs Assessment available September 2014 Will include multiple text boxes with guiding questions Planning Team Summary of Accomplishments and What’s Working Accountability Data Academic Data College/Career Readiness School Climate and Culture Additional Areas Prioritized List of Needs

Analyzing Data for the Needs Assessment Accountability http://www.tn.gov/education/accountability/index.shtml TVAAS https://tvaas.sas.com/ Report Card http://www.tn.gov/education/reportcard/index.shtml TELL Survey http://telltennessee.org/ Explore, Plan, ACT Parent Surveys Student Surveys Other LEA or school data such as pre/post testing Future ePlan enhancement will include data elements auto populated in ePlan for the needs assessment

Analyzing Data: Accountability The prior year’s data from the accountability website should be analyzed to identify areas of need. In this example 3-8 Math shows as “met”. However, it should be noted there was a decline in % proficient & advanced. This indicates that one of the safe harbor methods was used. Even if an indicator shows as “met” always analyze the data to ensure all areas of need are identified for the planning process.

Analyzing Data: Accountability To ensure goals are measurable, the current year’s targets should be referenced as part of the goal.

Analyzing Data: TELL Tennessee Survey (Teaching, Empowering, Leading and Learning) The TELL Tennessee Survey provides educators with data, tools and direct support to facilitate school improvement. TELL Tennessee includes questions on the following topics: Community Engagement and Support Teacher Leadership School Leadership Managing Student Conduct Use of Time Professional Development Facilities and Resources Instructional Practices and Support New Teacher Support

Analyzing Data: Look for Relationships Practices/Policies & Student Results Consider how adult practices/policies impact your student outcomes: Two new SPED teachers Insufficient time to collaborate Interruptions to instructional time Lack of parental involvement CCSS newly implemented Follow-up PD is not provided PD is not differentiated to the needs of individual teachers 2014 – 3-8 Math % P/A ALL: 47.4% Black: 23.8% BHN: 36.4% ED: 34.7% SWD: 18.8% White: 47.9% Examine the relationships between the areas identified on the left and the achievement results on the right.

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

SMART GOALS Specific Measurable Attainable Relevant Time-bound 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?

Goal Example – fair… Math Example 1: All students will be proficient in their subject area. Evaluating the goal Is it specific? No Is it measurable? Somewhat – 100% proficiency is implied Is it attainable? No – it is not reasonable to expect 100% proficiency in a single year Is it relevant? Yes – math was identified in the needs assessment; increasing student proficiency is relevant Is it time-bound?

Goal Example – better… Math Example 1: For SY 2013-14, student academic achievement will meet or exceed the expected Achievement Targets. Evaluating the goal Is it specific? No Is it measurable? Somewhat – specific targets are not identified Is it attainable? Possibly – more specifics are needed to determine Is it relevant? Yes – math was identified in the needs assessment; increasing student proficiency is relevant Is it time-bound? Yes – the school year is noted

Goal Example – best! Math Example 3: Evaluating the goal For SY 2013-14, student academic achievement will meet or exceed the expected Achievement Targets. Math 3-8: 50.7%; Algebra I: 51.3%; Algebra II: 32.5% Evaluating the goal Is it specific? Yes Is it measurable? Yes – provides targets for proficiency in each subject Is it attainable? Yes – the goal is based on improvement over the prior year results Is it relevant? Is it time-bound?

ePlan Goal Components Example Mathematics: For SY 2013-14, student academic achievement will meet or exceed the expected Achievement Targets. Math 3-8: 50.7 %; Algebra I: 51.3 %; Algebra II: 32.5 % GOAL Professional Development LEA Professional Development New Standards Training Workshops Instructional Support Math Coaches Technology Systems of Intervention Response to Intervention Special Education Assistants Individual Accommodations STRATEGIES ACTION STEPS

ACTION STEP: LEA Professional Development GOAL: Mathematics: For SY 2013-14, student academic achievement will meet or exceed the expected Achievement Targets. Math 3-8: 50.7 %; Algebra I: 51.3 %; Algebra II: 32.5 % Strategy: High quality professional development for instructional staff ACTION STEP: LEA Professional Development Description: Each certified employee will complete a minimum of three days (18 hours) of professional development during the year. In addition, each school will conduct two days (12 hours) of PD at the local school. Benchmark Indicator: Professional Development records, evaluation surveys from teachers and student performance data. Person Responsible: Always Identify Person Estimated Completion Time: 12/20/2014 Title IIA: $10,000 IDEA Part B: $5,000 Local Funds: $10,000

ACTION STEP: New Standards Training GOAL: Mathematics: For SY 2013-14, student academic achievement will meet or exceed the expected Achievement Targets. Math 3-8: 50.7 %; Algebra I: 51.3 %; Algebra II: 32.5 % Strategy: High quality professional development for instructional staff ACTION STEP: New Standards Training Description: Teachers will participate in Common Core State Standards training in mathematics for teachers PK-12. Benchmark Indicator: Professional Development records, evaluation surveys from teachers and student performance data. Person Responsible: Always Identify Person Estimated Completion Time: 07/31/2014 Title IIA: $30,000 Local Funds: $10,000

ePlan Funding Sources Identify the specific funding source and amount that will support the accomplishment of the action step In instances where one action step (i.e. after-school tutoring) supports multiple goals (i.e. math and reading), you would create a funding source under each goal. Divide the total funds between the two goals to avoid duplication of funds. Example: After-school tutoring in reading and math funded with $30,000 total from Title I-A. Under the math goal action step, create a funding source for $15,000 Under the reading goal action step, create a funding source for $15,000

Planning Takeaways Plan first, then identify funding Examine all possible funding sources (federal, state, local, other) Involve those with specific program knowledge in the process (i.e. allowable uses and restrictions of certain funds) Re-examine traditional uses (i.e. we have always paid for a teacher with these funds)

Additional Training Opportunities ESEA Directors Institute: October 6-9, 2014 – Franklin, TN School planning webinar: September 2014

Questions?

Consolidated Planning & Monitoring Contacts Katina.Grays@tn.gov Planning Eve.Carney@tn.gov Linda.Stachera@tn.gov Janine.Whited@tn.gov Valerie.Starks@tn.gov Monitoring Debbie.Owens@tn.gov Hiram.Tate@tn.gov Nina.Murphy@tn.gov Regional Consultants Corey.Currie@tn.gov Janet.Mansfield@tn.gov Bridgette.Jones@tn.gov Jacki.Wolfe@tn.gov School Improvement Rita.Fentress@tn.gov

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