1. LEA Planning Webinar
December 16, 2016

2. Renee Palakovic, Deputy Director Linda Stachera, ePlan System Administrator Consolidated Planning & Monitoring

3. Webinar Overview Timeline and Due Dates What’s New This Year?
2018 Planning ( )
2019 Planning ( )
What’s New This Year?
LEA Plan Approval
TDOE Plan Review
Needs Assessment Minor Changes
Updated Recommended Goals and Strategies
New State Strategic Plan Component Relationships

4. Timeline and Planning Tool Changes

5. 2017-18 Planning Tool Timeline Change
To better align the LEA planning timeline with district planning activities and the Consolidated Funding Application (CFA), the LEA planning timeline has been revised
LEA planning tool open in ePlan on Jan. 4
LEA plans due in ePlan by March 1
Approval of LEA plans by April 1

6. 2017-18 Planning Tool Changes
Minimal changes have been made to the LEA planning tool for
ESSA requirements
Alignment with state strategic goals and focus areas
Overall clarity of questions
Years of data in LEA plans have not changed ( ; ; )
All data is now available and will be uploaded by Jan. 4

7. 2018-19 Planning Tool Redesign
Significant changes to the LEA planning tool will be made for
The redesign goals are to improve the tool’s
Functionality
Data displays
Work flow
Aesthetics
Overall usability for end-users
Feedback will be collected from LEA users as well as internal stakeholders to inform the redesign

8. LEA Plan Review and Approval

9. LEA Plan ePlan Roles
NEW The role of LEA Authorized Representative is required to approve the LEA Plan.
Role should be assigned to the Director of Schools
Will take effect for the LEA Plan
Revisions for prior-year LEA Plans will still need to be approved by the district user with the role of LEA Plan Reviewer
Beginning with , users with the role of LEA Plan Reviewer will receive the role of LEA Plan Data Entry
NOTE: There is no change in the role of LEA School Plan Reviewer. These users will still approve school plans. This role does not need to be assigned to the Director of Schools.

10. LEA & School Users: Viewing/Editing ePlan
LEA Plan Data Entry users can view and edit
The LEA plan
All school plans within their LEA
ALL LEA users must submit a user access form to the TDOE to receive access to ePlan or to change LEA user roles in ePlan.
School plan users can edit
The school plan for their own school
School plan users can view
The approved school plans of other schools within their district
School users are added and maintained by the LEA’s User Access Administrator

11. TDOE Plan Review, Approval, & Support
NEW CORE offices will be responsible for providing technical assistance and support for plan development
NEW Consolidated Planning and Monitoring (CPM) will be responsible for the review and approval of LEA plans beginning in
Review and approval will take place between March 1 and April 1
Contact information for CPM regional consultants and the CORE offices can be accessed in the TDOE Resources section of ePlan (near the top of the page).

12. Needs Assessment Changes

13. LEA Planning Team
Please identify all planning team members, including team member titles. The district plan must be developed in consultation with teachers, principals, administrators (including administrators of Title programs), and other appropriate school personnel and with parents of students.
NEW Describe how the district actively and consistently involves all stakeholders identified in the development of the district plan.
Prior year Question 2 reads, “Describe how parents are engaged and continuously involved in the planning process.”

14. Academic Data Pages
No changes have been made to the guiding questions within this section
Analyze state assessment data
Summarize progress, challenges, and root causes
All students
ED, SWD and EL
Analyze other available data and summarize progress, challenges, and root causes
EOC data for will be uploaded into data tables and may require changes in prior responses
HS EOC data for will be available in the date tables by Jan. 4. Districts will need to review and analyze the data and determine if the data requires a change in response to the guiding questions.

15. College & Career Readiness
The format of this page will change in the plan:
All data tables will appear at the top of the page
All guiding questions will display below the data
The data tables will appear in the following order:
ACT data
Graduation rate data
NEW Early postsecondary offerings (EPSO) data
NEW CTE concentrator data
NEW Seamless matriculation data

16. College & Career Readiness: EPSO Data Table
Enrolled/Earned EPSOs This data is consistent with the data shown on page 8 of your district-level Strategies for Districts document and is from the school year. This data includes students from the 2015 graduating cohort who were enrolled in / earned credit in AP, dual enrollment, or dual credit courses.  Please consult that District Strategies document for state and comparable district averages for additional context and additional information on the data and its sources.

17. College/Career Readiness: CTE Concentrators
This data is derived from the Education Information System (EIS) and confirmed with eTiger. The data for is consistent with the data shown on page 8 of your district-level Strategies for Districts document Please consult that document for state and comparable district averages for additional context.

18. College & Career Readiness: Seamless Matriculation
Matriculation This data is consistent with the data shown on page 8 of your district-level Strategies for Districts document. This data shows the percentage of spring 2015 graduates who seamlessly matriculated into a postsecondary institution in fall Please consult that District Strategies document for state and comparable district averages for additional context and additional information on the data and its sources.

19. College & Career Readiness: Guiding Questions
UPDATED Analyze the district’s ACT data, summarize the challenges faced, and describe how the district will address those challenges and increase the ACT scores of students (including ACT re-take, ACT preparation courses, etc.). Address how the district is considering variation across subjects, across different subgroups (i.e. BHN, ELL, SWD, ED), and across schools.
UPDATED Review the district’s graduation data and summarize challenges students are facing, especially if graduation rates are below 90 percent. Consider graduation rates overall, among different subgroups (i.e. BHN, ELL, SWD, ED), and in particular schools. Include information regarding early identification of students at risk of not graduating and the supports provided to those students.
Prior year questions read, “Analyze your data and provide a summary of progress and challenges, identifying underlying reasons for each.”

20. College & Career Readiness (cont’d)
NEW Review the district’s early postsecondary offerings (EPSOs) and CTE programs, as well as additional data you have on work-based learning (WBL) opportunities. Summarize how the district will improve the quality and variety of these types of opportunities. Include information regarding efforts to increase enrollment in and equitable access to EPSOs and student advisement along specific learning pathways.
NEW Review the district’s data on seamless matriculation into postsecondary institutions, including colleges of applied technology (TCATs), community colleges, and four-year colleges, and summarize the challenges faced in increasing the percentage of students matriculating in and eventually graduating from postsecondary institutions.

21. Human Capital Data tables have not changed, except
REMOVED The data field for teacher attendance rate
Updated data will be uploaded when the human capital reports are published
NEW GUIDING QUESTION Review and analyze all human capital data provided and identify instances where low income and minority students are being taught at a higher rate than other students by ineffective, inexperienced, or out-of-field teachers. Include steps to be taken in order to address these disparities and ensure equitable access to highly-effective teachers.
We are still collecting the Number of Teachers by Number of Years in this data table. This data is entered by district users.

22. School Climate & Culture
Data tables have not changed
UPDATED Review student attendance and chronic absenteeism data. Discuss challenges with student attendance, especially if chronic absenteeism rates exceed 10% (overall or by school, grade level or subgroup), and identify specific steps to be taken to ensure that students have opportunities to learn.
NEW Describe the district’s progress and challenges in providing safe, supportive and healthy environments in all schools and the steps to be taken to ensure that all students are provided with such a learning environment.
Discuss attendance and discipline, even if the rates do not exceed the thresholds.

23. English Learners
New data table to display three years of English learner enrollment

24. English Learners Schools ESL Program
UPDATED Indicate the number of schools in your district that have English learner students. Include schools with students in any of the EL classifications: L, W, T1, T2, T3 and T4. (Indicate 0 if no EL students.)
ESL Program
NEW Describe the district’s processes and procedures for identifying EL students, determining eligibility for services, and providing required ESL services. Include the timeline, the data analyzed and the staff involved. (District are required to have an ESL plan, even if there are currently no EL students enrolled.)
For the number of schools question, T3 and T4 were added to the list of classifications. Districts will not have these students yet because tracking of students for four years after exit just begins with ESSA. The wording change has been made to meet the requirements of ESSA.

25. English Learners (cont’d)
UPDATED Describe the district’s process for monitoring and evaluating the ESL programs to ensure that students are progressing and English language acquisition needs are being met.
UPDATED Briefly describe the progress monitoring that occurs for T1, T2, T3 and T4 students to determine if they are experiencing academic difficulty due to linguistic issues.
Prior year questions:
Describe how the district ESL program is monitored and evaluated. Include the timeline for monitoring and evaluation, the frequency of plan updates, the data analyzed and the staff involved. (Districts are required to have an ESL plan, even if there are currently no EL students.)

26. English Learners (cont’d)
UPDATED Describe the commonly used interventions utilized by the ESL teacher when providing limited services to T1, T2, T3 and T4 students experiencing academic difficulties due to linguistic difficulties. (Indicate N/A if the district does not have any T1, T2, T3 or T4 students.)
UPDATED Describe the commonly used strategies and interventions utilized by the classroom teachers to differentiate instruction for T1, T2, T3 and T4 students. (Indicate N/A if the district does not have any T1, T2, T3 or T4 students.)

27. Additional Areas
RTI2
Describe the district’s progress in implementing RTI2 across all grades. Identify areas of strength and weakness, identify root causes and discuss actions needed.
Technology Access and Use
UPDATED Discuss the level of access that students have to technology as part of the instructional program and how well staff integrate technology into the instructional program. Identify areas of strength and weakness, identify root causes and discuss actions needed.
No data changes to this table. The per-pupil expenditures data will still be displayed here.
Technology Access and Use-in addition to identifying root causes, discuss actions needed.

28. Additional Areas Professional Development:
UPDATED Describe the prior year professional development activities and how effectively these activities addressed teacher needs and student learning.
NEW Discuss the focus of professional development for teachers, principals, and other school leaders that will build capacity and positively impact student academic achievement.
Professional development-added “teacher needs”
Professional development prior year Question 2 reads, “Discuss the areas of weakness that can be effectively addressed through high-quality, on-going, sustained professional development moving forward.”

29. Additional Areas Parent and Family Engagement:
UPDATED Describe the parent and family engagement activities that have occurred in the prior year and how the activities have impacted student achievement.
UPDATED Describe the strategies used to implement effective parent and family engagement activities that are meaningful and aligned with student academic achievement. If applicable, address activities specifically designed to engage the parents and families of English learners
Parent “Involvement” is changed to “Parent and Family Engagement”
Addition of the EL parent and family engagement statement.

30. Additional Areas NEW SECTION Well-rounded Education
The Every Student Succeeds Act (ESSA) defines a well-rounded education as the courses, activities and subject programming that a district will provide to ensure that all students have access to an enriched curriculum and educational experience. Describe the district’s vision for providing students with a well-rounded education. Identify challenges the district faces in providing these opportunities and possible solutions.
NEW SECTION Student Transitions
Describe how the district facilitates effective student transitions from early childhood to elementary school and from middle to high school. Identify any challenges the district has in implementing effective transitions and possible solutions.

31. Prioritized Goals and Strategies

32. Recommended Goals NEW OPTIONS Recommended Goals
Increased Academic Achievement: Reading/Language Arts (required)
Increased Academic Achievement: Mathematics (required)
Increased Academic Achievement: Science (optional)
Increased Academic Achievement: Other content areas (optional)
College and Career Ready Students (required)
Safe and Healthy Students (required)
Kindergarten Readiness (required)
All districts must have Goals 1, 2, 5, 6, and 7.
All districts (including K-8 districts) must address College & Career Readiness.
All districts must have at least four goals.

33. Recommended Strategies
Extended learning opportunities
Effective teachers
Effective leaders
District management and support
Personalized learning
Targeted interventions
Enrichment activities
Standards-aligned core instruction
Parent, family, and community engagement
ACT preparation
NEW Recommended Strategies
Post-secondary opportunities
Career exploration and work-based-learning opportunities
Post-secondary and industry partnerships
Mental health supports
Behavioral interventions and supports
Early learning opportunities
Effective transitions (kindergarten, middle school, high school, post-secondary)
Technology and infrastructure
NOTE: Each Strategy must have at least one Action Step.

34. NEW Section: State Strategic Plan Components

35. LEA Plan Component Relationships
Districts will see a new section in the LEA Plan called “State Strategic Plan Components.” This section will help districts identify how their strategies in ePlan correlate with the State’s Strategic Plan.
LEA Plan Components
State Strategic Plan Components

36. State Strategic Goals
At the start of the school year, the department laid out goals for Tennessee’s students and what it will take to reach them. The four big goals for our students include:
Tennessee will rank in the top half of states on the National Assessment of Educational Progress (NAEP) by 2019.
Seventy-five percent of Tennessee third graders will be proficient in reading by 2025.
The average ACT composite score in Tennessee will be a 21 by 2020.
The majority of high school graduates from the class of 2020 will earn a postsecondary certificate, diploma or degree.

37. State Strategic Plan Focus Areas
To reach our goals as a state, the department has identified several key areas of focus including:
Early Foundations & Literacy: all students must receive adequate support toward reaching critical literacy milestones beginning in early grades
High School & Bridge to Postsecondary: all students must be prepared to effectively transition into postsecondary education or career
All Means All: all students must be provided access to a multi-tiered system of support to meet their individual needs
Educator Support: all teachers must receive adequate preparation and continued support necessary to support all students in reaching milestones

38. Create Component Relationship Links
For the first time, districts will see links to Create a Component Relationship in ePlan in the “Prioritized Goals and Strategies” section of the LEA Planning Tool.
These links will appear in the Strategies sections.

39. Creating Component Relationships
Just as school users create component relationships, district users will now have to create component relationships, with one important difference.
Schools tie their component relationships to Action Steps.
Districts will tie their component relationships to Strategies.
IMPORTANT: Districts should not tie Component Relationships to Action Steps! ePlan will generate a validation error for component relationships tied to Action Steps in LEA Plans.

40. Creating Component Relationships
Districts will be required to show the connection between strategies and the state strategic plan focus areas
Early Foundations & Literacy
High School & Bridge to Postsecondary
All Means All
Educator Support
These Component Relationships will appear on the new State Strategic Plan Components section and districts will need to describe the connections

41. State Strategic Plan Guiding Questions
Early Foundations & Literacy
Describe how identified strategies within the district plan will increase the percentage of students who are reaching proficiency at crucial early literacy milestones. How will you know if the strategies are effectively addressing students’ early literacy needs?
High School & Bridge to Postsecondary
Describe the district’s vision for ensuring that students are college (any form of postsecondary education) and career ready and how the identified strategies support this vision. Include information to demonstrate how students at all levels (elementary, middle and secondary) are a part of the vision and how the district will determine the effectiveness of strategies implemented.

42. State Strategic Plan Guiding Questions
All Means All
Describe how the identified strategies will meet student academic and non-academic needs through multi-tiered systems of support. Include a description of how these support systems target the needs of students needing additional support as well as those ready to excel.
Educator Support
Describe how the identified strategies will ensure the district is recruiting, developing, and retaining an exceptional workforce. Include information regarding career support, instructional guidance and data used to inform decisions.

43. Linking Multiple Components
Districts may link more than one strategy to any given State Strategic Plan component.
Districts may link any given strategy to more than one State Strategic Plan component.

44. Component Met Checkboxes
District users will check the Component Met checkboxes on the “State Strategic Plan Components” page to indicate that they have tied strategies to all of the State Strategic Goals.

45. Questions

47. Notifications can also be submitted electronically at:
FRAUD, WASTE, or ABUSE
Citizens and agencies are encouraged to report fraud, waste, or abuse in State and Local government.
NOTICE: This agency is a recipient of taxpayer funding. If you observe an agency director or employee engaging in any activity which you consider to be illegal, improper or wasteful, please call the state Comptroller’s toll-free Hotline:
Notifications can also be submitted electronically at: