1. 1 Please log-in to your Comprehensive Plan  Visit: www.education.pa.govwww.education.pa.gov  Under “I Would Like To”, select “Access My PDE Applications”  Log-in with your username and password NEW!!! My PDE Suite – Click on Comp Plan under Applications tab  Click on your school district or school name  Select “District Level Planning” or for Charters and CTCs, select the tab with your school name.

2. 2 Web Application- Getting Started  Have an account on the PDE portal  Two Administrator roles are needed to set up Initial Access to the Comp Plan web application: a) Local Security Administrator: Top-level users, responsible for the overall security of the Education Portal for their institution b) Local Administrator: has the ability to add users who can access the Comp Plan web application  Identify roles of registered users  Viewer (can view)  Author (can edit)  Planning Leader (can edit, check plan for issues, and submit) http://compplanning.wiki.caiu.org/LSAs+for+ Comp+Plan

3. Archived Plan If you have not made changes within the web application since your previous plan was approved 1. Log into the web application 2. Click on Comprehensive Plan 3. Select Plan Submission 4. Status and History 5. Archived copy Total Plan Output If you have made changes within the web application since plan approval 1. Log into the web application 2. Click on Comprehensive Plan 3. Select Plan Output Reports 4. Total Plan Output 5. Build Plan Output 3

4. Comprehensive Planning LEA Level – Phase 2 Training Comprehensive Planning LEA Level – Phase 2 Training Comprehensive Planning Team paplanning@caiu.org 717-732-8403 4

5. 5 My one takeaway for the day would be…

6. 6 From your Internet browser: kahoot.it

8. The Evolution of Comprehensive Planning 8 CAIU PDE DCIU 29 Intermediate Units eSP PASIP

9. Components of the Comprehensive Plan 9 LEAs The Pennsylvania Comprehensive Plan Special Education PlanTeacher Induction Plan Professional Education Plan Student Services Plan Prekindergarten Program Plan Gifted Plan School Improvement Plan (Required designations) Charter School Annual Report

10. Characteristics of High Performing Schools Clear & Shared Focus High Standards & Expectations Effective Leadership High Levels of Collaboration & Communication Curriculum, Instruction & Assessment Aligned with Standards Frequent Monitoring of Teaching & Learning Focused Professional Development Supportive Learning Environment High Levels of Community & Parent Involvement

11. PlanWhenApproval Process Professional Education3 years 28-day public review, Board approval, submit to PDE Teacher Induction6 years 28-day public review Board approval, submit to PDE Special Education (Districts) Due May 1 st (according to your phase configuration) 3 years 28-day public review, Board Approval, submit to PDE Gifted (Districts) 6 years 28-day public review, Board approval Student Services6 years 28-day public review, Board approval Pre-K Program3 years 28-day public review, Board approval, submit to PDE 11 Summary of Required Plans

12. 12 School YearPhase 2 - 1st CP Cycle with Web App Phase 2 - 2nd CP Cycle with Web App 2012 - 13Created CP 2013 - 14Submitted CP 2014 - 15Implemented CP Year 1 2015 - 16Implement CP Year 2Create CP 2016 - 17Implement CP Year 3Submit CP 2017 - 18Implement CP Year 1

13. 13 School Districts District Comprehensive Plan (required) School Level Plan (optional) School Improvement Plan (required for Priority & Focus schools) Special Education Plan (required) Charter Schools  Comprehensive Plan (required)  Charter Annual Report (required)  School Improvement Plan (required for Priority & Focus schools) CTCs/AVTS  Comprehensive Plan (required) Intermediate Units  Comprehensive Plan (required) Planning Overview

14. Due Dates and Workflow 14  June 30, 2015 – School Improvement Plan resubmission due  28-day public review and Board approval prior  Resubmission annually June 30 th moving forward  August 1, 2015 - Charter Annual Report due  May 1, 2016 – Phase 2 Special Education Plan due  Districts only  28-day public review and Board approval prior  November 30, 2016 – Phase 2 Comprehensive Plan due  28-day public review and Board approval prior  July 1, 2017 – Implement Year 1 of Phase 2 Comp Plan

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18. Chapter 4 Updates 18  Web application meets all requirements for Chapter 4 revisions  Plans that are required for submittal to PDE MUST use the web application  Plans not required for submittal to PDE can choose own format  Within the Instructions for each section, the web application indicates required components in red text

19. School Improvement Plan vs School Level Plan 19 School Improvement Plan Only required for Title I Schools designated as “Priority” or “Focus” Annual resubmission required – June 30th School Level Plan Optional, but recommended Can be completed in conjunction with the Comprehensive Plan.

20. Title I Schoolwide Program 20 If implementing a Schoolwide Title I Program: OPTIONAL use of web application If using web application, schools must complete a School Level Plan (or SIP if designated Priority/Focus) AND additional addendum in the Title 1 Assurances section

21. 21

22. Professional Education Plan 22 Minimum of 2 Professional Development implementation steps:  1 aligned to improving language and literacy acquisition  1 aligned to teaching diverse learners in an inclusive setting

23. 23 Professional Education Plan – Act 126 and Act 71 http://www.education.pa.gov/K-12/Safe%20Schools/Pages/Act- 71.aspx#.VaemHrfTga0

24. 24 Professional Education Plan – Act 126 and Act 71

25. 25 Professional Education Plan – Act 126 and Act 71

26. 26 Professional Education Plan – Act 126 and Act 71

27. Gifted Education Plan 27 Core Foundations>Safe and Supportive Schools>  Describe your entity’s process for identifying gifted children.  Describe your gifted special education programs* offered. (The word “programs” refers to the continuum of services, not one particular option) Core Foundations>Professional Education>  A school district shall provide, under section 1205.1 of the School Code (24 P. S. § 12-1205.1), in-service training for gifted and regular teachers, principals, administrators and support staff persons responsible for gifted education  “Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for gifted students.”  “Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions of gifted students are aligned to each other, as well as to Pennsylvania’s academic standards.”

28. 28 Go to LEA Comprehensive Planning web application or Training Site: http://training.paplanning.org/

29. The Compass will always be located in the upper left-hand corner of every page—clicking the Compass will open the left-hand navigation pane, which can be used to navigate to any page in the web application. 29 Web Application- Navigation

30. 30 Web Application- Components

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35. 35 Safe and Supportive Schools – Gifted section

36. 36 Professional Education – Gifted section

37. 37 Assurances - Special Education (Districts Only)

38. 38 Assurances - Special Education (Districts Only) Program Profile – Revise or Add New

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47. 47 Analyze Systems Analyze Entity Systems: a data-based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic Challenges: Guiding Questions

48. 7 Turnaround Principles Strong leadership Effective teaching Redesigning the school day, week or year Strengthening the school’s instructional program Use data to inform instruction Improve school safety and discipline Family and community engagement

49. 49 Analyze Systems

50. 50 Planners engage in data-driven discussions regarding whether or System Characteristics are present in the LEA. Analyze Systems

51. 51 If one or more System Characteristics are not present (and not checked), the web app will automatically answer the question “no” and create a statement of Systemic Challenge. Analyze Systems

52. 52 If all System Characteristics are present (and checked), the web app will automatically answer the question “yes” Analyze Systems

53. 53 System Analysis Based upon timely and relevant data, Prioritize Systemic Challenges

54. 54 System Analysis

55. Needs Assessment Overview 1)Analyze data to identify symptoms of the overall health of the organization: Accomplishments & Concerns 1)Analyze data to identify symptoms of the overall health of the organization: Accomplishments & Concerns 2)Analyze Entity Systems: a data-based, diagnostic effort to identify systemic deficiencies that may be reasons for Systemic Challenges: Guiding Questions 3)Based upon timely and relevant data, Prioritize Systemic Challenges 4)Build Action Plans to address high-priority Systemic Challenges 1 2 3 4

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57. 57 Web Application- District/Charter Level Plan

58. 58 Action Planning  Identify all of the “to-do list” steps that will be needed to implement the Strategies: each “to-do list” step is an Implementation Step  Identify Strategies that have a significant probability of meeting the Action Plan Goal  Select/create a Systemic Challenge to be the Goal of an Action Plan (or create a Goal)

59. 59 After prioritizing Systemic Challenges, LEAs can develop new goals Action Planning

60. http://training.paplanning.org 60 To build an Action Plan that addresses a Systemic Challenge, click “Include” to the right of the Challenge. Action Planning

61. 61 Action Planning REQUIRED

62. 62 Indicators of Effectiveness are the specific targets for an Action Plan, which, if attained or exceeded, indicate the Action Plan is being effective. Action Planning SMART GOALS (Specific, Measurable, Attainable, Realistic and Time-sensitive) PVAAS growth data based upon 2013 PSSA Math and Reading Assessment results 85% of students involved in at least one intervention program show at least one year of growth.

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64. 64 Action Planning - Strategies Descriptions of proven interventions / best practices Descriptions tell “how” goals will be implemented Strategies provide significant probability of attaining goal Strategies designed for systemic implementation

65. 65 On the “Action Plan” page, clicking “Create/Import a Strategy” takes a user to the "Create Strategy” page Action Planning Click EDIT to edit or ADD an Indicator of Effectiveness

66. 66 Action Planning Consider accessing these pages to obtain helpful information; however, it is recommended the import function not be used because most descriptions will not describe how the strategy will be used by the LEA http://training.paplanning.org

67. 67 Action Planning

68. 68 Resource Bank http://compplanning.wiki.caiu.org/Resource+Bank http://compplanning.wiki.caiu.org/home CP Wikispace Click on ‘Resource Bank’ on the right hand side

69. 69 Once Strategies have been identified, planners should design an implementation plan —a management tool that will guide the implementation of the Action Plan Strategies. Action Planning

70. 70 An implementation plan is comprised of all the “to-do list” steps needed to implement the Strategies. Each “to-do list” step is an Implementation Step. Action Planning

71. 71 Action Planning The leadership teams from each school will determine the most appropriate groupings of teachers (e.g. grade level, content area, etc.,) that will engage in the analysis of common assessment results to inform those teachers about their collective and individual instructional practices.

72. 72 Action Planning A list from each school of the teachers in each data team with a postscript that describes the rationale for the establishment of data teams.

73. 73 Action Planning

74. 74 Action Planning REQUIRED BY WEB APP REQUIRED FOR CHAPTER 49 IF ACTION STEP IS PD OPTIONAL

75. Professional Education Plan 75 Minimum of 2 Professional Development implementation steps:  1 aligned to improving language and literacy acquisition  1 aligned to teaching diverse learners in an inclusive setting

76. 76 Discussion Time Looking at your current goals, which could be aligned to the two PD implementation steps? How would the current indicators of effectiveness for this goal be impacted by the two PD implementation steps? How might you adapt this goal and the indicators of effectiveness with the inclusion of the PD implementation steps

77. 77 Discussion Time

78. http://training.paplanning.org 78 Action Planning

79. 79 Goal: Prepare dinner for 5 nights that serves 4 people. Strategy: Meal planning and preparation Implementation steps: Plan menu by researching recipes Evidence: Internet search history or recipes Find 5 different meals to make Evidence: Recipes Create grocery list Evidence: Grocery list Shop for ingredients Evidence: Receipt Prepare and cook each meal Evidence: The finished meal

80. 80 Processing Time

81. 81 Completing the Process Signers must have a PDE Portal account and must have at least Author access to the entity’s plan.

82. 82 Completing the Process In order to ask the web app to check the plan for completion, a user must have Planning Leader Access.

83. 83 Completing the Process In order for the ‘Submit’ button to appear, a member with ‘Planning Leader’ access should “Check Comprehensive Plan for Issues”.

84. 84 Completing the Process Enter comments for the PDE reviewer (if necessary). Select ‘Submit’

85. 85 Completing the Process Reports can be selected and printed using this page.

86. 86 Reporting

87. 87 Reporting

88. The CP Resource Page 88 http://tiny.cc/CP-PDE-Home http://compplanning.wiki.caiu.org/

89. 89 Please go here to take a short survey http://tinyurl.com/2015CPSurvey http://tinyurl.com/2015CPSurvey

90. 90 Support and Communication http://mailinglist.caiu.org  Click PA Planning  Click on Subscribe or Unsubscribe Comprehensive Planning Support paplanning@caiu.org 717-732-8403 Join the Listserv