MCIU e-Strategic Planning Training Workshop Presentation


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  • The foundation of this structure is the clear support from the District Office. It may be productive to have the Superintendent articulate a clear commitment for budgetary, professional development, resources and time to accomplish this paradigm shift. Consider three levels of planning that should occur in this culture. CLICK The Annual Building-wide Planning Process, CLICK The Periodic Grade Level Planning Process, and CLICK The Student Planning Process. Each of these levels has its own focus and cast of players: CLICK The Annual Building-wide processes focuses on the entire building utilizing a school-wide team. Outcomes from this level should be building-wide year-long goals. CLICK The Period Level should consist of teams of teachers teaching the same grade or course. The focus o the meetings are the students who the teachers have in common. This is generally the hardest level to create since it has potentially a significant impact on scheduling, etc. CLICK The Student Planning Process reflects the practices of excellent teachers by which they continually monitor and adjust instruction on a daily basis with their children. In addition, teachers will have the information from the Monthly Planning Process meetings that will help to provide a focus for the delivery of their individual instructional plans with their own students. At this level, individual teachers are encouraged to document impressions and collect data that can be presented at the Periodic Planning Meetings to help provide insight into the progress of the instructional plan and to assist in the formulation of new plans and emphases for the next instructional cycle. Emphasize the two-sides arrows and how the data and conclusions flow between the levels on a routine basis. This communication flow enhances the effectiveness and impact of each planning process. CLICK As could be expected, each level has different data that it considers: CLICK The data for the Annual Process has been characterized as an autopsy of the previous year’s experience. It is an autopsy since the students have moved on. It is still valuable for analyzing the “big picture” and for informing the process of creating building-wide goals. PSSA and PVAAS fit into this category since the results are not published until the students have moved on to the next grade or course. CLICK The Demographic, Perceptual and Process data for the Periodic Level is more specific to the group of students of interest. The achievement data now focus on more cyclical and regular uniform assessments that “take the pulse” of the students. It is most important that the Periodic meetings occur shortly after the administration of the assessments so that the data will be as timely as possible. CLICK The data at the Student Level should be collected continuously. We believe that good teachers perform this process routinely in their classrooms. CLICK
  • Point out that the select plan Admin has radial buttons so you can only choose one user, while the Select Authors window has checkboxes so you can choose multiple users Also show the <> at the bottom of the screen – this allows them to scroll through the users if there is more than one page
  • Explain why it would be helpful to activate and deactivate the plans.
  • Redundant data populates plans – ch 4, ed tech, prof ed, etc Entered here – is READ ONLY within plan reports (just mark section as complete)
  • Notice how all of these activities are ongoing If dates were chosen, the activities would be dispersed along the timeline
  • MCIU e-Strategic Planning Training Workshop Presentation

    1. 1. e-STRATEGIC PLANNING IN PENNSYLVANIA Montgomery County Intermediate Unit
    2. 2. Training Purpose: <ul><li>Provide participating district leadership team representatives with background training for: </li></ul><ul><li>The use of processes and techniques necessary to develop comprehensive strategic plans. </li></ul><ul><li>The use of eSP for Comprehensive Strategic Planning and Plan Completion. </li></ul>
    3. 3. AGENDA <ul><li>Chapter 4 Strategic Plan Requirements </li></ul><ul><li>Overview of e-Strategic Planning </li></ul><ul><li>Approaches to Strategic Planning </li></ul><ul><li>Using the e-Strategic Planner </li></ul><ul><li>Next Steps </li></ul>
    5. 5. Miscellaneous Requirements <ul><li>Academic Standards – Description of academic standards for student achievement consistent with those under § 4.12 </li></ul><ul><li>Strategic Planning process – brief description of process to develop strategic plan </li></ul><ul><li>Strategic Planning Committee – A list of persons involved in developing the Strategic Plan </li></ul><ul><ul><li>Strategic plan should be developed through active participation by parents, students, school directors, teachers, school administrators, other school personnel, businesses and community representatives </li></ul></ul>
    6. 6. Goals <ul><li>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 </li></ul>
    7. 7. Graduation Requirements <ul><li>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. </li></ul>
    8. 8. Measurable Annual Improvement Targets <ul><li>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. </li></ul>
    9. 9. Curriculum, Instruction & Instructional Materials <ul><li>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. </li></ul>
    10. 10. Assessments & Public Reporting <ul><li>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: </li></ul><ul><ul><li>descriptions of methods and measures used to determine achievement, </li></ul></ul><ul><ul><li>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, </li></ul></ul><ul><ul><li>how all students as well as significant student subgroups are achieving as compared to the standards and annual improvement targets, and </li></ul></ul><ul><ul><li>how information from the assessments shall be made available to the public and each students' parent's or guardians. </li></ul></ul>
    11. 11. Assessments & Public Reporting <ul><li>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. </li></ul>
    12. 12. Targeted Assistance for Struggling Students <ul><li>Your plan must provide for additional instructional opportunities for students not achieving at the proficient level, including: </li></ul><ul><ul><li>identification procedures, </li></ul></ul><ul><ul><li>alternative instructional strategies, </li></ul></ul><ul><ul><li>monitoring of assessment procedures, and </li></ul></ul><ul><ul><li>opportunities for extended learning time, including tutoring. </li></ul></ul><ul><li>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. </li></ul>
    13. 13. Support for Struggling Schools <ul><li>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. </li></ul>
    14. 14. Qualified, Effective Teachers & Capable Instructional Leaders <ul><li>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. </li></ul><ul><li>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. </li></ul>
    15. 15. Parent & Community Participation <ul><li>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. </li></ul>
    16. 16. Pre-Kindergarten Transition <ul><li>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: </li></ul><ul><ul><li>child care, </li></ul></ul><ul><ul><li>after school programs, </li></ul></ul><ul><ul><li>youth workforce development programs, and </li></ul></ul><ul><ul><li>tutoring. </li></ul></ul>
    17. 17. Utilization of Resources <ul><li>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. </li></ul>
    18. 18. Milestones of Progress <ul><li>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. </li></ul>
    19. 19. Professional Education Plan
    20. 20. Needs Assessment <ul><li>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; </li></ul>
    21. 21. Education Options <ul><li>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: </li></ul><ul><ul><li>Collegiate studies; </li></ul></ul><ul><ul><li>Continuing professional education courses taken for credit; and </li></ul></ul><ul><ul><li>Other programs, activities or learning experiences taken for credit or hourly </li></ul></ul>
    22. 22. Limited English/ESL <ul><li>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 </li></ul>
    23. 23. CPR Training <ul><li>Evidence that the school entity offers CPR training on site at least once every three years </li></ul>
    24. 24. Gifted Education Training <ul><li>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 </li></ul>
    25. 25. Professional Education Providers <ul><li>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 </li></ul>
    26. 26. Professional Education Action Plan <ul><li>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 </li></ul>
    27. 27. Annual Review <ul><li>A description of the process for reviewing and amending the plan annually </li></ul>
    28. 28. Criteria and Balance <ul><li>Evidence that the plan meets the professional education criteria and strikes a balance between content, pedagogy and other skills </li></ul>
    29. 29. Teacher Induction Plan
    30. 30. Teacher Induction Planning Participants <ul><li>The name of the induction coordinator and a description of the individuals who developed the plan and how they were selected; </li></ul>
    31. 31. Goals and Competencies <ul><li>A list of goals and competencies for the induction program </li></ul>
    32. 32. Assessment Processes <ul><li>A description of how the needs of inductees will be assessed </li></ul>
    33. 33. Mentor Selection <ul><li>A description of how the mentors were selected </li></ul>
    34. 34. Activities and Topics <ul><li>A timeline of activities/topics, including the Code of Conduct, to be addressed </li></ul>
    35. 35. Evaluation and Monitoring <ul><li>A description of the procedures for monitoring and evaluating the induction program </li></ul>
    36. 36. Participation and Completion <ul><li>A description of how records of participation and program completion will be kept </li></ul>
    37. 37. Approaches to Strategic Planning
    39. 39. Phase I: Setting the Stage <ul><li>Products: Planning Team; Planning Process; Planning Schedule; Communications to Stakeholders; Preliminary Data Packaging </li></ul><ul><li>Process: Leadership of the district will: </li></ul><ul><ul><li>Analyze the mandated plans to identify “who should be in the room” from the start of the planning process </li></ul></ul><ul><ul><li>Customize the planning process to accommodate local culture and conditions; establish the tentative schedule for conducting the process </li></ul></ul><ul><ul><li>Designate an internal process owner </li></ul></ul><ul><ul><li>Determine and allocate resources and support needed for the strategic planning processes </li></ul></ul><ul><ul><li>Recruit the comprehensive planning team </li></ul></ul><ul><ul><li>Inform stakeholders about the process: Why this? Why now? How will it occur? </li></ul></ul><ul><ul><li>Define and format (“package”) initial data to be used – student results; other locally-defined indicators of district success; regularly available process/context data </li></ul></ul><ul><ul><li>[Options: These tasks can be completed during a single, multi-day meeting or as a series of shorter meetings of the leadership team] </li></ul></ul>Comprehensive Strategic Planning Framework Nancy Aronson and Donald Burkins 2006
    40. 40. Phase II: Initiating the Process – Opening the Comprehensive Umbrella <ul><li>Products: reinvigorated mission and beliefs, a vision and district focus (comprehensive goals) for this planning cycle </li></ul><ul><li>Process: The planning team will complete processes that include: </li></ul><ul><ul><li>Honoring The Past & Present (What is the best of “what we are doing” and what are the possibilities for the future?). </li></ul></ul><ul><ul><li>Scanning the Environment (What trends and forces shape what we can and must do; what are the implications for action?) </li></ul></ul><ul><ul><li>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?) </li></ul></ul><ul><ul><li>Building Future Scenarios (From the perspective of each of the required plans – what can we envision as desirable future scenarios?) </li></ul></ul><ul><ul><li>Identifying Strategic Goals (What common themes emerge from future scenario-building?) </li></ul></ul><ul><ul><li>Chartering Work Groups to build actions and specific mandated plans </li></ul></ul><ul><ul><li>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) </li></ul></ul>Comprehensive Strategic Planning Framework Nancy Aronson and Donald Burkins 2006
    41. 41. Phase III: Generating Mandated Plans and Action Plans <ul><li>Process: </li></ul><ul><ul><li>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: </li></ul></ul><ul><ul><ul><li>“ 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] </li></ul></ul></ul><ul><ul><ul><li>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?] </li></ul></ul></ul><ul><ul><ul><li>Drafting the implications for other plans and communicating them </li></ul></ul></ul><ul><ul><ul><li>Making the connection to the larger district focus (comprehensive goals). </li></ul></ul></ul><ul><ul><ul><li>Incorporate input from other planning groups into draft </li></ul></ul></ul>Comprehensive Strategic Planning Framework Nancy Aronson and Donald Burkins 2006
    42. 42. Phase III: Generating Mandated Plans and Action Plans <ul><li>Products: action plans and all required components of each mandated plan </li></ul><ul><li>Process: </li></ul><ul><ul><li>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) </li></ul></ul><ul><ul><li>Generate completed mandated plan drafts; action plans, per chartering in Phase II </li></ul></ul>Comprehensive Strategic Planning Framework Nancy Aronson and Donald Burkins 2006
    43. 43. Phase IV: Synthesizing The Whole <ul><li>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 </li></ul><ul><li>Process </li></ul><ul><ul><li>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. </li></ul></ul>Comprehensive Strategic Planning Framework Nancy Aronson and Donald Burkins 2006
    44. 44. Phase V: Implementation And Regular Monitoring <ul><li>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. </li></ul><ul><li>Process </li></ul><ul><ul><li>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. </li></ul></ul>Comprehensive Strategic Planning Framework Nancy Aronson and Donald Burkins 2006
    45. 46. PDE’s “Getting Results” School Improvement Model <ul><li>Aligned with NCLB Requirements </li></ul><ul><li>Aligned With Format for e-Strategic Planning </li></ul><ul><li>Aligned with other anticipated PDE initiatives </li></ul><ul><li>Incorporates Best Practices </li></ul><ul><li>Now a “required” format for submitting plans </li></ul>
    47. 48. Overview>Getting Started
    48. 49. Guiding Questions for Clarifying SHARED VALUES, MISSION & VISION <ul><li>SHARED VALUES ( or Core Beliefs) </li></ul><ul><li>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. </li></ul><ul><li>1. Regarding expectations for student learning * </li></ul><ul><li>Can all students really learn? </li></ul><ul><li>What exactly do we expect all students to learn? </li></ul><ul><li>How will we respond when all of them don’t learn it? </li></ul><ul><li>2. Regarding expectations for professional practice </li></ul><ul><li>What standards will we hold ourselves to relative to the quality of our instructional practices? </li></ul><ul><li>What are our expectations regarding professional collaboration & continuous learning? </li></ul><ul><li>How will we ensure internal accountability within our professional community? </li></ul><ul><li>3. Regarding relationships among stakeholders </li></ul><ul><li>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. </li></ul><ul><li>How must our shared values change to reflect the culture we want & the results we desire for students? </li></ul>* Adapted from Professional Learning Communities at Work by Richard DuFour & Robert Eaker <ul><li>MISSION ( or Purpose) </li></ul><ul><li>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. </li></ul><ul><li>As you reflect on your school’s mission, consider the following: </li></ul><ul><li>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? </li></ul><ul><li>Does our mission promote student achievement and/or excellence in educational practice. </li></ul><ul><li>VISION </li></ul><ul><li>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. </li></ul><ul><li>Consider these points relative to your school’s vision: </li></ul><ul><li>Does our vision reflect strong results for all students? </li></ul><ul><li>Does our vision honor quality professional practices? </li></ul><ul><li>Is our vision clear about the standards and expectations for all ? </li></ul>
    50. 51. TARGETS <ul><li>Performance on the state assessment </li></ul><ul><li>Participation in the state assessment </li></ul><ul><li>Other academic indicator </li></ul><ul><ul><li>Attendance, or </li></ul></ul><ul><ul><li>Graduation </li></ul></ul>
    51. 52. AYP Targets <ul><li>PARTICIPATION </li></ul><ul><li>in the state assessment </li></ul><ul><li>Grades 3-8, and 11 </li></ul><ul><li>Math and reading </li></ul><ul><li>All students enrolled as of the last day of testing window </li></ul><ul><li>PERFORMANCE </li></ul><ul><li>on the state assessment </li></ul><ul><li>Grades 3-8, and 11 </li></ul><ul><li>Math and reading </li></ul><ul><li>Only students enrolled for a full academic year </li></ul>
    52. 53. PERFORMANCE <ul><li>Math </li></ul><ul><li>45% threshold </li></ul><ul><li>Composite of all students is always reported </li></ul><ul><li>Subsets of the composite (subgroups) reported only when there are at least 40 students </li></ul><ul><ul><li>Nine subgroups </li></ul></ul><ul><li>Reading </li></ul><ul><li>54% threshold </li></ul><ul><li>Composite of all students is always reported </li></ul><ul><li>Subsets of the composite (subgroups) reported only when there are at least 40 students </li></ul><ul><ul><li>Nine subgroups </li></ul></ul>
    53. 54. PA Required Proficiency Targets for Mathematics
    54. 55. PA Required Proficiency Targets for Reading
    55. 56. DATA ANALYSIS
    56. 57. Improvement Planning Process Discover “ Root Cause” Analyze Data Plan Solution Identify strengths & needs
    57. 58. Barriers to Data Analysis <ul><li>Lack of training </li></ul><ul><li>Lack of time </li></ul><ul><li>Feast or famine </li></ul><ul><li>Fear of evaluation </li></ul><ul><li>Fear of exposure </li></ul><ul><li>Confusing a technical problem with a cultural problem </li></ul>Edie L. Holcomb, Getting Excited About Data , 1999.
    58. 59. Analyzing Data <ul><li>Use multiple sources </li></ul><ul><ul><li>Summative </li></ul></ul><ul><ul><li>Formative </li></ul></ul><ul><ul><li>Perceptual/Demographic </li></ul></ul><ul><li>Identify strengths </li></ul><ul><li>Identify high priority needs </li></ul>
    59. 60. Student Planning Process Focus: Classroom of Students Who: Teacher Periodic Grade Level Planning Process Focus: Groups of Students Who: Teacher Teams How: Regular 1-2 hour meetings Annual Building-wide Planning Process Focus: All Students Who: School-wide Team How: 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 Level PSSA & PVAAS Standardized Assessments District End-of-Year Tests Final Benchmark Test <ul><li>Classroom Level </li></ul><ul><li>Initial: PSSA/PVAAS/final tests </li></ul><ul><li>– student level </li></ul><ul><li>Cyclical: </li></ul><ul><li>Benchmark Data – Student Level </li></ul><ul><li>Continuous </li></ul><ul><li>Individual Classroom Assessments </li></ul><ul><li>Progress Monitoring </li></ul><ul><li>Grade/Course Level </li></ul><ul><li>Initial : PSSA/PVAAS/final tests </li></ul><ul><li>– class/subgroup levels </li></ul><ul><li>Cyclical: </li></ul><ul><ul><li>Benchmark Data - grade level </li></ul></ul><ul><ul><li>District quarterly assessments </li></ul></ul><ul><ul><li>Common Classroom Data </li></ul></ul><ul><ul><li>Classroom Summaries </li></ul></ul>Demographic/Perceptual/Process Data <ul><li>School Level </li></ul><ul><li>School Demographics </li></ul><ul><li>Discipline Data </li></ul><ul><li>Attendance Data </li></ul><ul><li>Mobility Rate </li></ul><ul><li>Parent Surveys </li></ul><ul><li>Grade/Course Level </li></ul><ul><li>Class Demographics </li></ul><ul><li>Class Engagement Data </li></ul><ul><li>Satisfaction Data </li></ul><ul><li>Attendance Data </li></ul><ul><li>Walk-through Data </li></ul><ul><li>Classroom Level </li></ul><ul><li>Qualitative Data </li></ul><ul><li>Student Historical Information </li></ul><ul><li>Student Medical Information </li></ul><ul><li>Student Learning Information </li></ul>PA Dept. of Ed 2006
    60. 61. “ 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.” <ul><li>Would the problem have occurred if the cause had not been present? </li></ul><ul><li>Will the problem reoccur as the result of the same cause if the cause is corrected or dissolved? </li></ul><ul><li>Will correction or dissolution of the cause lead to similar events? </li></ul><ul><li>If no , then it is a root cause </li></ul><ul><li>If yes , then it is a contributing cause </li></ul>What is a ‘Root Cause’? *Adapted from Root Cause Analysis by Paul G. Preuss (p.9-14) Think. Believe. Move Mountains.
    61. 62. Action Planning Developing an Action Plan for Results: Goals, Strategies
    62. 63. <ul><ul><li>Based on the reflection about student results and educational practices you conducted during the : DATA” phase: </li></ul></ul><ul><ul><ul><li>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. </li></ul></ul></ul><ul><ul><ul><li>In addition to the Guiding Questions provided, consider other questions or issues relevant to your school’s experiences and unique circumstances </li></ul></ul></ul><ul><ul><ul><li>Satisfy yourself that your vital few ideas flow logically from your analysis, and consist of high-leverage strategies that form a coherent instructional roadmap. </li></ul></ul></ul>
    63. 66. <ul><ul><li>Based on the vital few high-leverage strategies you identified during the “DESIGN” phase: </li></ul></ul><ul><ul><ul><li>map out the step-by-step tasks that need to be accomplished; </li></ul></ul></ul><ul><ul><ul><li>the timeline for completing the tasks; </li></ul></ul></ul><ul><ul><ul><li>the timeline & responsibility for each task; </li></ul></ul></ul><ul><ul><ul><li>the resources you will need, and; </li></ul></ul></ul><ul><ul><ul><li>the evidence of accomplishment of the task. </li></ul></ul></ul>
    64. 67. Overview eStrategic Plan
    65. 69. What is the eStrategic Planning Tool? <ul><li>A systemic, ongoing, single, web-facilitated strategic planning framework that: </li></ul><ul><li>Is data based/driven. </li></ul><ul><li>Aligns goals and strategies to research. </li></ul><ul><li>Continuously monitors progress and documents outcomes (updates with data refreshes). </li></ul><ul><li>Satisfies multiple planning and reporting requirements. </li></ul><ul><li>Allows LEA’s to plan once and report often . </li></ul>
    66. 71. Primary Components of the eStrategic Plan Process <ul><li>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. </li></ul><ul><li>Web-based Planning Tool </li></ul>
    67. 72. eSP Tool: Roles and Workflow June 27, 2006
    68. 73. eSP Admin functions
    69. 74. Adding New Users <ul><li>First step in setting up eSP tool is determining who will need access to the tool </li></ul><ul><li>When creating users, you’ll need the following information: </li></ul><ul><ul><li>First and Last name </li></ul></ul><ul><ul><li>Title </li></ul></ul><ul><ul><li>Email address </li></ul></ul><ul><ul><li>a sign-in (username). </li></ul></ul><ul><ul><li>A password is automatically assigned when you save the new user. </li></ul></ul>
    70. 75. 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.
    71. 76. Adding new users con’t <ul><li>As soon as you add a new users, that user is automatically sent 2 emails </li></ul><ul><ul><li>One email contains their username, the other email has their password </li></ul></ul><ul><li>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 </li></ul><ul><ul><li>Remember – passwords are automatically generated </li></ul></ul><ul><ul><li>Users are immediately prompted to change their auto-generated password the first time they log in. </li></ul></ul>Click the Reports tab, then choose User Account Report from the dropdown Auto generated password is case sensitive.
    72. 77. Adding new users con’t <ul><li>If a user forgets their password after they change it, the eSP Admin can reset their password. </li></ul><ul><ul><li>Clicking the reset password button will generate an email to the user with their new password </li></ul></ul><ul><li>To access the reset password, click the Admin tab, then the eSP Roles sub tab. </li></ul>
    73. 78. Configuring User Roles <ul><li>There are several different roles that you can assign to users </li></ul><ul><ul><li>eSP Viewer – Allows user to view only the information under the Overview, Data, Action Plan, Monitor and Evaluate Tabs </li></ul></ul><ul><ul><li>eSP Author – Allows user to edit information under the Overview, Data, Action Plan, Monitor and Evaluate Tabs. </li></ul></ul><ul><ul><li>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. </li></ul></ul><ul><ul><li>eSP Password Reporter – Must have this role to run the User Account Report to see usernames and passwords </li></ul></ul><ul><ul><li>Plan Admin – Submits the individual plan report to PDE or rejects sections to send back to plan author </li></ul></ul><ul><ul><li>Plan Author – Allows users to edit individual plan reports under Plans tab. </li></ul></ul>
    74. 79. Configuring user roles con’t <ul><li>To configure the eSP roles, click on the Admin tab, then the eSP Roles sub tab </li></ul><ul><li>Place a checkmark in the box for the rights you want a user to have </li></ul><ul><ul><li>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. </li></ul></ul><ul><li>Remember – configuring a user as an eSP Author does NOT give them rights to edit individual plan reports (ch 4, ed tech, etc) </li></ul>
    75. 80. Configuring User Roles con’t <ul><li>To configure Plan Admins and Plan Authors, click on the Admin tab, then click the Configure Plans sub tab </li></ul><ul><li>Choose the appropriate plan from the dropdown list </li></ul><ul><ul><li>You will need to assign authors and admins for each plan </li></ul></ul><ul><li>You may have multiple authors per plan, but only one admin per plan </li></ul>Click the Change button to assign the Plan Admin Click the Configure Authors button to assign authors to the plan
    76. 81. Configuring User Roles con’t <ul><li>After clicking the Change or Configure Author buttons, you will see the following windows pop up </li></ul><ul><li>Don’t forget to click save after assigning the users </li></ul><ul><ul><li>FYI – a user can be a Plan Admin and a Plan Author </li></ul></ul>Select Plan Admin screen Select Plan Author(s) screen
    77. 82. Assigning Plan Sections <ul><li>Within each plan, the different sections of the plans can be assigned to different authors </li></ul><ul><li>Users can assign a section to themselves by logging in and click the “Assign to Self” button under the section </li></ul><ul><li>Plan sections can be manually assigned or reassigned </li></ul><ul><ul><li>Click on Admin tab, then Configure Plans, choose the plan from the dropdown, and click on Section Assignment </li></ul></ul>Click the dropdown to choose the author, then click the Save button.
    78. 83. Opening Plans <ul><li>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.” </li></ul><ul><li>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 </li></ul><ul><li>You MUST Activate each plan individually </li></ul><ul><li>You may then deactivate the plans at any time, by removing the checkmark </li></ul>Put a checkmark in the box beside Active, then click Save.
    79. 84. Global Planning Workflow
    80. 85. District Overview
    81. 86. Overview>Getting Started>Edit Strategic Planning Committee <ul><li>Committee member information pre-populates all associated plan reports (e.g., Chapter 4, prof ed) </li></ul><ul><li>Also editable under Admin>Configure Planning Teams </li></ul>
    82. 87. Sharing Activities with Plan Reports <ul><li>Enter global goals, strategies and activities under Action Plan>Develop tab </li></ul><ul><li>Information entered here populates into ch 4, prof ed and ed tech plan reports </li></ul>
    83. 88. Data>Collect>Services <ul><li>Supports strategic planning and meets legislative requirements in Ch.12 </li></ul><ul><li>Pre-populates “Utilization of Resources and Coordination of Services” in Ch.4 </li></ul>
    84. 89. Activities: Planning vs Planned <ul><li>If activity is in planning state, it is NOT shared with plan reports </li></ul><ul><li>To share an activity, you must click the complete button rather than save </li></ul>
    85. 90. Milestones of Progress
    86. 91. Plan Report Submission
    87. 92. Submitting Plan to PDE <ul><li>To submit, all sections of plan must be marked complete </li></ul><ul><ul><li>All status indicators are green circles </li></ul></ul><ul><ul><li>Must be plan administrator </li></ul></ul><ul><li>An additional dropdown box will show on main page </li></ul><ul><li>Must enter a comment before click do action </li></ul>
    88. 93. Resources <ul><li>This webinars have been recorded and are posted at </li></ul><ul><li>Frequently Asked Questions (FAQs) will be posted at </li></ul><ul><li>Contact Information: </li></ul><ul><ul><li>Amy Munro [email_address] </li></ul></ul><ul><ul><li>CAIU [email_address] </li></ul></ul>