Bring your CEP to
Life-Plan, Act,
Lead, Succeed
for Developing a Strong Action
)Strategies
Plan that becomes the Backbone of the
CEP as a Living Document
• Office of State/Federal Education Policy and School
Improvement Programs (OSFEP)
• Brooklyn South Borough Field Support Center (BFSC)
Spring 2016
Ice Breaker
1.
Take a moment to introduce yourself
2.
How do you usually approach developing an action plan?
3.
Who typically participates in planning?
4.
How is it communicated?
5.
How all stakeholders find themselves in the Action Plan?
2
Breathing Life Into Your CEP
3
Session Objectives
After completing this workshop, members of School Leadership Teams
(SLTs) and District Leadership Teams (DLTs) will be able to:
• Use the Framework for Great Schools to inform the action planning
process.
• Familiarize SLT team members with the Action Plan Development Cycle.
• Identify a process of Action Plan Development that is inclusive of larger
community / stakeholders.
• Engage in a questioning process that will lead to the development of
activities and strategies that address the identified annual SMART goals.
• Workshop an existing Action Plan to effectively include multiple
stakeholders and activities that directly support the associated annual
SMART goal.
• Identify additional references and resources to support the development
of effective action plans.
4
Live Presentation Link
www.tinyurl.com.cep-action-plan
5
Agenda
#
Min
Activity / Description
1
5
Icebreaker Turn & Talk
2
1
Overview of Day
3
5
Introduction Comprehensive Improvement Planning Cycle
● Applying the Framework for Great Schools
● Brief Breakdown of Comprehensive Improvement Planning Cycle
○ Conducting a needs assessment
○ Incorporating all the elements of a SMART Goal
4
5
Action Plan
● A Collaborative Process
● Guidelines
5
20
Engage With Sample Goal [Activity #1]
6
5
Quick Overview of CEP Action Plan Structure
7
15
Review & Provide Feedback to Model CEP Action Plan [Activity #2]
8
10
Activity Share out & Discussion
9
5
Priority & Focus School
10
15
Final Discussion
11
3
Wrap Up
6
What is Comprehensive Educational
Planning? Why Do We Plan?
●
Comprehensive educational planning is the process that engages district and school
communities in developing, implementing, and revising educational plans designed
to improve schools and outcomes for students.
●
Chancellor’s Regulation A-655 outlines the expectations for all School Leadership
Teams (SLTs) to develop an educational plan in consultation with parents, school
staff, and students to provide a meaningful opportunity for stakeholders to
participate in shared decision making and school improvement efforts.
●
The School Leadership Team (SLT) is responsible for developing an annual
School/Comprehensive Educational Plan (S/CEP) that is aligned with the schoolbased budget for each school year.
7
Elements of the Framework for Great Schools Inform the
Development of the Action Plan
•
The elements of the Framework for Great
Schools provide a gauge for schools to
understand what good looks like and
inform all stages of educational planning
to ensure that SLTs develop S/CEPs that
will lead to growth.
•
The Framework for Great Schools
encourages all members of the school
community to work collaboratively and
develop action plans aligned with the
elements to support schoolwide
improvement efforts.
•
The elements work together to support
student achievement.
•
Goals that reflect a holistic approach may
often address more than one element in
the action plan.
8
Applying the Framework for Great Schools to
Inform the Development of the Action Plan
•
Rigorous Instruction: Strong curriculum aligned to the common
core that meets students where they are, and motivating
instruction.
•
Supportive Environment: Students are excited to learn and are
actively engaged in classrooms that are welcoming, safe and
orderly.
•
Social emotional growth is supported in student centered
learning environments.
•
Collaborative Teachers: Providing opportunities for teachers to
develop, grow and learn from peers and experts. Teachers are
committed to student success and driven to improve their school.
•
Effective School Leadership: Principal setting the tone for the
school to develop an inclusive climate. Inspires staff, students and
parents with a clear vision for student achievement.
•
Strong Family-Community Ties: Creating a welcoming
environment for families and taking advantage of community
resources to enrich the civic life of schools.
9
Comprehensive Improvement
Planning Cycle
10
Comprehensive Improvement Planning Cycle
●
Is dynamic and cyclic in nature.
●
Scaffolds SLTs through a
sequential process that aligns
Citywide initiatives with the
school’s mission and vision.
●
Uses The Framework for Great
Schools, Equity and Excellence
and other Citywide initiatives to
inform the planning process as
SLTs develop their S/CEPs.
●
Can be used to identify areas
of need throughout the school
year.
●
Can sustain schoolwide
improvement efforts and
improve outcomes for all
students and the school
community.
11
Needs Assessment
12
Conducting a needs assessment is an essential component of a
comprehensive improvement planning cycle.
●
Establishes the “Big
Picture” of a school’s
current state that
includes student
achievement, school
environment, teacher
community, parent
community and
organizational concerns.
●
Analyzes the most
relevant data trends and
identifies the root cause.
●
Identifies the school
priorities to support the
development of
SMART goals.
13
Conducting a Needs Assessment
A needs assessment includes the process of identifying areas for improvement, and
determining the methods to achieve that improvement.
School
Leadership
Teams may
find that
these data
sources can
be aligned
to other
Framework
elements.
Rigorous
Instruction
Supportive
Environment
School
Quality
Guide
Average
Attendance
School
Schedule
Student
Surveys
Student
Lateness
MOSL
Data
NYSESLAT
Data
OORS
Report
NYSAA
Data
Collaborative
Teachers
Effective School
Leadership
Strong
FamilyCommunity
Ties
Teacher
Surveys
Parent
Attendance
Advance
Data
Parent
Surveys
During a comprehensive needs assessment, the SLT will look at all available data before establishing and developing an action plan to identify the
priority needs and establish SMART goals that align to the elements of the Framework for Great Schools.
Analyzing the data can determine where the gaps are (the space between what is and what should be)? Are some gaps greater than others? How do we
know (evidence)? What is the scope and severity of gaps? How are we going to translate what we see into what we need to do? Will there be barriers?
What are the barriers? How will we overcome the barriers? How do we prioritize the needs we’ve identified?
14
SMART Goals
15
●
The
comprehensive
needs assessment
and root cause
analysis should
result in the
identification of key
priorities that
inform goal setting.
●
Used to identify a
target group that
will result in
change.
●
Written in a
SMART format.
16
Incorporating all the elements of a SMART Goal
17
Today’s Focus
Action Plan Development
18
Developing the Action Plan
Once goals have been developed using relevant data sources and identifying priority needs; create action
plans that translate into observable, effective strategies to improve student achievement.
Analyze relevant
data; assess and
prioritize the needs
Evaluate plan
effectiveness
REFLECT
BACK
Assess interim
progress toward
meeting goals
LOOK
FORWARD
DEVELOP A
SHARED VISION
AND MISSION
Identify goals,
consistent with
priority needs
Adjust/modify the
plan, as needed
Implement the
plan
Develop action plans reflective
of effective activities and
strategies to meet goals
Build consensus around activities, strategies, and programs to address student needs in each action plan 19
Action Planning is a Collaborative Process
Creating a trusting
environment that
respects each
other’s opinions
Building
consensus that
aligns to the goal
and moves the
work forward
Listening actively
to feedback
Engaging staff,
families and
stakeholders
through shared
decision making
to ensure buy-in
Any school improvement effort should begin with consensus that builds on the foundation of the
school’s mission and vision for student achievement.
20
Develop Action Plans to Meet Annual Goals
An action plan serves as the school’s roadmap, outlining the steps
for achieving the annual goals and making them transparent to the
school community. The action plan is:
•
Developed in collaboration with the SLT.
•
Aligned with the school’s mission and vision.
•
Detailed, and includes a sequence of steps and activities that must
be performed for successful plan implementation to address the
identified goal.
•
Designed to have a positive impact on the performance of the
target population(s).
•
Tracked and measured toward progress of the annual goal.
21
Questions
22
Linking Activity #1 to Session Objectives
• Use the Framework for Great Schools to inform the action
planning process.
• Familiarize SLT team members with the Action Plan
Development Cycle.
• Identify a process of Action Plan Development that is inclusive of
larger community / stakeholders.
• Engage in a questioning process that will lead to the development
of activities and strategies that address the identified annual
SMART goals.
• Workshop an existing Action Plan to effectively include multiple
stakeholders and activities that directly support the associated
annual SMART goal.
• Identify additional references and resources to support the
development of effective action plans.
23
Engage With Sample Goal
Activity #1
24
SMART GOALS to Action Plan
Purpose: In developing a set of SMART Goals, it is critical
that schools begin the process of envisioning how they
intend to carry out these goals. This activity is intended to
model ways in which schools teams can engage in to
ensure they are developing an action planning process that
solicits input from all stakeholders in its creation.
25
Engage With Sample Goal (Activity #1)
Directions: Each Team will receive a SMART goal aligned to one
of the elements of the framework.
Question:
•
Read the goal; What questions do you think
this action plan will address? (Generate a list
of questions)
26
Activity #1 : Example
Goal: By June 2017 all students in grades 2-5 will use selfassessments to reflect and evaluate work in order to develop
optimal independence as measured by on-demand writing
assessments and student writing assessments.
Sample Questions:
- What “self-assessment(s)” will be used?
- Will the self assessments take the form of a common
rubric?
- If a common rubric does not exist, what structures will the
school used to generate one?
- How will parents learn about the “self-assessment”
initiative?
27
List of Essential Guiding Questions
Question: Do the questions you generated mirror or fit into the questions below?
The action plan should be complete, clear, current and
answer the following questions:
• What actions or changes need to occur to meet the annual goal?
(Structures, Processes, Checks)
• Who will carry it out? Who is responsible?
• When it will take place, and for how long?
• What resources are needed to carry out the actions or changes?
• Communication (who should know what)?
• Do all necessary stakeholders find themselves in the Action Plan?
• What will be the evidence of impact?
28
Linking Activity #1 to Session Objectives
• Use the Framework for Great Schools to inform the action planning
process.
• Familiarize SLT team members with the Action Plan Development
Cycle.
• Identify a process of Action Plan Development that is
inclusive of larger community / stakeholders.
• Engage in a questioning process that will lead to the
development of activities and strategies that address the
identified annual SMART goals.
• Workshop an existing Action Plan to effectively include multiple
stakeholders and activities that directly support the associated
annual SMART goal.
• Identify additional references and resources to support the
development of effective action plans.
29
Overview of CEP Action Plan
Structure
30
Action Plan Components
• Action steps that include
research-based programs,
systems and/or structures for
improvement, professional
development for staff and
stakeholders that impact
change.
• Strategies that address SWD
and ELLs.
• Strategies that increase
parent involvement and
engagement.
• Indicate key personnel who are
responsible for implementing
and overseeing the plan.
• Identify the human and instructional
resources needed to carry out the
change to meet the goal.
• Identify who will be targeted.
• Indicate who the activities,
strategies and programs will
address. (i.e., students,
parents, subgroups, teachers)
Activities &
Strategies
Target
Group(s)
Key
Personnel
Timeline
• State the timeline for
implementation and
completion.
• Include the start and end
date.
31
Sample Action Plan-Rigorous Instruction
SMART Goal
Activities/
strategies
Indicate your school’s 2016-17 goal for improving student outcomes and school performance that addresses
this element of the Framework for Great Schools–Rigorous Instruction. Your goal must be responsive to the
identified priority need(s) indicated in Part 1, and be written as SMART–Specific, Measurable, Achievable,
Relevant, and Time-bound.
By June 2017, the grade seven Social Studies teacher team will collaboratively develop rigorous CCLS-aligned
units of study and performance tasks to improve rigorous instruction as measured by the development of
five (5) CCLS aligned units of study.
Activities/Strategies: Detail below the activities and strategies Target
Timeline Key Personnel
your school will implement to achieve the identified goal for
Group(s)
What is the Who is responsible
this Framework for Great Schools element, including:
Who will be start and for implementing
∙
Research-based instructional programs, professional
targeted? end date? and overseeing the
development, and/or systems and structures needed to
activity/strategy?
impact change.
∙
Strategies to address the needs of students with
disabilities, English language learners, and other highneed student subgroups (e.g., overage/under-credited,
SIFE, STH).
∙
Engaging families and supporting their understanding of
Rigorous Instruction and the Common Core in order to
support their children at home.
Our two instructional coaches, who are also former Common
All Teachers September Coaches & School
Core Fellows, will provide 10 professional development (PD)
-October Leaders
sessions for all teachers. The overarching goal of the PD series is
2017
to increase teachers’ pedagogical knowledge around the
instructional shifts reflective of the Common Core Learning
Standards (CCLS) and their implications for instruction of our
middle school students. Teacher teams will also work together
to create a schoolwide rubric for evaluating the CCLS-alignment
of the newly created units and performance tasks.
After providing the theoretical framework, the coaches will
Grade 7
October
Coaches & School
attend and facilitate weekly curriculum alignment sessions for Social
2016-June Leaders
the Grade 7 Social Studies teacher team. Units and performance Studies
2017
tasks will be evaluated using the rubric created in the next step. Teachers
32
Reviewing & Providing Feedback to
Model CEP Action Plan
Activity #2
33
Reviewing & Providing Feedback to Model
CEP Action Plan
Purpose: The intention of this activity is to provide a
means of reviewing a given CEP (perhaps the past
years CEP) in light of activity #2’s “Look fors.”
At the conclusion of this activity, all members should
be able contribute to the development of the action
plan from their varied perspective. Additionally, the
team should have a sense of what executing this plan
will “look like,” “feel like,” and “sound like.”
Overview: Each team will receive an Action Plan
sample that complements the initial goal from the first
activity. Teams will then “mark up” the action plan
utilizing the “look fors” they identified in Activity #1.
34
Activity #2 Instructions
Mark up the sample action plan
1. Does the action plan address the questions you generated?
2. Identify points in the action plan that address your generated
questions or “essential questions”
3. Star areas in the action plan that may need more detail / clarification.
List of Essential Guiding Questions
Question: Do the questions you generated mirror or fit into the questions below?
The action plan should be complete, clear, current and
answer the following questions:
• What actions or changes need to occur to meet the annual goal?
(Structures, Processes, Checks)
• Who will carry it out? Who is responsible?
• When it will take place, and for how long?
• What resources are needed to carry out the actions or changes?
• Communication (who should know what)?
• Do all necessary stakeholders find themselves in the Action Plan?
• What will be the evidence of impact?
36
By June 2017, there will be a 2% increase in whole-school attendance rate as measured by the school’s Annual Attendance Report.
Action Goal:
Action Plan Components
Focus Questions
Suggested Activities/Strategies
• What are some research-based strategies that have
• Weekly attendance meetings which review
Planning Activities and/or
strategies that address
proven effective in supporting the achievement of the
attendance trends, tracking of students with a
annual goal related to
goal?
high attendance rate, or increased number of
Focus the
the Framework element. • What strategies can be implemented to support
absences and lateness.
students
to
achieve
this
goal?
•
Student assemblies addressing the attendance
Questions
• What professional development is required to support
and lateness of the school and having separate
These focus
questions
can help
guide the
action
planning
process.
Target Group(s)
Timeline
Key Personnel
the goal? What staff should be trained during this
individual meetings with students who have high
professional development?
attendance rate.
• What activities and strategies can be implemented to
• PD to all staff members and families based on
engage families in supporting their understanding of the
attendance and lateness policies of the school.
action plan?
• Set up an automated call out through the School
Messenger system in addition to a personal call
home if a student is absent from school that day.
• Who will be targeted to evaluate progress and
• Review attendance data from previous school year
effectiveness of the program?
to identify trends.
• How did your needs assessment inform the selection of
• Student’s attendance rate.
the target population?
• Did you identify the target population in the goal?
• What is the timeline for implementation, review and
• Establish the timeline for executing the steps in
completion?
the action plan.
• Have you identified the start and end dates for each
• Determine the start and end date(s) for each
activity?
activity.
• What are the indicators you will review to track progress • Choose indicators that will effectively track
towards your goal?
progress to achieving the goal.
• Who is responsible for implementing the activities and
strategies in the plan?
• Who will oversee the action plan and be responsible for
progress monitoring?
• What external partner can help you and what role will
they will play in implementing this action plan?
• Decide who will be responsible for implementing
the activities and strategies in the plan.
• Indicate which staff members will conduct
oversight and monitor progress.
• Determine which CBOs or other partners can be
leveraged to provide resources that support
achievement of the goal.
37
Linking Activity #1 to Session Objectives
• Use the Framework for Great Schools to inform the action planning
process.
• Familiarize SLT team members with the Action Plan Development
Cycle.
• Identify a process of Action Plan Development that is inclusive of
larger community / stakeholders.
• Engage in a questioning process that will lead to the development
of activities and strategies that address the identified annual
SMART goals.
• Workshop an existing Action Plan to effectively include
multiple stakeholders and activities that directly support the
associated annual SMART goal.
• Identify additional references and resources to support the
development of effective action plans.
38
Share-out
How would you
approach action
planning
differently as a
result of this
session?
39
FYI - 2016-2017 CEP Changes
40
Priority & Focus Schools
Needs Assessment and Action Plan
sections of the SCEP
●
●
●
●
Priority and Focus schools are required to develop a School Comprehensive
Education Plan (SCEP), that describes the activities/strategies and interventions
that will be implemented to support increases in student achievement.
These schools are required to participate in, and utilize, the State’s Diagnostic
Tool for School and District Effectiveness (DTSDE) process to inform the
development of the SCEP.
Each Framework element (Rigorous Instruction, Supportive Environment,
Effective School Leadership, Collaborative Teachers and Strong FamilyCommunity Ties) is aligned to the Statement of Practice (SOP) in the DTSDE
rubric. This is demonstrated in the Needs Assessment and Action Plan sections of
the SCEP.
Schools will select the Statement of Practice that is addressed in the action plan.
41
School/Comprehensive Educational Plans (S/CEPs) for the 2016-17
school year are in the iPLAN Portal
On April 18, principals will be able to access their
customized School/Comprehensive Educational Plans
(S/CEPs) for the 2016–17 school year via the iPlan Portal
(the iPlan Portal works best in Google Chrome).
These plans are aligned with the Framework for Great
Schools and each school’s New York State accountability
status. Note that all schools will be required to update their
plans to provide information on five goals, each aligned to
an element of the Framework for Great Schools. Principals
and their School Leadership Teams (SLTs) should work to
update their 2016–17 plans using their school’s
customized S/CEPs and should prioritize completing their
draft S/CEPs, using the online document editor, during the
months of May and June.
www.iPlanportal.com
Schools will be required to review and update their draft
2016–17 S/CEPs via the iPlan Portal by June 24, in order
to receive feedback from the DOE over the summer;
principals will also be required to certify the alignment of
their goals to their school’s budget in the iPlan Portal by
this date. Note that superintendents, their designees, and
Borough Field Support Center directors will also be able to
log in to iPlan to view their schools’ customized plans
when they are made available on April 18.
42
Questions
43
44
Session Objectives
After completing this workshop, members of School Leadership Teams
(SLTs) and District Leadership Teams (DLTs) will be able to:
• Use the Framework for Great Schools to inform the action planning process.
• Familiarize SLT team members with the Action Plan Development Cycle.
• Identify a process of Action Plan Development that is inclusive of larger
community / stakeholders.
• Engage in a questioning process that will lead to the development of
activities and strategies that address the identified annual SMART goals.
• Workshop an existing Action Plan to effectively include multiple stakeholders
and activities that directly support the associated annual SMART goal.
• Identify additional references and resources to support the
development of effective action plans.
45
References/Additional Resources
•
Link to this presentation: http://tinyurl.com/cep-action-plan
•
A Vision for School Improvement: Applying the Framework for Great Schools
•
Enhancing Student Achievement: A Framework for School Improvement –
Chapter 14. Action Planning
http://www.ascd.org/publications/books/102109/chapters/Action-Planning.aspx
•
https://www.engageny.org -Provides resources such as, Driven By Data:
Action Planning Worksheet, Action Plan for Enhancing Family Engagement
and others.
46
Bring your CEP to Life
Plan, Act, Lead, Succeed
Collective
Responsibility
Ensure all
stakeholders see
themselves in the
plan.
Be Specific
Who, when, how,
with what?
Share
Ensure within the
action plan there is
a method to “share”
Calendar
Reminders
The school year
can get hectic
but to the extent
that teams can
remain
coordinated and
driving towards
established
benchmarks then
so will be your
progress towards
your goals.
Model
As leaders &
authors of the
CEP, make it a
point to share
your own
personal
progress
towards
benchmarks &
goals.
Celebrate Small Wins!
Along the way celebrate small
wins and moments when you
achieve a benchmark.
47
Onward and Upwards!
Cheryl Watson-Harris Brooklyn South BFSC
48