high leverage skills – neasc

High Leverage Skills for aDigital Age

Focus, Measure, & Connect

Jonathan P. Costa, Sr.

April 30th, 2015http://digitallearningforallnow.com

http://www.slideshare.net/jpcostasr

costa@educationconnection.org

Jonathan P. Costa

Building CoherenceResources & Links

1. Go to http://www.slideshare.net/jpcostasr and look for….

• High Leverage Skills – NEASC (slides)

• 21st Century Skills Crosswalk

• Common Core Venn Diagram

• Big Nine

• Leverage Gap Analysis

• Highest Leverage Skills

• NEASC Kickstarters

2. My contact information - costa@educationconnection.org

3. My book about the end of books - http://digitallearningforallnow.com

4. Other formative supporting resources – the “classics.”• The Goal: A Process of Ongoing Improvement, by Eliyahu M. Goldratt and Jeff Cox

• Results: The Key to Continuous School Improvement, by Mike Schmoker

• Good to Great: Why Some Companies Make the Leap...And Others Don’t, by Jim Collins

Jonathan P. Costa

Explicitly Connect Foundational Systems

MissionLeadership

Focus

Goals

MeasuresPractices

All the things

you haveto do..

…and all the thingsyou want

to do.

Our Mission

To prepare

EVERY student

for learning, life,

and work

in the 21st century.

Our world has changed…

1. It is digital, flat, open and pluralistic.

2. It is unpredictable andvolatile.

3. It is increasingly unforgiving to those who are unskilled.

Less

paper,

more

pixels.

In lessthanONEgeneration:

From going out of your way tocommunicate..

...to going out of your way not to.

From making an effort to get into theinformation stream…

In lessthanONEgeneration:

…to having to make an effort to get out of it.

Let students

use their

own stuff.

BYOD

Essential QuestionsWhich worries you more….

Continuing to perpetuate an analogue instructional model that is out of alignment with appropriate preparation for

the real world.

- or –

Managing the numerous challenges that come with a transition to a new model of provisioning instruction in

public schools.

Essential QuestionsWhich is more likely….

Your district will finally devote enough resources to buy every student an electronic device of their choosing…

- or –

You decide that the problems and inconveniences of the initial move are worth the aggravation of making the

switch to a BYOD based 1:1 instructional model

Until everyone can have the same thing, no one can have anything.

Equitably deficient.

The Real Equity Problem

Equity through denial supports the

development of a

digital achievement

gap.

© Corwin Press - 2011

A device gap

is less objectionablethan an access gap.

Less about

what device

you have,

more

about what

you do with it.

Your browseris the equalizer.

The cloud

is a liberator.

Consider the Shift from Analog to Digital Learning

Analog

“Read the part of Chapter 6 on the

Boston Massacre and be prepared to answer

questions.”

Digital

1. Team One find 5 historical narratives by different authors

2. Team Two find 5 primary source documents from the trial

3. Team Three find 5 British history references and opinions

4. Team Four find 5contemporaneous editorials.

What Are The Shifts Involved?Analog

1. What are the goals of this lesson (student learning)?

2. How would you measure its success?

3. What is happening in the learning environment where this work is being completed?

– What are the students doing – what skills do they need to be successful?

– What is the teacher doing – what skills does he/she need to be successful?

Digital1. What are the goals of this lesson (student learning)?

2. How would you measure its success?

3. What is happening in the learning environment where this work is being completed?

– What are the students doing – what skills do they need to be successful?

– What is the teacher doing – what skills does he/she need to be successful?

Coherence Begins With a Focus on Student Learning

Understand and

Comprehend

AcquireFactual

Knowledge

InformationLiteracy

Critical Stance Based on Evidence

CommunicateEffectively

Define andSolve

Problems

Understand and Respect

Others

CreativityAnd

AdaptabilityIntegrity and

Responsibility

Here are the universal student

skills that can leverage

the greatest improvements.

Coherence Begins With Student Learning Focus

Universal Skill Set Importance & Impact

Your Own Practice

Total ScoreRanking

E1/21 - Demonstrate independence in reading complex texts or viewing media and writing, speaking or producing content about them. 7 5 12E2/21 - Build a strong base of knowledge through content rich texts or other appropriate sources of information. 6 4 10E3/21 – Use digital tools to obtain, evaluate, synthesize, and report findings/information clearly and effectively in response to a variety of tasks and purposes.

5 6 11M3/E4 - Construct and engage in viable arguments based on evidence and critique reasoning of others. 8 9 17E5/21 - Read, write, produce and speak grounded in evidence for a variety of purposes and audiences. 9 8 17M1/M2/M8/21 - Make sense of problems and persevere in solving them 4 3 7E6/21 - Come to understand other perspectives & cultures through reading, listening, and collaborations 2 2 421 - Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions. 3 7 10E7/21 - Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior 1 1 2

Discrepancy Gap Analysis MatrixUniversal Skills – Leverage Points

Jonathan P. CostaCommon Core Portrait Statements / EDUCATION CONNECTION - Costa – 21st Century Skills Crosswalk

High Leverage Focus on Student Learning

Critical and Creative

Problem Solving

“Making the Main Thing the Main Thing”

Construct and/or Analyze

Arguments Based on Evidence

Meaningful and Fluent

Communication

Digital and Informational

Literacy

Align Your Systems With Your Goals for Learning

Type of Assessment

Required

Subject Area Responsibilities

Everyone’s Responsibility

Content(Declarative)

Facts

Content Skills(Procedural)

Discrete Skills

CC/21st Cent. Skills(Contextual)

Applied Understandings

Type of Knowledge

Desired

Type of InstructionRequired

Lecture, video, films, assigned readings and

memory activities.

Classroom or textbook problems, experiments, discussions, practice and

repetition.

Complex projects,real time explorations,authentic and relevant

skill applications.

Amount of Time

Required

Discrete units,spiraled and predictable.

Ongoing, systemic and without a finite

or predictable end.

Discrete units,spiraled and predictable.

Recall & recognitionbased quizzes, tests,

and activities. Multiplechoice, matching, etc.

(SAT/AP/Exams)

Checklists, analytic rubrics,

or other agreed upon skill standards

(AP/SB/CAPT/Exams)

Holistic and, analytic rubrics,

or other agreed upon standards of rigor

(Portfolios, Exhibitions, SB)

Coherence Is Supported by Assessment

Value

Reliability

Costa - Strategic Coherence Planning Focus – Measure - Connect

Measure What You Value…1st Level

Costa - Strategic Coherence Planning Focus – Measure - Connect

Item Insufficient – 1 Sufficient - 2 Proficient - 3 Excellent - 4

Use a variety of

thoughtfully selected

communication tools

for a range of

purposes (e.g. to

inform, instruct,

motivate and

persuade) messages,

and audiences.

Is unable to apply media

and techniques that

incorporate the basic

elements and/or principles

of design.

Applies media and

techniques that

incorporate the basic

elements and principles of

design in an attempt to

communicate personal,

cultural, and aesthetic

values.

Applies media and

techniques that

incorporate elements and

principles of design to

communicate personal,

cultural, and aesthetic

values.

Applies media and

techniques that

incorporate sophisticated

elements and principles of

design to effectively or

originally communicate

personal, cultural, and

aesthetic values.

No connection between

communication actions

and/purpose, audience

comments or needs.

Attempts to align some

communication actions

and purpose with

audience.

Most actions are aligned

with purpose/audience

and needs. There is

evidence of response and

adjustment based on

audience feedback.

Highly aligned with

purpose and needs and

very responsive to

audience comments and

feedback

Audience may be

unresponsive to speaker

and message.

There may be some

audience response to

either the communication

or the message.

Some evidence that the

audience relates/connects

to the communication

method and message.

It is clear that the

audience relates to the

communication method

and message.

Measure What You Value…2nd Level

Three Domains, Three Levels

G = Goals P = Practices M= Measures

Mission

Every child

successful in life,

learning and work.

Theory of Action

Focus

Measure

Connect

Student

Goals

- Common

Core/21st

Century Skills

& Content

Professional

Goals

Evaluation & support

goals, SLOs, focus

goals & other

Organizational

Goals

Improvement targets

related to DPI,

SPI or other goals

Instructional

Strategies

CC/21CS goal

aligned

teaching

methods

& strategies

Assessing

Learning

SB &

other valued

summative,

formative,

standardized and

non-

standardized

measures

Professional

Growth

Aligned with

high leverage

student goals

and

PL Standards

Professional

Measurement

45

40

Organizational

Plans

District or

building

level plans

or strategies

aligned with PL

Standards

Organizational

Measures

DPI

SPI

5

10

Other…

Connect the Levels

This process will make sense for you if…

Digital foundations

Future preparation

Focus on high leverage

Connecting systems

Measure what is valued

Mission accountable

Aligned coherent action

Analog history

Defense of the past

Improving everything

Uncoupled autonomy

Measure what you have to

Compliance accountable

Just work harder

…this (+) is preferable to this (-).

Goals for

Learning

Assessment

& Measurement

Policy and

Regulation

Community

Engagement

Instructional

Practices

Resource

Deployment

Leadership

Focus

Supporting Systems

Five Essential Alignments for Coherence1. Goals for Learning

Focus

2. Student Measures

Measure

3. Instructional Practices

Connect

4. Professional Components

(F, M, C)

5. Organizational Components

(F, M, C)

What are your most important,

high leverage goals for learning?

How will you know if you are

improving?

What instructional improvements

will have the greatest impact on

our performance?

How will our professional

components connect with and

reflect these priorities?

How will our organizational

components reflect and support

these priorities?

Priority Improvement Goals from Common Core/21st Century

Aligned Assessment Data to Measure Growth over Time

Aligned instructional Improvement Grounded in TVAL Rubric

Aligned Goals and Data Tied to Student Measures and Reflected in DPI/SPI

Aligned District and Building Plans That Facilitate Alignment of Resources

Goals

Measures

Practices

Goals

Measures

Practices