bolton planning materials intro share
TRANSCRIPT
Planning for Strategic Coherence
Focus, Measure, & Connect
Bolton Public SchoolsJanuary 7th 2015
http://digitallearningforallnow.com
http://www.slideshare.net/jpcostasr
Jonathan P. Costa
It Really Is Pretty Simple
What?
So
What?
Now
What?
What Will Success Look Like?
To justify the investment of time and resources, when completed, the Bolton
Strategic Plan should:
1. Command respect and derive support from a broad cross-section of the Bolton Public School community.
2. Articulate 2-4 priority strategic goals that will serve as key areas of developmental focus over the next several years.
3. Provide suggested indicators of success, strategies and action plans for continuously improving performance and/or building capacity in those areas of focus.
Planning Assumptions
a) Starting from a position of strength – this is an exercise of focus, alignment and integration
b) A systems orientation
c) Three principles of coherence
Goals for
Learning
Assessment
& Measurement
Professional
Learning
Professional
Evaluation
Curriculum &
Communication
Instructional
Practices
Resource
Deployment
Leadership
Focus
Systemic
Predictable
Controllable
Common
Causes
Random
Unpredictable
Beyond Control
Special
Causes
Common and Special CausesOne of Deming’s most significant insights.
Mission Driven Decision Making
In-Context Problem Solving
Three Principles of Coherence
Measure what you
value
Value what you measure
Priority Student Learning
Priority Adult
LearningPriority Systems Learning
Student Learning
Adult Learning
Systems Learning
Focus Data Connections
The ParetoLeverage Principle
VitalFew
Some things are more
important than others.
20/80
Data Based Decision Making
• Asking the questions, “How do we know (Effect Data) and “What are we doing (Cause Data)?” and “How are these things connected?”
• How do we use cause and effect data to guide evaluation and support decision making at every level of the organization?
Coherence Pathways
G = Goals P = Practices M= Measures
Mission
Every child
successful in life,
learning and work.
Theory of Action
Focus
Measure
Connect
all the stuff we have to
do,
and all the stuff
we should
do.
The Evolution of Educational Reform (Have to Do)
Focus
Learning Goals
Assessment Protocols
Accountability
Teacher Prep
Curriculum
Testing Tools
Student Abilities
Instructional Focus
Inputs/Outputs
Universal Access
Locally Determined
Rank and Sort
No News is Good News
Get A Degree
Table of Contents
Pencil & Paper
Grouped & Labeled
Teacher Dependent
Ready for K - 59.9 to Leave
Universal Proficiency
State by State
Tests for ALL
Label Failing Schools
Certifications & BEST
State Standards & Frameworks
Pencil & Paper With Performance Tasks
Integrated (N=40)
Standards Aligned
Need for Pre-School
Skill Demonstrations
Universal Measures
46 State Consortia
(Math, LA, Science)
Smarter Balance (IPI) for All
Ranking Every District, School and Teacher
Certifications, TEAM,
and SEED
Multi-State
Unified Standards
Digital With
Performance Tasks
Integrated & Scrutinized
(N=20)
Common Core Aligned
And Digitally Supported
Pre-K and Full-K Standards
Demonstrations & Tests
Areas of Before 1986 NCLB 2001 PA12-116 2012
You probably recognize…
© Corwin Press - 2011
… that the culture served by this model of teaching and learning is
already gone.
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 ONEGeneration…
From going out of your way to communicate - to going out of your way not to.
Newsela
Try doing
this
in real
time
with
analogue
materials.
Impact onlearning…
You must(eventually) get out of the textbook business.
Less about
what device
you have,
more
about what
you do with it.
Your browseris the equalizer.
The cloud
is a liberator.
Less single source,
more
crowd
source.
Shifting from Single Source to Crowd Source
Old School
“Read the part of Chapter 6 on the
Boston Massacre and be prepared to answer
questions.”
New School
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.
Less
just in case,
more
just in time.
DisruptiveQuestions
What would an “open phone test” look like?
What happens when everyone can get
anything from anywhere?
The Process for Research and Data Collection
Compared to
Leading to
Student DataDriving
InstructionalPractices &
DecisionMaking
InstructionDriving
ImprovedMeasures
ProfessionalPracticeDriving
ImprovedMeasures
SystemsDriving
ImprovedMeasures
Adult DataDriving
ProfessionalLearning &
DecisionMaking
OrganizationalData
DrivingSystemsDecisionMaking
TeachersAs
StudentCoaches
DataSupportingReflective
Practice
DataSupportingReflective
Practice
DataSupportingReflective
Practice
AdministratorsAs
InstructionalCoaches
DistrictStaffAs
AdministratorCoaches
Student
Goals
- Connecticut
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
Smarter
Balanced &
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…
What Goes Where? GoalsMeasuresPractices
The FoundationMission Statement
Bolton’s schools are committed to providing an educational environment in which all students discover and work toward achieving their maximum potential and where they develop the skills and motivation to become lifelong learners.
Vision Statement
The Bolton School System believes in the development of capable, ethical, healthy, responsible and intellectually reflective citizens.
We believe…
• That excellence in education is an indispensable investment in the future of the individual student, our community and society.
• That the Bolton schools will demonstrate a commitment to excellence.
• That the development of each child as a unique, whole person (spirit, mind and body) is the shared responsibility of the family, the school and the community.
• That it is important for students to recognize and value excellence in all things.
• In helping students set and meet high expectations for themselves.
• In encouraging our students to develop intellectual curiosity, creativity and persistence.
• That all students must acquire the knowledge, skills and values necessary for lifelong learning and good citizenship.
• That excellent outcomes require the on-going commitment of time, talent, energy and resources.
• That open and on-going communication among all members of the community is essential in order to fulfill the mission of the Bolton Public Schools.
District Goals1. All students will demonstrate performance standards in critical thinking and reasoning and meet rigorous core academic content* standards by accessing, interpreting, analyzing, and evaluating ideas and information, drawing evidence-based conclusions, synthesizing new learning with prior knowledge and reflecting critically on learning.
2. All students will demonstrate performance standards in collaboration and communication and meet rigorous core academic content* standards by participating effectively in a variety of experiences, actively listening and responding to the ideas of others, sharing responsibility for outcomes, articulating ideas clearly in a multiple formats and using technology tools to enhance communication.
3. All students will demonstrate performance standards in problem solving and innovation and meet rigorous core academic content* standards by identifying problems, analyzing data, asking questions, utilizing a variety of resources, thinking flexibly, making connections and seeking practical, innovative, and entrepreneurial solutions.
4. All students will demonstrate performance standards in self-direction and resourcefulness and meet rigorous core academic content* standards by exploring interests, taking initiative, setting learning goals, demonstrating persistent effort, adapting to change with resiliency and exhibiting ethical leadership and responsible citizenship.
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)
Four Research Groups
1. Goals for Learning – how do our curricular and instructional support materials align with our District Goals for Learning?
2. Teaching and Learning Systems– how do our teaching practices, improvement mechanisms and evaluation systems align with our goals for learning?
3. Assessment/Accountability practices – how do our assessment and measurement systems align with our goals for learning, teaching practices, and the demands of data driven instruction?
4. Systems Alignment, Coherence, and External Factors - how do all other supporting systems align with these priorities and what, if any external factors should we be aware of moving forward?
Each Group -
1. Agree on the scope and meaning of the “what we want” content.
2. Create a research/data gathering strategy to determine “what we are doing.”
3. Identify and report on the gap between #1 and #2.
What We Want Summary1. Goals for Learning – a clear sense of the most important
district goals for learning and evidence that they are known and understood throughout the district.
2. Teaching and Learning Systems– an understanding of the most effective instructional practices that help to support the district’s most important goals for learning.
3. Assessment/Accountability practices – reliable data at each level of the organization that informs practices on the district mission and goals for learning.
4. Systems Alignment, Coherence, and External Factors –solid alignment of all supporting systems (remember the stacked pies) with these priorities and plans for dealing with any disruptive external factors that could impact district success.
Using Google Docs…
If you are having issues with Googledocs…
Send me an email to request access if you can’t get in. [email protected]
1. Because it is a Google product, it likes Chrome better than other browsers. It is historically a challenge to work on it through iPads.
2. Remember – at least in the four sub group documents, you can edit – if you delete it, it goes away for everyone. So – plan your changes accordingly.
3. These are designed to be collaborative tools – use them for that!
Planning ResourcesCommon Core State Standardshttp://www.corestandards.org/
Connecticut SEED (Educator Evaluation)http://www.connecticutseed.org
NEASC Standardshttp://cpss.neasc.org/selfstudy_onsite_visit/selfstudy_materials_for_2012_schools/
Public Act 12-116http://www.cga.ct.gov/2012/act/pa/pdf/2012PA-00116-R00SB-00458-PA.pdf
Smarter Balanced Assessment Consortiumhttp://www.smarterbalanced.org/smarter-balanced-assessments/
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www.slideshare.net/jpcostasr
Look for – “Bolton planning materials intro share”
Contact Information
Jonathan P. Costa, Sr.Director, School/Program Services
EDUCATION [email protected]
860-567-0863
To view slides:
www.slideshare.net/jpcostasr
Look for – “Bolton planning materials intro share”
Book Web Page: www.digitallearningforallnow.com