Finding Coherence

Focus, Measure, & Connect

Jonathan P. Costa, Sr.

September, 19th 2014http://digitallearningforallnow.com

http://www.slideshare.net/jpcostasrcosta@educationconnection.org

Jonathan P. Costa

The Evolution of Educational Reform (Have to Do)

Focus

Learning GoalsAssessment Protocols

Accountability

Teacher Prep

Curriculum

Testing Tools

Student AbilitiesInstructional

FocusInputs/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 ALLLabel Failing

SchoolsCertifications &

BESTState Standards &

FrameworksPencil & Paper With Performance Tasks

Integrated (N=40)

Standards Aligned

Need for Pre-SchoolSkill Demonstrations

Universal Measures

46 State Consortia (Math, LA, Science)

Smarter Balance (IPI) for All

Ranking Every District, School and Teacher

Certifications, TEAM,

and SEEDMulti-State

Unified Standards

Digital With Performance Tasks

Integrated & Scrutinized

(N=20)Common Core Aligned

And Digitally SupportedPre-K and Full-K

StandardsDemonstrations & Tests

Areas of Before 1986 NCLB 2001 PA12-116 2012

Coherence Can be Found in the Convergence of These Forces

Have ShouldCoherence(leverage)

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

1 2 3Focus

Data-Driven

Reflective Practice

Data Connections

Coherence Pathways

Easy to understand, hard to do.

G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

StudentGoals

Student Measures

Instructional Practices

AdultGoals

Adult Measures

Professional Learning Practices

OrganizationalGoals

OrganizationalMeasures

Organizational Practices

Leadership

Leadership

Leadership

MissionTo develop in all children

the knowledge,

skills, attitudes and

values...

Theory of Action

FocusMeasureConnect

Student

Professional

Systems

S-G Goals for Student Learning

• All goals for student learning

A-G Goals for Professional Learning

• All goals for adult learning

O-G Goals for Building and District

• All building or district improvement goals

All the ways we measure building

and district

progress.

O-M Building &

District Measures

All the ways we measure

individual adult

learning and

practice.

A-M Professional

Measures

All the ways we measure student

learning.

S-M Student Measures

All the plans we make for buildings

and district

progress

O-P Building &

District Practices

All the ways

we lead adults

to learn

All the ways we

lead students

to learning

Domain One Student

Learning

Domain Two Professional

Learning

Domain ThreeOrganizational

Learning

Goals

Mission

Leadership

Focus

Measures

Practices

G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

S-PInstructional

Practices

A-P Professional

Learning Practices

Coherence Pathways – 10,000 Foot View

Leadership

FocusMeasureConnect

MissionTo prepare

every student for learning,

life, and work in the 21st century.

Student DataDriving

InstructionalPractices &

DecisionMaking

InstructionDriving

ImprovedMeasures

ProfessionalPracticeDriving

ImprovedMeasures

SystemsDriving

ImprovedMeasures

Student

ImprovementProfessional

ImprovementOrganizational

Improvement

StudentGoals

Student Measures

Instructional Practices

Leadership

Adult DataDriving

ProfessionalLearning &

DecisionMaking

AdultGoals

Adult Measures

Professional Learning Practices

Leadership

OrganizationalData

DrivingSystemsDecisionMaking

OrganizationalGoals

OrganizationalMeasures

Organizational Practices

Leadership

S-G Goals for Student Learning

• Connecticut Core/21st Century Skills & Content

A-G Goals for Professional Learning

• Evaluation & support goals, SLOs, focus goals & other

O-G Goals for Building and District

• Improvement targets related to DPI, SPI or other goals

DPISPI5

10Other…

O-M Building &

District Measures

4540

(5/10)

Smarter Balanced &

other valued summative, formative,

standardized and non-standardized measures

S-M Student Measures

District or building

level plans or

strategies

Job focused

& aligned with455

4010

CC/21CS goal

aligned teaching methods

& strategies

Domain One Student

Learning

Domain Two Professional

Learning

Domain ThreeOrganizational

Learning

Goals

Mission

Leadership

Focus

Measures

Practices

G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

S-PInstructional

Practices

A-P Professional

Learning Practices

O-P Building &

District PracticesA-M

Professional Measures

Coherence Pathways – 5,000 Foot View

Leadership

FocusMeasureConnect

MissionTo prepare

every student for learning,

life, and work in the 21st century.

TeachersAs

StudentCoaches

DataSupportingReflectivePractice

Student

ImprovementProfessional

Improvement

DataSupportingReflectivePractice

DataSupportingReflectivePractice

AdministratorsAs

InstructionalCoaches

DistrictStaffAs

AdministratorCoaches

OrganizationalGoals

OrganizationalMeasures

Organizational Practices

AdultGoals

Adult Measures

Professional Learning Practices

StudentGoals

Student Measures

Instructional Practices

Leadership

Leadership Leaders

hip

Organizational

Improvement

TeachersAs

StudentCoaches

Student

ImprovementProfessional

Improvement

DataSupportingReflectivePractice

AdministratorsAs

InstructionalCoaches

DistrictStaffAs

AdministratorCoaches

OrganizationalGoals

OrganizationalMeasures

Organizational Practices

AdultGoals

Adult Measures

Professional Learning Practices

StudentGoals

Student Measures

Instructional Practices

Leadership

Leadership Leaders

hip

Organizational

Improvement

Coherence Begins With Student Learning Focus

Decision Making Considerations

Predicting Improvement

Makes connections between student goals and measures.

Makes connections between student goals, measures, and instructional practices.

Evidence of some connections between student level activities and adult level activities of similar purpose.

Strong connections among and between all of the domains and all of the levels.

Start…

Traction…

Progress…

Jonathan P. Costa

Systemic…

Three Pathways to Coherence• Key elements are all present.• All existing improvement elements can be identified and

or categorized so connections are evident to all.• Only minor adjustments required to improve connections.

Re-align• Some key elements are present but connections between

them are weak, missing or lack focus• Adjustments and reframing of key goals, measures and

domain connections are required for coherenceRe-frame• Key elements are missing or lack focus• Comprehensive analysis and re-design of goals, measures

and practices are required or desired across domains to create coherence.Re-design

S-G Goals for Student Learning A-G Goals for Professional Learning O-G Goals for Building and District

O-M Building & District

MeasuresA-M

Professional Measures

S-M Student Measures

O-P Building & District

Practices

G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

S-PInstructional Practices

A-P Professional Learning Practices

My Coherence Pathways

Leadership

FocusMeasureConnect

MissionTo prepare

every student for learning,

life, and work in the 21st century.

Goals

Measures

Practices

Five Essential Connections for Coherence1. Goals for Learning

Focus2. Student Measures

Measure3. Instructional Practices

Connect4. 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

Align Your Systems With Your Goals for Learning

Type of Assessment

Required

Subject Area Responsibilities

Everyone’s Responsibil

ityContent

(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 & recognition

based quizzes, tests, and activities. Multiple

choice, 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

Curricula

Coherence Begins With Student Learning Focus

CC ELA

21st CSCC Math

Jonathan P. Costa

E1/M3/21 - Demonstrate independent comprehension in reading complex texts/viewing media.

E2/21 - Build a strong base of knowledge through content rich texts or other appropriate sources of information.

E3/E6/M5/21 – Use digital tools to obtain, evaluate, synthesize, and report findings/information clearly and effectively in response to a

variety of tasks and purposes.M3/E4 - Construct and engage in viable arguments based on evidence

and critique reasoning of others.E1/E3/E5/21 - Read, write, produce and speak grounded in evidence

for a variety of purposes and audiences.M1/M2/M8/21 - Make sense of problems and persevere in solving

them.E7/21 - Come to understand other perspectives & cultures through

reading, listening, and collaborationsM7/21 - Demonstrate innovation, flexibility and adaptability in thinking

patterns, work habits, and working/learning conditions.M4/E7/21 - Value and demonstrate personal responsibility, character,

cultural understanding, and ethical behavior.

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 12 E2/21 - 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 16E5/21 - 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

Coherence Is Supported by Assessment

Measure what you value,

value what you measure.

Jonathan P. Costa

Value

Reliability

The More You DO,The More You Learn

Superficial

Active Involvement

Engaged & Empowered

Time Required

Predicted Retention

*Adapted from National Training Laboratories, Bethel, Maine

Coherence Begins With Student Learning Focus

1. Universal Skills SLO

(everyone)

• District level

targets

2. Building, Department or

Course SLO(most)

• Building level

targets

3. Personal SLO(some)

• Classroom level

targets

IAGDs arealways at the

classroom level.

Jonathan P. Costa

Finding FocusAligning Goals for Learning

Coherence Begins With Student Learning Focus

Finding FocusAligning Goals for Learning

1. Universal Goals(engage everyone)

• Construct and defend arguments based on

evidence.

2. Content Area or Grade Level Goals

(engage the group)

• Construct and defend historical arguments based

on evidence.

3. Personal Goals(engage the

person)

• Create and present a critical stance

based on evidence from specific

historical events.

Jonathan P. Costa

Focused Learning Practice

High Leverage Student Learning Goals (Focus)

Aligned Assessments of Learning (Measure)

Aligned Instructional Improvements (Connect)

Aligned Professional Components (F, M, C)Aligned

Organizational Components (F, M, C)

1

2

3

4

5

Five Essential Connections

S-G Goals for Student Learning

• Critical stance• Problem solving

A-G Goals for Professional Learning

• Administrator goals - SLO (45%) and leadership focus goals (40%)

• Teacher goals – SLO (45%) and instructional focus goals.

O-G Goals for Building and District

• Board Goals• Superintendent’s Goals• District Goals (Strategic Plan)• Building/Program Goals

(Building based improvement plan)

- Data points that are derived from the Student Measures and Professional Measures and are reflective of success in mastery of the four key skill areas.

O-M Building & District

Measures

- Administrator measures - SLO (45%) and leadership focus measures (40%)Teacher measures – SLO (45%) and instructional focus measures.

A-M Professional Measures

- Existing CMT/CAPT data related to the two key skills

- Potential/eventual Smarter Balanced assessment items that are aligned with identified behaviors. - Local assessments that are aligned with each of the two key skills and the identified behaviors that demonstrate successful mastery

S-M Student Measures

- BOE Strategic Plan -with master district strategies to help build capacity around instruction and assessment in the four key skill areas.- Building based improvement plans, aligned where appropriate with district plan, with building based strategies to build capacity and around instruction and assessment in the four skill areas.

O-P Building & District

Practices

- Professional learning resources are delivered at the point of contact and need to build proficiency in the instructional practices most required for success.- These professional learning resource pools are connected to the (S-P) and captured by the plans in the (O-P)

Instructional practices are identified based on their ability to support the development of proficiency required for success in the two key skill areas.

G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

S-PInstructional Practices

A-P Professional Learning Practices

Coherence Pathways – Danbury

Leadership

FocusMeasureConnect

MissionTo prepare

every student for learning,

life, and work in the 21st century.

Goals

MeasuresPractices

Required Step Outcome Resource/Resp. Date Due

Priority observable, measureable behaviors set.

 Professional staff finalize observable behaviors in the priority skill areas. These will set the foundation for assessment and data reporting. 

Existing assessment inventory and data collection

 Professional staff inventory current standardized and non-standardized assessments aligned with priority skill areas. 

External assessment alignment

 Professional staff identify potential future Smarter Balance assessments aligned with priority skill areas so that internal assessment practices will compliment and not duplicate future work. 

Professional development alignment

 Professional staff identify existing high leverage professional practice instructional and leadership strategies aligned with priority skill areas. 

Review existing future plans

 All current plans for improvement at all levels are reviewed and adjusted to reflect the focus on high leverage skills and move the district in the direction of coherence. 

 Technical Assistance and monitoring plan 

External consultant commits to ongoing facilitation, technical support and fidelity monitoring of Coherence Plan implementation

Communicate the plan

 Superintendent and Board communicate plans and rationale to all impacted constituents 

Any Public Schools Coherence PlanningPhase One Tasks

Required Step Outcome Resource/Resp. Date Due

SLO Alignment All professional staff have at least one SLO based on student performance (non-standardized) in one of the two priority skill areas

40% Alignment All professional staff have a professional practice goal (aligned with 40%) that can be associated with the priority skill area

Professional growth Professional learning plans are aligned with and support teacher professional practice and SLO goals in the priority skill area.

Coherence Checkpoint #1

 Central office and/or others convene by the end of November with consultant to review district SLO and professional growth goals and monitor assessment plans.

Assessment creation and implementation

 Professional staff continue to identify need and create and refine assessment practices around the priority skill and identify areas in the upcoming Smarter Balanced assessments – including new interim assessments – that will be used to inform priority skill performance.

Assessment Plan created and implemented

 A plan to generate baseline student data and student work samples in the two priority skill areas at elementary, middle and high school performance levels is created and implementation begins.

Coherence Checkpoint #2 Central office and/or others convene by the end of February with consultant to review and monitor assessment plans and implementation progress.

Baseline data collected Baseline standardized and non-standardized data created through the implementation of the assessment plan is collected.

Baseline data analyzed

 Baseline standardized data associated with priority skills are mapped and analyzed with strength and weakness recommendations reported to Central Office, planning team, and Board of Education.

Coherence Checkpoint #3

 Central office and/or others convene by the end of June with consultant to review district SLO and professional growth goal results review the baseline student performance data adjust Year Two Tasks as needed based on reported results and Year One

Reflections

Year One Coherence Planning: Phase II Tasks