cas leadership retreat 2014 - coherence planning

Finding CoherenceMission, Leadership, & Focus

CAS Summer LeadershipJune 26th 2014

http://digitallearningforallnow.com

http://www.slideshare.net/jpcostasr

[email protected]

Jonathan P. Costa

http://digitallearningforallnow.com/

http://www.slideshare.net/jpcostasr

all the stuff we have to

do,

and all the stuff

we should to

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 andopen.

2. It is unpredictable and volatile.

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

And our world is still changing…Less paper,

more pixels.

Less single source,

more crowd source.

Less just in case,

more just in time.

Less about testing,

more being tested.

Think About What Is Needed…Students Should Be…

• Self-directed

• Solving problems

• Flexible

• Persistent

• Curious

• Reflective

• Logical

• Creative

Teachers Should Be…

• Crafting problems

• Designing for ambiguity

• Valuing engagement

• Emphasizing evidence

• Organizing activity

• Generating opportunity

• Facilitating learning

• Supporting & encouraging

Coherence is Found in the Convergence of These Forces

The Mission

To prepare

EVERY student

for learning, life,

and work

in the 21st century.

The ParetoLeadership Principle

VitalFew

Leadership

FocusEngagement Ownership

Rigor Alignment

Mission

To prepare every student for

learning, life, and work in the 21st

century.

Coherence Pathways

MissionLeadership

Focus

G = Goals P = Practices M= Measures Jonathan P. Costa

Goals

MeasuresPractices

Coherence Pathways

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

Leadership


Rigor Alignment

Mission



century.

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 Three

Organizational Learning

Goals

MissionLeadership

Focus MeasuresPractices


S-P

Instructional Practices

A-PProfessional

Learning Practices

Coherence Pathways – 10,000 Foot View Leadership


Rigor Alignment

Mission



century.


•Connecticut Core/21st

Century Skills & Content


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


• Improvement targets related to DPI, SPI or other goals

DPI

SPI

5

10Other…

O-M

Building & District

Measures

45

40

(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 with

45

5

40

10

CC/21CS goal

aligned teaching methods

& strategies

Domain One

Student Learning

Domain Two

Professional Learning

Domain Three

Organizational Learning

Goals

MissionLeadership

Focus MeasuresPractices


S-P


A-PProfessional

Learning Practices

O-P


A-M


Coherence Pathways – 5,000 Foot View Leadership


Rigor Alignment

Mission



century.

Five Steps to Coherence

Focus on High Leverage Student Learning Goals

Aligned Assessments of Learning

Aligned Instructional Improvements

Aligned Adult and Organizational Measures

Aligned Adult and Organizational Practices

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 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.


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 16E5/21 - Read, write, produce and speak grounded in evidence for a variety of purposes and audiences. 9 8 17M1/21 - 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

Jonathan P. Costa

Value

Reliability


Decision Making ConsiderationsFor 1A (How Many?)

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 are

always at the

classroom level.

Jonathan P. Costa


• Critical stance

• Problem solving


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

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


• 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


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

- Potential/eventual Smarter Balanced assessment items that are aligned with identified behaviors.

- Local assessments that are aligned with each of the four 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


- 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 four key skill areas.


S-P


A-P Professional Learning Practices

Coherence Pathways – Danbury Leadership


Rigor Alignment

Mission



century.


Decision Making ConsiderationsPredicting Improvement

Makes connections between S-G & S-M

Connections between S-G, S-M, & S-P

Evidence of some connections between S, A, O & G, M, P

Strong connections among and between S, A, O & G, M, P

Jonathan P. Costa

Five Steps to Coherence1. Goals for Learning

(S-G)

2. Student Measures

(S-M)

3. Instructional Practices

(S-P)

4. Adult/Organizational Measures

(A/O-M)

5. Adult/Organizational Practices

(A/O-P)

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 adult measures of

performance connect with and

reflect these priorities?

How will our organizational plans

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 Data from Student Measures and Reflected in DPI/SPI

Aligned District and Building Plans That Facilitate Alignment of Resources