cas leadership retreat 2014 - coherence planning
DESCRIPTION
Key information slides related to the CAS Summer Leadership Retreat held at the Heritage Conference Center on June 26th, 2014TRANSCRIPT
Finding CoherenceMission, Leadership, & Focus
CAS Summer LeadershipJune 26th 2014
http://digitallearningforallnow.com
http://www.slideshare.net/jpcostasr
Jonathan P. Costa
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
FocusEngagement Ownership
Rigor Alignment
Mission
To prepare every student for
learning, life, and work in the 21st
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
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
S-P
Instructional Practices
A-PProfessional
Learning Practices
Coherence Pathways – 10,000 Foot View Leadership
FocusEngagement Ownership
Rigor Alignment
Mission
To prepare every student for
learning, life, and work in the 21st
century.
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
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
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
S-P
Instructional Practices
A-PProfessional
Learning Practices
O-P
Building & District Practices
A-M
Professional Measures
Coherence Pathways – 5,000 Foot View Leadership
FocusEngagement Ownership
Rigor Alignment
Mission
To prepare every student for
learning, life, and work in the 21st
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.
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 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
Coherence Begins With Student Learning Focus
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
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 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
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 four key skill areas.
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
S-P
Instructional Practices
A-P Professional Learning Practices
Coherence Pathways – Danbury Leadership
FocusEngagement Ownership
Rigor Alignment
Mission
To prepare every student for
learning, life, and work in the 21st
century.
Coherence Begins With Student Learning Focus
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