sacred heart 2014

Planning for Strategic Coherence

Focus, Measure, & Connect

Sacred Heart University

October 9th 2014http://digitallearningforallnow.com

http://www.slideshare.net/[email protected]

Jonathan P. Costa

http://digitallearningforallnow.com/

http://www.slideshare.net/jpcostasr


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

The Pareto

Leverage Principle

VitalFew

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

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

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

Goals for

Learning

Assessment&

Measurement

ProfessionalLearning

Professional

Evaluation

Curriculum &Communicati

on

Instructional

Practices

Resource Deployment

LeadershipFocus

SystemicPredictableControllable

Common

Causes

Random Unpredictable Beyond Control

Special

Causes

Common and Special Causes

One of Deming’s most significant insights.

Mission Driven Decision MakingIn-Context Problem Solving

all the stuff we

have to do,

and all the stuff we should do.

Stuckbetween

The Evolution of Educational Reform (Have to Do)

FocusLearning 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-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 AlignedAnd Digitally Supported

Pre-K and Full-K StandardsDemonstrations & Tests

Areas of Before 1986 NCLB 2001 PA12-116 2012

Our world has changed…1.It is digital, flat,

open and pluralistic.2.It is unpredictable

and volatile.3.It is increasingly

unforgiving to those who are unskilled.

Less paper,

morepixels.

In ONEGeneration…

From going out of your way to communicate - to going out of your way not to.

Newsela

Try doing this

in real timewith

analoguematerials

.

http://www.newsela.com/

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 5 contemporaneous 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?

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

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

• 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


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.

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.


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

Measures

Practices

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.

Instructional Development Team 6/30/14

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

2014-2015 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

Consultant/Central Office 6/30/14

Communicate the plan

Superintendent and Board communicate plans and rationale to all impacted constituents

Central Office Team Ongoing

Danbury Public Schools Coherence PlanningImmediate Coherence Preparation Tasks

Spring and Summer, 2014

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

Principals and other administrators 11/15/14

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 CPT convene by the end of November with consultant to review district SLO and professional growth goals and monitor assessment plans.

Consultant/CO/CPT 11/30/14

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 CPT 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, IDT, and Board of Education.


Coherence Checkpoint #3

Central office and/or CPT 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 Action Steps: 2014-2015

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 – “Sacred Heart 2014”

Book Web Page: www.digitallearningforallnow.com


http://www.digitallearningforallnow.com/

sacred heart 2014

Education

professional learning

learning type of assessment

student data

focus data connections

goals p

og goals

sg goals

effect data