Planning for Strategic Coherence
Focus, Measure, & Connect
Sacred Heart University
October 15th 2015http://digitallearningforallnow.com
http://www.slideshare.net/[email protected]
Jonathan P. Costa
The Pareto
Leverage PrincipleVital
Few
MissionTo prepare
EVERY student for learning, life,
and workin the 21st century.
What do students need to be prepared to succeed in a world that……is digital, flat, open and pluralistic.…is unpredictable and volatile.…is increasingly unforgiving to those who are unskilled.
Explicitly Connect Foundational Systems
MissionLeadership
Focus
What?
How Well?How?
Goals
MeasuresPractices
The What: High Leverage Goals for Student Learning
Critical & Creative Problem SolvingCommon
Core Standards
21st CenturyDigital
Learning
Common Core Venn Diagram – 21st Century Skills Crosswalk - Four Highest Leverage Student Skills
Analyze & Construct
Arguments Based on Evidence
Meaningful & Purposeful
Communication &
Collaboration
Digital Literacy
& InformationFluency
Coherence Is Supported by Assessment
Measure what you value,
value what you measure.
Value
Reliability
How do you teach for them?How many of your priority skills would be included in this lesson?American Revolution – Boston Massacre: Murder or Justifiable
Homicide?1. Team One find 5 historical narratives by different authors2. Team Two find 5 primary source documents from the trial3. Team Three find 5 British history references and opinions4. Team Four find 5 contemporaneous editorials.- Present your work to the other teams.- Create a narrative outline of the event that includes data from all for
teams.- Create a work that defends your summary/conclusion with your facts and
evidence.- Be prepared to share your product with others if called upon.
Every learner needs1:1access.
It’s About Equity
A device gap is less objectionable than an access gap.
Align Your Systems With Your Goals for Learning
Type of
AssessmentRequired
Subject Area Responsibilities
Everyone’s Responsibil
ityContent
(Declarative)Facts
Content Skills
(Procedural)Discrete
Skills
4 High Leverage Goals(Contextual)
CCSS/Digital Learning
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
TimeRequired
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 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
Organizational
Measures
Organizational Practices
Leadership
Leadership
Leadership
1. Student
2. Professional
3. Systems
LeadershipFocus
Engagement Ownership
Rigor Alignment
MissionTo prepare
every student for learning,
life, and work in the 21st century.
Student ImprovementProfessional Improvement
Leadership
Student Goals
- Common 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
SB & other valued summative, formative,
standardized and non-
standardized measures
Professional Growth
Aligned withhigh leverage student goals
andPL Standards
Professional Measurement
4540
Organizational Plans
District or building
level plans or strategies
aligned with PL Standards
Organizational Measures
District andBuilding level
dataOther…
Building/District ImprovementWhat Goes Where?
Leadership
Leadership
GoalsMeasuresPractices
What are your improvement “Leverage Points?”
Goals for
Learning
Assessment&
Measurement
Policy andRegulation
CommunityEngagement
Instructional
Practices
Resource Deployment
LeadershipFocus
Supporting Systems
Essential Questions for Ensuring Alignment within the Coherence Framework
Goals Measures of Success Practices/Strategies
As a district, what do we believe are the most important high leverage
skills students need to achieve success in life learning and work
beyond school?
What are our most important critical student success indicators and how do we report them at the building
and district level to all our stakeholders?
What district level professional learning plans and strategies will create the best opportunity for
building the capacity we need to help our students meet our district goals
for learning?
What are the most important high leverage skills students need to
achieve success in life learning and work beyond school and which of
them will our school focus on (Learning Targets)?
How will we measure the growth of student progress
toward mastery of these skills /learning targets (Success Criteria and
performance scales) in our school?
What are the most critical teaching behaviors and practices that we need
to apply to support the growth of these skills/learning targets for our
students?
What are the growth targets for my students for our high leverage skills (Learning Targets) and what is my professional practice focus/goal
related to mastering high leverage teaching behaviors?
What are the growth target measurements for my students and what are the professional practice target measurements I will use to gauge my success in reaching my
goals?
What professional learning strategies would be most helpful to build my own capacity to meet my students goals and my professional practice
indicators?
1. District Level(focus on student learning outcomes for the long-term)
2. School Level(focus on student learning outcomes at the school level)
3. Professional Level(focus on student learning outcomes at the classroom
level)
Ensuring Planning Alignment within the Coherence Framework (Model/Sample)
Goals Measures of Success Practices/StrategiesDistrict Wide Community Expectation for Learning:
Every student will be proficient in meaningful communication and collaboration.
Board Goal: Provide the support and resources required to ensure that every student meets our community expectations for learning.
A.E.B - Smarter Balance Data for these two standards:M3 –Build a logical progression of statements to explore the truth about conjectures.E1 - Comprehend and evaluate complex texts across a range of types and disciplines
…and collect rubric results for this standard:E1 - Discern a speaker’s key points, request clarification and ask relevant questions
Primary Focus - Domain- Indicator 2.2: Higher order thinking and meaningful student engagement that leads to ownership of learning. All students are actively engaged in the learning experience.
8/25 – Opening/Convocation: Superintendent opening to highlight district goals and the importance of the skill focus. Building based collaborative learning teams then meet to plan for PLCs for the year and the creation of individual teacher level plans.11/3 – Election Day – Indicator 2.2 EdCamp – teachers share strategies in the morning – PLC meetings in the afternoon on building level for direct classroom implications.
Building Goal: Focus on improving student performance on the District Wide Community Expectation for Learning –
Every student will be proficient in meaningful communication and collaboration.
District Smarter Balance Data for these two standards:M3 –Build a logical progression of statements to explore the truth about conjectures.E1 - Comprehend and evaluate complex texts across a range of types and disciplines
Building Rubric results for this standard:E1 - Discern a speaker’s key points, request clarification and ask relevant questions
In addition to the district professional learning strategies, our school will provide opportunities for professionals to pursue their personalized learning plans during faculty meetings and early release days.
Additionally we will organize a building-based peer coaching model to support improved performance in Domain-Indicator 2.2 higher order thinking and meaningful student engagement.
SLO #1 – Reporting on performance data on these test items and interim assessments.M3 –Build a logical progression of statements to explore the truth about conjectures. E1 - Comprehend and evaluate complex texts across a range of types and disciplines SLO#2 Number of students on the proficient level in our Critical Thinking Rubric - E1 - Discern a speaker’s key points, request clarification and ask relevant questionsFocus Goal: Become consistently proficient in Domain-Indicator 2.2 – Student Engagement
SLO #1 - IAGD – M3 –All students meet proficiency. E1 – double the number of exemplary students SLO#2 IADG – All students at the proficient level in our Critical Thinking Rubric – Focus Goal: Become consistently proficient across multiple evidence points for practice in Domain-Indicator 2.2 – Student Engagement
I am going to request a mentor who has demonstrated high levels of proficiency in Domain 2.2 – meet with them weekly for peer observation and coaching feedback.
Attend Collegial Collaborations training and implement collaboration protocols to improve my own practice.
1. District Level Plans
(focus on student learning outcomes for
the long-term)
2. Building Level Plans
(focus on student learning outcomes at
the school level)
3. Professional Level Plans
(focus on student learning outcomes at the classroom level)
Ensuring Planning Alignment within the Coherence Framework (Order of Operation)
Goals A.District/Community Identifies the Characteristics of a Successful Graduate – Skills and AttributesB.District selects highest leverage student skills for the district-wide improvement focus goal
Measures District/Community Agrees on Metrics for Success – How will we now if a student has obtained these skills (standardized and non-standardized measures.
Practices District creates professional learning opportunities for instructional/leadership staff that are aligned with the highest leverage/needed instructional strategies .
District
GoalsEach school sets an appropriate improvement goal for their students that is aligned with the district’s high leverage student skill goal as the foundation for their School Improvement Plan (SIP)Schools may add an additional skill improvement goal (optional) that reflects a specific school based area of focus for inclusion in their SIP
MeasuresEach school identifies metrics of success (standardized and non-standardized) for the district’s focus goal that align with the district measures and their own students performance
If an optional skill improvement goal was added, metrics of success (standardized and non-standardized) for this goal are added to the SIP
Practices
School creates professional learning opportunities for instructional/leadership staff that are aligned with the highest leverage/needed instructional strategies for their professional staff and compliment the district offerings.
If an optional skill improvement goal was added, additional professional learning opportunities/resources for this goal can be integrated into the SIP
Goals
Each teacher sets an appropriate SLO for their students that is aligned with the school’s high leverage student skill goal . If and additional school goal has been added (optional) than an SLO for this goal should be added as well (45%). Each teacher also sets a personal observational practice goal (40%) aligned with the identified highest leverage instructional strategies or some other area identified through the conferencing/goal setting process.If a teacher wants to add a personal, classroom level SLO for their classroom, they may do so (after district and school goals are addressed).
MeasuresEach teacher identifies metrics of success/IAGDs (standardized and non-standardized) for the district’s/school’s focus goal that align with their own student’s performance
If an optional personal SLO was added by the teacher, metrics of success/IAGDs for that should be selected their students performance in that area should be added here.
Practices A personalized professional learning plan is developed by the teacher that builds on the district and school based professional learning plans, is aligned with the teacher’s own individual needs for meeting his/her own SLOs and instructional practice goals, and is aligned with Connecticut’s Standards for Professional Learning
Building
Professional
Organizational Coherence for Goals, Measures and Practices
Primary Hyde Park District FocusSkills for Student Success
School 1G, M, P
TeachersG, M, P
Student Learnin
g
School 2G, M, P
TeachersG, M, P
Student Learnin
g
School 3G, M, P
TeachersG, M, P
Student Learnin
g
School 4G, M, P
TeachersG, M, P
Student Learnin
g
District Level
Building Level
Professional Level
Student Level
Informed by…
Not driven top-down…… just from organized
there.
We are trying to create ashift in thinking…
Analog historyDefense of the pastImproving everythingUncoupled autonomyMeasure what you have toCompliance accountableJust work harder
Digital foundationsPreparation for the futureMake high leverage choicesConnected systemsMeasure what is valuedMission accountableAligned coherent action
1.The district has identified, defined and committed to supporting a focused set of appropriate student learning goals that will ensure student success in life, learning and work beyond school.
2.The district has committed to supporting instructional and adult learning strategies that ensure rigorous, digitally supported pedagogical experiences aligned with the district’s student goals.
3.The district uses and reports on appropriate measures of student and adult success that are aligned with its student learning goals.
4.The district aligns its supporting organizational systems to support the acquisition of its student learning goals.
Data
Scan
Philosophical Foundations For Planning
Costa - Strategic Coherence Planning Focus – Measure - Connect
Four Outcomes for Strategic Coherence:
