Planning for Strategic Coherence
Focus, Measure, & Connect
Sacred Heart University
October 9th 2014http://digitallearningforallnow.com
http://www.slideshare.net/[email protected]
Jonathan P. Costa
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.
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
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.
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
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.
Instructional Development Team 6/30/14
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.
Instructional Development Team 9/15/14
Professional development alignment
Professional staff identify existing high leverage professional practice instructional and leadership strategies aligned with priority skill areas.
Instructional Development Team 9/15/14
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.
Instructional Development Team 6/30/14
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
Principals and other administrators 11/15/14
Professional growth Professional learning plans are aligned with and support teacher professional practice and SLO goals in the priority skill area.
Principals and other administrators 11/15/14
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.
Instructional Development Team 6/30/15
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.
Instructional Development Team 12/30/14
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.
Consultant/CO/CPT 2/28/15
Baseline data collected Baseline standardized and non-standardized data created through the implementation of the assessment plan is collected.
Instructional Development Team 5/30/15
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.
Instructional Development Team 6/30/15
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
Consultant/CO/CPT 6/30/15
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