Coherence BOCES share

Strategic Coherence PlanningFocus, Measure, & Connect

Jonathan P. Costa, Sr.January 30th, 2015http://digitallearningforallnow.com

http://www.slideshare.net/jpcostasr

[email protected]

Jonathan P. Costa

http://digitallearningforallnow.com/

http://www.slideshare.net/jpcostasr

The Mission

To prepare

EVERY student

for learning, life,

and work

in the 21st century.

all the stuff we have to

do,

and all the stuff we want

to do.

The Evolution of Educational Reform – The “Have to Do” Stuff

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 & MTIP

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)

PARCC

(IPI) for All

Ranking Every District, School and Teacher

Certifications

and APPR

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 RTTT/2012

What do students need to be prepared to succeed in a world that…

…is digital, flat, open and pluralistic.

…is unpredictable andvolatile.

…is increasingly unforgiving to those who are unskilled.

5 Minutes of Reflection

What are the impacts?

Paper – Pixels

Scarcity – 1:1Single – Crowd

In Case – In Time

Tests - Proficiency

In ONEGeneration…

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

Until everyone can have the same thing, no one can have anything.

Equitably deficient.

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 5contemporaneous editorials.

The More You DO,The More You Learn

Passive

Superficial

Active Involvement

Engaged & Empowered

*Adapted from National Training Laboratories, Bethel, Maine

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 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 Can be Found in the Convergence of These Forces

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

Focus Data Connections

Explicitly Connect Foundational Systems

MissionLeadership

Focus

Goals

MeasuresPractices

Coherence Pathways

G = Goals P = Practices M= Measures

Mission

Every child

successful in life,

learning and work.

Theory of Action

Focus

Measure

Connect

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

PARCC &

other valued

summative,

formative,

standardized and

non-

standardized

measures

Professional

Growth

Aligned with

high leverage

student goals

and

PL Standards

Professional

Measurement

45

40

Organizational

Plans

District or

building

level plans

or strategies

aligned with PL

Standards

Organizational

Measures

DPI

SPI

5

10

Other…

What Goes Where? GoalsMeasuresPractices

Student

Goals

Professional

Goals

Organizational

Goals

Instructional

Strategies

Assessing

Learning

Professional

Growth Professional

Measurement

Organizational

PlansOrganizational

Measures

What Goes Where?

Balance of Practice

• When it comes to actual practice, It is a matter of demonstrated reality that if these connections are missing or weak then district or building level improvement time, energy, and capital is being wasted.

• Several districts have adopted the following theory of action to actively improve coherence and student performance.

Connectingthe dots…

Decision Making ConsiderationsPredicting Improvement

Makes connections between student goals and measures.

Makes connections between student goals, measures, and instructional practices.

Evidence of some connections between student level activities and adult level activities of similar purpose.

Strong connections among and between all of the domains and all of the levels.

Jonathan P. Costa

What Does Success Look Like?

While it is still early in the process, very encouraging outcomes of this commitment to coherence are already evident in recent district-wide and school-based data reviews. All educational enhancement conversations and professional development programs are now tethered to one consistent strand of thought: How will this help drive improvement in these key areas? If instructional and leadership actions, approaches, programs or strategies cannot be tied back to these goals then they are either retrofitted, or discarded. There is a strong belief that greater coherence around a few critical goals will be powerful tools in the effort to ensure that every Danbury student will be college and career ready upon graduation.

Dr. Sal V. Pascarella

Superintendent of Danbury Public Schools

Three Pathways to Coherence

• Key elements are all present

• All existing improvement elements can be identified and or categorized so connections are evident to all

• Only minor adjustments required to improve connectionsRe-Align

• Some key elements are present but connections between them are weak, missing or lack focus

• Adjustments and reframing of key goals, measures and domain connections are required for coherenceRe-Frame

• Key elements are missing or lack focus.

• Comprehensive analysis and re-design of goals, measures and practices are required or desired across domains to create coherence.

• Other supporting systems need to be brought into alignment to help support work and progress toward high leverage goals.

Re-Design

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)

Five Essential Alignments

Five Essential Alignments for Coherence1. Goals for Learning

Focus

2. Student Measures

Measure

3. Instructional Practices

Connect

4. Professional Components

(F, M, C)

5. Organizational Components

(F, M, C)

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 professional

components connect with and

reflect these priorities?

How will our organizational

components 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 Goals and Data Tied to Student Measures and Reflected in DPI/SPI

Aligned District and Building Plans That Facilitate Alignment of Resources

Goals

Measures

Practices

Goals

Measures

Practices

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 17E5/21 - Read, write, produce and speak grounded in evidence for a variety of purposes and audiences. 9 8 17M1/M2/M8/21 - 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

Strategic Coherence Re-Design Process

Commit to

Principles

of Coherence

- Focus

- Measure

- Connect

Systems

and Data

Review

Performance and

Alignment of

- Foundational

- Supporting

- External

Setting

High

Leverage

Goals – The

Desired State

- Long View

- Mission

- Beliefs

- Goals

Align

Systems With

Goals and

Pursue

Principles

of Coherence

- Mission

- Beliefs

- Goals

- Measures

- Practices

- Supporting

Systems

Practice

Analysis

- Defining the

gap between

“What We

Want” and

“What We

Are Doing”

Goals for

Learning

Assessment

& Measurement

Policy and

Regulation

Community

Engagement

Instructional

Practices

Resource

Deployment

Leadership

Focus

Supporting Systems

Step Four In the Coherence Planning Process

Compared to

Leading to

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.


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 planExternal consultant commits to ongoing facilitation, technical

support and fidelity monitoring of Coherence Plan implementationConsultant/Central Office 6/30/14

Communicate the planSuperintendent and Board communicate plans and rationale to all

impacted constituentsCentral 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 #1Central 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 implementedA 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 analyzedBaseline 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

Coherence BOCES share

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