Planning for Strategic Coherence

Focus, Measure, & Connect

Sacred Heart University

October 20th 2016http://www.slideshare.net/jpcostasr

costa@edadvance.org Jonathan P. Costa

What do students need to be prepared to succeed in a world that……is digital, connected, 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

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

It’s About Equity

AlwaysReadyAccess

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

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.

COHERENCE

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)

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:

Strategic Coherence Planning Process

I II III V

Philosophy Practice

Commit to Principles

of Coherence Planning

- Focus- Connect- Mission/Beliefs- Identify High

Leverage Skills

Data ScanInternal and

External

Performance and alignment of

foundational and supporting systems of

student learning.

Aligning Actions With

Strategic Focus

- Actions- Outcomes- Timelines- Responsibiliti

es- Innovation

Configuration Mapping

IVResults AnalysisIdentifying

patterns and priorities

Defining the gap between desired and

current state.

Focus Setting

Priority Strategic Actions

Indicators of Success