capss assistant superintendent's roundtable
DESCRIPTION
Slides from the September 19 presentation at CAPSSTRANSCRIPT
Finding Coherence
Focus, Measure, & Connect
Jonathan P. Costa, Sr.
September, 19th 2014http://digitallearningforallnow.com
http://www.slideshare.net/[email protected]
Jonathan P. Costa
The Evolution of Educational Reform (Have to Do)
Focus
Learning GoalsAssessment Protocols
Accountability
Teacher Prep
Curriculum
Testing Tools
Student AbilitiesInstructional
FocusInputs/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 ALLLabel Failing
SchoolsCertifications &
BESTState Standards &
FrameworksPencil & 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 Aligned
And Digitally SupportedPre-K and Full-K
StandardsDemonstrations & Tests
Areas of Before 1986 NCLB 2001 PA12-116 2012
Coherence Can be Found in the Convergence of These Forces
Have ShouldCoherence(leverage)
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
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
S-G Goals for Student Learning
• All goals for student learning
A-G Goals for Professional Learning
• All goals for adult learning
O-G Goals for Building and District
• All building or district improvement goals
All the ways we measure building
and district
progress.
O-M Building &
District Measures
All the ways we measure
individual adult
learning and
practice.
A-M Professional
Measures
All the ways we measure student
learning.
S-M Student Measures
All the plans we make for buildings
and district
progress
O-P Building &
District Practices
All the ways
we lead adults
to learn
All the ways we
lead students
to learning
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
Coherence Pathways – 10,000 Foot View
Leadership
FocusMeasureConnect
MissionTo prepare
every student for learning,
life, and work in the 21st century.
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
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.
TeachersAs
StudentCoaches
DataSupportingReflectivePractice
Student
ImprovementProfessional
Improvement
DataSupportingReflectivePractice
DataSupportingReflectivePractice
AdministratorsAs
InstructionalCoaches
DistrictStaffAs
AdministratorCoaches
OrganizationalGoals
OrganizationalMeasures
Organizational Practices
AdultGoals
Adult Measures
Professional Learning Practices
StudentGoals
Student Measures
Instructional Practices
Leadership
Leadership Leaders
hip
Organizational
Improvement
TeachersAs
StudentCoaches
Student
ImprovementProfessional
Improvement
DataSupportingReflectivePractice
AdministratorsAs
InstructionalCoaches
DistrictStaffAs
AdministratorCoaches
OrganizationalGoals
OrganizationalMeasures
Organizational Practices
AdultGoals
Adult Measures
Professional Learning Practices
StudentGoals
Student Measures
Instructional Practices
Leadership
Leadership Leaders
hip
Organizational
Improvement
Coherence Begins With Student Learning Focus
Decision Making Considerations
Predicting 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.
Start…
Traction…
Progress…
Jonathan P. Costa
Systemic…
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 connections.
Re-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.Re-design
S-G Goals for Student Learning A-G Goals for Professional Learning O-G Goals for Building and District
O-M Building & District
MeasuresA-M
Professional Measures
S-M Student Measures
O-P Building & District
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
My Coherence Pathways
Leadership
FocusMeasureConnect
MissionTo prepare
every student for learning,
life, and work in the 21st century.
Goals
Measures
Practices
Five Essential Connections for Coherence1. Goals for Learning
Focus2. Student Measures
Measure3. Instructional Practices
Connect4. 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
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
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 12 E2/21 - 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 16E5/21 - 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
Coherence Is Supported by Assessment
Measure what you value,
value what you measure.
Jonathan P. Costa
Value
Reliability
The More You DO,The More You Learn
Superficial
Active Involvement
Engaged & Empowered
Time Required
Predicted Retention
*Adapted from National Training Laboratories, Bethel, Maine
Coherence Begins With Student Learning Focus
1. Universal Skills SLO
(everyone)
• District level
targets
2. Building, Department or
Course SLO(most)
• Building level
targets
3. Personal SLO(some)
• Classroom level
targets
IAGDs arealways at the
classroom level.
Jonathan P. Costa
Finding FocusAligning Goals for Learning
Coherence Begins With Student Learning Focus
Finding FocusAligning Goals for Learning
1. Universal Goals(engage everyone)
• Construct and defend arguments based on
evidence.
2. Content Area or Grade Level Goals
(engage the group)
• Construct and defend historical arguments based
on evidence.
3. Personal Goals(engage the
person)
• Create and present a critical stance
based on evidence from specific
historical events.
Jonathan P. Costa
Focused Learning Practice
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
• 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
MeasuresPractices
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.
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
All 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
Communicate the plan
Superintendent and Board communicate plans and rationale to all impacted constituents
Any Public Schools Coherence PlanningPhase One Tasks
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
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 others convene by the end of November with consultant to review district SLO and professional growth goals and monitor assessment plans.
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 others 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, planning team, and Board of Education.
Coherence Checkpoint #3
Central office and/or others 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: Phase II Tasks