Hartland SchoolStrategic Coherence

Jonathan P. Costa, Sr.May 15th, 2015http://digitallearningforallnow.comhttp://www.slideshare.net/jpcostasrcosta@educationconnection.org

Principles of Coherence & Assessment

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Building CoherenceResources & Links

1. Go to http://www.slideshare.net/jpcostasr and look for….• Hartland Share

• Four Highest Leverage Student Skills

• Common Core Venn Diagram

• 21st Century Skills Crosswalk

2. My contact information - costa@educationconnection.org

3. My book about the end of books - http://digitallearningforallnow.com

4. Other formative supporting resources – the “classics.”• The Goal: A Process of Ongoing Improvement, by Eliyahu M. Goldratt and Jeff Cox

• Results: The Key to Continuous School Improvement, by Mike Schmoker

• Good to Great: Why Some Companies Make the Leap...And Others Don’t, by Jim Collins

Jonathan P. Costa

This would be nice:

Our Mission

To prepare

EVERY student

for learning, life,

and work

beyond school.

In lessthanONEgeneration:

From going out of your way tocommunicate..

...to going out of your way not to.

From making an effort to get into theinformation stream…

In lessthanONEgeneration:

…to having to make an effort to get out of it.

Job ONEis gettingto

1:1

No Surprises - We Know How This Works

1

RethinkReengineer

Retrofit

Consider the Shift from Retrofit to Rethink

Retrofit

“Read the part of Chapter 6 online the describes the Boston

Massacre and be prepared to answer

the review questions.”

Rethink

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.

What Are The Shifts Involved?Retrofit

1. What are the goals of this lesson (student learning)?

2. How would you measure its success?

3. What is happening in the learning environment where this work is being completed?

– What are the students doing – what skills do they need to be successful?

– What is the teacher doing – what skills does he/she need to be successful?

Rethink1. What are the goals of this lesson (student learning)?

2. How would you measure its success?

3. What is happening in the learning environment where this work is being completed?

– What are the students doing – what skills do they need to be successful?

– What is the teacher doing – what skills does he/she need to be successful?

The ParetoLeverage Principle

VitalFew

MissionLeadership

Focus

Goals

MeasuresPractices

Things That Matter

High Leverage Focus on Student Learning

Critical & Creative Problem Solving

“Making sure the Main Thing remains the Main Thing”

Analyze & Construct

Arguments Based on Evidence

Meaningful &Purposeful

Communication

Digital Literacy& Information

Fluency

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

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 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 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 class)

• Create and present a critical stance

based on evidence from specific

historical events.

Jonathan P. Costa

The More You DO,The More You Learn

Passive

Superficial

Active Involvement

Engaged & Empowered

*Adapted from National Training Laboratories, Bethel, Maine

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Costa - Strategic Coherence Planning Focus – Measure - Connect

Coherence Is Supported by Assessment

Value

Reliability

Align Assessments With Goals for Learning

Appropriate

Assessment

Instruments

Recall & recognition

based quizzes, tests,

and activities. Multiple

choice, matching, fill

In the blanks, etc.

(SAT/AP/Exams)

Checklists,

analytic rubrics,

or other agreed upon

skill standards

(AP/Smarter B/Exams)

Holistic and,

analytic rubrics,

or other agreed upon

skill standards

(Portfolios, Demonstrations,

Exhibitions, Etc)

Content(Declarative)

Facts

“Define this term”

Content Skills(Procedural)

Discrete Skills

“Factor this equation”

Universal Skills(Contextual)

Applied Understandings

“Problem Solver”

Type of

Knowledge

Desired

Appropriate

Assessment

Standards/Scales

Take this quiz, test,

or other appropriate

content focused

assessment instrument.

Answering/responding to

classroom or text based

problems, experiments, and

writing assignments.

Complex projects,

real time explorations,

authentic problem based

skill applications.

Appropriate

Assessment

Tasks

Percentages of

right and wrong

answers on an agreed

upon numeric or letter

grade scale.

1-100/A-B-C-D

Specific criteria tied

to an agreed upon

numeric or

descriptive scale.

1-100/Pass-Fail

Insufficient-Excellent

Specific criteria tied

to an agreed upon

descriptive scale.

Insufficient-Sufficient

Proficient-Excellent

Overlap between columns can and does occur.

Costa - Strategic Coherence Planning Focus – Measure - Connect

Measure What You Value…1st Level

Costa - Strategic Coherence Planning Focus – Measure - Connect

Item Insufficient – 1 Sufficient - 2 Proficient - 3 Excellent - 4

Use a variety of

thoughtfully selected

communication tools

for a range of

purposes (e.g. to

inform, instruct,

motivate and

persuade) messages,

and audiences.

Is unable to apply media

and techniques that

incorporate the basic

elements and/or principles

of design.

Applies media and

techniques that

incorporate the basic

elements and principles of

design in an attempt to

communicate personal,

cultural, and aesthetic

values.

Applies media and

techniques that

incorporate elements and

principles of design to

communicate personal,

cultural, and aesthetic

values.

Applies media and

techniques that

incorporate sophisticated

elements and principles of

design to effectively or

originally communicate

personal, cultural, and

aesthetic values.

No connection between

communication actions

and/purpose, audience

comments or needs.

Attempts to align some

communication actions

and purpose with

audience.

Most actions are aligned

with purpose/audience

and needs. There is

evidence of response and

adjustment based on

audience feedback.

Highly aligned with

purpose and needs and

very responsive to

audience comments and

feedback

Audience may be

unresponsive to speaker

and message.

There may be some

audience response to

either the communication

or the message.

Some evidence that the

audience relates/connects

to the communication

method and message.

It is clear that the

audience relates to the

communication method

and message.

Measure What You Value…2nd Level

Explicitly Connect Foundational Systems

MissionLeadership

Focus

Goals

MeasuresPractices

Three Domains, Three Levels

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

SB &

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…

Connect the Levels

Student

Goals

- High

Leverage

Student Skill

Goal

Professional

Goals

SLOs and Instructional

Practice Goals

Organizational

Goals

Improvement targets

related to High

Leverage Goals

Instructional

Strategies

Using

Performance

Tasks to improve

engagement with

appropriate rigor

and depth of

knowledge

Assessing

Learning

Formative, non-

standardized SBA

aligned measures

of High Leverage

Student Skill Goal

Professional

Growth

Learning to use

Performance Tasks

to improve

student engagement

with rigor and DOK

Professional

Measurement

Data for

45%

& 40%

Organizational

Plans

District or

building

level plans

or strategies

aligned with PL

Standards

Organizational

Measures

DPI

SPI

5

10

Other…

Connect the Levels in Hartland

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

Glossary of TermsBeliefs – statements that describe unassailable guidelines for doing the work of the district.

Community Expectations for Learning – goals for learning (usually related to very important skills like problem solving or communication) that are generally regarded as the most important attributes that students should be able to master as a result of attending the Canton Public Schools.

Computer Based Adaptive Assessments – an assessment (test) such as the Smarter Balance which personalizes the test as the student takes it. This means that each student has questions or an order of questions that is personalized just for them based on the answers they have given. This means that every student takes a slightly different test but ends up with a more accurate measure of their ownperformance than a non-personalized test could have identified.

Connecticut Core State Standards – the Connecticut’s globally benchmarked academic standards (based on the Common Core State Standards) in language arts and math that the Connecticut State Board of Education endorsed as Connecticut’s official academic standards in July of 2010 (joining 43 other states that had done the same). These standards are more rigorous than Connecticut’s previous standards and will require extensive curriculum and instruction adjustments to help students achieve proficiency.

Curriculum and instructional alignment – degree to which the materials and teaching used to educate students are focused on the same things from grade level to grade level, year to year, and school to school.

Formative Assessment – an assessment of student progress that is done as part of a regular lesson so that it does not interrupt instruction and can guide teacher action in the moment to improve student performance.

Indicators of Success: The data or measures that will be used as evidence that the plan has been successfully implemented.

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Glossary of Terms

Mission – a statement of who we are, what we do and why.

Multiple Measures – When gauging a student’s performance in an important area, more than indicator or measure are used to ensure that the report is fair and representative of what the student is actually doing.

Reform Bill 458 (PA12-116)– the educational reform legislation passed in Connecticut in May of 2012 that creates new expectations for testing, teacher evaluation, professional learning, supervisory practices, certification, and a variety of other new educational mandates.

Rubrics – descriptors that show students and parents how well a skill must be performed to meet the district’s expectations

Smarter Balance Assessment Consortia – a 36 state consortia that has committed to a new generation of tests that gauge student’s ability to meet the new Common Core State Standards.

Summative Assessment – a measurement of learning that is designed to gauge where a group of students are in comparison to other students. These assessments are completed apart from instruction and serve as accountability measures for both students and teachers.

Vision – a description of what it would be like if the district mastered it’s Mission

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