CAS Coherence Share

Finding Coherence

Mission, Leadership, & Focus

CAS Board of Directors

January, 30th 2014http://digitallearningforallnow.com

http://www.slideshare.net/jpcostasr Jonathan P. Costa

http://digitallearningforallnow.com/

http://www.slideshare.net/jpcostasr

The Mission

To prepare EVERY student

for learning, life,

and workin the 21st

century.Jonathan P. Costa

The Pareto

Leadership Principle

VitalFew

Jonathan P. Costa

FACT:Focus is a prerequisi

tefor coherence.

Jonathan P. Costa

A Systems Orientatio

nThe principle of

85/15

Jonathan P. Costa

Goals for

Learning

Assessment&

Measurement

ProfessionalLearning

Professional

Evaluation

Curriculum &Communicati

on

Instructional

Practices

Resource Deployment

LeadershipFocus

Jonathan P. Costa

LeadershipFocus

Engagement Ownership

Rigor Accuracy

MissionTo prepare

every student for learning,

life, and work in the 21st century.

Coherence Pathways

MissionLeadership

Focus

What?

How Well?How?

G = Goals P = Practices M= Measures Jonathan P. Costa

Goals

MeasuresPractices

MissionTo prepare



Coherence PathwaysDomain One

Student LearningDomain Two

Professional LearningDomain Three

Organizational Learning

Goals

MissionLeadership

Focus MeasuresPractices

Everyonelearns

Everyone isaccountable

LeadershipFocus


Rigor Accuracy

G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

MissionTo prepare



Coherence Pathways

Easy to understand, hard to do.

LeadershipFocus


Rigor Accuracy


StudentGoals

Student Measures

Instructional Practices

AdultGoals

Adult Measures

Professional Learning Practices

OrganizationalGoals

OrganizationalMeasures

Organizational Practices

MissionTo prepare


life, and work in the 21st century. 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




LeadershipFocus


Rigor Accuracy

Goals

Mission

Leadership

Focus

Measures

Practices


S-PInstructional

Practices

A-P Professional

Learning Practices

Coherence Pathways – 10,000 Foot View

MissionTo prepare



S-G Goals for Student Learning

• Common Core/21st Century Skills & Content


• Evaluation & support goals, SLOs, focus goals & other


• 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


District or building

level plans or

strategies

Job focused

& aligned with455

4010

CC/21CS goal

aligned teaching methods

& strategies

Domain One




LeadershipFocus


Rigor Accuracy

Goals

Mission

Leadership

Focus

Measures

Practices


S-PInstructional

Practices

A-P Professional

Learning Practices

O-P Building &

District PracticesA-M

Professional Measures

Coherence Pathways – 5,000 Foot View

MissionTo prepare


life, and work in the 21st century. S-G Goals for Student Learning

• Common Core – Language Arts and Math.• 21st Century Skills - Problem definition and

solving, communications, information literacy, creativity, and higher-order thinking. digital citizenship and responsibility.

• Content Area Standards as appropriate.

A-G Goals for Professional Learning• Individualized instructional and assessment

performance goals (45%/40%) that are aligned with the mission and focus of student learning.

• Individualized leadership, coaching and performance goals (45%/40%) that are aligned with the mission and focus of student learning.

O-G Goals for Building and District• Ensure balance among the three areas of

Domain One for student learning in the creation of the DPI/SPI measures

• Goals for improvement based on DPI measures.• Goals for improvement based on SPI measures.

- DPI and SPI measures that are balanced among each of the three areas of Domain One learning focus. - Measures that form the foundation of the DPI/SPI are built on assessments that are aligned with Domain One priorities.

- All building and district measurement of the (5%/10%) should be aligned with mission and leadership focus in Domain One.

O-MBuilding &

District Measures

- DPI and SPI measures for the 45% that are constructed to represent student learning priorities from Domain One.Rubrics for 40% on both Admin and teacher levels that reflect appropriate aligned strategies from Domain Two.- Parts of 5% & 10% when appropriate

Aligned and valued measures of learning performance that gauge student mastery of key Domain One area goals and assist the planning of Tier One, Two and Three interventions for all students. For Example:• Smarter

Balanced results• Rubric Scores• Individual

student results measures


- Building plans should be built on and clearly demonstrate the connections between the content and purpose of Domains One, Two and Three in the context of that facility’s data.- District plans should be built on and clearly demonstrate the connections between the content and purpose of Domains One, Two and Three in the context of district data.

- Professional learning and support strategies are based on individual data and needs and are aligned with both SLO and Instructional Focus goals. - The application of support resources should be tied to Domain Three measures of effectiveness and evaluated based on the impact of the practice of Domain Two strategies.

- Instructional strategies are aligned to support student Domain One proficiency performances and are consistent with leadership focus values. - Strategies are aligned with instructional behaviors that are described in the Proficient & Exemplary levels of performance in the rubric used to gauge the 40% - Strategies are identified as Tier One, Two, or Three interventions.

Domain One




LeadershipFocus


Rigor Accuracy

Goals

Mission

Leadership

Focus

Measures

Practices


S-PInstructional

Practices

A-P Professional

Learning Practices

O-P Building &



Coherence Pathways – 100 Foot View

Coherence Begins With Student Learning Focus

Which goals for learning create the best opportunity for coherence through the system?

Jonathan P. Costa

Universal Goals

Common Core & 21st Century Skills(every classroom,

every course)

Subject Area Learning Goals(Content and skills

that are subject and course specific)


Drive to find those universal skills with the greatest leverage for collateral improvements.

CC ELA

21st CSCC Math Here are the universal skills

that can leveragethe greatest improvements.

Jonathan P. Costa


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 17M1/21 - 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

MissionTo prepare



Coherence Pathways


•M3/E4 – Construct and engage•E5/21 – Read, write, speak for a variety of tasks and purposes


•What skills do adults most need to support these skills in their students (45/40)?


•How do these data drive the focus of district and building planning goals (5/10)?

What are the

district or building

wide measures

(5/10) from S-M

that reflect success for what is in S-G?

O-M Building &

District Measures

What measures from S-M & A-P for

me (45/40) reflect what

needs to happen to

support what is in

S-G?

What formative

and summative measures will gauge growth &

guide practice

for what is in S-G?

S-M Student MeasuresWhat do

we need to

provide organiza-tionally that will

help support what is

called for in S-P?

What areas

should I improve so I can create

the practices

called for in

S-P?

What practices support student

growth in S-G & the measures in S-M?

Domain One




LeadershipFocus


Rigor Accuracy

Goals

Mission

Leadership

Focus

Measures

Practices


S-PInstructional

Practices

A-P Professional

Learning Practices

O-P Building &




Decision Making Considerations

Predicting Improvement

Makes connections between S-G & S-M

Connections between S-G, S-M, & S-P

Evidence of some connections between S, A, O & G, M, P

Strong connections among and between S, A, O & G, M, PStart…

Traction…

Progress…

Jonathan P. Costa

Systemic…


Decision Making Considerations

For 1A (How Many?)

1. Universal Skills SLO

(everyone)

• District level targets

2. Building, Department or

Course SLO(most)

• Building level targets

3. Personal SLO

(some)

IAGDs arealways at the

classroom level.

Jonathan P. Costa

Step by step:

Jonathan P. Costa

1.Nail down the focus of the Student Goals (S-G) – if you don’t have the data to get a handle on this, you should reallocate resources until you do.

2. Best case is that Student level and Organizational levels are filled in BEFORE SLOs for teachers are set – this way they can see the coherence on both sides.

3. Balance and coherence – make a list of all of your improvement efforts – how balanced are they among goals, practices and measures?

4. Make choices – it’s not just appropriate for goals – don’t add anything to the mix that does not advance a connection or drive an indicator.

MissionTo prepare



What is Your Coherence Quotient?


•


•


•

O-M Building &

District Measures

A-MProfessional

Measures


O-P Building &

District Practices

1. Goals

Mission

Leadership

Focus

3. Measures

Domain One




LeadershipFocus


Rigor Accuracy

Practices


S-PInstructional

Practices

A-P Professional Learning Practices

Education

CAS Coherence Share