Neasc fall 14 share

Planning for NEASCFocus, Measure, &

Connect

21st Century SkillsOctober 20th 2014

http://digitallearningforallnow.comhttp://www.slideshare.net/jpcostasr

[email protected]

Jonathan P. Costa

http://digitallearningforallnow.com/

http://www.slideshare.net/jpcostasr

http://www.slideshare.net/jpcostasr

MissionTo prepare

EVERY student for learning, life,

and workin the 21st century.

Connect

MissionLeadership

Focus

What?

How Well?How?

Goals

MeasuresPractices

Coherence Can be Found in the Convergence of These Forces

Have ShouldCoherence(leverage)

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

Our world has changed…1.It is digital, flat,

open and pluralistic.2.It is unpredictable

and volatile.3.It is increasingly

unforgiving to those who are unskilled.

Less paper,

morepixels.

Job oneis toget to

1:1

Equity ConcernsUntil everyone can have the same thing, no one can have anything.

Equitably deficient.

EquityEquationA device gap is less objectionable than an access gap.

Less single source, more crowd source.

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 5 contemporaneous editorials.

Less just in case, more just in time.

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 Is Supported by Assessment

Measure what you value,

value what you measure.

Jonathan P. Costa

Value

Reliability

Data Based Decision Making• Asking the

questions, “How do we know (Effect Data) and “What are we doing (Cause Data)?” and “How are these things connected?”

• How do we use cause and effect data to guide evaluation and support decision making at every level of the organization?

What Student Data Do You Have and Use?

Skill SetCritical Attributes Assessments & Data Points

(Current)Assessments & Data Points

(Needed)

Critical Stance Based on Evidence M3/E4 Construct and engage in viable arguments based on evidence and critique reasoning of others.

SMP 3 – Distinguish correct logic in

reasoning from that which is flawed. SMP3 –Build a logical progression of

statements to explore the truth about conjectures.

SMP 3 -Use stated assumptions, definitions, and previously established results in constructing arguments.

SMP 3 - Recognize and use counter examples.

SMP 3 – Contextualize and decontextualize quantitative relationships

E4 - Question an author’s or speaker’s assumptions and premise

21 - Effectively analyze and evaluate evidence, arguments, claims and beliefs

21 - Synthesize and make connections between information and arguments

21 - Interpret information and draw conclusions based on the best analysis

CMT Strand 20 (Grade 5 Only) – State a conclusion and explain why a claim is or is not reasonable based on data

CMT Reading Comprehension: Strand D, Objective 2 - Select, synthesize and/or use relevant information within the text(s) to extend or evaluate the text(s)

CAPT Interdisciplinary Writing

CAPT Process Standards – Express mathematical ideas and arguments with clarity and coherence.

Shared Rubrics Uniform Performance

Task Smarter Balanced

Interim Assessments Critical attribute level

detail and data

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

What Is Needed?In a learning environment that supports the development of

these skills:Students Should Be… Teachers Should Be…

The More You DO,The More You Learn

Superficial

Active Involvement

Engaged & Empowered

Time Required

Predicted Retention

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

Three Principles of Coherence

Measure Connect

Measure what you

value

Value what you measure

Priority Student Learning

Priority Adult

LearningPriority Systems Learning

Focus

Student Learning

Adult Learning

Systems Learning

1 2 3

Data-Driven

Reflective Practice

Student DataDriving

InstructionalPractices &

DecisionMaking

InstructionDriving

ImprovedMeasures

ProfessionalPracticeDriving

ImprovedMeasures

SystemsDriving

ImprovedMeasures

Student

ImprovementProfessional

ImprovementOrganizational

Improvement

StudentGoals

Student Measures


Leadership

Adult DataDriving

ProfessionalLearning &

DecisionMaking

AdultGoals

Adult Measures


Leadership

OrganizationalData

DrivingSystemsDecisionMaking

OrganizationalGoals



Leadership

TeachersAs

StudentCoaches

DataSupportingReflectivePractice

Student

ImprovementProfessional

Improvement



AdministratorsAs

InstructionalCoaches

DistrictStaffAs

AdministratorCoaches

OrganizationalGoals



AdultGoals

Adult Measures


StudentGoals

Student Measures


Leadership

Leadership Leaders

hip

Organizational

Improvement

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.

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