Planning for NEASCFocus, Measure, &

Connect

21st Century SkillsOctober 16th 2015

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

costa@educationconnection.org

Jonathan P. Costa

The Pareto

Leverage PrincipleVital

Few

MissionTo prepare

EVERY student for learning, life,

and workin the 21st century.

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

Coherence Begins With Student Learning Focus

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

CC ELA

21st CSCC Math

Jonathan P. Costa

Understand and

Comprehend

AcquireFactual

Knowledge InformationLiteracy

Critical Stance Based on Evidence

CommunicateEffectively

Define andSolve

ProblemsUnderstand and Respect

Others

CreativityAnd

Adaptability

Integrity andResponsibility

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.

E2/21 - Build a strong base of knowledge through content rich texts or other appropriate sources of information.

E3/21 – 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.

E5/21 - Read, write, produce and speak grounded in evidence for a variety of purposes and audiences.

M1/21 - Make sense of problems and persevere in solving them

E6/21 - Come to understand other perspectives & cultures through reading, listening, and collaborations

21 - Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.

E7/21 - Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior

Discrepancy Gap Analysis MatrixUniversal Skills – Leverage Points

Jonathan P. CostaCommon Core Portrait Statements / EDUCATION CONNECTION - Costa – 21st Century Skills Crosswalk

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

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

How can students acquire information age thinking skills for a digital world primarily using analogue tools?

DesignQuestion

How do you teach for them?How many of your priority skills would be included in this lesson?American Revolution – Boston Massacre: Murder or Justifiable

Homicide?1. Team One find 5 historical narratives by different authors2. Team Two find 5 primary source documents from the trial3. Team Three find 5 British history references and opinions4. Team Four find 5 contemporaneous editorials.- Present your work to the other teams.- Create a narrative outline of the event that includes data from all for

teams.- Create a work that defends your summary/conclusion with your facts and

evidence.- Be prepared to share your product with others if called upon.

Every learner needs1:1access.

Until everyone can have the same thing, no one can have anything.

Equitably deficient.

DisruptiveQuestions

What would an “open phone

test” look like?What happens

when everyone can get anything from anywhere?

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

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

We are trying to create ashift in thinking…

Analog historyDefense of the pastImproving everythingUncoupled autonomyMeasure what you have toCompliance accountableJust work harder

Digital foundationsPreparation for the futureMake high leverage choicesConnected systemsMeasure what is valuedMission accountableAligned coherent action