Key information slides related to the CAS Summer Leadership Retreat held at the Heritage Conference Center on June 26th, 2014

1. Finding Coherence
Mission, Leadership, & Focus
CAS Summer Leadership
June 26th 2014
http://digitallearningforallnow.com
http://www.slideshare.net/jpcostasr
costa@educationconnection.org
Jonathan P. Costa

2. all the
stuff we
have to
do,
and all
the stuff
we
should to
do.

3. The Evolution of Educational Reform (Have to Do)
Focus
Learning Goals
Assessment Protocols
Accountability
Teacher Prep
Curriculum
Testing Tools
Student Abilities
Instructional Focus
Inputs/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 ALL
Label Failing Schools
Certifications & BEST
State Standards &
Frameworks
Pencil & Paper With
Performance Tasks
Integrated (N=40)
Standards Aligned
Need for Pre-School
Skill Demonstrations
Universal Measures
46 State Consortia
(Math, LA, Science)
Smarter Balance
(IPI) for All
Ranking Every District, School
and Teacher
Certifications, TEAM,
and SEED
Multi-State
Unified Standards
Digital With
Performance Tasks
Integrated & Scrutinized
(N=20)
Common Core Aligned
And Digitally Supported
Pre-K and Full-K Standards
Demonstrations & Tests
Areas of Before 1986 NCLB 2001 PA12-116 2012

4. You probably recognize…
© Corwin Press - 2011
… that the culture
served by this model
of teaching and
learning is
already gone.

5. Our world has changed…
1. It is digital, flat and
open.
2.It is unpredictable
and volatile.
3.It is increasingly
unforgiving to those
who are unskilled.

6. And our world is still changing…
Less paper,
more pixels.
Less single source,
more crowd source.
Less just in case,
more just in time.
Less about testing,
more being tested.

7. Think About What Is Needed…
Students Should Be…
• Self-directed
• Solving problems
• Flexible
• Persistent
• Curious
• Reflective
• Logical
• Creative
Teachers Should Be…
• Crafting problems
• Designing for ambiguity
• Valuing engagement
• Emphasizing evidence
• Organizing activity
• Generating opportunity
• Facilitating learning
• Supporting & encouraging

8. Coherence is Found in the Convergence of These Forces

9. The Mission
To prepare
EVERY student
for learning, life,
and work
in the 21st century.

10. The Pareto
Leadership Principle
Vital
Few

11. Leadership
Focus
Engagement
Ownership
Rigor
Alignment
Mission
To prepare every
student for
learning, life, and
work in the 21st
century.
Coherence Pathways
Mission
Leadership
Focus
G = Goals P = Practices M= Measures Jonathan P. Costa
Goals
MeasuresPractices

12. Coherence Pathways
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
Leadership
Focus
Engagement
Ownership
Rigor
Alignment
Mission
To prepare every
student for
learning, life, and
work in the 21st
century.

13. 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 Three
Organizational Learning
Goals
Mission
Leadership
Focus MeasuresPractices
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
S-P
Instructional
Practices
A-P
Professional
Learning
Practices
Coherence Pathways – 10,000 Foot View Leadership
Focus
Engagement
Ownership
Rigor
Alignment
Mission
To prepare every
student for
learning, life, and
work in the 21st
century.

14. 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
DPI
SPI
5
10
Other…
O-M
Building &
District
Measures
45
40
(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
with
45
5
40
10
CC/21CS
goal
aligned
teaching
methods
&
strategies
Domain One
Student Learning
Domain Two
Professional Learning
Domain Three
Organizational Learning
Goals
Mission
Leadership
Focus MeasuresPractices
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
S-P
Instructional
Practices
A-P
Professional
Learning
Practices
O-P
Building &
District Practices
A-M
Professional
Measures
Coherence Pathways – 5,000 Foot View Leadership
Focus
Engagement
Ownership
Rigor
Alignment
Mission
To prepare every
student for
learning, life, and
work in the 21st
century.

15. Five Steps to Coherence
Focus on High Leverage Student Learning Goals
Aligned Assessments of Learning
Aligned Instructional Improvements
Aligned Adult and Organizational Measures
Aligned Adult and Organizational Practices

16. 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
CC/21st Cent. Skills
(Contextual)
Applied Understandings
Type of
Knowledge
Desired
Type of
Instruction
Required
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)

17. 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 collaborations
M7/21 - 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.

18. Coherence
Begins With
Student
Learning
Focus
Universal Skill Set Importance &
Impact
Your Own
Practice
Total Score
Ranking
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 10
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.
5 6 11
M3/E4 - Construct and engage in viable arguments based on evidence and
critique reasoning of others. 8 9 16
E5/21 - Read, write, produce and speak grounded in evidence for a variety
of purposes and audiences. 9 8 17
M1/21 - Make sense of problems and persevere in solving them 4 3 7
E6/21 - Come to understand other perspectives & cultures through reading,
listening, and collaborations 2 2 4
21 - Demonstrate innovation, flexibility and adaptability in thinking
patterns, work habits, and working/learning conditions. 3 7 10
E7/21 - Value and demonstrate personal responsibility, character, cultural
understanding, and ethical behavior 1 1 2
Discrepancy Gap Analysis Matrix
Universal Skills – Leverage Points
Jonathan P. CostaCommon Core Portrait Statements / EDUCATION CONNECTION - Costa – 21st Century Skills Crosswalk

19. Coherence Is Supported
by Assessment
Jonathan P. Costa
Value
Reliability

20. Coherence
Begins With
Student
Learning
Focus
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)
• Classroom
level targets
IAGDs are
always at the
classroom level.
Jonathan P. Costa

21. 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 four key
skills
- Potential/eventual
Smarter Balanced
assessment items
that are aligned with
identified behaviors.
- Local assessments
that are aligned with
each of the four 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
four key skill areas.
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
S-P
Instructional Practices
A-P Professional
Learning Practices
Coherence Pathways – Danbury Leadership
Focus
Engagement
Ownership
Rigor
Alignment
Mission
To prepare every
student for
learning, life, and
work in the 21st
century.

22. Coherence
Begins With
Student
Learning
Focus
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,
P
Jonathan P. Costa

23. Five Steps to Coherence
1. Goals for Learning
(S-G)
2. Student Measures
(S-M)
3. Instructional Practices
(S-P)
4. Adult/Organizational Measures
(A/O-M)
5. Adult/Organizational Practices
(A/O-P)
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 adult measures of
performance connect with and
reflect these priorities?
How will our organizational plans
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 Data from Student Measures
and Reflected in DPI/SPI
Aligned District and Building Plans That
Facilitate Alignment of Resources