Key content slides from the 8/28 presentation to Chappaqua administrators regarding Jonathan Costa's Strategic Coherence Planning process.

1. Chappaqua Central School District
Pursuing Strategic Coherence
Jonathan P. Costa, Sr.
August 28th, 2017
costa@edadvance.org
Jonathan P. Costa

2. District-Wide Planning as Backwards Design
Compared to
Leading to

3. “What We Want” Assumptions
Analog history
Defense of the past
Improve everything
Uncoupled autonomy
Traditional measures
Compliance accountable
Do more work harder
Digital future
Mission future focused
Make high-leverage choices
Connected systems
Mission aligned measures
Mission accountable
Aligned coherent action

4. These Shifts are Already Market Reality
Less paper
Less about facts
Less just in case
Less about volume
Less about single sources
Less about certifications
Less about compliance
More pixels
More about skills
More just in time
More about rigor
More about synthesis
More about experiences
More about creating value

5. Time Span Between Disruptions
(not to scale)
1. Agricultural 1
2. Agricultural 2
3. Industrial
4. Digital
5. Mobile
6. Algorithmic/Art. Int.
10,000 BC 1700 1860 1960 2008 2014
Six Culturally
Transformational
Changes

6. Explicitly Connect Foundational Systems
Mission
Leadership
Focus
Goals
MeasuresPractices

7. Highest Leverage Goals for Student Learning
Critical & Creative
Problem Solving
Analyze &
Construct
Arguments Based
on Evidence
Meaningful &
Purposeful
Communication &
Collaboration
Digital Literacy
& Information
Fluency

8. Focus Relentlessly on Those Things That Matter Most

9. Coherence Is Supported
by Assessment
Value
Reliability

10. Traditional
Measures of
Success
Mission Aligned
Evidence and
Measures of
Success

11. Rethinking the focus of the “How”
Industrial Model Information Model
In a factory-based, one-process-fits all environment, those with talents and skills
aligned with the process moved to the right of the bell curve. In a digital environment,
the market and new tools for learning will challenge you to differentiate the learning
strategy so that the whole learning curve can move to the right.
Standardized
Processes
LEAD
TO
Variable Achievement
Variable Processes
LEAD
TO
Uniformly
Higher
Achievement

13. Goals for
Learning
Assessment
& Measurement
Policy and
Regulation
Community
Engagement
Instructional
Practices
Resource
Deployment
Leadership
Focus
Coherence/Focus

14. 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 beyond
school

15. 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
High Leverage Goals
(Contextual)
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)

16. Here’s the Deal:
In exchange for your
willingness to focus on
Chappaqua’s shared high-
leverage goals, practices
and measures, you will find
an increased sense of
balance, purpose, and
demonstrated efficacy.

17. P
l
a
n
s
Costa - Strategic Coherence Planning Focus – Measure - Connect
Current State Beginning Progressing AccomplishingInnovation
Configuration
Non-Use Orientation Preparation Mechanical Routine Refinement Renewal
Levels of
Use
Awareness Informational Personal Management Consequence Collaboration Refocusing
Stages of
Concern
Adapted from Implementing Change: Patterns, Principles, and Potholes
(4th Edition) by Gene E. Hall & Shirley M. Hord Ph.D.
Time
Resistance
Performance
Leadership Danger Zone
Maximal Failure Potential

18. Strategic Coherence Planning Process
Commit to
Principles
of Coherence
Planning
- Focus
- Connect
- Mission/Beliefs
- Commit to High
Leverage Skills
Data Scan
Internal and
External
Performance and
alignment of
foundational and
supporting systems
of student
learning.
Aligning
Actions With
Strategic
Focus
- Actions
- Outcomes
- Timelines
- Responsibilities
- Innovation
Configuration
Mapping
Results
Analysis
Identifying
patterns and
priorities
Defining the gap
between desired
and current
state.
Focus
Setting
Identify
Priority
Strategic
Actions
Indicators of
Success

19. 1. The district has identified, defined and committed to supporting a focused
set of appropriate student learning goals that will ensure student success
in life, learning and work beyond school.
2. The district has committed to supporting instructional and adult learning
strategies that ensure rigorous, digitally supported pedagogical
experiences aligned with the district’s student goals.
3. The district uses and reports on appropriate and balanced measures of
student and adult success that are aligned with its student learning goals.
4. The district aligns its supporting organizational systems to support the
acquisition of its student learning goals.
C
O
H
E
R
E
N
C
E
Costa - Strategic Coherence Planning Focus - Connect

20.  Systemic
 Predictable
 Controllable
Common
Causes
 Random
 Unpredictable
 Beyond
Control
Special
Causes
Common and Special Causes
One of Deming’s most significant insights.
Mission
Driven
Decision
Making
In-Context
Problem
Solving
85
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