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Cromwell Plan Opening Share
The document provides an overview of materials for strategic planning in the Cromwell Public Schools. It discusses developing a strategic plan that: 1. Gains support from the school community by articulating 2-4 priority goals and suggested indicators, strategies, and action plans for improving performance in focus areas. 2. The plan should align the district's goals for learning, teaching and instruction, curriculum, leadership, professional development, resource allocation, and assessment practices. 3. An effective strategic plan provides a coherent systems approach that connects all elements of the district to achieve common goals for student learning and development.
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Cromwell Plan Opening Share
- 1. EDUCATION CONNECTION Strategic Planning inthe Cromwell Public Schools Planning for the Future of Your District Introduction and Overview Materials October 30th, 2013 © JPC Sr. 2012
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- 3. It Really IsPretty Simple Now What? What? So What? © JPC Sr. 2012
- 4. What Will SuccessLook Like? To justify the investment of time and resources, when completed, the Cromwell Strategic Plan should: 1. 2. 3. © JPC Sr. Command respect and derive support from a broad cross-section of the Cromwell Public School community. Articulate 2-4 priority strategic goals that will serve as key areas of developmental focus over the next several years. Provide suggested indicators of success, strategies and action plans for continuously improving performance and/or building capacity in those areas of focus. 2013
- 5. Alignment is ACoherence Imperative Aligned With Aligned With © JPC Sr. 2012
- 6. A Systems Orientation How themechanics of district work impact how things get accomplished and how work is sustained. © Corwin Press - 2011
- 7. Goals for Learning Assessment & Data Teaching& Instruction Curriculum & Communication Leadership Focus Professional Evaluation © JPC Sr. Resource Deployment Professional Support 2012
- 8. Common and SpecialCauses One of Deming’s most significant insights. Common Causes Special Causes © Corwin Press - 2011 Systemic Predictable Controllable Mission Driven Decision Making Random Unpredictable Beyond Control In-Context Problem Solving
- 9. The Evolution ofEducational Reform Areas of Before 1986 NCLB 2001 PA12-116 2012 Focus Universal Access Universal Proficiency Universal Measures Learning Goals Locally Determined State by State 46 State Consortia (Math, LA, Science) Assessment Protocols Rank and Sort Tests for ALL Smarter Balance (IPI) for All Accountability No News is Good News Label Failing Schools Ranking Every District, School and Teacher Teacher Prep Get A Degree Certifications & BEST Certifications, TEAM, and SEED Curriculum State Standards & Frameworks Multi-State Unified Standards Testing Tools Pencil & Paper Pencil & Paper With Performance Tasks Digital With Performance Tasks Student Abilities Grouped & Labeled Integrated (N=40) Instructional Focus Teacher Dependent Standards Aligned Common Core Aligned And Digitally Supported Inputs/Outputs © EC Table of Contents Ready for K 59.9 to leave Need for Pre-School Skill Demonstrations Pre-K and Full-K Standards Demonstrations & Tests Integrated & Scrutinized (N=20) 2012
- 10. Common Core State Standards -Organized by the Governors Association (not the USDOE) - 46 States have adopted the CCSS (Language Arts and Math) - They are the official state standards in Connecticut and have been since July 2010. © JPC Sr. 2012
- 11. SMARTER BALANCE Assessment Consortia -Starting in 2014-2015 these adaptive online assessments will change the game for 36 participating states. - 2015-2016 use of tablets will also be required for portions of the math assessment. - They are INTENDED to impact instruction. Teaching to the test is not a bad thing... if it’s a good test. © JPC Sr. 2012
- 12. School Performance Index PerformanceTargets: School Performance Index Ambitious yet Achievable 88 12
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- 14. Student Growth and Development (45%) Whole-school StudentLearning Indicators or Student Feedback (5%) Outcome Rating (50%) Observations of Performance and Practice (40%) Peer or Parent Feedback (10%) Practice Rating (50%) All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines). 10/29/2013 14
- 15. Administrator Final Summative Rating TeacherFinal Summative Rating Outcome Rating 50% Outcome Rating 50% 5% Teacher Effectiveness Outcomes 45% Multiple Student Learning Indicators These percentages are derived from the same set of data These percentages may be derived from the same set of data 45% Student Growth and Development 5% Whole-School Student Learning Indicators or Student Feedback Practice Rating 50% Practice Rating 50% 40% 40% Observations of Performance & Practice Observations of Performance & Practice 10% Stakeholder Feedback Survey data gathered from the same stakeholder groups should be gathered via a single survey, when possible 10% Peer or Parent Feedback
- 16. The annual evaluationprocess for a teacher shall at least include, but not be limited to, the following steps, in order: 1. Goal-setting and Planning Orientation on process Teacher Reflection and Goal Setting Goal-setting Conference 2. Mid-year Check-ins 3. End-of-year Summative Review 10/29/2013 16
- 17. Summative Rating andReview Overall Practice Rating 3 2 1 4 Overall Outcomes Rating 4 Rate Exemplary Rate Exemplary Rate Proficient Gather further information 3 Rate Exemplary Rate Proficient Rate Proficient Rate Developing 2 Rate Proficient Rate Proficient Rate Developing Rate Developing 1 Gather further information Rate Developing Rate Developing Rate Below Standard 17
- 18. Yes, It’s HappenedBefore Our Eyes © Corwin Press - 2011
- 19. In ONE Generation… From goingout of your way to communicate - to going out of your way not to. © Corwin Press - 2011
- 20. Our world haschanged… 1. It is flat. 2. It is digital. 3. It is constantly evolving. 4. It is increasingly unforgiving to those who are unskilled. http://digitallearningforallnow.com © Corwin Press - 2011
- 21. Preparing Students Fora Knowledge Economy Subject Area Responsibilities Type of Knowledge Desired Type of Instruction Required Content (Declarative) Facts Lecture, video, films, assigned readings and memory activities. Type of Assessment Required Recall & recognition based quizzes, tests, and activities. Multiple choice, matching, etc. (SAT/AP/Exams) Amount of Time Required Discrete units, spiraled and predictable. Content Skills (Procedural) Discrete Skills Classroom or textbook problems, experiments, discussions, practice and repetition. Checklists, analytic rubrics, or other agreed upon skill standards (AP/CMT/CAPT/Exams) Discrete units, spiraled and predictable. Align Your Systems With Your Goals for Learning Everyone’s Responsibility 21st Cent. Skills (Contextual) Applied Understandings Complex projects, real time explorations, authentic and relevant skill applications. Holistic and, analytic rubrics, or other agreed upon standards of rigor (Portfolios, Exhibitions, Etc) Ongoing, systemic and without a finite or predictable end.
- 22. Less & More Lesspaper, more pixels. Less single source, more crowd source. Less compliance, more true critical thinking. Less just in case, more just in time. Less about tests, more about being tested.
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- 25. Teaching & Instruction • • • • • • CCSSinstructional shifts Text/content dependency practices SBAC alignment and integration 21st century skills practice Information literacy integration Instructional practices for a digital learning environment Independent and collaborative practices and support • Curriculum & Communication • • • • CCSS Integration and alignment for ELA and math Posting of choice options on website 21st century skill integration Non-tested curriculum renewal with CCSS/21CS integration and readiness Goals for Learning Common Core State Standards 21st century skill identification (academic/civic & social) • • • Non-tested curriculum with CCSS/21CS integration Balance between mandated and local values • • • • • • • • • • • • • • DPI/SPI/IPI rankings DIP/SIP planning Evaluation, tenure and support processes Governance Councils (if needed) Mission and community-wide expectations Coherence and systems approaches Planning for digital transitions • Resource Deployment • • • Unified chart of accounts Charter school funding process (29-31) MBR and small district guidelines • Allocation of time and schedules to align with priorities and needs Alignment of resource allocations with digital learning processes • Professional Support New Teacher/Administrator Evaluation Model implementation (SBOE Guidelines) Rate every teacher every year Tenure and termination process changes. Validator practices Alignment of teaching practice with 21 CS Beyond CT Framework of reference- strengths and weaknesses - ensuring that TEM values what it measures and measures what it values. Red = 12-116 (CSDE) Student data sets for use in TEM SBAC aligned strategies, instructional implementation and daily analysis for improved practice 21st century skill and performance task assessments Real world digital skill and attribute assessment Leadership Focus Professional Evaluation • Assessment & Data • • • • • • • • Elimination of CEU requirements Professional Development Committee Individual and small group coaching sessions (preponderance of 18 hours focused on priorities) and instructional practices Evaluation and support training by 7/1/14 Providing professional learning opportunities Rethinking the expectations of professional learning – impact on TEM – alignment with TEAM Green = NEASC Blue = Digital Learning
- 26. Coherence Connecting the dots in themidst of tumult, stress and confusion. © Corwin Press - 2011
- 27. Goals for Learning Teaching &Instruction Instructional Practice – Rigor and Higher Order Engagement. Common Core State Standards and 21st Century Skills Assessment & Data Supporting Data Driven Instruction Leadership Focus Curriculum & Communication Connecting the Dots – Align everything with the three themes you see above. Professional Evaluation Make sure this measures the above…. Resource Deployment Professional Support
- 28. Many school mandates,but just... 12-116/CT Reform CCSS/SBAC NEASC Shifting the focus to student performance. Rigorous content and adaptive online assessment. Ensure a focus on 21st Century Skills. Process Focus Content Focus Process & Content ...one Mission. Pursued through one pathway and one plan. Ensuring all students are challenged and successful by acquiring the skills knowledge needed for 21st century success. CCSS & 21st Century Skills/Content Goals © JPC Sr. Universal & Common Assessments Rigorous and Aligned Instruction with High Engagement Progress Monitoring 2012
- 29. Teaching & Instruction How doour teaching practices, improvement mechanisms and evaluation systems align with our goals for learning? Goals for Learning How do our curricular and instructional support materials align with Common Core and 21st Century Skill Priorities? Assessment & Data How do our assessment and measurement systems align with our goals for learning, teaching practices, and the demands of data driven instruction? Professional Evaluation implementation and other systems alignment How do the supporting systems align with these priorities and mandates?
- 30. What we have todo. What we want to do. © JPC Sr. What we are already doing. 2012
- 31. Goal Groupings – 1. 2. 3. 4. Goalsfor learning – how do our curricular and instructional support materials align with Common Core and 21st Century Skill Priorities? Instructional practices – how do our teaching practices, improvement mechanisms and evaluation systems align with our goals for learning? Assessment practices – how do our assessment and measurement systems align with our goals for learning, teaching practices, and the demands of data driven instruction? Professional Evaluation implementation and other systems alignment - how do the supporting systems align with these priorities and mandates?
- 32. Resource Deployment …and you willneed to do it all with just the resources you have now, or perhaps even less than that. Choices will need to be made.
- 33. Dates & Outcomes Wednesday,October 30, 1:00-5:00 PM – Kickoff – Overview of Process – Form Goal Groups Wednesday, November 20, 3:00-4:30 PM – Data Gathering Check-In Tuesday, December 17, 8:30 AM - 3:30 PM – Mission Statement Discussion, Revision and Redevelopment (Add/Enhance/Delete) Monday, January 6, 8:30 AM - 3:30 PM – Mission work completed (if needed) – Goal Group Data Presentation and Analysis – Strategies Evaluation (Start/Stop/Continue) Thursday, January 23, 3:00-5:00 PM – Finalize Goals – Strategy Framework/Template
- 34. Next Steps… 1. 2. 3. 4. 5. Last chanceto jump ship! Think about which of the four research questions you would be most comfortable exploring. Meet with your group, follow the agenda template, and identify resources needed to answer your research questions. Start your work… review the resources (see next slide) and help as planned, Identify someone to represent your group at then next session (one internal and one external)
- 35. Planning Resources Common CoreState Standards http://www.corestandards.org/ Connecticut SEED (Educator Evaluation) http://www.connecticutseed.org NEASC Standards http://cpss.neasc.org/selfstudy_onsite_visit/selfstudy_materials_for_2012_schools/ Public Act 12-116 http://www.cga.ct.gov/2012/act/pa/pdf/2012PA-00116-R00SB-00458-PA.pdf Smarter Balanced Assessment Consortium http://www.smarterbalanced.org/smarter-balanced-assessments/ To view these slides and access these links: www.slideshare.net/jpcostasr
- 36. Contact Information Jonathan P.Costa, Sr. Director, School/Program Services EDUCATION CONNECTION costa@educationconnection.org 860-567-0863 To view slides: www.slideshare.net/jpcostasr Book Questions: info@digitallearningforallnow.com Book Web Page: www.digitallearningforallnow.com Book Order: www.sagepub.com/books/Book237875 © Corwin Press - 2011
Editor's Notes
- #3 This is the defining challenge of our times in public school.
- #16 This slide is to illustrate the relationship between teacher and administration evaluation. The 45% is what is used as the Whole School indictor (5%) for the teacher evaluation.Conversely the 45%n for teacher evaluation- success on teacher SLOs is what contributes to the administrator’s 5% rating.The same survey may be used to help determine the 10% goal for teachers while providing the stakeholder feedback for the administrator’s 10% goal and rating.
- #27 This is the defining challenge of our times in public school.