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.

1. EDUCATION
CONNECTION
Strategic Planning in the
Cromwell Public Schools
Planning for the
Future of Your District
Introduction and
Overview Materials
October 30th, 2013
© JPC Sr.
2012

2. Planning Message
Mission
Focus
Coherence

3. It Really Is Pretty Simple
Now
What?
What?
So
What?
© JPC Sr.
2012

4. What Will Success Look 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 A Coherence Imperative
Aligned With
Aligned With
© JPC Sr.
2012

6. A Systems
Orientation
How the mechanics
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 Special Causes
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 of Educational 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
Performance Targets:
School Performance Index
Ambitious yet Achievable
88
12

13. Teacher Evaluation Components
OUTCOME
RATING
ANNUAL
TEACHER
RATING
PRACTICE
RATING
13

14. Student Growth
and Development
(45%)
Whole-school
Student Learning
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
Teacher Final 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 evaluation process 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 and Review
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 Happened Before Our Eyes
© Corwin Press - 2011

19. In ONE
Generation…
From going out
of your way to
communicate - to
going out of your
way not to.
© Corwin Press - 2011

20. Our world has changed…
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 For a 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
Less paper, 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.

23. Life
Work
© JPC Sr.
School/Tests
2012

24. Remember
the Mission…
is about
more
than
just
School.
Communicate
Effectively
Independent
&
Collaborative
Information
Adaptable
21st
Century
Skills
Higher-Order
Thinking
Literacy
Personal
Responsibility
© Corwin Press - 2011
& Creative

25. Teaching & Instruction
•
•
•
•
•
•
CCSS instructional 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 the midst 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 do our 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 to do.
What we
want to
do.
© JPC Sr.
What we
are already
doing.
2012

31. Goal Groupings –
1.
2.
3.
4.
Goals for 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 will need 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 chance to 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 Core State 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