This document outlines a presentation on planning for NEASC accreditation with a focus on 21st century skills. It discusses the evolution of educational reform over time from a focus on inputs/outputs to universal proficiency. It emphasizes developing skills like critical thinking, problem solving, collaboration and digital literacy. Charts are included that align student learning goals, assessments, instructional practices and data use to support coherence across these areas. Developing strong measures and using data to connect student learning, adult learning and systems/organizational improvement is highlighted.

1. Planning for NEASC
Focus, Measure, & Connect
21st Century Skills
October 20th 2014
http://digitallearningforallnow.com
http://www.slideshare.net/jpcostasr
costa@educationconnection.org
Jonathan P. Costa

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

3. Connect
Goals
Mission
Leadership
Focus
Practices Measures

4. Coherence Can be Found in the Convergence of These Forces

5. The Evolution of Educational Reform (Have to Do)
Areas of Before 1986 NCLB 2001 PA12-116 2012
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

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

7. Less
paper,
more
pixels.

8. Job one
is to
get to
1:1

9. Equity
Concerns
Until everyone can
have the same thing,
no one can have
anything.
Equitably deficient.

10. Equity
Equation
A device gap is
less
objectionable
than an
access gap.

11. Less single
source,
more
crowd
source.

12. Shifting from Single Source to Crowd Source
Old School
“Read the part of
Chapter 6 on the
Boston Massacre and
be prepared to answer
questions.”
New School
1. Team One find 5 historical
narratives by different authors
2. Team Two find 5 primary source
documents from the trial
3. Team Three find 5 British history
references and opinions
4. Team Four find 5
contemporaneous editorials.

13. Less
just in case,
more
just in time.

14. 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)

15. Coherence Begins With Student Learning Focus
CC ELA
CC Math 21st CS
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.

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

17. Data Based Decision Making
• Asking the questions, “How
do we know (Effect Data)
and “What are we doing
(Cause Data)?” and “How
are these things
connected?”
• How do we use cause and
effect data to guide
evaluation and support
decision making at every
level of the organization?

18. What Student Data Do You Have and Use?
Skill Set
Critical Attributes Assessments & Data Points
(Current)
Assessments & Data Points
(Needed)
Critical Stance
Based on Evidence
M3/E4
Construct and engage in
viable arguments based
on evidence and critique
reasoning of others.
 SMP 3 – Distinguish correct logic in
reasoning from that which is flawed.
 SMP3 –Build a logical progression of
statements to explore the truth about
conjectures.
 SMP 3 -Use stated assumptions,
definitions, and previously established
results in constructing arguments.
 SMP 3 - Recognize and use counter
examples.
 SMP 3 – Contextualize and
decontextualize quantitative
relationships
 E4 - Question an author’s or speaker’s
assumptions and premise
 21 - Effectively analyze and evaluate
evidence, arguments, claims and
beliefs
 21 - Synthesize and make connections
between information and arguments
 21 - Interpret information and draw
conclusions based on the best analysis
 CMT Strand 20 (Grade 5
Only) – State a conclusion
and explain why a claim is or
is not reasonable based on
data
 CMT Reading
Comprehension: Strand D,
Objective 2 - Select,
synthesize and/or use relevant
information within the text(s)
to extend or evaluate the
text(s)
 CAPT Interdisciplinary
Writing
 CAPT Process Standards –
Express mathematical ideas
and arguments with clarity
and coherence.
 Shared Rubrics
 UniformPerformance Task
 Smarter Balanced Interim
Assessments
 Critical attribute level detail
and data

22. Coherence
Begins With
Student
Learning
Focus
Discrepancy Gap Analysis Matrix
Universal Skills – Leverage Points
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/M2/M8/21 - 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
Common Core Portrait Statements / EDUCATION CONNECTION - Costa – 21st Century Skills Crosswalk Jonathan P. Costa

23. What Is Needed?
In a learning environment that supports the
development of these skills:
Students Should Be… Teachers Should Be…

24. The More You DO,
The More You Learn
Passive
Superficial
Active Involvement
Engaged & Empowered

25. Coherence Pathways
Mission
To develop in all
children the
knowledge, skills,
attitudes and
values...
Theory of Action
Focus
Measure
Connect
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

26. Three Principles of Coherence
Measure
what you
value
Value
what you
measure
Measure Connect
Priority
Student
Learning
Priority
Adult
Learning
Priority
Systems
Learning
Focus
Student
Learning
Adult
Learning
Systems
Learning

27. Student Data
Driving
Instructional
Practices &
Decision
Making
Instruction
Driving
Improved
Measures
Professional
Practice
Driving
Improved
Measures
Systems
Driving
Improved
Measures
Adult Data
Driving
Professional
Learning &
Decision
Making
Organizational
Data
Driving
Systems
Decision
Making

28. Teachers
As
Student
Coaches
Data
Supporting
Reflective
Practice
Data
Supporting
Reflective
Practice
Data
Supporting
Reflective
Practice
Administrators
As
Instructional
Coaches
District
Staff
As
Administrator
Coaches

29. Coherence Pathways – 5,000 Foot View Leadership
Domain One
Student Learning
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
Focus
Measure
Connect
O-M
Building &
District
Measures
DPI
SPI
5
10
Other…
A-M
Professional
Measures
45
40
(5/10)
S-M
Student
Measures
Smarter
Balanced &
other valued
summative,
formative,
standardized
and non-standardized
measures
To prepare every
student for
learning, life, and
work in the 21st
O-P
Mission
century.
Building &
District Practices
District or
building
level
plans or
strategies
A-P
Professional
Learning
Practices
Job
focused
& aligned
with
45
5
40
10
S-P
Instructional
Practices
CC/21CS
goal
aligned
teaching
methods
&
strategies
Domain Two
Professional Learning
Domain Three
Organizational Learning
Goals
Mission
Leadership
Practices Focus Measures
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

30. Five Essential Connections for Coherence
1. Goals for Learning
Focus
2. Student Measures
Measure
3. Instructional Practices
Connect
4. Professional Components
(F, M, C)
5. Organizational Components
(F, M, C)
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 professional
components connect with and
reflect these priorities?
How will our organizational
components 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 Goals and Data Tied to Student
Measures and Reflected in DPI/SPI
Aligned District and Building Plans That
Facilitate Alignment of Resources
Goals
Measures
Practices
Goals
Measures
Practices