The document provides an overview of materials for a strategic planning meeting focusing on education in Region 14 Public Schools, including an introduction, planning messages, and information on goals for student learning, teaching and instruction, leadership focus, professional evaluation and support, and aligning resources with priorities.

1. EDUCATION
CONNECTION
Strategic Planning in the
Region 14 Public Schools
Planning for the
Future of Your District
Introduction and
Overview Materials
September 24th, 2012
© 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 Reg. 14 Strategic Plan should:
1. Command respect and derive support from a
broad cross-section of the Reg. 14 Public School
Community.
2. Articulate 2-4 priority strategic goals that will serve
as key areas of developmental focus over the next
several years.
3. Provide suggested indicators of success, strategies
and action plans for continuously improving
performance and/or building capacity in those
areas of focus.
© JPC Sr. 2012

5. Goals for
Learning
Teaching & Assessment
Instruction & Data
Leadership
Curriculum &
Focus
Resource
Communication Deployment
Professional Professional
Evaluation Support
© JPC Sr. 2012

6. 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 Smarter Balance
Protocols Rank and Sort Tests for ALL
(IPI) for All
No News is
Accountability Label Failing Schools Ranking Every District,
Good News School and Teacher
Certifications &
Teacher Prep Get A Degree BEST
Certifications, TEAM,
and SEED
State Standards & Multi-State
Curriculum Table of Contents Frameworks Unified Standards
Pencil & Paper With Digital With
Testing Tools Pencil & Paper Performance Tasks Performance Tasks
Student Abilities
Grouped & Integrated (N=40)
Integrated &
Labeled Scrutinized (N=20)
Common Core Aligned
Instructional Focus Teacher Dependent Standards Aligned
And Digitally Supported
Ready for K Need for Pre-School Pre-K and Full-K Standards
Inputs/Outputs
59.9 to leave Skill Demonstrations Demonstrations & Tests
© EC 2012

7. 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

8. 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

9. Student Growth Whole-school Observations of Peer or Parent
and Development Student Learning Performance and Feedback (10%)
(45%) Indicators or Practice (40%)
Student Feedback
(5%)
Outcome Practice Rating
Rating (50%) (50%)
All of these factors are combined to reach your final annual
rating (as described in the Connecticut guidelines).
9/23/2012 9

10. Teacher Practice Related Indicators Rating
Exemplary Proficient Developing Below Standard
Gather further
Exemplary Exemplary Exemplary Proficient
information
Student Related Indicators Rating
Gather further
Proficient Exemplary Proficient Proficient
information
Developing Proficient Developing Developing Below Standard
Gather further
Below Standard Below Standard Below Standard Below Standard
information

11. Teaching & Instruction Goals for Learning Assessment & Data
• CCSS instructional shifts • Common Core State Standards • K-3 reading performance
• Text/content dependency practices • Student data sets for use in TEM
• SBAC alignment and integration • SBAC aligned strategies,
instructional implementation and
daily analysis for improved practice
Leadership Focus
• DPI/SPI/IPI rankings Resource Deployment
Curriculum & Communication • DIP/SIP planning • Unified chart of accounts
• CCSS Integration and alignment for • Evaluation, tenure and support • Charter school funding process (29-31)
ELA and math processes • MBR and small district guidelines
• Posting of choice options on website • Governance Councils (if needed)
Professional Evaluation Professional Support
• K-3 reading instruction test (every year) • Reading instruction
• New Teacher/Administrator Evaluation Model • Elimination of CEU requirements
implementation (SBOE Guidelines) • Professional Development Committee
• Rate every teacher every year • Individual and small group coaching sessions
• Tenure and termination process changes. (preponderance of 18 hours focused on priorities) and
• Validator practices instructional practices
• Evaluation and support training by 7/1/14
Red = 12-116 (CSDE)

12. The Mission
To prepare
EVERY student
for learning, life,
and work
in the 21st century.
© Corwin Press - 2011

13. What’s Your Motivation?
© JPC Sr. 2012

14. Mission
Long View
The future of
learning and
work
is digital.
© Corwin Press - 2011

15. Yes, It’s Happened Before Our Eyes
© Corwin Press - 2011

16. In Less Than
A Generation…
• From isolation to
communication as the
norm.
• From going out of your
way to communicate to
going out of your way
not to.
© Corwin Press - 2011

17. The World is One
Information Sharing Network
6. Baidu.com
1. Google (A Chinese language search engine)
2. Facebook 7. Blogger.com
3. YouTube 8. Wikipedia
4. Yahoo! 9. QQ.COM (A Chinese
language IM program)
5. Windows Live
(Microsoft search)
10. Twitter
© Corwin Press - 2011

18. How Would
You Answer?
What happens
to learning
when everyone
can get
anything from
anywhere?
© Corwin Press - 2011

19. Life
Work Learning
© JPC Sr. 2012

20. Life
Common
Core
Work 25%
School/Tests
© JPC Sr. 2012

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

22. Life
Common
Core & 21st
Century
Skills
Work School/Tests
© JPC Sr. 2012

23. Teaching & Instruction Goals for Learning Assessment & Data
• CCSS instructional shifts • Common Core State Standards • K-3 reading performance
• Text/content dependency practices • 21st century skill identification • Student data sets for use in TEM
• SBAC alignment and integration (academic/civic & social) • SBAC aligned strategies,
• Non-tested curriculum with
• 21st century skills practice instructional implementation and
CCSS/21CS integration
• Information literacy integration daily analysis for improved practice
• Balance between mandated and local
• Instructional practices for a digital values • 21st century skill and performance
learning environment task assessments
• Independent and collaborative • Real world digital skill and
practices and support
Leadership Focus attribute assessment
• DPI/SPI/IPI rankings Resource Deployment
Curriculum & Communication • DIP/SIP planning • Unified chart of accounts
• CCSS Integration and alignment for • Evaluation, tenure and support • Charter school funding process (29-31)
ELA and math processes • MBR and small district guidelines
• Posting of choice options on website • Governance Councils (if needed) • Allocation of time and schedules to align
• 21st century skill integration • Mission and community-wide with priorities and needs
• Non-tested curriculum renewal with expectations • Alignment of resource allocations with
CCSS/21CS integration and • Coherence and systems approaches digital learning processes
readiness • Planning for digital transitions
Professional Evaluation Professional Support
• K-3 reading instruction test (every year) • Reading instruction
• New Teacher/Administrator Evaluation Model • Elimination of CEU requirements
implementation (SBOE Guidelines) • Professional Development Committee
• Rate every teacher every year • Individual and small group coaching sessions
• Tenure and termination process changes. (preponderance of 18 hours focused on priorities) and
• Validator practices instructional practices
• Alignment of teaching practice with 21 CS • Evaluation and support training by 7/1/14
• Beyond CT Framework of reference- strengths and • Providing professional learning opportunities
weaknesses - ensuring that TEM values what it • Rethinking the expectations of professional learning –
measures and measures what it values. impact on TEM – alignment with TEAM
Red = 12-116 (CSDE) Green = NEASC Blue = Digital Learning

24. Philosophy "Pride Through Excellence"
WHAT WE EXPECT OF EVERY STUDENT AT REGION 14
Every student is responsible for his/her own language, manners, and behavior as we are all affected by them. Every student should help in keeping the school and
grounds clean and safe.
VISION STATEMENT
The Region 14 School District will rank in the top ten of school districts in the State of Connecticut on all current measures of school effectiveness.
MISSION STATEMENT
We, the educational community of the Region 14 School District, are dedicated to creating a quality, dynamic learning environment so that each individual learner
becomes a respected contributing member of the community with values, skills and resources that promote the advancement of society.
REGION 14 COMMON CORE OF BELIEFS
AUTHENTIC ASSESSMENT: We believe that the assessment of learning is multi-dimensional in nature and designed to provide insights to the processes,
understandings and outcomes of genuine learning of an individual. We believe that assessment should be ongoing, systematic and reflect the multifaceted growth
of the individual.
COLLABORATION: We believe in the importance of the energy and enjoyment that comes from working with others. We encourage teaming and are dedicated to
finding the time it takes to make decisions by means of consensus. We believe that learning is built upon strong relationships that foster self esteem.
COMMUNICATION: We believe that processing effective communication skills is imperative for the enrichment of the learning process and to satisfy the demands
of daily interaction. For optimal growth, we believe an individual must possess skills that allow them to access external resources and demonstrate his/her internal
wealth.
COMMUNITY: We believe that building a sense of community can only be accomplished if the learners have a sense of ownership in their schools. We believe that
this sense of ownership will be engendered in learners when a measure of control is entrusted to them. We believe that learners will accept responsibility for the
well being and success of a school that is "theirs."
FLEXIBILITY: We believe that our world is changing at an extraordinary rate and we must work to expect and accept that change. We believe that effective
learners welcome the exploration of alternatives and can adapt to new situations. We believe that the educational process itself requires ongoing evaluation and
adjustments in response to the manifestations of constant change.
INCLUSION: We believe that the opportunity to learn is an entitlement that will not be determined by individual differences. We believe that all students have the
right to a quality education to develop their own unique gifts and unrealized potential. We believe that sustaining these expectations will dictate high standards for
all members of the institution.
INTEGRATING THE CURRICULUM: The world is an integrated whole and schools should reflect that orientation. We believe that individual subject areas are
merely perspectives or ways of knowing, and that learning becomes more meaningful when these "parts" are interconnected with a common theme for the purpose
of fusing them into a web of real understanding.
We wish to develop in the child a mind to think and a heart to love. To this end we will teach students graduating from Region 14 to demonstrate:
The skills and confidence necessary to be life-long learners and risk takers, with the ability to adapt and cope in an ever changing world.
The ability to understand and to use effectively language, mathematics, science, social science and technology as tools of the 21st century.
The ability to identify a problem and to utilize decision-making, reasoning and problem solving skills, thereby working through the problem to arrive at viable
alternative solutions.
An understanding of the artistic accomplishments of the world and explore, develop and express their own uniqueness and creativity.
The ability to understand and develop the skills necessary to function as a responsible individual and/or group member in the multiple roles of citizen, family
member, parent, worker and consumer in a democratic society.
A personal, social and moral responsibility in dealing with health, global and environmental issues, recognizing the necessity for moral and ethical conduct.
An understanding and respect for, appreciation of, and sensitivity to a multi-cultural and world view, thereby enabling them to interact effectively and to work
cooperatively with diverse ethnic and cultural groups.
An understanding of the benefits of proper nutrition and lifetime fitness, enabling them to pursue a future which incorporates good health practices and a variety of
leisure time activities.

25. Focus
What are
the key
leverage points
that will drive
mission
sustainability?
© Corwin Press - 2011

26. The Pareto
Principle
Focus - the law of the
Vital
Few
© Corwin Press - 2011

27. Alignment is A Coherence Imperative
Aligned With
Aligned With
© JPC Sr. 2012

28. Common and Special Causes
One of Deming’s most significant insights.
Mission
Common  Systemic
 Predictable
Driven
Causes  Controllable Decision
Making
Special  Random In-Context
 Unpredictable Problem
Causes  Beyond
Control Solving
© Corwin Press - 2011

29. Coherence
Connecting the
dots
in the midst of
tumult, stress and
confusion.
© Corwin Press - 2011

30. Goals for
Learning
Teaching & Instruction Assessment & Data
• Common Core State
Standards
• 21st Century Skills
Leadership Focus
Curriculum & Resource
Communication Deployment
Professional Evaluation Professional Support

31. Goals for
Learning
Teaching & Instruction Common Core State
Standards and 21st Assessment & Data
Instructional Practice –
Century Skills Supporting Data
Rigor and Higher Order
Driven Instruction
Engagement.
Leadership Focus
Connecting the Dots – Align
everything with the three
Curriculum & Communication themes you see above. Resource Deployment
Professional Evaluation Professional Support

32. Goals for
Learning
How do our
curricular and
Teaching & Assessment &
instructional
Instruction
support materials Data
How do our teaching How do our assessment
practices, improvement align with and measurement
mechanisms and Common Core and systems align with our
evaluation systems align 21st Century Skill goals for learning,
with our goals for Priorities? teaching practices, and
learning? the demands of data
driven instruction?

33. What we
have to do.
What we What we
want to are already
do. doing.
© JPC Sr. 2012

34. Goal Groupings –
Back to Basics
1. Goals for learning – how do our curricular
and instructional support materials align
with Common Core and 21st Century Skill
Priorities?
2. Instructional practices – how do our
teaching practices, improvement
mechanisms and evaluation systems align
with our goals for learning?
3. Assessment practices – how do our
assessment and measurement systems
align with our goals for learning, teaching
practices, and the demands of data driven
instruction?

35. Many school mandates, but just...
12-116/CT Reform CCSS/SBAC NEASC
Shifting the focus to student Rigorous content and Ensure a focus on
performance. adaptive online assessment. 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 Universal & Rigorous and
Century Aligned Progress
Common
Skills/Content Instruction with Monitoring
Goals Assessments High Engagement
© JPC Sr. 2012

36. 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.

37. Dates & Outcomes
Tuesday, September 24, 2:00-6:00 PM
– Kickoff
– Overview of Process
– Form Goal Groups
Friday, October 22, 12:00-6:00 PM
– Mission Statement Discussion, Revision and
Redevelopment (Add/Enhance/Delete)
Thursday, October 29, 3:30-6:30 PM
– Develop Language for Goal Statements
Thursday, November 19, 3:30-5:30 PM
– Goal Group Data Collection Assignment
Monday, December 14, 8:00 AM-2:00 PM
– Goal Group Data Presentation and Analysis
– Strategies Evaluation (Start/Stop/Continue)
Monday, January 17, 3:30-7:30 PM
– Finalize Goals
– Strategy Framework/Template

38. Next Steps…
(before 10/22/12)
1. Last chance to jump ship….
2. Do your research… review the resources
(see next slide) and become familiar
with what is required.
3. Examine the mission and beliefs
statement. Do they still reflect the most
important vision and beliefs for the
Region 14 Public Schools – what you
add/enhance/delete from that document
to bring it into greater alignment with
the current context?
4. Think about which question you would
like to be associated with.
5. Give us your preferred email contact
address for future communications.

39. 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

40. 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