Slides for Salisbury Central School

1. Finding Coherence
Focus, Measure, & Connect
Salisbury Central School
September, 24th 2014
http://digitallearningforallnow.com
http://www.slideshare.net/jpcostasr
costa@educationconnection.org
Jonathan P. Costa

2. all the
stuff we
have to
do,
and all
the stuff
we want
to do.

3. 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

4. Yes, It’s Happened Before Our Eyes

5. 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.

6. Disruptive
Questions
What would an “open
phone test” look like?
What happens when
everyone can get
anything from
anywhere?

7. The More You DO,
The More You Learn
Passive
Superficial
Active Involvement
Engaged & Empowered
*Adapted from National Training Laboratories, Bethel, Maine

8. 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)

9. 5 Minutes of
Reflection
Have to –Want to
Paper – Pixels
Single – Crowd
In Case – In Time

10. Three Principles of Coherence
Measure
what you
value
Value
what you
measure
Priority
Student
Learning
Priority
Adult
Learning
Priority
Systems
Learning
Student
Learning
Adult
Learning
Systems
Learning
Focus Data Connections

11. 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?

12. 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

13. Coherence Pathways – 10,000 Foot View Leadership
Domain One
Student Learning
S-G Goals for Student Learning
• All goals for student
learning
A-G Goals for Professional Learning
• All goals for adult
learning
O-G Goals for Building and District
• All building or district
improvement goals
Focus
Measure
Connect
O-M
Building &
District
Measures
All the
ways we
measure
building
and
district
progress.
A-M
Professional
Measures
All the
ways we
measure
individual
adult
learning
and
practice.
S-M
Student
Measures
All the
ways we
measure
student
learning.
To prepare every
student for
learning, life, and
work in the 21st
O-P
Mission
century.
Building &
District Practices
All the
plans we
make for
buildings
and
district
progress
A-P
Professional
Learning
Practices
All the
ways
we lead
adults
to learn
S-P
Instructional
Practices
All the
ways we
lead
students
to
learning
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

14. 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

15. 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

16. 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

17. Our task this year is to…
• Reflect and refine our Mission, Beliefs, Vision and
Goals based on what we have learned and
experienced since these items were last explored….
• Take stock of our current state through the lens of
those changes.
• Determine Salisbury Central’s Focus, Measure and
Connect priorities to guide our forward progress.

18. What we
have to do.
What we
are already
doing.
What we
want to
do.

19. Regional
Considerations
Mission
The mission of Central Office is to provide leadership and support to administrators, teachers, board members, and the
community, in order to inspire a passion for teaching and learning and ensure all children are challenged and
expected to learn. This can be achieved when we establish high expectations, enrich curricula and form mutual
partnerships in respectful, caring environments.
Vision
The vision for our regional schools is to be strong learning communities. We must focus on continuous improvement
and creativity throughout our organization and resist the temptation to accept the status quo.
Values
Every school environment will be safe, positive, nurturing, and respectful.
Collaboration amongst colleagues is the foundation of school improvement.
Parents and community members are an integral part of our school culture.
Every school will guarantee the presence of a viable curriculum that is driven by high quality instruction and
assessment in all content areas.
The development of the whole child is everyone’s responsibility.
Beliefs
All children will learn, and it is every educator’s responsibility to see that learning occurs in every student.
All educators will continue to grow and learn.
All schools will continue to improve and raise the level of achievement, as well as the social-emotional and physical
growth of their students.
Teaching is a profession and requires all practitioners to respect and model the expected behaviors and to engage in
activities beyond the realm of their classrooms.
Regional Initiatives
1. To improve student achievement as evidenced by multiple data sources such as local, regional, state,
and national assessments with benchmarks established by each school through the use of Common
Core, SRBI/RTI, PBIS, and Differentiated Instruction
2. To begin implementation of the new regional teacher and school leader evaluation plans
3. To promote active citizenship within and among faculty, staff and students using the following
indicators: self-management, increased involvement, communication, respect, outreach, and shared
leadership (including systematic responsiveness to at–risk youth)
4. To implement a “guaranteed and viable curriculum” tied to comprehensive formative and summative
assessments utilizing the Common Core of Teaching and the instructional core (student, teacher,
content) for example:
 Regional and School Grade Level Meetings – Outcomes
 Strategies for Intervention
 Regional Continuum of Professional Practice
 Regional Assessments Aligned to the CCSS
 Continuous Assessment and Improvement of School Safety and Security

20. Your School
Baseline
MISSION
ACHIEVEMENT - RESPECT - RESPONSIBILITY
EFFORT - COOPERATION
• The aim of education at Salisbury Central School is to promote independence of thought and spirit
and to help students function and be productive members of society. Students will learn at high
levels, in a challenging, supportive environment. Each student will come to school prepared to learn,
will be responsible for his or her own learning, will demonstrate a concern for others, and will enter
into learning activities with curiosity and energy.
S.C.S. PHILOSOPHY
• At S.C.S. equal educational opportunities exist for all students. Our commitment is to provide
activities which enhance each student’s intellectual, physical, social, and emotional development.
Academics and the needs of students are held in equal value. The dignity and uniqueness of the
individual are respected. We strive to create a learning environment that meets individual needs and
learning styles.
• In keeping with the definition based on the Latin verb, educere, the role of the teacher is to lead,
draw, or bring out. Methods of teaching are based on the principle that students learn best by seeing
and doing. Teachers emphasize student participation and responsibility in the learning process.
• The faculty maintains a policy of firmness, and consistency in student-teacher relationships. Good
discipline is important to everyone in the school in order that an atmosphere of uninterrupted
learning and student safety prevails.
• Open communication among students, staff, parents and community is fostered. The relationship
between parents and teachers is one of cooperation and sharing in seeking to provide the best
possible educational environment of each student. Our goal for our school is to guide students in
becoming sensitive and productive human beings who enjoy learning and who are, therefore,
equipped to meet challenges during their high school years and their future as members of society.

21. Your School
Baseline
Salisbury Central School Goals
1. Salisbury Central School supports the idea that “the core mission of formal education is not simply to ensure
that students are taught but to ensure that they learn” (Dufour, 2004). In 2013-2014, SCS staff will further
capitalize on this idea by conducting research and developing a plan to become a more formalized Professional
Learning Community focused on improvement of student learning through meaningful professional
development, staff collaboration and active monitoring of student achievement. SCS will do the following to
achieve this goal:
a. Conduct research regarding what it means to be a true PLC;
b. Conduct an internal audit and gap analysis;
c. Make recommendations for transformation for the 2014-2015 school year focusing on these areas
i. Curriculum
ii. Instruction and intervention
iii. Assessment
iv. Schedule
v. Culture and climate
2. To implement new CCSS aligned math and English/language arts curriculum and to make adjustments as
appropriate in support of the values articulated in the aforementioned goal. This goal will be met by:
a. Conducting classroom instruction using the new Investigations and SCS developed English/language
arts units;
b. Developing meaningful common formative and summative assessments (locally and regionally) that
accurately depict student learning;
c. Regularly analyzing student work as individual teachers as well as in collaboration with others during
common planning time and data team meetings;
d. Recommending and making interventions and adjustments as necessary;
e. Documenting findings, recommendations and changes.
3. To meaningfully embed the use of technology in instruction. SCS staff will accomplish this goal by:
a. Becoming familiar with the technological tools available to them;
b. Improving their understanding of the link between technology and student learning through research
and professional development;
c. Using electronic tools as appropriate as part of their instruction.
d. Sharing learning and successful instructional experiences; and
e. Monitoring student performance and feedback.

22. Our next
step…
10/20
1. Are there any other changes/shifts
that we should be aware of?
2. What would you
ADD/ENHANCE/DELETE
from the school’s formative
documents (Mission/ Philosophy) to
address the changes that we have
reflected on?