Finding Coherence

Focus, Measure, & Connect

Jonathan P. Costa, Sr.September, 23rd 2014

http://digitallearningforallnow.comhttp://www.slideshare.net/jpcostasr

costa@educationconnection.org

Jonathan P. Costa

Building CoherenceResources & Links

1. Go to http://www.slideshare.net/jpcostasr and look for….A. Slides - Coherence CAS COP 1 Post

2. Coherence Blog - http://cascoherencecosta.blogspot.com/

3. Survey Link - https://www.surveymonkey.com/s/CCCOP-C1

4. My contact information - costa@educationconnection.org (860) 567-08635. My book about the end of books - http://digitallearningforallnow.com

Jonathan P. Costa

Coherence Community of Practice• Step/Session One: Committing to Coherence - this first session explores the rationale

and requirements of building a coherence framework for improving student learning in your district. Participants will explore the role that systems, alignment, and focus play in a coherent approach to sustained improvement.

• Step/Session Two: Goals for Learning - coherence requires focus and the focus of public school is student learning. This session will introduce participants to a process they can use to identify the highest impact/leverage skills upon which to focus their coherence improvement efforts. Particular attention will be paid to the convergence of 21st century and Common Core skills.

• Step/Session Three: Assessment - a district cannot improve anything unless they have agreement on what success would look like. This step will walk participants through an assessment inventory based on their selected skills from session two. Data and assessment strategies needed to guide practice will be the focus of the session.

• Step/Session Four: Instructional Practices - an examination of how professional learning practices are goal driven and aligned with the high leverage skills selected in session two.

• Step/Session Five: Adult/Organizational Measures - an analysis of how adult measures of performance (SLOs/Focus Goals) and aggregated data collected at the building and district level align and reflect the focus on the goals selected in session two.

• Step/Session Six: Adult/Organizational Practices - an analysis of how adult plans and practices at the building and district level align and reflect the focus on the goals selected in session two.

Jonathan P. Costa

all the stuff we

have to do,

and all the stuff we should to do.

Stuckbetween

The Evolution of Educational Reform (Have to Do)

FocusLearning 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-SchoolSkill Demonstrations

Universal Measures

46 State Consortia (Math, LA, Science)

Smarter Balance (IPI) for All

Ranking Every District, School and Teacher

Certifications, TEAM,

and SEEDMulti-State

Unified Standards

Digital With Performance Tasks

Integrated & Scrutinized

(N=20)

Common Core AlignedAnd Digitally Supported

Pre-K and Full-K StandardsDemonstrations & Tests

Areas of Before 1986 NCLB 2001 PA12-116 2012

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.

Less paper,

morepixels.

Less single source, more crowd source.

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.

Less just in case, more just in time.

DisruptiveQuestions

What would an “open phone

test” look like?What happens

when everyone can get anything from anywhere?

Our MissionTo prepare

EVERY student for learning,

life,and work

in the 21st century.

Coherence Can be Found in the Convergence of These Forces

Have ShouldCoherence(leverage)

Three Principles of Coherence

Measure Connect

Measure what you

value

Value what you measure

Priority Student Learning

Priority Adult

LearningPriority Systems Learning

Focus

Student Learning

Adult Learning

Systems Learning

1 2 3

Data-Driven

Reflective Practice

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?

Connect

MissionLeadership

Focus

What?

How Well?How?

Goals

MeasuresPractices

Coherence Pathways

Easy to understand, hard to do.

G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

StudentGoals

Student Measures

Instructional Practices

AdultGoals

Adult Measures

Professional Learning Practices

OrganizationalGoals

OrganizationalMeasures

Organizational Practices

Leadership

Leadership

Leadership

MissionTo develop in all children

the knowledge,

skills, attitudes and

values...

Theory of Action

FocusMeasureConnect

Student

Professional

Systems

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

All the ways we measure building

and district

progress.

O-M Building &

District Measures

All the ways we measure

individual adult

learning and

practice.

A-M Professional

Measures

All the ways we measure student

learning.

S-M Student Measures

All the plans we make for buildings

and district

progress

O-P Building &

District Practices

All the ways

we lead adults

to learn

All the ways we

lead students

to learning

Domain One Student

Learning

Domain Two Professional

Learning

Domain ThreeOrganizational

Learning

Goals

Mission

Leadership

Focus

Measures

Practices

G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

S-PInstructional

Practices

A-P Professional

Learning Practices

Coherence Pathways – 10,000 Foot View

Leadership

FocusMeasureConnect

MissionTo prepare

every student for learning,

life, and work in the 21st century.

Student DataDriving

InstructionalPractices &

DecisionMaking

InstructionDriving

ImprovedMeasures

ProfessionalPracticeDriving

ImprovedMeasures

SystemsDriving

ImprovedMeasures

Student

ImprovementProfessional

ImprovementOrganizational

Improvement

StudentGoals

Student Measures

Instructional Practices

Leadership

Adult DataDriving

ProfessionalLearning &

DecisionMaking

AdultGoals

Adult Measures

Professional Learning Practices

Leadership

OrganizationalData

DrivingSystemsDecisionMaking

OrganizationalGoals

OrganizationalMeasures

Organizational Practices

Leadership

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

DPISPI5

10Other…

O-M Building &

District Measures

4540

(5/10)

Smarter Balanced &

other valued summative, formative,

standardized and non-standardized measures

S-M Student Measures

District or building

level plans or

strategies

Job focused

& aligned with455

4010

CC/21CS goal

aligned teaching methods

& strategies

Domain One Student

Learning

Domain Two Professional

Learning

Domain ThreeOrganizational

Learning

Goals

Mission

Leadership

Focus

Measures

Practices

G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

S-PInstructional

Practices

A-P Professional

Learning Practices

O-P Building &

District PracticesA-M

Professional Measures

Coherence Pathways – 5,000 Foot View

Leadership

FocusMeasureConnect

MissionTo prepare

every student for learning,

life, and work in the 21st century.

TeachersAs

StudentCoaches

DataSupportingReflectivePractice

Student

ImprovementProfessional

Improvement

DataSupportingReflectivePractice

DataSupportingReflectivePractice

AdministratorsAs

InstructionalCoaches

DistrictStaffAs

AdministratorCoaches

OrganizationalGoals

OrganizationalMeasures

Organizational Practices

AdultGoals

Adult Measures

Professional Learning Practices

StudentGoals

Student Measures

Instructional Practices

Leadership

Leadership Leaders

hip

Organizational

Improvement

TeachersAs

StudentCoaches

Student

ImprovementProfessional

Improvement

DataSupportingReflectivePractice

AdministratorsAs

InstructionalCoaches

DistrictStaffAs

AdministratorCoaches

OrganizationalGoals

OrganizationalMeasures

Organizational Practices

AdultGoals

Adult Measures

Professional Learning Practices

StudentGoals

Student Measures

Instructional Practices

Leadership

Leadership Leaders

hip

Organizational

Improvement

Three Pathways to Coherence• Key elements are all present.• All existing improvement elements can be identified and

or categorized so connections are evident to all.• Only minor adjustments required to improve connections.

Re-align• Some key elements are present but connections between

them are weak, missing or lack focus• Adjustments and reframing of key goals, measures and

domain connections are required for coherenceRe-frame• Key elements are missing or lack focus• Comprehensive analysis and re-design of goals, measures

and practices are required or desired across domains to create coherence.Re-design

S-G Goals for Student Learning A-G Goals for Professional Learning O-G Goals for Building and District

O-M Building & District

MeasuresA-M

Professional Measures

S-M Student Measures

O-P Building & District

Practices

G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

S-PInstructional Practices

A-P Professional Learning Practices

My Coherence Pathways

Leadership

FocusMeasureConnect

MissionTo prepare

every student for learning,

life, and work in the 21st century.

Goals

Measures

Practices

Five Essential Connections for Coherence1. Goals for Learning

Focus2. Student Measures

Measure3. Instructional Practices

Connect4. 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

High Leverage Student Learning Goals (Focus)

Aligned Assessments of Learning (Measure)

Aligned Instructional Improvements (Connect)

Aligned Professional Components (F, M, C)

Aligned Organizational Components (F, M, C)

1

2

3

4

5

Five Essential Connections