Cromwell Plan Opening Share

© JPC Sr. 2012

EDUCATION CONNECTIONStrategic Planning in theCromwell Public Schools

Planning for theFuture of Your District

Introduction andOverview Materials

October 30th, 2013

Planning Message

Mission

Focus

Coherence

It Really Is Pretty Simple

What?

SoWhat?

NowWhat?

© JPC Sr. 2012

What Will Success Look Like?

To justify the investment of time and resources, when completed, the Cromwell

Strategic Plan should:

1. Command respect and derive support from a broad cross-section of the Cromwell 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. 2013

Alignment is A Coherence Imperative

Aligned With

Aligned With

© JPC Sr. 2012

A Systems Orientatio

n

How the mechanicsof district work

impact how thingsget accomplished and

how work is sustained.

© Corwin Press - 2011

Goals for

Learning

Assessment& Data

ProfessionalSupport

Professional

Evaluation

Curriculum &Communicati

on

Teaching & Instruction

Resource Deployment

LeadershipFocus

AlignedSystemsActions

EnsuringCoherence and

Focus

© JPC Sr. 2012

SystemicPredictabl

eControllab

le

Common

Causes

Random Unpredicta

ble Beyond

Control

Special

Causes

Common and Special Causes

One of Deming’s most significant insights.

Mission Driven Decision MakingIn-Context Problem Solving© Corwin Press -

2011

The Evolution of Educational Reform

© EC 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 & LabeledTeacher

Dependent

Ready for K59.9 to leave

Universal Proficiency

State by State

Tests for ALL

Label Failing Schools

Certifications & BEST

State Standards & Frameworks

Pencil & Paper With

Performance TasksIntegrated

(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

TeacherCertifications,

TEAM, and SEED

Multi-State Unified Standards

Digital With Performance Tasks

Integrated & Scrutinized (N=20)

Common Core Aligned

And Digitally SupportedPre-K and Full-K Standards

Demonstrations & Tests

Areas of Before 1986 NCLB 2001 PA12-116 2012

Common CoreState 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

SMARTER BALANCEAssessment 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

School Performance Index Performance Targets: Ambitious yet Achievable

12

Scho

ol P

erfo

rman

ce In

dex 88

PRACTICE RATING

ANNUAL TEACHER RATING

Teacher Evaluation Components

13

OUTCOME RATING

Illustration of Core Requirements of Teacher Evaluation

Student Growth and Development

(45%)

Whole-school Student Learning

Indicators or Student Feedback

(5%)

Observations of Performance and

Practice (40%)

Peer or Parent Feedback (10%)

Practice Rating (50%)

Outcome Rating (50%)

All of these factors are combined to reach your final annualrating (as described in the Connecticut guidelines).

04/10/2023 14

45% Student

Growth and Development

5%Whole-School

Student Learning Indicators or

Student Feedback

Outcome Rating 50%

40% Observations of Performance &

Practice

10%Peer or Parent

Feedback

Practice Rating 50%

Teacher Final Summative Rating

5%Teacher

Effectiveness Outcomes

45%Multiple Student

Learning Indicators

Outcome Rating 50%

40% Observations of Performance &

Practice

10%Stakeholder

Feedback

Practice Rating 50%

Administrator Final Summative Rating

These percentages are derived from the

same set of data

These percentages may be derived from the same set of data

Survey data gathered from the same stakeholder groups

should be gathered via a single survey, when possible

15

Teacher Evaluation ProcessThe 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

04/10/2023 16

Overall Practice Rating 4 3 2 1

Overall Outcom

es 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

Summative Rating and Review

17

Yes, It’s Happened Before Our Eyes


In ONEGeneration…

From going out of your way to communicate - to going out of your way not to.



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

Preparing Students For a Knowledge Economy

Align Your Systems With Your Goals for Learning

Type of Assessment

Required

Subject Area Responsibilities

Everyone’s Responsibil

ityContent

(Declarative)Facts

Content Skills

(Procedural)Discrete

Skills

21st Cent. Skills(Contextual)

Applied Understandings

Type of Knowledge

Desired

Type of InstructionRequired

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/CMT/CAPT/

Exams)

Holistic and, analytic rubrics,

or other agreed upon standards of rigor

(Portfolios, Exhibitions, Etc)

Less & MoreLess 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.

© JPC Sr. 2012

Life

School/TestsWork

Skills andKnowledge

21st Centu

ry Skills

Communicate

Effectively

Adaptable &

Creative

Higher-Order

Thinking

PersonalResponsib

ility

Information

Literacy

Independent &

Collaborative

Rememberthe Mission…is aboutmore thanjustSchool.


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

Assessment & Data• 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

Professional Support• 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

Professional Evaluation• 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.

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

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

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

Leadership Focus• 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

Blue = Digital LearningRed = 12-116 (CSDE) Green = NEASC

Goals for Learning

Common Core State Standards and 21st

Century Skills

Assessment & Data

Supporting Data Driven Instruction

Professional SupportProfessional Evaluation

Make sure this measures the above….

Curriculum & Communication


Instructional Practice – Rigor and Higher Order

Engagement.

Resource Deployment

Leadership Focus

Connecting the Dots – Align everything with the three

themes you see above.

Connect the Dots

12-116/CT ReformShifting the focus to student

performance.

NEASCEnsure a focus on

21st Century Skills.

Many school mandates, but just...

...one Mission.

Ensuring all students are challenged and successful by acquiring the skills knowledge needed for 21st century success.

Pursued through one pathway and one plan.

CCSS & 21st Century Skills/Content Goals

Universal & CommonAssessments

Rigorous and Aligned Instruction with High

EngagementProgress

Monitoring

CCSS/SBACRigorous content and

adaptive online assessment.

Process Focus Content Focus Process & Content

© JPC Sr. 2012

Goals for LearningHow 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?


How do our teaching practices, improvement mechanisms and evaluation systems align with our goals for learning?

4 Essential Questions

Professional Evaluation implementation and other

systems alignment How do the supporting

systems align with these priorities and mandates?

Goal Groupings – 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?

4. Professional Evaluation implementation and other systems alignment - how do the supporting systems align with these priorities and mandates?

Resource Deploym

ent…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.

Dates & OutcomesWednesday, 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

Next Steps…1. Last chance to jump ship!2. Think about which of the

four research questions you would be most comfortable exploring.

3. Meet with your group, follow the agenda template, and identify resources needed to answer your research questions.

4. Start your work… review the resources (see next slide) and help as planned,

5. Identify someone to represent your group at then next session (one internal and one external)

Planning ResourcesCommon Core State Standardshttp://www.corestandards.org/

Connecticut SEED (Educator Evaluation)http://www.connecticutseed.org

NEASC Standardshttp://cpss.neasc.org/selfstudy_onsite_visit/selfstudy_materials_for_2012_schools/

Public Act 12-116http://www.cga.ct.gov/2012/act/pa/pdf/2012PA-00116-R00SB-00458-PA.pdf

Smarter Balanced Assessment Consortiumhttp://www.smarterbalanced.org/smarter-balanced-assessments/

To view these slides and access these links: www.slideshare.net/jpcostasr

http://www.corestandards.org/

http://www.connecticutseed.org/

http://cpss.neasc.org/selfstudy_onsite_visit/selfstudy_materials_for_2012_schools/

http://www.cga.ct.gov/2012/act/pa/pdf/2012PA-00116-R00SB-00458-PA.pdf

http://www.cga.ct.gov/2012/act/pa/pdf/2012PA-00116-R00SB-00458-PA.pdf

http://www.smarterbalanced.org/smarter-balanced-assessments/



http://www.slideshare.net/jpcostasr

Contact Information

Jonathan P. Costa, Sr. Director, School/Program Services

EDUCATION [email protected]

860-567-0863

To view slides: www.slideshare.net/jpcostasr

Book Questions: [email protected]

Book Web Page: www.digitallearningforallnow.com

Book Order:www.sagepub.com/books/Book237875


http://www.slideshare.net/jpcostasr

mailto:[email protected]

http://www.digitallearningforallnow.com/

http://www.sagepub.com/books/Book237875

Cromwell Plan Opening Share

Education

Transcript of Cromwell Plan Opening Share