Download - Neasc fall 14 share
Planning for NEASCFocus, Measure, &
Connect
21st Century SkillsOctober 20th 2014
http://digitallearningforallnow.comhttp://www.slideshare.net/jpcostasr
Jonathan P. Costa
MissionTo prepare
EVERY student for learning, life,
and workin the 21st century.
Connect
MissionLeadership
Focus
What?
How Well?How?
Goals
MeasuresPractices
Coherence Can be Found in the Convergence of These Forces
Have ShouldCoherence(leverage)
The Evolution of Educational Reform (Have to Do)
Focus
Learning GoalsAssessment Protocols
Accountability
Teacher Prep
Curriculum
Testing Tools
Student AbilitiesInstructional
FocusInputs/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 ALLLabel Failing
SchoolsCertifications &
BESTState Standards &
FrameworksPencil & 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 Aligned
And Digitally SupportedPre-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.
Job oneis toget to
1:1
Equity ConcernsUntil everyone can have the same thing, no one can have anything.
Equitably deficient.
EquityEquationA device gap is less objectionable than an access gap.
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.
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
CC/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/SB/CAPT/
Exams)
Holistic and, analytic rubrics,
or other agreed upon standards of rigor
(Portfolios, Exhibitions, SB)
COHERENCE
Curricula
Coherence Begins With Student Learning Focus
CC ELA
21st CSCC Math
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 collaborationsM7/21 - 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.
Coherence Is Supported by Assessment
Measure what you value,
value what you measure.
Jonathan P. Costa
Value
Reliability
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?
What Student Data Do You Have and Use?
Skill SetCritical 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 Uniform Performance
Task Smarter Balanced
Interim Assessments Critical attribute level
detail and data
Coherence Begins With Student Learning Focus
Universal Skill Set Importance & Impact
Your Own Practice
Total ScoreRanking
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 10E3/21 – 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 11M3/E4 - Construct and engage in viable arguments based on evidence and critique reasoning of others. 8 9 16E5/21 - Read, write, produce and speak grounded in evidence for a variety of purposes and audiences. 9 8 17M1/M2/M8/21 - Make sense of problems and persevere in solving them 4 3 7E6/21 - Come to understand other perspectives & cultures through reading, listening, and collaborations 2 2 421 - Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions. 3 7 10E7/21 - Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior 1 1 2
Discrepancy Gap Analysis MatrixUniversal Skills – Leverage Points
Jonathan P. CostaCommon Core Portrait Statements / EDUCATION CONNECTION - Costa – 21st Century Skills Crosswalk
What Is Needed?In a learning environment that supports the development of
these skills:Students Should Be… Teachers Should Be…
The More You DO,The More You Learn
Superficial
Active Involvement
Engaged & Empowered
Time Required
Predicted Retention
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
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
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
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
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.
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