Goal Groupings – Directions for Today1. Group for interest and role balance – which group do

you want to be in – or – do you think you would be most of the most service.

2. Review (whole group) the resource slides – I will review the slides from our opening presentation that are most directly related to this activity.

3. Review the essential questions for your group – review the questions in your group – make sure everyone is clear on what the meaning and intent is – this is the foundation for the “Want” column.

4. Plan for the work – perhaps fill in the want column for each question as a large group – or move directly to…– Describing for each question what the goal of the item implies –

answering the “what do we want” question.– Review the district recent history about what is CURRENTLY

being done in this area.– Fill in the gap – what is the discrepancy between what we want

and what we have.

© JPC Sr. 2012

What we have to

do.

What we are already

doing.

What we want

to do.

By analyzingand

Integrating…

Want Have Need

Strategic Planning Linkages

Three Basic Questions

Improved Student Learning

Alignment is A Coherence Imperative

Aligned With

Aligned With

© JPC Sr. 2012

Goals for

Learning

Assessment& Data

ProfessionalSupport

Professional

Evaluation

Curriculum &Communicati

on

Teaching & Instruction

Resource Deployment

LeadershipFocus

AlignedStrategicSystemsActions

EnsuringCoherence and

Focus

© JPC Sr. 2012

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 7

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

21st Centu

ry Skills

Communicate

Effectively

Adaptable &

Creative

Higher-Order

Thinking

PersonalResponsib

ility

Information

Literacy

Independent &

Collaborative

Rememberthe Mission…is aboutmore thanjustSchool.

© Corwin Press - 2011

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• K-3 reading performance• 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• Reading instruction• 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• K-3 reading instruction test (every year)• 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

STUDENTSPositive Climate

Continuous Improvement

Data

LEARNINGCommon Core

21st Century Skill

Professional Development

TEACHING

Trust

Build Capacity

Evaluation Plan

Recruit/Train/Retain

Collaboration

Vision

Spec. Ed. Program Review Teacher Evaluation Plan Performance Tracker

SRBI/RTI Instructional Rounds Readers/Writers Workshop

PBIS District PD Committee Literacy Resource Teachers

Student Success Plans Tech. Replacement Plan enVision Math

System of Care (SOC) Data Teams / PLCs Curriculum RealignmentFull-Day Kindergarten Common Assessments

Beliefs

Actions

FOCUSPCS Strategic Planning

Goals for Learning

• Common Core State Standards

• 21st Century Skills

Assessment & Data

• Supporting Data Driven Instruction

• Common Assessments• Data Teams

• Performance Tracker

Professional Support• New Professional Development Models

• District PD Committee• PLCs

Professional Evaluation• New Evaluation Plans

Curriculum & Communication

• Curriculum Realignment• Success Plans• System of Care

Teaching & Instruction• Positive Climate• PBIS/SRBI

• Instructional Rounds• Reading/Writing & Math

Strategies

Resource Deployment

• Tech Replacement

Leadership Focus

• Recruit/Train/Retain Trust• Collaboration

• Building Capacity• Continuous Improvement• Full Day Kindergarten

Goal Groupings – Back to Basics1. 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?

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