Bolton planning materials intro share

Planning for Strategic Coherence

Focus, Measure, & Connect

Bolton Public SchoolsJanuary 7th 2015

http://digitallearningforallnow.com

http://www.slideshare.net/jpcostasr

costa@educationconnection.org

Jonathan P. Costa

It Really Is Pretty Simple

What?

So

What?

Now

What?

What Will Success Look Like?

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

Strategic Plan should:

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

Planning Assumptions

a) Starting from a position of strength – this is an exercise of focus, alignment and integration

b) A systems orientation

c) Three principles of coherence

Goals for

Learning

Assessment

& Measurement

Professional

Learning

Professional

Evaluation

Curriculum &

Communication

Instructional

Practices

Resource

Deployment

Leadership

Focus

Systemic

Predictable

Controllable

Common

Causes

Random

Unpredictable

Beyond Control

Special

Causes

Common and Special CausesOne of Deming’s most significant insights.

Mission Driven Decision Making

In-Context Problem Solving

Three Principles of Coherence

Measure what you

value

Value what you measure

Priority Student Learning

Priority Adult

LearningPriority Systems Learning

Student Learning

Adult Learning

Systems Learning

Focus Data Connections

The ParetoLeverage Principle

VitalFew

Some things are more

important than others.

20/80

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?

Coherence Pathways

G = Goals P = Practices M= Measures

Mission

Every child

successful in life,

learning and work.

Theory of Action

Focus

Measure

Connect

all the stuff we have to

do,

and all the stuff

we should

do.

The Evolution of Educational Reform (Have to Do)

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

Areas of Before 1986 NCLB 2001 PA12-116 2012

You probably recognize…

© Corwin Press - 2011

… that the culture served by this model of teaching and learning is

already gone.

Our world has changed…

1. It is digital, flat, open and pluralistic.

2. It is unpredictable andvolatile.

3. It is increasingly unforgiving to those who are unskilled.

Less

paper,

more

pixels.

In ONEGeneration…

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

Newsela

Try doing

this

in real

time

with

analogue

materials.

Impact onlearning…

You must(eventually) get out of the textbook business.

Less about

what device

you have,

more

about what

you do with it.

Your browseris the equalizer.

The cloud

is a liberator.

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 5contemporaneous 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?

The Process for Research and Data Collection

Compared to

Leading to

Student DataDriving

InstructionalPractices &

DecisionMaking

InstructionDriving

ImprovedMeasures

ProfessionalPracticeDriving

ImprovedMeasures

SystemsDriving

ImprovedMeasures

Adult DataDriving

ProfessionalLearning &

DecisionMaking

OrganizationalData

DrivingSystemsDecisionMaking

TeachersAs

StudentCoaches

DataSupportingReflective

Practice

DataSupportingReflective

Practice

DataSupportingReflective

Practice

AdministratorsAs

InstructionalCoaches

DistrictStaffAs

AdministratorCoaches

Student

Goals

- Connecticut

Core/21st

Century Skills

& Content

Professional

Goals

Evaluation & support

goals, SLOs, focus

goals & other

Organizational

Goals

Improvement targets

related to DPI,

SPI or other goals

Instructional

Strategies

CC/21CS goal

aligned

teaching

methods

& strategies

Assessing

Learning

Smarter

Balanced &

other valued

summative,

formative,

standardized and

non-

standardized

measures

Professional

Growth

Aligned with

high leverage

student goals

and

PL Standards

Professional

Measurement

45

40

Organizational

Plans

District or

building

level plans

or strategies

aligned with PL

Standards

Organizational

Measures

DPI

SPI

5

10

Other…

What Goes Where? GoalsMeasuresPractices

The FoundationMission Statement

Bolton’s schools are committed to providing an educational environment in which all students discover and work toward achieving their maximum potential and where they develop the skills and motivation to become lifelong learners.

Vision Statement

The Bolton School System believes in the development of capable, ethical, healthy, responsible and intellectually reflective citizens.

We believe…

• That excellence in education is an indispensable investment in the future of the individual student, our community and society.

• That the Bolton schools will demonstrate a commitment to excellence.

• That the development of each child as a unique, whole person (spirit, mind and body) is the shared responsibility of the family, the school and the community.

• That it is important for students to recognize and value excellence in all things.

• In helping students set and meet high expectations for themselves.

• In encouraging our students to develop intellectual curiosity, creativity and persistence.

• That all students must acquire the knowledge, skills and values necessary for lifelong learning and good citizenship.

• That excellent outcomes require the on-going commitment of time, talent, energy and resources.

• That open and on-going communication among all members of the community is essential in order to fulfill the mission of the Bolton Public Schools.

District Goals1. All students will demonstrate performance standards in critical thinking and reasoning and meet rigorous core academic content* standards by accessing, interpreting, analyzing, and evaluating ideas and information, drawing evidence-based conclusions, synthesizing new learning with prior knowledge and reflecting critically on learning.

2. All students will demonstrate performance standards in collaboration and communication and meet rigorous core academic content* standards by participating effectively in a variety of experiences, actively listening and responding to the ideas of others, sharing responsibility for outcomes, articulating ideas clearly in a multiple formats and using technology tools to enhance communication.

3. All students will demonstrate performance standards in problem solving and innovation and meet rigorous core academic content* standards by identifying problems, analyzing data, asking questions, utilizing a variety of resources, thinking flexibly, making connections and seeking practical, innovative, and entrepreneurial solutions.

4. All students will demonstrate performance standards in self-direction and resourcefulness and meet rigorous core academic content* standards by exploring interests, taking initiative, setting learning goals, demonstrating persistent effort, adapting to change with resiliency and exhibiting ethical leadership and responsible citizenship.

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 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 & recognitionbased quizzes, tests,

and activities. Multiplechoice, 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)

Four Research Groups

1. Goals for Learning – how do our curricular and instructional support materials align with our District Goals for Learning?

2. Teaching and Learning Systems– how do our teaching practices, improvement mechanisms and evaluation systems align with our goals for learning?

3. Assessment/Accountability practices – how do our assessment and measurement systems align with our goals for learning, teaching practices, and the demands of data driven instruction?

4. Systems Alignment, Coherence, and External Factors - how do all other supporting systems align with these priorities and what, if any external factors should we be aware of moving forward?

Each Group -

1. Agree on the scope and meaning of the “what we want” content.

2. Create a research/data gathering strategy to determine “what we are doing.”

3. Identify and report on the gap between #1 and #2.

What We Want Summary1. Goals for Learning – a clear sense of the most important

district goals for learning and evidence that they are known and understood throughout the district.

2. Teaching and Learning Systems– an understanding of the most effective instructional practices that help to support the district’s most important goals for learning.

3. Assessment/Accountability practices – reliable data at each level of the organization that informs practices on the district mission and goals for learning.

4. Systems Alignment, Coherence, and External Factors –solid alignment of all supporting systems (remember the stacked pies) with these priorities and plans for dealing with any disruptive external factors that could impact district success.

Using Google Docs…

If you are having issues with Googledocs…

Send me an email to request access if you can’t get in. costa@educationconnection.org

1. Because it is a Google product, it likes Chrome better than other browsers. It is historically a challenge to work on it through iPads.

2. Remember – at least in the four sub group documents, you can edit – if you delete it, it goes away for everyone. So – plan your changes accordingly.

3. These are designed to be collaborative tools – use them for that!

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/

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Contact Information

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

EDUCATION CONNECTIONcosta@educationconnection.org

860-567-0863

To view slides:

www.slideshare.net/jpcostasr

Look for – “Bolton planning materials intro share”

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