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Slides for planning in Regional School District #14
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© JPC Sr. 2012
EDUCATION CONNECTIONStrategic Planning in theRegion 14 Public Schools
Planning for theFuture of Your District
Introduction andOverview Materials
September 24th, 2012
Planning Message
Mission
Focus
Coherence
It Really Is Pretty Simple
What?
SoWha
t?
NowWha
t?
© JPC Sr. 2012
What Will Success Look Like?
To justify the investment of time and resources, when completed, the Reg. 14 Strategic Plan should:
1. Command respect and derive support from a broad cross-section of the Reg. 14 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. 2012
Goals for
Learning
Assessment& Data
ProfessionalSupport
Professional
Evaluation
Curriculum &Communicati
on
Teaching & Instruction
Resource Deployment
LeadershipFocus
AlignedSystemsActions
EnsuringCoherence and
Focus
© JPC Sr. 2012
The Evolution of Educational Reform
© EC 2012
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 K59.9 to leave
Universal Proficiency
State by State
Tests for ALL
Label Failing Schools
Certifications & BEST
State Standards & Frameworks
Pencil & Paper WithPerformance 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 SEED
Multi-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
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
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).
04/08/2023 9
Illustration of Matrix to Final Rating
Teacher Practice Related Indicators Rating
Stude
nt Relat
ed Indicators Ratin
g
Exemplary Proficient Developing Below Standard
Exemplary Exemplary Exemplary Proficient Gather further information
Proficient Exemplary Proficient Proficient Gather further information
Developing Proficient Developing Developing Below Standard
Below Standard Gather further information Below Standard Below Standard Below Standard
Goals for Learning• Common Core State Standards
Assessment & Data• K-3 reading performance• Student data sets for use in TEM• SBAC aligned strategies,
instructional implementation and daily analysis for improved practice
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
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
Curriculum & Communication
• CCSS Integration and alignment for ELA and math
• Posting of choice options on website
Teaching & Instruction• CCSS instructional shifts• Text/content dependency practices• SBAC alignment and integration
Resource Deployment• Unified chart of accounts• Charter school funding process (29-31)
• MBR and small district guidelines
Leadership Focus• DPI/SPI/IPI rankings• DIP/SIP planning• Evaluation, tenure and support
processes• Governance Councils (if needed)
Red = 12-116 (CSDE)
The Mission
To prepare EVERY student
for learning, life,and work
in the 21st century.
© Corwin Press - 2011
What’s Your Motivation?
© JPC Sr. 2012
MissionLong View
The future of
learning and work
is digital.© Corwin Press - 2011
Yes, It’s Happened Before Our Eyes
© Corwin Press - 2011
In Less Than A Generation…
• From isolation to communication as the norm.
• From going out of your way to communicate to going out of your way not to.
© Corwin Press - 2011
The World is One Information Sharing Network
1. Google2. Facebook3. YouTube4. Yahoo!5. Windows
Live (Microsoft search)
6. Baidu.com (A Chinese language search
engine)
7. Blogger.com8. Wikipedia9. QQ.COM (A
Chinese language IM program)
10. Twitter
The World’s Top 10 Traffic Sites© Corwin Press - 2011
How Would You Answer?
What happens to
learning when
everyone can get
anything from
anywhere?
© Corwin Press - 2011
© JPC Sr. 2012
Life
LearningWork
Skills andKnowledge
© JPC Sr. 2012
Life
School/TestsWor
k
Common Core25%
Skills andKnowledge
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
© JPC Sr. 2012
Life
School/TestsWork
Skills andKnowledge
Common Core &
21st Century
Skills
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
Philosophy "Pride Through Excellence"
WHAT WE EXPECT OF EVERY STUDENT AT REGION 14Every student is responsible for his/her own language, manners, and behavior as we are all affected by them. Every student should help in keeping the school and grounds clean and safe.
VISION STATEMENTThe Region 14 School District will rank in the top ten of school districts in the State of Connecticut on all current measures of school effectiveness.
MISSION STATEMENTWe, the educational community of the Region 14 School District, are dedicated to creating a quality, dynamic learning environment so that each individual learner becomes a respected contributing member of the community with values, skills and resources that promote the advancement of society.
REGION 14 COMMON CORE OF BELIEFSAUTHENTIC ASSESSMENT: We believe that the assessment of learning is multi-dimensional in nature and designed to provide insights to the processes, understandings and outcomes of genuine learning of an individual. We believe that assessment should be ongoing, systematic and reflect the multifaceted growth of the individual.COLLABORATION: We believe in the importance of the energy and enjoyment that comes from working with others. We encourage teaming and are dedicated to finding the time it takes to make decisions by means of consensus. We believe that learning is built upon strong relationships that foster self esteem.COMMUNICATION: We believe that processing effective communication skills is imperative for the enrichment of the learning process and to satisfy the demands of daily interaction. For optimal growth, we believe an individual must possess skills that allow them to access external resources and demonstrate his/her internal wealth.COMMUNITY: We believe that building a sense of community can only be accomplished if the learners have a sense of ownership in their schools. We believe that this sense of ownership will be engendered in learners when a measure of control is entrusted to them. We believe that learners will accept responsibility for the well being and success of a school that is "theirs."FLEXIBILITY: We believe that our world is changing at an extraordinary rate and we must work to expect and accept that change. We believe that effective learners welcome the exploration of alternatives and can adapt to new situations. We believe that the educational process itself requires ongoing evaluation and adjustments in response to the manifestations of constant change.INCLUSION: We believe that the opportunity to learn is an entitlement that will not be determined by individual differences. We believe that all students have the right to a quality education to develop their own unique gifts and unrealized potential. We believe that sustaining these expectations will dictate high standards for all members of the institution.INTEGRATING THE CURRICULUM: The world is an integrated whole and schools should reflect that orientation. We believe that individual subject areas are merely perspectives or ways of knowing, and that learning becomes more meaningful when these "parts" are interconnected with a common theme for the purpose of fusing them into a web of real understanding.We wish to develop in the child a mind to think and a heart to love. To this end we will teach students graduating from Region 14 to demonstrate:The skills and confidence necessary to be life-long learners and risk takers, with the ability to adapt and cope in an ever changing world.The ability to understand and to use effectively language, mathematics, science, social science and technology as tools of the 21st century.The ability to identify a problem and to utilize decision-making, reasoning and problem solving skills, thereby working through the problem to arrive at viable alternative solutions.An understanding of the artistic accomplishments of the world and explore, develop and express their own uniqueness and creativity.The ability to understand and develop the skills necessary to function as a responsible individual and/or group member in the multiple roles of citizen, family member, parent, worker and consumer in a democratic society.A personal, social and moral responsibility in dealing with health, global and environmental issues, recognizing the necessity for moral and ethical conduct.An understanding and respect for, appreciation of, and sensitivity to a multi-cultural and world view, thereby enabling them to interact effectively and to work cooperatively with diverse ethnic and cultural groups.An understanding of the benefits of proper nutrition and lifetime fitness, enabling them to pursue a future which incorporates good health practices and a variety of leisure time activities.
FocusWhat are
the keyleverage points
that will drivemission
sustainability?
© Corwin Press - 2011
The Pareto
PrincipleFocus - the law of the
VitalFew
© Corwin Press - 2011
Alignment is A Coherence Imperative
Aligned With
Aligned With
© 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
Coherence
Connecting the dots
in the midst of
tumult, stress andconfusion.© Corwin Press - 2011
Goals for Learning
• Common Core State Standards
• 21st Century Skills
Assessment & Data
Professional SupportProfessional Evaluation
Curriculum & Communication
Teaching & Instruction
Resource Deployment
Leadership Focus
Connect the Dots?
How Do We
Goals for Learning
Common Core State Standards and 21st
Century Skills
Assessment & Data
Supporting Data Driven Instruction
Professional SupportProfessional Evaluation
Curriculum & Communication
Teaching & Instruction
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
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?
Teaching & Instruction
How do our teaching practices, improvement mechanisms and evaluation systems align with our goals for learning?
3 Essential Questions
© JPC Sr. 2012
What we have to
do.
What we are already
doing.
What we want
to do.
By analyzingand
Integrating…
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?
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 & Common
Assessments
Rigorous and Aligned
Instruction with High Engagement
ProgressMonitoring
CCSS/SBACRigorous content and
adaptive online assessment.
Process Focus Content Focus Process & Content
© JPC Sr. 2012
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 & OutcomesTuesday, September 24, 2:00-6:00 PM
– Kickoff– Overview of Process– Form Goal Groups
Friday, October 22, 12:00-6:00 PM– Mission Statement Discussion, Revision and
Redevelopment (Add/Enhance/Delete)
Thursday, October 29, 3:30-6:30 PM– Develop Language for Goal Statements
Thursday, November 19, 3:30-5:30 PM– Goal Group Data Collection Assignment
Monday, December 14, 8:00 AM-2:00 PM– Goal Group Data Presentation and Analysis– Strategies Evaluation (Start/Stop/Continue)
Monday, January 17, 3:30-7:30 PM– Finalize Goals– Strategy Framework/Template
Next Steps…(before 10/22/12)
1. Last chance to jump ship….2. Do your research… review the
resources (see next slide) and become familiar with what is required.
3. Examine the mission and beliefs statement. Do they still reflect the most important vision and beliefs for the Region 14 Public Schools – what you add/enhance/delete from that document to bring it into greater alignment with the current context?
4. Think about which question you would like to be associated with.
5. Give us your preferred email contact address for future communications.
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
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
© Corwin Press - 2011