Strategic Coherence Planning

Focus & Connect

Jonathan P. Costa, Sr.June 29th, 2015

http://digitallearningforallnow.comhttp://www.slideshare.net/jpcostasr

jpcostasr@gmail.com

Jonathan P. Costa

We are trying to create ashift in thinking…

Analog historyDefense of the pastImproving everythingUncoupled autonomyMeasure what you have toCompliance accountableJust work harder

Digital foundationsPreparation for the futureMake high leverage choicesConnected systemsMeasure what is valuedMission accountableAligned coherent action

CCR1

Our MissionTo prepare

EVERY student for learning,

life,and work

beyond school.

What do students need to be prepared to succeed in a world that…

…is digital, flat, open and pluralistic.…is unpredictable and volatile.…is increasingly unforgiving to those who are unskilled.

The Pareto

Leverage Principle

VitalFew

Focus Relentlessly on Those Things That Matter Most

Have to…

Want to…

Focus(leverage)

(Balance)

Commit To High Leverage Choices

MissionLeadership

Focus

What?

How Well?How?

Goals

MeasuresPractices

The What: High Leverage Goals for Student Learning

Critical & Creative Problem Solving

CommonCore

Standards

21st CenturyDigital

Learning

Common Core Venn Diagram – 21st Century Skills Crosswalk - Four Highest Leverage Student Skills

Analyze & Construct

Arguments Based on Evidence

Meaningful & Purposeful

Communication

Digital Literacy

& InformationFluency

Finding Focus – Learning Targets andSuccess Criteria for Four High-Leverage, Higher-Order Thinking

Skills

Jonathan P. Costa

Meaningful and Purposeful Communication and Collaboration Age Appropriate Critical & Creative Problem-Solving

• Learners develop written, oral, graphic and/or electronic media communications that convey information/opinion/ response/reaction for a variety of contexts and audiences.

• Learners choose a communication format, including the application of digital tools to create/support it, that is appropriate, efficient and effective for the purpose and audience.

• Learners clearly and logically communicate content that is well organized so that listeners/readers/viewers can follow line of reasoning.

• Learners clearly and logically communicate content that is well organized so that listeners/readers/viewers can follow line of reasoning.

• Learners respond to audience comments, reactions and suggestions.

• Learners actively engage in communication and there is strong evidence of the effectiveness of the communication in achieving its purpose.

• Learners engage throughout the process, demonstrate respect, interact positively with others, and react appropriately to varying situations.

• Learners use critical, deductive processes to create coherent representations of problems and identify the most important issues that need to be addressed for the problem solving process to be successful.

• Learners formulate and ask questions to clarify information to improve responses and approaches.

• Learners identify creative, potential solutions and then apply criteria or decision making to narrow the choices to viable potential solutions.

• Learners plan and implement their solutions, monitoring and adjusting the process as necessary.

• Learners reflect critically on learning experiences and problem solving processes.

• Learners demonstrate resilience and persevere in the process of solving or attempting to solve difficult problems

Analyzing and Constructing Arguments Based on Evidence Obtaining Digital Literacy & Information Fluency

• Learners distinguish between fact and opinion and identify when the use of each is appropriate.

• Learners identify an argument’s progression and instances where logic is faulty or parts are unconnected.

• Learners listen, view or read arguments and render opinions supported by information, other opinions and/or experiences.

• Learners construct arguments for specific purposes incorporating data, definitions, and established results.

• Learners present and share arguments using appropriate methods for audience and purpose.

• Learners question each other’s assumptions and premises and use these interactions to strengthen their own arguments.

• Learners incorporate a variety of resources, including digital resources, to support communication, solve problems, and engage in inquiry as pathways to support the construction of new learning.

• Learners use appropriate search and access strategies are used to acquire information from a variety of sources to provide a foundation for addressing problems using inquiry based strategies.

• Learners evaluate, organize, and synthesize information when constructing responses and can provide a supporting rationale for their actions.

• Learners use digital resources and tools to extend learning beyond the course content and support their own personalized learning experiences.

• Learners use digital tools and information resources that demonstrate the appropriate application of the ethical and legal guidelines that define digital citizenship

Finding Focus – History Teacher ExampleAligning Goals for Learning – Constructing Arguments

District Level(focus on all)

• Construct and defend arguments based on evidence.

Building/Discipline(focus on group)

• Construct and defend historical arguments based on evidence.

Course/Level(focus on the class)

Jonathan P. Costa

Coherence Begins With Student Learning Focus

1. Universal High Leverage Skill Goal(everyone)

• District level targets

2. Building, Department or Course Goals(most)

• Building level targets

3. Class Goals(some)

• Classroom level targetsJonathan P. Costa

Finding FocusAligning Multiple Goals for

Learning

Until everyone can have the same thing, no one can have anything.

Equitably deficient.

DisruptiveQuestions

What would an “open phone

test” look like?What happens

when everyone can get anything from anywhere?

The More You DO,The More You Learn

Superficial

Active Involvement

Engaged & Empowered

Time Required

Predicted Retention

*Adapted from National Training Laboratories, Bethel, Maine

Shifting from Single Source to Crowd Source

Single SourceRead the part of Chapter 6 that describes the

Boston Massacre and be prepared to answer the end of

section review questions.

Crowd Source

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.

- Be prepared to share your work and write a summary of the event that combines data from all four teams.

Coherence Is Supported by Assessment

Measure what you value,

value what you measure.

Value

Reliability

1. Philosophy – the role that assessment plays in your system – differences of formative and summative – thinking about the differences between growth and accountability and how to balance them in practice.

2. Technical Capacity• Constructing effective rubrics – measuring what you

value• Designing rubric aligned tasks – connecting it to

practice• Scoring protocols – build capacity to judge student

work• Data collection and analysis tools – how to use the

results3. Systems effectiveness

• Organization of the weight of your assessments – inventory

4. Practice

Building Assessment Capacity

Explicitly Connect Foundational Systems

MissionLeadership

Focus

What?

How Well?How?

Goals

MeasuresPractices

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

Organizational

Measures

Organizational Practices

Leadership

Leadership

Leadership

1. Student

2. Professional

3. Systems

LeadershipFocus

Engagement Ownership

Rigor Alignment

MissionTo prepare

every student for learning,

life, and work in the 21st century.

Student DataDriving

InstructionalPractices &

DecisionMaking

InstructionDriving

ImprovedMeasures

ProfessionalPracticeDriving

ImprovedMeasures

SystemsDriving

ImprovedMeasures

Student

ImprovementProfessional

ImprovementBuilding/District

Improvement

StudentGoals

Student Measures

Instructional Practices

Leadership

Adult DataDriving

ProfessionalLearning &

DecisionMaking

AdultGoals

Adult Measures

Professional Learning Practices

Leadership

OrganizationalData

DrivingSystemsDecisionMaking

OrganizationalGoals

Organizational

Measures

Organizational Practices

Leadership

What are your improvement “Leverage Points?”

Student ImprovementProfessional Improvement

Leadership

Student Goals

- Common 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

PARCC & other valued summative, formative,

standardized and non-

standardized measures

Professional Growth

Aligned with

high leverage

student goals

and

PL Standards

Professional Measurement

6040

Organizational Plans

District or building

level plans or strategies

aligned with PL Standards

Organizational Measures

District and

Building level

data

Other…

Building/District ImprovementWhat Goes Where?

Leadership

Leadership

GoalsMeasuresPractices

What are your improvement “Leverage Points?”

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

4 High Leverage Goals(Contextual)

CCSS/Digital Learning

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

Balance of Practice• It is a matter of

demonstrated reality that if these level and domain connections are missing or weak then district or building level improvement time, energy, and capital is being wasted.

• In the end, this process is about focusing and connecting practice so that all of your hard work results in improved outcomes for students in the areas you feel matter most.

Three Pathways to Coherence

Re-align•Key elements are all present.•All existing improvement elements can be identified and or categorized so connections are evident to all.•Only minor adjustments required to improve connections.

Re-frame•Some key elements are present but connections between them are weak, missing or lack focus•Adjustments and reframing of key goals, measures and domain connections are required for coherence

Re-design•Key elements are missing or lack focus•Comprehensive analysis and re-design of goals, measures and practices are required or desired across domains to create coherence.

Essential Questions for Ensuring Alignment within the Coherence Framework

Goals Measures of Success Practices/Strategies Leadership/Focus

What are the most important high leverage skills (Learning

Targets) students need to achieve success in life learning

and work beyond school?

How will we measure the growth of student

progress toward mastery of these

skills /learning targets (Success Criteria and performance scales)

What are the most critical teaching behaviors and practices that I need to apply to support

the growth of these skills/learning targets for my

students?

Are there success conditions I need to be aware of as an

instructional leader that will help ensure success, focus and

coherence at the student learning level?

What are the growth targets for my students for our high

leverage skills (Learning Targets) and what is my professional

practice focus/goal related to mastering high leverage teaching

behaviors?

What are the growth target measurements and professional practice target measurements I will use to gauge my success in

reaching my goals?

What professional learning strategies would be most helpful

to build my own capacity to meet my students goals and my professional practice indicators?

How am I changing conditions as an instructional leader to ensure success, focus and coherence at

the most appropriate professional practice level?

As a district, what are we doing to focus the entire learning

community on the importance and necessity of our most

important high leverage skills (Learning Targets)?

What are our most important critical student success indicators

and how do we report them at the building and district level to

all our stakeholders.

What professional learning plans and strategies will create the

best opportunity for building the professional capacity we need to

help our students meet our Learning Targets school/district?

How am I changing conditions as a building district leader to ensure success, focus and

coherence at the building and district level?

1. Student Level(focus on the student)

2. Professional Level(focus on the adult)

3. Building/District Level(focus on the whole)

Ensuring Planning Alignment within the Coherence Framework

Goals Measures of Success Practices/Strategies Leadership/Focus

What are the most important high leverage skills I am going to focus on?

What are our success criteria for high leverage skills and what assessments we will use to determine how well our students are performing?

How will I use the results of these assessments to adjust my own teaching to increase engagement and student success?

Are there success conditions within my own classroom that I need to change to support this work?

What are the growth targets for my students for our high leverage skills and what is my professional practice focus/goal related to mastering high leverage teaching behaviors?

What are the growth target measurements and professional practice target measurements I will use to gauge my success in reaching my goals?

What professional learning strategies would be most helpful to build my own capacity to build student success as indicated by my student’s results?

How am I supporting professional practice and contributing to success conditions to support student acquisition of our high leverage skills?

As a district, what are we doing to focus the entire learning community on the importance and necessity of our most important high leverage skills?

What are our most important critical student success indicators and how do we report them at the building and district level to all our stakeholders.

What professional learning plans and strategies will create the best opportunity for building the professional capacity to support student success as indicated by our building/district level data?

How am I changing conditions as a building district leader to ensure success, focus and coherence for student success at the building and district level?

1. Student Level Plans(focus on the student)

2. Professional Level Plans(focus on the adult)

3. Building/District Level Plans(focus on the whole)

Ensuring Planning Alignment within the Coherence Framework (Multiple Goal Version)

Goals Measures of Success Practices/Strategies Leadership/Focus

District Level District Level District Level Classroom Level

Building Level (Optional) Building Level (Optional) Building Level (Optional)

Classroom Level (Optional) Classroom Level (Optional) Classroom Level (Optional)

District Level District Level District Level Professional Level

Building Level (Optional) Building Level (Optional) Building Level (Optional)

Classroom Level (Optional) Classroom Level (Optional) Classroom Level (Optional)

District Level District Level District Level Building/District Level

Building Level (Optional) Building Level (Optional) Building Level (Optional)

1. Student Level Plans

(focus on the student in the

classroom)

2. Professional Level Plans

(focus on the adult in the building)

3. Building/District

Level Plans(focus on the

whole)

Remember, if it says “Goal,” it should be about

what the student is learning….(Learning Target)

1. Student Goals(focus on the student)

• Every student will create and present a proficient critical stance argument based on evidence from specific historical events from American History.

2. Adult/Classroom Goals

(focus on the group)

• All of my developing students will proficiently construct and defend grade level historical arguments based on evidence.

3. Building/District Goals

(focus on the whole)

Jonathan P. Costa

1.The district has identified, defined and committed to supporting a focused vision of a successful graduate (including a set of appropriate student learning goals) that will ensure student success in life, learning and work beyond school.

2.The district has committed to supporting instructional and adult learning strategies that ensure rigorous, digitally supported pedagogical experiences aligned with the district’s student goals.

3.The district uses and reports on appropriate measures of student and adult success that are aligned with its student learning goals.

4.The district aligns its organizational systems to support the acquisition of its student learning goals.

OUTCOMES

Philosophical Foundations for This Approach

Costa - Strategic Coherence Planning Focus - Connect

Four Outcomes for Strategic Coherence:

Strategic Coherence Planning Process

I II III V

Philosophy Practice

Commit to Principles

of Coherence Planning

- Focus- Measure- Connect- Foundational

Planning Assumptions

Data Scan

Internal and External

Performance and alignment of

foundational and supporting systems of

student learning.

Aligning Actions With

Strategic Focus

- Strategies- Actions- Outcomes- Timelines- Responsibiliti

es- Innovation

Configuration Mapping

IVResults Analysis

Identifying patterns and

priorities

Defining the gap between desired and

current state.

Focus Setting

MissionBeliefs

Priority Strategic Goals

Indicators of Success