Download - Salisbury Introductory materials

Finding Coherence

Focus, Measure, & Connect

Salisbury Central School

September, 24th 2014http://digitallearningforallnow.com

http://www.slideshare.net/[email protected]

Jonathan P. Costa

http://digitallearningforallnow.com/

http://www.slideshare.net/jpcostasr

http://www.slideshare.net/jpcostasr

all the stuff we

have to do,

and all the

stuff we

want to do.

Stuckbetween

The Evolution of Educational Reform (Have to Do)

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 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-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 AlignedAnd Digitally Supported

Pre-K and Full-K StandardsDemonstrations & Tests

Areas of Before 1986 NCLB 2001 PA12-116 2012

Yes, It’s Happened Before Our Eyes

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.

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

Passive

Superficial

Active Involvement

Engaged & Empowered

Time Required

Predicted Retention

*Adapted from National Training Laboratories, Bethel, Maine

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

5 Minutes ofReflection

Have to – Want to

Paper – PixelsSingle – Crowd

In Case – In Time

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

1 2 3Focus

Data-Driven

Reflective Practice

Data Connections

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

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

S-G Goals for Student Learning

• All goals for student learning

A-G Goals for Professional Learning

• All goals for adult learning

O-G Goals for Building and District

• All building or district improvement goals

All the ways we measure building

and district

progress.

O-M Building &

District Measures

All the ways we measure

individual adult

learning and

practice.

A-M Professional

Measures

All the ways we measure student

learning.

S-M Student Measures

All the plans we make for buildings

and district

progress

O-P Building &

District Practices

All the ways

we lead adults

to learn

All the ways we

lead students

to learning

Domain One Student

Learning

Domain Two Professional

Learning

Domain ThreeOrganizational

Learning

Goals

Mission

Leadership

Focus

Measures

Practices


S-PInstructional

Practices

A-P Professional

Learning Practices

Coherence Pathways – 10,000 Foot View

Leadership

FocusMeasureConnect

MissionTo prepare

every student for learning,

life, and work in the 21st century.

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


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.

Student DataDriving

InstructionalPractices &

DecisionMaking

InstructionDriving

ImprovedMeasures

ProfessionalPracticeDriving

ImprovedMeasures

SystemsDriving

ImprovedMeasures

Student

ImprovementProfessional

ImprovementOrganizational

Improvement

StudentGoals

Student Measures


Leadership

Adult DataDriving

ProfessionalLearning &

DecisionMaking

AdultGoals

Adult Measures


Leadership

OrganizationalData

DrivingSystemsDecisionMaking

OrganizationalGoals



Leadership

TeachersAs

StudentCoaches

DataSupportingReflectivePractice

Student

ImprovementProfessional

Improvement



AdministratorsAs

InstructionalCoaches

DistrictStaffAs

AdministratorCoaches

OrganizationalGoals



AdultGoals

Adult Measures


StudentGoals

Student Measures


Leadership

Leadership Leaders

hip

Organizational

Improvement

Our task this year is to…

• Reflect and refine our Mission, Beliefs, Vision and Goals based on what we have learned and experienced since these items were last explored….

• Take stock of our current state through the lens of those changes.

• Determine Salisbury Central’s Focus, Measure and Connect priorities to guide our forward progress.

What we have to

do.

What we are already

doing.

What we want

to do.

by analyzingand

Integrating…

RegionalConsiderations

Mission

The mission of Central Office is to provide leadership and support to administrators, teachers, board members, and the community, in order to inspire a passion for teaching and learning and ensure all children are challenged and expected to learn. This can be achieved when we establish high expectations, enrich curricula and form mutual partnerships in respectful, caring environments.

Vision

The vision for our regional schools is to be strong learning communities. We must focus on continuous improvement and creativity throughout our organization and resist the temptation to accept the status quo.

Values

Every school environment will be safe, positive, nurturing, and respectful. Collaboration amongst colleagues is the foundation of school improvement. Parents and community members are an integral part of our school culture. Every school will guarantee the presence of a viable curriculum that is driven by high quality instruction and assessment in all content areas. The development of the whole child is everyone’s responsibility.

Beliefs

All children will learn, and it is every educator’s responsibility to see that learning occurs in every student. All educators will continue to grow and learn. All schools will continue to improve and raise the level of achievement, as well as the social-emotional and physical growth of their students. Teaching is a profession and requires all practitioners to respect and model the expected behaviors and to engage in activities beyond the realm of their classrooms.

Regional Initiatives

1. To improve student achievement as evidenced by multiple data sources such as local, regional, state, and national assessments with benchmarks established by each school through the use of Common Core, SRBI/RTI, PBIS, and Differentiated Instruction

2. To begin implementation of the new regional teacher and school leader evaluation plans

3. To promote active citizenship within and among faculty, staff and students using the following indicators: self-management, increased involvement, communication, respect, outreach, and shared leadership (including systematic responsiveness to at–risk youth)

4. To implement a “guaranteed and viable curriculum” tied to comprehensive formative and summative assessments utilizing the Common Core of Teaching and the instructional core (student, teacher, content) for example:

Regional and School Grade Level Meetings – Outcomes Strategies for Intervention Regional Continuum of Professional Practice Regional Assessments Aligned to the CCSS Continuous Assessment and Improvement of School Safety and Security

Your SchoolBaseline

MISSIONACHIEVEMENT - RESPECT - RESPONSIBILITY

EFFORT - COOPERATION• The aim of education at Salisbury Central School is to promote independence of thought and spirit

and to help students function and be productive members of society. Students will learn at high levels, in a challenging, supportive environment. Each student will come to school prepared to learn, will be responsible for his or her own learning, will demonstrate a concern for others, and will enter into learning activities with curiosity and energy.

S.C.S. PHILOSOPHY• At S.C.S. equal educational opportunities exist for all students. Our commitment is to provide

activities which enhance each student’s intellectual, physical, social, and emotional development. Academics and the needs of students are held in equal value. The dignity and uniqueness of the individual are respected. We strive to create a learning environment that meets individual needs and learning styles.

• In keeping with the definition based on the Latin verb, educere, the role of the teacher is to lead, draw, or bring out. Methods of teaching are based on the principle that students learn best by seeing and doing. Teachers emphasize student participation and responsibility in the learning process.

• The faculty maintains a policy of firmness, and consistency in student-teacher relationships. Good discipline is important to everyone in the school in order that an atmosphere of uninterrupted learning and student safety prevails.

• Open communication among students, staff, parents and community is fostered. The relationship between parents and teachers is one of cooperation and sharing in seeking to provide the best possible educational environment of each student. Our goal for our school is to guide students in becoming sensitive and productive human beings who enjoy learning and who are, therefore, equipped to meet challenges during their high school years and their future as members of society.

Your SchoolBaseline

Salisbury Central School Goals

1. Salisbury Central School supports the idea that “the core mission of formal education is not simply to ensure

that students are taught but to ensure that they learn” (Dufour, 2004). In 2013-2014, SCS staff will further capitalize on this idea by conducting research and developing a plan to become a more formalized Professional Learning Community focused on improvement of student learning through meaningful professional development, staff collaboration and active monitoring of student achievement. SCS will do the following to achieve this goal:

a. Conduct research regarding what it means to be a true PLC; b. Conduct an internal audit and gap analysis; c. Make recommendations for transformation for the 2014-2015 school year focusing on these areas

i. Curriculum ii. Instruction and intervention

iii. Assessment iv. Schedule v. Culture and climate

2. To implement new CCSS aligned math and English/language arts curriculum and to make adjustments as

appropriate in support of the values articulated in the aforementioned goal. This goal will be met by: a. Conducting classroom instruction using the new Investigations and SCS developed English/language

arts units; b. Developing meaningful common formative and summative assessments (locally and regionally) that

accurately depict student learning; c. Regularly analyzing student work as individual teachers as well as in collaboration with others during

common planning time and data team meetings; d. Recommending and making interventions and adjustments as necessary; e. Documenting findings, recommendations and changes.

3. To meaningfully embed the use of technology in instruction. SCS staff will accomplish this goal by:

a. Becoming familiar with the technological tools available to them; b. Improving their understanding of the link between technology and student learning through research

and professional development; c. Using electronic tools as appropriate as part of their instruction. d. Sharing learning and successful instructional experiences; and e. Monitoring student performance and feedback.

Our next step…

10/20

1. Are there any other changes/shifts that we should be aware of?

2. What would you ADD/ENHANCE/DELETE

from the school’s formative documents (Mission/ Philosophy) to address the changes that we have reflected on?

Download - Salisbury Introductory materials

Top Related