What is Next?Trends and Implications

forNew Canaan Public

SchoolsDecember 9th, 2014

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

costa@educationconnection.org

Jonathan P. Costa

MissionTo prepare

EVERY student for learning, life,

and workin the 21st century.

Most Competitive

Highly Competitive

Very Competitive

Competitive

All other (special/vocational/none)

A history of success

28%

25%

22%

10%

15%

Where Do They Go?

Key to Success is No Secret

Obvious…• High expectations/culture of success• Support from community/resources• Curriculum depth and breadth (lots of

strong academic options/choices)• Quality staff & leadership

Not So Obvious…Change in the Air• Narrowing of the achievement gap• Moving the entire curve to the standard• No football team (67 of top 100

Washington Post)

For the First Category… Same as it Ever Was

• In a survey (answered by 63 of the 75 most competitive colleges, mostly private, with just a few public flagships) and in follow-up interviews, almost all of the colleges that provided information first do a winnowing of one of two sorts that yields the group that gets a more thorough review. The most common winnowing process (used by 76 percent of the colleges) is some measure of academic merit.

• This may be based on grades, rigor of high school courses, test scores and so forth. While there is some difference in the relative weight given to various factors, there is a straightforward value on doing better than others in whatever formula the college uses.

Inside Higher Ed, How They Really Get In, April 9, 2012, Scott Jaschik

What do they want?

Best, Brightest and Rejected: Elite Colleges Turn Away Up to 95% (New York Times, April 8, 2014)

Enrollment at American colleges is sliding, but competition for spots at top universities is more cutthroat and anxiety-

inducing than ever. In the just-completed admissions season, Stanford University accepted only 5 percent of

applicants, a new low among the most prestigious schools, with the odds nearly as bad at its elite rivals. Admissions

directors at these institutions say that most of the students they turn down are such strong candidates that many are

indistinguishable from those who get in.

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.

Less paper,

morepixels.

Impact of Digital Learning on Higher Education

• At the highest level it is impacting how the business of learning is conducted.

• In the broader market, its impacting the business of learning itself.

Less single source, more crowd source.

In ONEGeneration…

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

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 5 contemporaneous editorials.

Less just in case, more just in time.

It’s About to get Really Interesting….

• Human knowledge doubled approximately every century until around 1900.

• By the end of World War II, it was doubling every 25 years.

• Currently doubling every 13 months.

• Internet 2.0 will lead to the doubling of knowledge every 12 hours.

Exponential

David Russell Schilling, IBM | April 19th, 2013

DisruptiveQuestions

What would an “open phone

test” look like?What happens

when everyone can get anything from anywhere?

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

Less about tests, more about proficiency.

Policy Challenges1.A visionary transition

from analogue to digital.2.Redefining exit criteria,

refining assessments, identifying credits and the defining proficiency.

3.Maintaining standards while varying pathways.

4.Establish and strengthen coherence.

Policies That Anticipate/Encourage Rethinking

Rethinking Consumer driven fundamental shifts in your

product, service, or market role.

Reengineer ing Doing a version of what you used to do, but using new tools

that expand consumer options and empowerment.

Retrofitting Doing exactly what you used to do, only

now with a new tool.

1

2

3

Policy Challenges1.A visionary transition

from analogue to digital.

2.Redefining exit criteria, refining assessments, identifying credits and the defining proficiency.

Dr. Scott Miller, President Bethany College

According to a report from the National Center for Higher Education Management Systems and the Association of American Colleges and Universities, "93 percent of employers agree that candidates' demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than their undergraduate major." Colleges will be well advised to refocus at least some areas of their curricula on such career realities.

Critical Life Long SkillsDrive to find those universal skills with the greatest

leverage for future student success.

CC ELA

21st CSCC Math

E1/M3/21 - Demonstrate independence in reading complex texts or viewing media and writing, speaking or producing content

about them.E2/21 - Build a strong base of knowledge through content rich

texts or other appropriate sources of information.E3/E6/M5/21 – Use digital tools to obtain, evaluate, synthesize,

and report findings/information clearly and effectively in response to a variety of tasks and purposes.

M3/E4 - Construct and engage in viable arguments based on evidence and critique reasoning of others.

E1/E3/E5/21 - Read, write, produce and speak grounded in evidence for a variety of purposes and audiences.

M1/M2/M8/21 - Make sense of problems and persevere in solving them.

E7/21 - Come to understand other perspectives & cultures through reading, listening, and collaborations

M7/21 - Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.M4/E7/21 - Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.

Policy Challenges1.A visionary transition

from analogue to digital.2.Redefining exit criteria,

refining assessments, identifying credits and the defining proficiency.

3.Maintaining standards while varying pathways.

Standards – Yes / Standardization - No

Uniform Achievement

Uniform Process

Three Principles of Coherence

Measure Connect

Measure what you

value

Value what you measure

Priority Student Learning

Priority Adult

LearningPriority Systems Learning

Focus

Student Learning

Adult Learning

Systems Learning

1 2 3

Data-Driven

Reflective Practice

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

Student DataDriving

InstructionalPractices &

DecisionMaking

InstructionDriving

ImprovedMeasures

ProfessionalPracticeDriving

ImprovedMeasures

SystemsDriving

ImprovedMeasures

Student

ImprovementProfessional

ImprovementOrganizational

Improvement

StudentGoals

Student Measures

Instructional Practices

Leadership

Adult DataDriving

ProfessionalLearning &

DecisionMaking

AdultGoals

Adult Measures

Professional Learning Practices

Leadership

OrganizationalData

DrivingSystemsDecisionMaking

OrganizationalGoals

OrganizationalMeasures

Organizational Practices

Leadership

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

G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building

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.

TeachersAs

StudentCoaches

DataSupportingReflectivePractice

Student

ImprovementProfessional

Improvement

DataSupportingReflectivePractice

DataSupportingReflectivePractice

AdministratorsAs

InstructionalCoaches

DistrictStaffAs

AdministratorCoaches

OrganizationalGoals

OrganizationalMeasures

Organizational Practices

AdultGoals

Adult Measures

Professional Learning Practices

StudentGoals

Student Measures

Instructional Practices

Leadership

Leadership Leaders

hip

Organizational

Improvement