salisbury introductory materials

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  • 1. Finding CoherenceFocus, Measure, & ConnectSalisbury Central SchoolSeptember, 24th 2014http://digitallearningforallnow.com P. Costa

2. all thestuff wehave todo,and allthe stuffwe wantto do. 3. The Evolution of Educational Reform (Have to Do)Areas of Before 1986 NCLB 2001 PA12-116 2012FocusLearning GoalsAssessment ProtocolsAccountabilityTeacher PrepCurriculumTesting ToolsStudent AbilitiesInstructional FocusInputs/OutputsUniversal AccessLocally DeterminedRank and SortNo News is Good NewsGet A DegreeTable of ContentsPencil & PaperGrouped & LabeledTeacher DependentReady for K - 59.9 to LeaveUniversal ProficiencyState by StateTests for ALLLabel Failing SchoolsCertifications & BESTState Standards &FrameworksPencil & Paper WithPerformance TasksIntegrated (N=40)Standards AlignedNeed for Pre-SchoolSkill DemonstrationsUniversal Measures46 State Consortia(Math, LA, Science)Smarter Balance (IPI)for AllRanking Every District, School andTeacherCertifications, TEAM, andSEEDMulti-StateUnified StandardsDigital WithPerformance TasksIntegrated & Scrutinized (N=20)Common Core AlignedAnd Digitally SupportedPre-K and Full-K StandardsDemonstrations & Tests 4. Yes, Its Happened Before Our Eyes 5. Our world has changed1. It is digital, flat, openand pluralistic.2. It is unpredictable andvolatile.3. It is increasinglyunforgiving to thosewho are unskilled. 6. DisruptiveQuestionsWhat would an openphone test look like?What happens wheneveryone can getanything fromanywhere? 7. The More You DO,The More You LearnPassiveSuperficialActive InvolvementEngaged & Empowered*Adapted from National Training Laboratories, Bethel, Maine 8. Align Your Systems With Your Goals for LearningType ofAssessmentRequiredSubject AreaResponsibilitiesEveryonesResponsibilityContent(Declarative)FactsContent Skills(Procedural)Discrete SkillsCC/21st Cent. Skills(Contextual)Applied UnderstandingsType ofKnowledgeDesiredType ofInstructionRequiredLecture, video,films, assignedreadings andmemory activities.Classroom or textbookproblems, experiments,discussions, practice andrepetition.Complex projects,real time explorations,authentic and relevantskill applications.Amount ofTimeRequiredDiscrete units,spiraled andpredictable.Ongoing, systemic andwithout a finiteor predictable end.Discrete units,spiraled andpredictable.Recall & recognitionbased quizzes, tests,and activities. Multiplechoice, matching, etc.(SAT/AP/Exams)Checklists,analytic rubrics,or other agreed uponskill standards(AP/SB/CAPT/Exams)Holistic and,analytic rubrics,or other agreed uponstandards of rigor(Portfolios, Exhibitions, SB) 9. 5 Minutes ofReflectionHave to Want toPaper PixelsSingle CrowdIn Case In Time 10. Three Principles of CoherenceMeasurewhat youvalueValuewhat youmeasurePriorityStudentLearningPriorityAdultLearningPrioritySystemsLearningStudentLearningAdultLearningSystemsLearningFocus Data Connections 11. Data Based Decision Making Asking the questions, Howdo we know (Effect Data)and What are we doing(Cause Data)? and Howare these thingsconnected? How do we use cause andeffect data to guideevaluation and supportdecision making at everylevel of the organization? 12. Coherence PathwaysMissionTo develop in allchildren theknowledge, skills,attitudes andvalues...Theory of ActionFocusMeasureConnectG = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building 13. Coherence Pathways 10,000 Foot View LeadershipDomain OneStudent LearningS-G Goals for Student Learning All goals for studentlearningA-G Goals for Professional Learning All goals for adultlearningO-G Goals for Building and District All building or districtimprovement goalsFocusMeasureConnectO-MBuilding &DistrictMeasuresAll theways wemeasurebuildinganddistrictprogress.A-MProfessionalMeasuresAll theways wemeasureindividualadultlearningandpractice.S-MStudentMeasuresAll theways wemeasurestudentlearning.To prepare everystudent forlearning, life, andwork in the 21stO-PMissioncentury.Building &District PracticesAll theplans wemake forbuildingsanddistrictprogressA-PProfessionalLearningPracticesAll thewayswe leadadultsto learnS-PInstructionalPracticesAll theways weleadstudentstolearningDomain TwoProfessional LearningDomain ThreeOrganizational LearningGoalsMissionLeadershipPractices Focus MeasuresG = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building 14. Coherence Pathways 5,000 Foot View LeadershipDomain OneStudent LearningS-G Goals for Student Learning Connecticut Core/21stCentury Skills &ContentA-G Goals for Professional Learning Evaluation & supportgoals, SLOs, focusgoals & otherO-G Goals for Building and District Improvement targetsrelated to DPI, SPI orother goalsFocusMeasureConnectO-MBuilding &DistrictMeasuresDPISPI510OtherA-MProfessionalMeasures4540(5/10)S-MStudentMeasuresSmarterBalanced &other valuedsummative,formative,standardizedand non-standardizedmeasuresTo prepare everystudent forlearning, life, andwork in the 21stO-PMissioncentury.Building &District PracticesDistrict orbuildinglevelplans orstrategiesA-PProfessionalLearningPracticesJobfocused& alignedwith4554010S-PInstructionalPracticesCC/21CSgoalalignedteachingmethods&strategiesDomain TwoProfessional LearningDomain ThreeOrganizational LearningGoalsMissionLeadershipPractices Focus MeasuresG = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building 15. Student DataDrivingInstructionalPractices &DecisionMakingInstructionDrivingImprovedMeasuresProfessionalPracticeDrivingImprovedMeasuresSystemsDrivingImprovedMeasuresAdult DataDrivingProfessionalLearning &DecisionMakingOrganizationalDataDrivingSystemsDecisionMaking 16. TeachersAsStudentCoachesDataSupportingReflectivePracticeDataSupportingReflectivePracticeDataSupportingReflectivePracticeAdministratorsAsInstructionalCoachesDistrictStaffAsAdministratorCoaches 17. Our task this year is to Reflect and refine our Mission, Beliefs, Vision andGoals based on what we have learned andexperienced since these items were last explored. Take stock of our current state through the lens ofthose changes. Determine Salisbury Centrals Focus, Measure andConnect priorities to guide our forward progress. 18. What wehave to do.What weare alreadydoing.What wewant todo. 19. RegionalConsiderationsMissionThe mission of Central Office is to provide leadership and support to administrators, teachers, board members, and thecommunity, in order to inspire a passion for teaching and learning and ensure all children are challenged andexpected to learn. This can be achieved when we establish high expectations, enrich curricula and form mutualpartnerships in respectful, caring environments.VisionThe vision for our regional schools is to be strong learning communities. We must focus on continuous improvementand creativity throughout our organization and resist the temptation to accept the status quo.ValuesEvery 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 andassessment in all content areas.The development of the whole child is everyones responsibility.BeliefsAll children will learn, and it is every educators 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 physicalgrowth of their students.Teaching is a profession and requires all practitioners to respect and model the expected behaviors and to engage inactivities beyond the realm of their classrooms.Regional Initiatives1. 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 CommonCore, SRBI/RTI, PBIS, and Differentiated Instruction2. To begin implementation of the new regional teacher and school leader evaluation plans3. To promote active citizenship within and among faculty, staff and students using the followingindicators: self-management, increased involvement, communication, respect, outreach, and sharedleadership (including systematic responsiveness to atrisk youth)4. To implement a guaranteed and viable curriculum tied to comprehensive formative and summativeassessments 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 20. Your SchoolBaselineMISSIONACHIEVEMENT - RESPECT - RESPONSIBILITYEFFORT - COOPERATION The aim of education at Salisbury Central School is to promote independence of thought and spiritand to help students function and be productive members of society. Students will learn at highlevels, 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 enterinto 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 provideactivities which enhance each students intellectual, physical, social, and emotional development.Academics and the needs of students are held in equal value. The dignity and uniqueness of theindividual are respected. We strive to create a learning environment that meets individual needs andlearning