Chappaqua SCP Intro
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The document outlines a strategic coherence plan for the Chappaqua Central School District, emphasizing the need for alignment between educational goals, practices, and measures. It highlights the shift towards a digital and skills-based learning environment, advocating for high-leverage goals related to critical thinking, communication, and digital literacy. The plan calls for a commitment to coherent strategies that foster student success and innovative instructional practices.
Chappaqua SCP Intro
- 1. Chappaqua Central School District Pursuing Strategic Coherence Jonathan P. Costa, Sr. August 28th, 2017 costa@edadvance.org Jonathan P. Costa
- 2. District-Wide Planning as Backwards Design Compared to Leading to
- 3. “What We Want” Assumptions Analog history Defense of the past Improve everything Uncoupled autonomy Traditional measures Compliance accountable Do more work harder Digital future Mission future focused Make high-leverage choices Connected systems Mission aligned measures Mission accountable Aligned coherent action
- 4. These Shifts are Already Market Reality Less paper Less about facts Less just in case Less about volume Less about single sources Less about certifications Less about compliance More pixels More about skills More just in time More about rigor More about synthesis More about experiences More about creating value
- 5. Time Span Between Disruptions (not to scale) 1. Agricultural 1 2. Agricultural 2 3. Industrial 4. Digital 5. Mobile 6. Algorithmic/Art. Int. 10,000 BC 1700 1860 1960 2008 2014 Six Culturally Transformational Changes
- 6. Explicitly Connect Foundational Systems Mission Leadership Focus Goals MeasuresPractices
- 7. Highest Leverage Goals for Student Learning Critical & Creative Problem Solving Analyze & Construct Arguments Based on Evidence Meaningful & Purposeful Communication & Collaboration Digital Literacy & Information Fluency
- 8. Focus Relentlessly on Those Things That Matter Most
- 9. Coherence Is Supported by Assessment Value Reliability
- 10. Traditional Measures of Success Mission Aligned Evidence and Measures of Success
- 11. Rethinking the focus of the “How” Industrial Model Information Model In a factory-based, one-process-fits all environment, those with talents and skills aligned with the process moved to the right of the bell curve. In a digital environment, the market and new tools for learning will challenge you to differentiate the learning strategy so that the whole learning curve can move to the right. Standardized Processes LEAD TO Variable Achievement Variable Processes LEAD TO Uniformly Higher Achievement
- 13. Goals for Learning Assessment & Measurement Policy and Regulation Community Engagement Instructional Practices Resource Deployment Leadership Focus Coherence/Focus
- 14. Coherence Pathways G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building Leadership Focus Engagement Ownership Rigor Alignment Mission To prepare every student for learning, life, and work beyond school
- 15. Align Your Systems With Your Goals for Learning Type of Assessment Required Subject Area Responsibilities Everyone’s Responsibility Content (Declarative) Facts Content Skills (Procedural) Discrete Skills High Leverage Goals (Contextual) Type of Knowledge Desired Type of Instruction Required 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)
- 16. Here’s the Deal: In exchange for your willingness to focus on Chappaqua’s shared high- leverage goals, practices and measures, you will find an increased sense of balance, purpose, and demonstrated efficacy.
- 17. P l a n s Costa - Strategic Coherence Planning Focus – Measure - Connect Current State Beginning Progressing AccomplishingInnovation Configuration Non-Use Orientation Preparation Mechanical Routine Refinement Renewal Levels of Use Awareness Informational Personal Management Consequence Collaboration Refocusing Stages of Concern Adapted from Implementing Change: Patterns, Principles, and Potholes (4th Edition) by Gene E. Hall & Shirley M. Hord Ph.D. Time Resistance Performance Leadership Danger Zone Maximal Failure Potential
- 18. Strategic Coherence Planning Process Commit to Principles of Coherence Planning - Focus - Connect - Mission/Beliefs - Commit to High Leverage Skills Data Scan Internal and External Performance and alignment of foundational and supporting systems of student learning. Aligning Actions With Strategic Focus - Actions - Outcomes - Timelines - Responsibilities - Innovation Configuration Mapping Results Analysis Identifying patterns and priorities Defining the gap between desired and current state. Focus Setting Identify Priority Strategic Actions Indicators of Success
- 19. 1. The district has identified, defined and committed to supporting a focused 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 and balanced measures of student and adult success that are aligned with its student learning goals. 4. The district aligns its supporting organizational systems to support the acquisition of its student learning goals. C O H E R E N C E Costa - Strategic Coherence Planning Focus - Connect
- 20. Systemic Predictable Controllable Common Causes Random Unpredictable Beyond Control Special Causes Common and Special Causes One of Deming’s most significant insights. Mission Driven Decision Making In-Context Problem Solving 85 15
Editor's Notes
- #13: Here is an example of the instructional shifts that we seeking to create. These kinds of lessons (on the right) do take place in Brewster – we just want to make sure that students consistently have the opportunity to do this kind of work throughout their time in Brewster.
- #17: This is the defining challenge of our times in public school.