Neasc fall 14 share
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This document outlines a presentation on planning for NEASC accreditation with a focus on 21st century skills. It discusses the evolution of educational reform over time from a focus on inputs/outputs to universal proficiency. It emphasizes developing skills like critical thinking, problem solving, collaboration and digital literacy. Charts are included that align student learning goals, assessments, instructional practices and data use to support coherence across these areas. Developing strong measures and using data to connect student learning, adult learning and systems/organizational improvement is highlighted.
Neasc fall 14 share
- 1. Planning for NEASC Focus, Measure, & Connect 21st Century Skills October 20th 2014 http://digitallearningforallnow.com http://www.slideshare.net/jpcostasr costa@educationconnection.org Jonathan P. Costa
- 2. Mission To prepare EVERY student for learning, life, and work in the 21st century.
- 3. Connect Goals Mission Leadership Focus Practices Measures
- 4. Coherence Can be Found in the Convergence of These Forces
- 5. The Evolution of Educational Reform (Have to Do) Areas of Before 1986 NCLB 2001 PA12-116 2012 Focus Learning 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-School Skill Demonstrations Universal Measures 46 State Consortia (Math, LA, Science) Smarter Balance (IPI) for All Ranking Every District, School and Teacher Certifications, TEAM, and SEED Multi-State Unified Standards Digital With Performance Tasks Integrated & Scrutinized (N=20) Common Core Aligned And Digitally Supported Pre-K and Full-K Standards Demonstrations & Tests
- 6. 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.
- 7. Less paper, more pixels.
- 8. Job one is to get to 1:1
- 9. Equity Concerns Until everyone can have the same thing, no one can have anything. Equitably deficient.
- 10. Equity Equation A device gap is less objectionable than an access gap.
- 11. Less single source, more crowd source.
- 12. 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.
- 13. Less just in case, more just in time.
- 14. 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 CC/21st Cent. Skills (Contextual) Applied Understandings 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)
- 15. Coherence Begins With Student Learning Focus CC ELA CC Math 21st CS Jonathan P. Costa E1/M3/21 - Demonstrate independent comprehension in reading complex texts/viewing media. 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.
- 16. Coherence Is Supported by Assessment Jonathan P. Costa Value Reliability
- 17. 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?
- 18. What Student Data Do You Have and Use? Skill Set Critical Attributes Assessments & Data Points (Current) Assessments & Data Points (Needed) Critical Stance Based on Evidence M3/E4 Construct and engage in viable arguments based on evidence and critique reasoning of others. SMP 3 – Distinguish correct logic in reasoning from that which is flawed. SMP3 –Build a logical progression of statements to explore the truth about conjectures. SMP 3 -Use stated assumptions, definitions, and previously established results in constructing arguments. SMP 3 - Recognize and use counter examples. SMP 3 – Contextualize and decontextualize quantitative relationships E4 - Question an author’s or speaker’s assumptions and premise 21 - Effectively analyze and evaluate evidence, arguments, claims and beliefs 21 - Synthesize and make connections between information and arguments 21 - Interpret information and draw conclusions based on the best analysis CMT Strand 20 (Grade 5 Only) – State a conclusion and explain why a claim is or is not reasonable based on data CMT Reading Comprehension: Strand D, Objective 2 - Select, synthesize and/or use relevant information within the text(s) to extend or evaluate the text(s) CAPT Interdisciplinary Writing CAPT Process Standards – Express mathematical ideas and arguments with clarity and coherence. Shared Rubrics UniformPerformance Task Smarter Balanced Interim Assessments Critical attribute level detail and data
- 22. Coherence Begins With Student Learning Focus Discrepancy Gap Analysis Matrix Universal Skills – Leverage Points Universal Skill Set Importance & Impact Your Own Practice Total Score Ranking E1/21 - Demonstrate independence in reading complex texts or viewing media and writing, speaking or producing content about them. 7 5 12 E2/21 - Build a strong base of knowledge through content rich texts or other appropriate sources of information. 6 4 10 E3/21 – Use digital tools to obtain, evaluate, synthesize, and report findings/information clearly and effectively in response to a variety of tasks and purposes. 5 6 11 M3/E4 - Construct and engage in viable arguments based on evidence and critique reasoning of others. 8 9 16 E5/21 - Read, write, produce and speak grounded in evidence for a variety of purposes and audiences. 9 8 17 M1/M2/M8/21 - Make sense of problems and persevere in solving them 4 3 7 E6/21 - Come to understand other perspectives & cultures through reading, listening, and collaborations 2 2 4 21 - Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions. 3 7 10 E7/21 - Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior 1 1 2 Common Core Portrait Statements / EDUCATION CONNECTION - Costa – 21st Century Skills Crosswalk Jonathan P. Costa
- 23. What Is Needed? In a learning environment that supports the development of these skills: Students Should Be… Teachers Should Be…
- 24. The More You DO, The More You Learn Passive Superficial Active Involvement Engaged & Empowered
- 25. Coherence Pathways Mission To develop in all children the knowledge, skills, attitudes and values... Theory of Action Focus Measure Connect G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
- 26. Three Principles of Coherence Measure what you value Value what you measure Measure Connect Priority Student Learning Priority Adult Learning Priority Systems Learning Focus Student Learning Adult Learning Systems Learning
- 27. Student Data Driving Instructional Practices & Decision Making Instruction Driving Improved Measures Professional Practice Driving Improved Measures Systems Driving Improved Measures Adult Data Driving Professional Learning & Decision Making Organizational Data Driving Systems Decision Making
- 28. Teachers As Student Coaches Data Supporting Reflective Practice Data Supporting Reflective Practice Data Supporting Reflective Practice Administrators As Instructional Coaches District Staff As Administrator Coaches
- 29. Coherence Pathways – 5,000 Foot View Leadership Domain One Student Learning 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 Focus Measure Connect O-M Building & District Measures DPI SPI 5 10 Other… A-M Professional Measures 45 40 (5/10) S-M Student Measures Smarter Balanced & other valued summative, formative, standardized and non-standardized measures To prepare every student for learning, life, and work in the 21st O-P Mission century. Building & District Practices District or building level plans or strategies A-P Professional Learning Practices Job focused & aligned with 45 5 40 10 S-P Instructional Practices CC/21CS goal aligned teaching methods & strategies Domain Two Professional Learning Domain Three Organizational Learning Goals Mission Leadership Practices Focus Measures G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
- 30. Five Essential Connections for Coherence 1. Goals for Learning Focus 2. Student Measures Measure 3. Instructional Practices Connect 4. Professional Components (F, M, C) 5. Organizational Components (F, M, C) What are your most important, high leverage goals for learning? How will you know if you are improving? What instructional improvements will have the greatest impact on our performance? How will our professional components connect with and reflect these priorities? How will our organizational components reflect and support these priorities? Priority Improvement Goals from Common Core/21st Century Aligned Assessment Data to Measure Growth over Time Aligned instructional Improvement Grounded in TVAL Rubric Aligned Goals and Data Tied to Student Measures and Reflected in DPI/SPI Aligned District and Building Plans That Facilitate Alignment of Resources Goals Measures Practices Goals Measures Practices
Editor's Notes
- #3: This is the defining challenge of our times in public school.
- #9: With that accomplished, all else is possible. Without it, your future is your print-based past.
- #10: The only solution then is to wait – wait until that day when we can afford to buy every student the same device. Is it really more equitable to say that no one has access to technology until everyone can have the same thing? It’s not about the device, its about what we do with it. The only solution then is to wait – wait until that day when we can afford to buy every student the same device. Is it really more equitable to say that no one has access to technology until everyone can have the same thing? It’s not about the device, its about what we do with it. The only solution then is to wait – wait until that day when we can afford to buy every student the same device. Is it really more equitable to say that no one has access to technology until everyone can have the same thing? It’s not about the device, its about what we do with it. The only solution then is to wait – wait until that day when we can afford to buy every student the same device. Is it really more equitable to say that no one has access to technology until everyone can have the same thing? It’s not about the device, its about what we do with it.
- #11: What is worse?