Planning for NEASCFocus, Measure, &

Connect

21st Century SkillsApril 29th 2015

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

costa@educationconnection.org

Jonathan P. Costa

What do students need to be prepared to succeed in a world that……is digital, connected, open and pluralistic.…is unpredictable and volatile.…is increasingly unforgiving to those who are unskilled.

Explicitly Connect Foundational Systems

MissionLeadership

Focus

What?

How Well?How?

Goals

MeasuresPractices

The What: High Leverage Goals for Student Learning

Critical & Creative Problem SolvingConnecticut

State Standards

21st CenturyDigital

Learning

Common Core Venn Diagram – 21st Century Skills Crosswalk - Four Highest Leverage Student Skills

https://www.ted.com/talks/robert_waldinger_what_makes_a_good_life_lessons_from_the_longest_study_on_happiness

Analyze & Construct

Arguments Based on Evidence

Meaningful & Purposeful

Communication &

Collaboration

Digital Literacy

& InformationFluency

Finding Focus – Learning Targets andSuccess Criteria for Four High-Leverage, Higher-Order Thinking

Skills

Jonathan P. Costa

Meaningful and Purposeful Communication and Collaboration Age Appropriate Critical & Creative Problem-Solving

• Learners develop written, oral, graphic and/or electronic media communications that convey information/opinion/ response/reaction for a variety of contexts and audiences.

• Learners choose a communication format, including the application of digital tools to create/support it, that is appropriate, efficient and effective for the purpose and audience.

• Learners clearly and logically communicate content that is well organized so that listeners/readers/viewers can follow line of reasoning.

• Learners respond to audience comments, reactions and suggestions.

• Learners actively engage in communication and there is strong evidence of the effectiveness of the communication in achieving its purpose.

• Learners engage throughout the process, demonstrate respect, interact positively with others, and react appropriately to varying situations.

• Learners use critical, deductive processes to create coherent representations of problems and identify the most important issues that need to be addressed for the problem solving process to be successful.

• Learners formulate and ask questions to clarify information to improve responses and approaches.

• Learners identify creative, potential solutions and then apply criteria or decision making to narrow the choices to viable potential solutions.

• Learners plan and implement their solutions, monitoring and adjusting the process as necessary.

• Learners reflect critically on learning experiences and problem solving processes.

• Learners demonstrate resilience and persevere in the process of solving or attempting to solve difficult problems

Analyzing and Constructing Arguments Based on Evidence Obtaining Digital Literacy & Information Fluency

• Learners distinguish between fact and opinion and identify when the use of each is appropriate.

• Learners identify an argument’s progression and instances where logic is faulty or parts are unconnected.

• Learners listen, view or read arguments and render opinions supported by information, other opinions and/or experiences.

• Learners construct arguments for specific purposes incorporating data, definitions, and established results.

• Learners present and share arguments using appropriate methods for audience and purpose.

• Learners question each other’s assumptions and premises and use these interactions to strengthen their own arguments.

• Learners incorporate a variety of resources, including digital resources, to support communication, solve problems, and engage in inquiry as pathways to support the construction of new learning.

• Learners use appropriate search and access strategies are used to acquire information from a variety of sources to provide a foundation for addressing problems using inquiry based strategies.

• Learners evaluate, organize, and synthesize information when constructing responses and can provide a supporting rationale for their actions.

• Learners use digital resources and tools to extend learning beyond the course content and support their own personalized learning experiences.

• Learners use digital tools and information resources that demonstrate the appropriate application of the ethical and legal guidelines that define digital citizenship

Explicitly Connect Foundational Systems

MissionLeadership

Focus

What?

How Well?How?

Goals

MeasuresPractices

Coherence Is Supported by Assessment

Measure what you value,

value what you measure.

Value

Reliability

Costa - Strategic Coherence Planning Focus – Measure - Connect

Measure What You Value…1st Level

Costa - Strategic Coherence Planning Focus – Measure - Connect

Item Insufficient – 1 Sufficient - 2 Proficient - 3 Excellent - 4

Use a variety of thoughtfully selected communication tools

for a range of purposes (e.g. to inform, instruct,

motivate and persuade) messages,

and audiences.

 Is unable to apply media and techniques that incorporate the basic elements and/or principles of design. 

 Applies media and techniques that incorporate the basic elements and principles of design in an attempt to communicate personal, cultural, and aesthetic values. 

 Applies media and techniques that incorporate elements and principles of design to communicate personal, cultural, and aesthetic values. 

 Applies media and techniques that incorporate sophisticated elements and principles of design to effectively or originally communicate personal, cultural, and aesthetic values.

No connection between communication actions and/purpose, audience comments or needs.

Attempts to align some communication actions and purpose with audience.

Most actions are aligned with purpose/audience and needs. There is evidence of response and adjustment based on audience feedback.

Highly aligned with purpose and needs and very responsive to audience comments and feedback

Audience may be unresponsive to speaker and message.

There may be some audience response to either the communication or the message.

Some evidence that the audience relates/connects to the communication method and message.

It is clear that the audience relates to the communication method and message.

Measure What You Value…2nd Level

Industrial Model Digital Model

It’s not an either or:it’s a matter of balance and importance.

Information

InformationSkills

Skills

Application

Application

Rethinking the focus of the “What?”

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 Digital environment, the market and new tools for learning will challenge you to differentiate the learning environment so that

the whole learning curve can move to the right.

StandardizedProcesses

LEAD TO

Variable Achievement

Variable ProcessesLEAD

TO

Uniformly Higher

Achievement

It’s About Equity

A device gap is less objectionable than an access gap.

Align Your Systems With Your Goals for Learning

Type of

AssessmentRequired

Subject Area Responsibilities

Everyone’s Responsibil

ityContent

(Declarative)Facts

Content Skills

(Procedural)Discrete

Skills

4 High Leverage Goals(Contextual)

CCSS/Digital Learning

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

TimeRequired

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

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

1. Student

2. Professional

3. Systems

LeadershipFocus

Engagement Ownership

Rigor Alignment

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

ImprovementBuilding/District

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

What are your improvement “Leverage Points?”

Student ImprovementProfessional Improvement

Leaders

hip

Student Goals

- Common Core/21st

Century Skills & Content

Professional Goals

Evaluation & support goals, SLOs, focus

goals & other

Organizational Goals

Improvement targets related to DPI,

SPI or other goals

Instructional Strategies

CC/21CS goal aligned teaching methods

& strategies

Assessing Learning

SB & other valued summative, formative,

standardized and non-

standardized measures

Professional Growth

Aligned withhigh leverage student goals

andPL Standards

Professional Measurement

4540

Organizational Plans

District or building

level plans or strategies

aligned with PL Standards

Organizational Measures

District andBuilding level

dataOther…

Building/District ImprovementWhat Goes Where?

Leadership

Leadership

GoalsMeasuresPractices

What are your improvement “Leverage Points?”

Goals for

Learning

Assessment&

Measurement

Policy andRegulation

CommunityEngagement

Instructional

Practices

Resource Deployment

LeadershipFocus

Supporting Systems

The Pareto

Leverage PrincipleVital

Few

Weeding the Garden

Our collective failure to truly align

practice with NEASC standards begins

with our lack of will, ability, or systemic

commitment to focus on something and prioritize it’s accomplishment

over others.

Find Your One ThingWhich skill in

your current set of expectations would you say is the most critical

to long-term student success?

Coherence Begins With Student Learning Focus

Universal Skill Set Importance & Impact

Your Own Practice

Total ScoreRanking

E1/21 - 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.

E3/21 – 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.

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

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

E6/21 - Come to understand other perspectives & cultures through reading, listening, and collaborations

21 - Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.

E7/21 - Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior

Discrepancy Gap Analysis MatrixUniversal Skills – Leverage Points

Jonathan P. CostaCommon Core Portrait Statements / EDUCATION CONNECTION - Costa – 21st Century Skills Crosswalk

Putting the Connections TogetherGoals Measures Practices

Skill Attribute Evidence Instrument/Scale Content Area Task

Argument Based on Evidence

Learners construct arguments for specific purposes incorporating data, definitions, and established results.

Sited data is accurate, properly sourced, associated with and clearly connected to segments of the overall argument.

Rubric

Beginning, Developing, Proficient,Excellent

American History

Create a work that defends your summary/ conclusion regarding the status of British Soldiers with your facts and evidence.

Until every teacher can fill this in and deliver it, you are just talking about it.

SystemicPredictabl

eControllab

le

Common

Causes

Random Unpredicta

ble Beyond

Control

Special

Causes

Common and Special Causes

One of Deming’s most significant insights.

Mission Driven Decision Making In-

Context Problem Solving

851

5