Slides to support the CAS session in support of high schools in the NEASC accreditation process.

1. High Leverage Skills for a
Digital Age
Focus, Measure, & Connect
Jonathan P. Costa, Sr.
April 30th, 2015
http://digitallearningforallnow.com
http://www.slideshare.net/jpcostasr
costa@educationconnection.org
Jonathan P. Costa

2. Building Coherence
Resources & Links
1. Go to http://www.slideshare.net/jpcostasr and look for….
• High Leverage Skills – NEASC (slides)
• 21st Century Skills Crosswalk
• Common Core Venn Diagram
• Big Nine
• Leverage Gap Analysis
• Highest Leverage Skills
• NEASC Kickstarters
2. My contact information - costa@educationconnection.org
3. My book about the end of books - http://digitallearningforallnow.com
4. Other formative supporting resources – the “classics.”
• The Goal: A Process of Ongoing Improvement, by Eliyahu M. Goldratt and Jeff Cox
• Results: The Key to Continuous School Improvement, by Mike Schmoker
• Good to Great: Why Some Companies Make the Leap...And Others Don’t, by Jim Collins
Jonathan P. Costa

3. Explicitly Connect Foundational Systems
Mission
Leadership
Focus
Goals
MeasuresPractices

4. All the
things
you have
to do..
…and all
the things
you want
to do.

5. Our Mission
To prepare
EVERY student
for learning, life,
and work
in the 21st century.

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. In less
than
ONE
generation:
From going
out of your
way to
communicate..
...to going
out of
your way
not to.

9. From making
an effort to
get into the
information
stream…
In less
than
ONE
generation:
…to having
to make an
effort to get
out of it.

10. Let students
use their
own stuff.
BYOD

11. Essential Questions
Which worries you more….
Continuing to perpetuate an analogue instructional model
that is out of alignment with appropriate preparation for
the real world.
- or –
Managing the numerous challenges that come with a
transition to a new model of provisioning instruction in
public schools.

12. Essential Questions
Which is more likely….
Your district will finally devote enough resources to buy
every student an electronic device of their choosing…
- or –
You decide that the problems and inconveniences of the
initial move are worth the aggravation of making the
switch to a BYOD based 1:1 instructional model

13. Until everyone can
have the same
thing, no one can
have anything.
Equitably deficient.

14. The Real
Equity Problem
Equity through denial
supports the
development of a
digital
achievement
gap.
© Corwin Press - 2011

15. A device gap
is less
objectionable
than an
access gap.

16. Less about
what device
you have,
more
about what
you do with it.

17. Your
browser
is the
equalizer.

18. The
cloud
is a
liberator.

19. Consider the Shift from Analog to Digital Learning
Analog
“Read the part of
Chapter 6 on the
Boston Massacre and
be prepared to answer
questions.”
Digital
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.

20. What Are The Shifts Involved?
Analog
1. What are the goals of this lesson (student learning)?
2. How would you measure its success?
3. What is happening in the learning environment
where this work is being completed?
– What are the students doing – what skills do they need to be
successful?
– What is the teacher doing – what skills does he/she need to
be successful?
Digital
1. What are the goals of this lesson (student learning)?
2. How would you measure its success?
3. What is happening in the learning environment
where this work is being completed?
– What are the students doing – what skills do they need to be
successful?
– What is the teacher doing – what skills does he/she need to be
successful?

21. Coherence Begins With a Focus on Student Learning
Understand
and
Comprehend
Acquire
Factual
Knowledge
Information
Literacy
Critical Stance
Based on
Evidence
Communicate
Effectively
Define and
Solve
Problems
Understand
and Respect
Others
Creativity
And
Adaptability
Integrity and
Responsibility
Here are the universal student
skills that can leverage
the greatest improvements.

22. Coherence
Begins With
Student
Learning
Focus
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 17
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
Discrepancy Gap Analysis Matrix
Universal Skills – Leverage Points
Jonathan P. CostaCommon Core Portrait Statements / EDUCATION CONNECTION - Costa – 21st Century Skills Crosswalk

23. High Leverage Focus on Student Learning
Critical and
Creative
Problem Solving
“Making the Main Thing the Main Thing”
Construct and/or
Analyze
Arguments
Based on
Evidence
Meaningful and
Fluent
Communication
Digital and
Informational
Literacy

24. 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)

25. Coherence Is Supported
by Assessment
Value
Reliability

26. Costa - Strategic Coherence Planning Focus – Measure - Connect
Measure What You Value…1st Level

27. 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

28. Three Domains, Three Levels
G = Goals P = Practices M= Measures
Mission
Every child
successful in life,
learning and work.
Theory of Action
Focus
Measure
Connect

29. 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 with
high leverage
student goals
and
PL Standards
Professional
Measurement
45
40
Organizational
Plans
District or
building
level plans
or strategies
aligned with PL
Standards
Organizational
Measures
DPI
SPI
5
10
Other…
Connect the Levels

30. This process will make sense for you if…
Digital foundations
Future preparation
Focus on high leverage
Connecting systems
Measure what is valued
Mission accountable
Aligned coherent action
Analog history
Defense of the past
Improving everything
Uncoupled autonomy
Measure what you have to
Compliance accountable
Just work harder
…this (+) is preferable to this (-).

31. Goals for
Learning
Assessment
& Measurement
Policy and
Regulation
Community
Engagement
Instructional
Practices
Resource
Deployment
Leadership
Focus
Supporting Systems

32. Five Essential Alignments 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