Resource slides for Plainville planning

1. Goal Groupings –
Directions for Today
1. Group for interest and role balance – which group do you want to be in
– or – do you think you would be most of the most service.
2. Review (whole group) the resource slides – I will review the slides from
our opening presentation that are most directly related to this activity.
3. Review the essential questions for your group – review the questions
in your group – make sure everyone is clear on what the meaning and
intent is – this is the foundation for the “Want” column.
4. Plan for the work – perhaps fill in the want column for each question
as a large group – or move directly to…
– Describing for each question what the goal of the item implies – answering the
“what do we want” question.
– Review the district recent history about what is CURRENTLY being done in this area.
– Fill in the gap – what is the discrepancy between what we want and what we have.

2. © JPC Sr. 2012
What we
have to do.
What we
are already
doing.
What we
want to
do.

3. Want Have Need

4. Strategic Planning Linkages
Three Basic Questions
Improved
Student
Learning

5. Alignment is A Coherence Imperative
Aligned With
Aligned With
© JPC Sr. 2012

6. Goals for
Learning
Assessment
& Data
Professional
Support
Professional
Evaluation
Curriculum &
Communication
Teaching &
Instruction
Resource
Deployment
Leadership
Focus
© JPC Sr. 2012

7. Student Growth
and Development
(45%)
Whole-school
Student Learning
Indicators or
Student Feedback
(5%)
Observations of
Performance and
Practice (40%)
Peer or Parent
Feedback (10%)
Practice Rating
(50%)
Outcome
Rating (50%)
All of these factors are combined to reach your final annual
rating (as described in the Connecticut guidelines).
3/18/2022 7

8. Common Core
State Standards
- Organized by the
Governors Association
(not the USDOE)
- 46 States have adopted
the CCSS (Language Arts
and Math)
- They are the official
state standards in
Connecticut and have
been since July 2010.
© JPC Sr. 2012

9. 21st
Century
Skills
Communicate
Effectively
Adaptable
& Creative
Higher-Order
Thinking
Personal
Responsibility
Information
Literacy
Independent
&
Collaborative
Remember
the Mission…
is about
more
than
just
School.
© Corwin Press - 2011

10. Goals for Learning
• Common Core State Standards
• 21st century skill identification
(academic/civic & social)
• Non-tested curriculum with
CCSS/21CS integration
• Balance between mandated and local
values
Assessment & Data
• K-3 reading performance
• Student data sets for use in TEM
• SBAC aligned strategies,
instructional implementation and
daily analysis for improved practice
• 21st century skill and performance
task assessments
• Real world digital skill and
attribute assessment
Professional Support
• Reading instruction
• Elimination of CEU requirements
• Professional Development Committee
• Individual and small group coaching sessions
(preponderance of 18 hours focused on priorities) and
instructional practices
• Evaluation and support training by 7/1/14
• Providing professional learning opportunities
• Rethinking the expectations of professional learning –
impact on TEM – alignment with TEAM
Professional Evaluation
• K-3 reading instruction test (every year)
• New Teacher/Administrator Evaluation Model
implementation (SBOE Guidelines)
• Rate every teacher every year
• Tenure and termination process changes.
• Validator practices
• Alignment of teaching practice with 21 CS
• Beyond CT Framework of reference- strengths and
weaknesses - ensuring that TEM values what it
measures and measures what it values.
Curriculum & Communication
• CCSS Integration and alignment for
ELA and math
• Posting of choice options on website
• 21st century skill integration
• Non-tested curriculum renewal with
CCSS/21CS integration and
readiness
Teaching & Instruction
• CCSS instructional shifts
• Text/content dependency practices
• SBAC alignment and integration
• 21st century skills practice
• Information literacy integration
• Instructional practices for a digital
learning environment
• Independent and collaborative
practices and support
Resource Deployment
• Unified chart of accounts
• Charter school funding process (29-31)
• MBR and small district guidelines
• Allocation of time and schedules to align
with priorities and needs
• Alignment of resource allocations with
digital learning processes
Leadership Focus
• DPI/SPI/IPI rankings
• DIP/SIP planning
• Evaluation, tenure and support
processes
• Governance Councils (if needed)
• Mission and community-wide
expectations
• Coherence and systems approaches
• Planning for digital transitions
Blue = Digital Learning
Red = 12-116 (CSDE) Green = NEASC

11. Positive Climate
Continuous
Improvement
Data
Common Core
21st Century Skill
Professional
Development
Trust
Build Capacity
Evaluation Plan
Recruit/Train/Retain
Collaboration
Spec. Ed. Program Review Teacher Evaluation Plan Performance Tracker
SRBI/RTI Instructional Rounds Readers/Writers Workshop
PBIS District PD Committee Literacy Resource Teachers
Student Success Plans Tech. Replacement Plan enVision Math
System of Care (SOC) Data Teams / PLCs Curriculum Realignment
Full-Day Kindergarten Common Assessments

12. Goals for
Learning
• Common Core State
Standards
• 21st Century Skills
Assessment & Data
• Supporting Data Driven
Instruction
• Common Assessments
• Data Teams
• Performance Tracker
Professional Support
• New Professional Development Models
• District PD Committee
• PLCs
Professional Evaluation
• New Evaluation Plans
Curriculum &
Communication
• Curriculum Realignment
• Success Plans
• System of Care
Teaching & Instruction
• Positive Climate
• PBIS/SRBI
• Instructional Rounds
• Reading/Writing & Math
Strategies
Resource
Deployment
• Tech Replacement
Leadership Focus
• Recruit/Train/Retain Trust
• Collaboration
• Building Capacity
• Continuous Improvement
• Full Day Kindergarten

13. Goal Groupings –
Back to Basics
1. Goals for learning – how do our curricular
and instructional support materials align
with Common Core and 21st Century Skill
Priorities?
2. Instructional practices – how do our
teaching practices, improvement
mechanisms and evaluation systems align
with our goals for learning?
3. Assessment practices – how do our
assessment and measurement systems
align with our goals for learning, teaching
practices, and the demands of data driven
instruction?

14. Planning Resources
Common Core State Standards
http://www.corestandards.org/
Connecticut SEED (Educator Evaluation)
http://www.connecticutseed.org
NEASC Standards
http://cpss.neasc.org/selfstudy_onsite_visit/selfstudy_materials_for_2012_schools/
Public Act 12-116
http://www.cga.ct.gov/2012/act/pa/pdf/2012PA-00116-R00SB-00458-PA.pdf
Smarter Balanced Assessment Consortium
http://www.smarterbalanced.org/smarter-balanced-assessments/
To view these slides and access these links:
www.slideshare.net/jpcostasr