“What do the dots form?”

Do you remember playing “connect the dots”?

Officially, “Connect the dots is a form of puzzle containing a sequence of numbered dots. When a line is drawn connecting the dots the outline of an object is revealed.” Further, “The puzzles often contain simple line art to enhance the image created or to assist in rendering a complex section of the image.”

We use the phrase "connect the dots" as a “metaphor to illustrate an ability (or inability) to associate one idea with another, to find the "big picture", or salient feature, in a mass of data.”

We also understand that for the “picture” to be completed we had to draw our lines in sequential order albeit numerical or alphabetically.  Skipping or missing a dot resulted in a distortion or incomplete picture.

Connecting dots required understanding patterns, sequencing, order and knowing numbers or the alphabet.  It also required fine motor skills to hold and use a pencil, the ability to draw a line, and of course, patience.

Complexity as well as conflict are created by past experiences, context, culture, circumstances, to name just a few of the factors that inform, influence, or impact the “dots”, the “lines” and the “picture” we are attempting to form.

Though we generally understand the concept as well as construct of connecting dots, the order of our dots is not sequential adding further challenges.  Further still, our work is not linear, concrete or sequential. The pattern or puzzle we are solving is more abstract than concrete.  Yet, we must “connect the dots” to make sense of what we are doing.

The starting point in “making sense” or connecting dots is our Strategic Commitments.  The Commitments include the Key Success Factors that articulate the work that must be completed to achieve our commitments as a school system.  It is in the Key Success Factors that all work albeit programs, initiatives, or purchases are aligned.  Simply put, if a success factor is not the impetus or purpose behind “what” we are doing it cannot be justified or defended and should be abandoned.

We have for the past five years introduced several programs, initiatives, and practices.  Each of these can without hesitation connect to a success factor.  The “Factors” are the “whats” and the “dots” are the “hows”.

For example, Key Success Factor 1.1 reads, “Our Curriculum is vertically and horizontally aligned, rigorous, and relevant; and is congruent with North Carolina Standard Course of Study” – a “what”.  A “dot” or “how” connected to this success factor is Total Instructional Alignment (TIA).  TIA is the means to ensure alignment of the North Carolina Standard Course of Study to content.

Another example is Power of Teaching.  It is a “how” or “dot” that connects Key Success Factor 1.2, “Our Instruction incorporates “effective practice”, leverages time effectively and efficiently, and is in an atmosphere conducive for maximum learning.”  Discovery Education, A+, Learning Development Centers, and Co-Teaching are additional “dots” that connect this success factor.

In Key Success Factor 1:3, “Our Assessment of student learning is congruent with curriculum and instruction and is used to assess for learning as well as an assessment of learning” the “dots” Thinkgate, District Formative Assessments, and Benchmarks Assessments connect.

The “dots” Teachtown, Headsprout, Fast ForWord, Reading Assistant, Learning Together, Kurzweil, Classworks, Math Together, Pistco, to name several supplemental programs connect to Key Success Factor 1.4 “Student Achievement is planned and predictive” and the more specific sub factors with Key Success Factor 1.4.

Key Success Factor 1.5, “Our Professional Learning and Growth model reflect student achievement results, curriculum, instruction, and assessment needs, as well as the professional interests of staff” is where the “dots” Human Capital Development, Learning Development Center, and each specific training designed to improve teaching, learning, and leadership connect.

Neither I, nor anyone else, in leadership can assume the “dots” connect for everyone at the same time or in the same way.  Nor can we assume that the “dots” once connected form the picture we desire let alone stay connected.  Rather, we must assume and therefore act as if “connecting the dots” is continuous and never ceasing. It also requires a clear picture of what we work to accomplish.

The picture we see when connected?

“All means all”.