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Daggett System for Effective Instruction: Where Research and Best Practices Meet Willard R. Daggett, Ed.D. Founder and CEO.

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Presentation on theme: "Daggett System for Effective Instruction: Where Research and Best Practices Meet Willard R. Daggett, Ed.D. Founder and CEO."— Presentation transcript:

1 Daggett System for Effective Instruction: Where Research and Best Practices Meet Willard R. Daggett, Ed.D. Founder and CEO

2 The Challenges Common Core State Standards (CCSS)

3 The Challenges Common Core State Standards (CCSS) Next Generation Assessments (NGA)

4 The Challenges Common Core State Standards (CCSS) Next Generation Assessments (NGA) Teacher Effectiveness based on Student Performance

5 Created the Rigor / Relevance Framework ® Our Involvement

6 Created the Rigor / Relevance Framework ® Became framework for CCSS and NGA Our Involvement

7 Created the Rigor / Relevance Framework ® Became framework for CCSS and NGA Lexile ® research is helping define proficiency in NGA Our Involvement

8 Created the Rigor / Relevance Framework ® Became framework for CCSS and NGA Lexile ® research is helping define proficiency in NGA 5-year study with CCSSO and Gates Foundation Our Involvement

9 Created the Rigor / Relevance Framework ® Became framework for CCSS and NGA Lexile ® research is helping define proficiency in NGA 5-year study with CCSSO and Gates Foundation Work with the early implementers (RttT) Our Involvement

10 Created the Rigor / Relevance Framework ® Became framework for CCSS and NGA Lexile ® research is helping define proficiency in NGA 5-year study with CCSSO and Gates Foundation Work with the early implementers (RttT) International best practices Our Involvement

11 Make the complex simple Unrelenting commitment to help schools improve in meeting the needs of all children

12 The Challenges Common Core State Standards (CCSS)

13 The Challenges Common Core State Standards (CCSS) Next Generation Assessments (NGA)

14 The Challenges Common Core State Standards (CCSS) Next Generation Assessments (NGA) Teacher effectiveness based on student performance

15 The Challenges Common Core State Standards (CCSS) Next Generation Assessments (NGA) Teacher effectiveness based on student performance Prepare students for the world beyond school

16 Agenda RESEARCH

17 Agenda RESEARCH MODEL SCHOOLS

18 Agenda RESEARCH MODEL SCHOOLS STRUCTURE

19 Agenda RESEARCH MODEL SCHOOLS BEST PRACTICES STRUCTURE

20 Agenda RESEARCH MODEL SCHOOLS ACTION PLAN BEST PRACTICES STRUCTURE

21 GOALS Complex Simple Tools Strategies

22 Worksheet

23 Agenda RESEARCH MODEL SCHOOLS ACTION PLAN BEST PRACTICES STRUCTURE

24 Focus What is effective?

25 Research on Effectiveness 1.Data-rich, analysis-poor –Meta-analysis

26 Research on Effectiveness 1.Data-rich, analysis-poor –Meta-analysis 2.Visible Learning by John Hattie –52,637 –800 meta-analyses

27 Research on Effectiveness 1.Data-rich, analysis-poor –Meta-analysis 2.Visible Learning by John Hattie –52,637 –800 meta-analyses 3.Sutton Trust Research, UK

28 Research on Effectiveness 1.Data-rich, analysis-poor –Meta-analysis 2.Visible Learning by John Hattie –52,637 –800 meta-analyses 3.Sutton Trust Research, UK 4.CCSSOs – InTASC

29 Research on Effectiveness 1.Data-rich, analysis poor –Meta-analysis 2.Visible Learning by John Hattie –52,637 –800 meta-analyses 3.Sutton Research, UK 4.CCSSOs – InTASC 5.Other Existing Frameworks

30 Five Categories Students Teachers Schools/Districts Curricula Home

31 Scale 138 factors

32 Scale 138 factors Effect

33 Scale 138 factors Effect Standard deviations (SD)

34 Standard Deviation

35 1 Standard Deviation Students do better than 84% of students not in that initiative

36 1 Standard Deviation Students do better than 84% of students not in that initiative Typically represent 2 years growth in one year

37 Focus What is effective? What you can impact?

38 Literacy Strategies Effective.61 SD = 1.22 Years Growth per Year

39 Focus What is effective? What you can impact? –nations most successful practices –international best practices

40 Student Teacher Relationship Effective.72 SD = 1.44 Years Growth per Year

41 Application of Knowledge Effective.65 SD = 1.30 Years Growth per Year

42 Socioeconomic Status Effective

43 You Cannot Change Where YOUR STUDENTS CAME FROM However You Can Change Where YOUR STUDENTS ARE GOING

44 Focus What is effective? What you can impact? What is most efficient?

45 Effectiveness and Efficiency Framework High Cost Low Cost

46 Effectiveness and Efficiency Framework High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

47 Effectiveness and Efficiency Framework High Cost Low Cost High Student Performance Low Student Performance CDCDABABCDCDABAB EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

48 Professional Development Efficient

49 Professional Development EffectiveEfficient

50 Greatest Impact What is effective? What you can impact? What is most efficient?

51 Greatest Impact Culture of High Expectations Relevance of Instruction Strong Relationships

52 Findings Teachers are our greatest hope.

53 Student Teacher Relationship Effective Efficient

54 Application of Knowledge EffectiveEfficient

55 Professional Development Effective Efficient

56 Teacher Expectations and Clarity EffectiveEfficient

57 Plan Instruction based on how Students Learn EffectiveEfficient 1.28

58 Assessment to Inform and Differentiate Instruction Effective Efficient

59 Meta-Cognitive Strategies Effective Efficient

60 Literacy Strategies Effective Efficient

61

62 Read 180, System 44, Expert 21 # 27 – Feature Session – Ted Hasselbring # 69 – Model School – Billings Public Schools # 81a, 81b, 82a, 82b, 83a - How to Sessions

63 Peer Tutoring EffectiveEfficient

64 Learning Together

65

66

67

68

69 #75 – Harbour View Elementary #76 – Brockton High School #90 - How to Session

70 What is less effective and efficient

71 Class Size EffectiveEfficient

72 Summer School EffectiveEfficient

73 0.72 0.90 0.62 0.75 0.40 0.67 0.90 0.60 0.75 0.90 0.69 0.80 0.60 0.65 0.55 0.75 0.21 0.20 0.30 0.55 0.22 0.90 0.23 0.20 Student Teacher PD Prior Achieve Form. Eval. Teacher Clarity Meta Strats. Literacy Strats. Peer Tutor Class Size Ability Group Teach Test Summer School

74 Student Achievement

75 Focus What is effective? What you can impact? –nations most successful practices –international best practices What is most efficient?

76 Teaching Organizational Leadership Instructional Leadership Student Achievement

77 System

78 Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight Lawyers in a Law Firm Troops in Battle Teachers in a School System

79 Successful Practices Network -Session #80 -Resource Center

80 Key to Effective Instruction Is Alignment Organizational Leadership Instructional Leadership Teacher

81 Deal with Underlying Challenges Family and parent involvement/support Attendance Teacher attitude and attendance Safety / security

82 Student Achievement

83 Sessions #3 McNulty – President, ICLE #10 Deb Delisle - Senior Fellow, ICLE # 17 Sue Szachowicz Brockton High School

84 Teaching Organizational Leadership Instructional Leadership Student Achievement

85 WORKSHEET -Actions - Conference - School/District -PowerPoint -Whitepaper -Legend

86 Worksheet

87 Rigor and Relevance Teaching

88 Knowledge Taxonomy 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation

89 Application Model 1.Knowledge in one discipline 2.Application within discipline 3.Application across disciplines 4.Application to real-world predictable situations 5.Application to real-world unpredictable situations

90 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

91 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs.

92 1 2 3 4 5 6 12345 A B D C Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Rigor/Relevance Framework

93 1 2 3 4 5 6 12345 A B D C Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram. Organize and display collected data, using appropriate tables, charts, or graphs. Rigor/Relevance Framework

94 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

95 Rigor & Relevance #23 - Feature #94 Resource Session #97 Resource Session #106 Resource Session Visit Resource Center

96 Rigor and Relevance Relationships Teaching

97 Rigor and Relevance Relationships Content Teaching

98 Rigor and Relevance Relationships Content Teaching How students learn

99 A B D C

100 Brain Research #13 – Nussbaum #14 – Nussbaum #15 – Brooks #16 – Brooks

101 Rigor and Relevance Relationships Content Teaching How students learn Instructional strategies

102 Rigor and relevance Relationships Content Teaching How students learn Instructional strategies Assessment to guide instruction

103 Organizational Leadership Student Achievement

104 Culture Organizational Leadership

105 Culture #1 - Daggett

106 Create a Culture Technology

107 1991 2011 Computing Capacity Moores Law – Doubles Every 2 Years 2021

108 Exponential Growth MainframeiPhone

109 Exponential Growth MainframeiPhone Blood Cell

110 Moores Law Linear (30 feet) Exponential (1 billion feet – 200,000 miles)

111 Technology Moores Law

112 Technology Moores Law Cloud Computing

113 Technology Moores Law Cloud Computing Open Source

114 Technology Moores Law Cloud Computing Open Source GNR

115 Genetics (Bio-Tech) Nano Technology Robotics

116 Skill Gap Literacy Math Science Quadrant B and D

117 Create a Culture Technology

118 Create a Culture Technology Globalization

119 Create a Culture Technology Globalization Financial

120 Create a Culture Technology Globalization Financial Demographic

121 Population FemaleMale 1950 2010 2050

122 Create a Culture Technology Globalization Financial Demographic Workplace

123 Create a Culture Technology Globalization Financial Demographic Workplace Skill Gap

124 Create a Culture Technology Globalization Financial Demographic Workplace Skill Gap

125 Culture #1 - Daggett

126 Create a Culture What is the message? Who it is delivered to and in what order? How to deliver it?

127 Culture Vision Organizational Leadership

128 Is your purpose to prepare students for the test?

129 Is your purpose to prepare students for the test? What else should you prepare them for?

130 Those things that are easy to measure are least important. Those things that are most important are hardest to measure.

131 Vision -Wednesday 8:00 am – Delta A DSEI - Deep Dive -Closing General Session

132 Culture Vision Structure and systems Organizational Leadership

133 Organizational Changes Looping Interdisciplinary Chairs Electives to 9th Grade

134 Culture Vision Structure and systems Organizational Leadership Build leadership

135 Top-down support for bottom-up success

136 Empower Leadership Teams

137 Leadership Teams Coherent Vision Empowerment

138 Leadership -#5 -McNulty -#22 – NASSP (Flanary) -Institute for 21 st Century Learning – Resource Center

139 Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Build leadership

140 Evaluation - #7 – Daggett/Delisle

141 Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Data systems Build leadership

142 Data Systems - #91 – SAS EVAAS

143 Teacher evaluation systems need to be tied directly to data systems

144 Teaching Organizational Leadership Instructional Leadership Student Achievement

145 Teacher Expectations and Clarity Effective Efficient

146 High expectations Instructional Leadership

147 CCSS/NGA -#8 – Gendron -#9 - Gendron

148 Next Navigator

149 Resource Center

150 12345

151 Road Map State Standards to State Test

152 Ohio English Language Arts Indicators Tested

153 Your State Standards CCSS

154 State Tests State Standards A A

155 Road Map State Standards to State Test State Standards to Research

156 Your State Standards CCSS

157 National Essential Skills Study (NESS)

158 NESS Study Subgroup Rankings ELA Skill: Write clear and concise directions or procedures. GroupRank Overall9 Business/Industry2 Other Non-educators10 English Language Arts Teachers25 Other Educators8

159 NESS Study Subgroup Rankings ELA Skill: Give clear and concise oral directions. GroupRank Overall7 Business/Industry3 Other Non-educators9 English Language Arts Teachers28 Other Educators7

160 NESS Study Subgroup Rankings Math Skill: Apply the Pythagorean Theorem to right triangles. GroupRank Overall20 Business/Industry29 Other Non-educators31 Mathematics Teachers4 Other Educators24

161 NESS Study Subgroup Rankings Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error. GroupRank Overall12 Business/Industry3 Other Non-educators10 Mathematics Teachers30 Other Educators8

162 Proficiency

163 NESS & Lexile State Tests State Standards C A C

164 Your State Standards CCSS

165 Common Core Standards NESS & Lexile State Tests State Standards C A

166 Road Map State Standards to State Test State Standards to Research State Standards to CCSS

167 Your State Standards CCSS

168 Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard

169 CCSS Your State Standard

170 Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA

171 Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA

172 State Test NGA Create a large spinner for a game that has at least eight sectors. Each sector should be assigned a different prize. Prizes should range in value from most appealing to least appealing. Vary the sectors so that the probability to win a desired prize is much less that the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize. Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which price has the greatest probability and which prize has the least probability?

173 Common Core Standards NESS & Lexile State Tests State Standards Consortium Assessment DA

174 Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA NGA to CCSS

175 A B D C

176 Next Navigator - #113 – Lucey

177 Resource Center

178 High expectations Curriculum Instructional Leadership

179 High expectations Curriculum Literacy and math Instructional Leadership

180 Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

181 CCSS - ELA K-5 6-12 Standards for Literacy in History- Social Studies, Science, Technical Subjects

182 Literacy/Numeracy -#89 – I CAN Learn -#81a – Read 180 -#81b –Read 180 -#82a – System 44 -#82b – System 44 -83a – Expert 21

183 High expectations Curriculum Literacy and math Data-driven Instructional Leadership

184 Tennessee Arts Education Tennessee Language Arts Standards/Learning Expectations/Accomplishments High School English II Curriculum Survey of Essential Skills National Rankings End-of- Course Test Visual Arts DanceMusicTheatre 1.08 Develop organized pieces of writing containing focused, well-developed ideas. e12 e54 HHHHH 1.09 Demonstrate effective writing style by the use of vivid words, a variety of sentence structures, and appropriate transitions. e12 e54 HHHHH 1.10 Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness. e14 e41 e62 HMMMM 1.11 Recognize and demonstrate appropriate use of standard English: usage, mechanics and standard spelling, and sentence structure. e1 e7 HHHHH 1.12 Identify and use a variety of resources to revise and edit writing. e21HMMMM 1.13 Research information to prepare presentations or reports which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries. e3 e36a L

185 Tennessee Career and Technical Education Tennessee English Language Arts Content Standards/ State Performance Indicators English II NESS Rank TCAP / EOC Agriculture, Food & Natural Resources Architecture & Construction Arts, A/V Technology & Communications Food Products &Processing Systems AgribusinessSystems Power, Structural &Technical Systems EnvironmentalService Systems Plant Systems Natural ResourceSystems Animal Systems Design/Pre-Construction Construction Maintenance/Operations Performing Arts Visual Arts PrintingTechnology Journalism &Broadcasting A/V Technology& Film Telecommunications Standard 2Communication SPI 3002.2.1 Identify the thesis and main points of a challenging speech. E2 E34 H SPI 3002.2.2 Distinguish between a summary and a paraphrase. E20 E28 H SPI 3002.2.3 Distinguish between a critique and a summary. E20 E28 H SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect). E17 E22 H SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes). E37 E44 H SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). E8H

186 High expectations Curriculum Literacy and math Data-driven Provide professional growth Instructional Leadership

187 Teaching Organizational Leadership Instructional Leadership Student Achievement

188 Daggett System for Effective Instruction - Wednesday – 8:00 - Delta A

189 What Are the Next Steps? Closing Session

190 Agenda RESEARCH MODEL SCHOOLS ACTION PLAN BEST PRACTICES STRUCTURE

191 Transition Plan

192 Next Steps Start with awareness program

193 Needs Assessment Next Steps

194 Start with awareness program Needs Assessment Transition Plan Next Steps

195 Start with awareness program Needs Assessment Transition Plan Provide support to teachers now Next Navigator Focused and sustained professional development Next Steps

196 Start with awareness program Needs Assessment Transition Plan Provide support to teachers now Next Navigator Focused and sustained professional development Monitor progress Next Steps

197 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail - info@LeaderEd.com www.LeaderEd.com International Center for Leadership in Education, Inc.


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