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Daggett System for Effective Instruction Deep Dive Willard R. Daggett, Ed.D. Founder and CEO.

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Presentation on theme: "Daggett System for Effective Instruction Deep Dive Willard R. Daggett, Ed.D. Founder and CEO."— Presentation transcript:

1 Daggett System for Effective Instruction Deep Dive Willard R. Daggett, Ed.D. Founder and CEO

2 Program Announcement 9:30 Session #77 - Ms. Math room change to Washington B Session #93 – CTE will be in Bayou AB

3 The Challenges Common Core State Standards (CCSS)

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

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

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

7 System

8 Teaching Organizational Leadership Instructional Leadership Student Achievement

9 Rigor and Relevance Teaching

10 Rigor/Relevance For All Students

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

12 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

13 Blooms CDCDABABCDCDABAB Application Levels

14 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.

15 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

16 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

17 A B D C Calculate with numbers, including decimals, ratios, percents, and fractions. Understand two- dimensional motion and trajectories by separating the motion of an object into x and y components. Rigor/Relevance Framework

18 A B D C Know the characteristics and phenomena of sound waves and light waves. Understand the effect of sounds, words, and imagery on a listening audience. Rigor/Relevance Framework

19 Blooms CDCDABABCDCDABAB Application Levels

20 A B D C

21 Rigor and Relevance #23 – 9:30 am

22 Rigor and relevance Relationships Teaching

23 Rigor and relevance Relationships Content Teaching

24 Rigor and relevance Relationships Content Teaching How students learn

25 Brain Research

26 Sight Prefrontal Cortex Hearing Association Area Connections/Pathways

27 How we Teach

28 A B D C

29 How They Learn

30 A B D C

31 LEARN to DO

32 LEARN to DO vs. DO to LEARN

33 Professional Development

34 Rigor and Relevance #23 – 9:30 am

35 Rigor and relevance Relationships Content Teaching How students learn Instructional strategies

36 Gold Seal Lessons

37

38

39 Rigor and relevance Relationships Content Teaching How students learn Instructional strategies Guide and differentiate instruction

40 Rigor and relevance Relationships Content Teaching How students learn Instructional strategies Guide and differentiate instruction

41 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?

42 Culture Organizational Leadership

43 Culture Vision Organizational Leadership

44 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

45 12345

46 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

47 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

48 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

49 Guiding Principles Responsibility Responsibility Contemplation Contemplation Initiative Initiative Perseverance Perseverance Optimism Optimism Courage Courage Respect Respect Compassion Compassion Adaptability Adaptability Honesty Honesty Trustworthiness Trustworthiness Loyalty Loyalty

50 Survey Tools for Rigor, Relevance and Relationships We Learn Student Survey We Teach Instructional Staff Survey We Lead Whole Staff Survey

51 Teacher vs. Student Comparison T – Students can apply what I am teaching to their everyday lives. 92% S – I can apply what I learn to my everyday life. 58%

52 Teacher vs. Student Comparison T – Students in my classroom engage in hands-on activities. 88% S – We do lots of hands-on activities in my classes. 45%

53 Teacher vs. Student Comparison T – I make learning exciting for my students. 84% S – My teachers make learning exciting.40%

54 Teacher vs. Student Comparison T – I recognize students when they demonstrate positive behavior in school. 95% S – Good citizenship is rewarded in this school. 40%

55 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

56 Those things that are easy to measure are least important Those thing that are most important are hardest to measure

57 Rubrics AASA NEA AFT NASSP NSBA CCSSO NASBE ASCD AIR Gates Foundation

58 Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

59 Culture Vision Structure and systems Organizational Leadership

60 Culture Vision Structure and systems Organizational Leadership Build leadership

61 Top Down Support for Bottom Up Success

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

63 Effectiveness and Efficiency Framework High Cost Low Cost

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

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

66 Empower Staff

67 A Defined and Inflexible System Bells Calendar Contracts Tests Rules and Regulations

68 Empower Staff 1.Team of teachers

69 Empower Staff 1.Team of teachers 2.Given group of students

70 Empower Staff 1.Team of teachers 2.Given group of students 3.Agree to their present performance

71 Empower Staff 1.Team of teachers 2.Given group of students 3.Agree to their present performance 4.Give total budget (fixed and variable)

72 Empower Staff 1.Team of teachers 2.Given group of students 3.Agree to their present performance 4.Give total budget (fixed and variable) 5.Give % of savings if student performance improves

73 Successful Examples Teachers in teams with a group of students They get 50% of reduced cost if students maintain student performance. If they dramatically improve student performance they get 80% of reduced cost.

74 Vision Driven Leadership A CD B Rules Control Teaching/Teachers Compliance Inputs Results Empower Learning / Students Engaged Outputs

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

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

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

78 High expectations Instructional Leadership

79 12345

80 High expectations Curriculum Instructional Leadership

81 State Standards to CCSS Existing State Standards New Common Core State Standards

82 State Standards to CCSS Existing State Standards New Common Core State Standards Grade

83 Expert Space

84 Expert Space Expert Space Tie to standards

85 Multiple Reading Scaffolds

86 Lexile Level:

87

88

89 Spanish Translations

90 Read Out Loud

91 Multiple Reading Scaffolds

92 Educator Resources

93 EXPERT SPACE – Includes Updated Cross Curricular 21 st Century Project Based Electronic Portfolio 24/7 Learning Parent Involvement

94 High expectations Curriculum Literacy and math Instructional Leadership

95 Lexile Framework ® for Reading Study 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%) Summary of Text Lexile Measures

96 16 Career Clusters Department of Education

97 Reading Requirements Findings Entry-level –Highest in 6/16 –Second Highest in 7/16 Consistent Across Country

98 Human Services

99 Construction

100 Manufacturing

101 Quantile Framework Numbers and Operations Algebra / Patterns & Functions Data Analysis & Probability Measurement Geometry

102 Quantile Measure (Q) Personal Use Employment High School First-Year College Interquartile Ranges Shown (25% - 75%) Quantile Framework for Math Study Summary of Quantile Measures

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

104 Lexile and Quantile Study

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

106 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

107 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 Printing Technology Journalism &Broadcasting A/V Technology& Film Telecommunications Standard 2Communication SPI Identify the thesis and main points of a challenging speech. E2 E34 H SPI Distinguish between a summary and a paraphrase. E20 E28 H SPI Distinguish between a critique and a summary. E20 E28 H SPI Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect). E17 E22 H SPI Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes). E37 E44 H SPI Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). E8H

108 Power of Discovery Lexile and Quantile Study Opportunity

109 Lexile Framework ® for Reading Study 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%) Summary of Text Lexile Measures

110 Lexile Framework ® - Student Profile Text Lexile Measure (L) Matt * Source of National Test Data: MetaMetrics 910 Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0

111 Lexile Framework ® - Student Profile 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 Matt High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter

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

113 Program Announcement 9:30 Session #77 - Ms. Math room change to Washington B Session #93 – CTE will be in Bayou AB

114 1587 Route 146 Rexford, NY Phone (518) Fax (518) International Center for Leadership in Education, Inc.


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