# Daggett System for Effective Instruction Deep Dive

## Presentation on theme: "Daggett System for Effective Instruction Deep Dive"— Presentation transcript:

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

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

The Challenges Common Core State Standards (CCSS)

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

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

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

System

Teaching Rigor and Relevance Rigor and Relevance

Rigor/Relevance For All Students

Knowledge Taxonomy Awareness Comprehension Application Analysis
Synthesis Evaluation

Application Model Knowledge in one discipline
Application within discipline Application across disciplines Application to real-world predictable situations Application to real-world unpredictable situations

Levels Bloom’s C D A B 4 5 6 3 2 1 Application

D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5
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. D C 5 4 3 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. 2 A B 1 1 2 3 4 5

D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5
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. D 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. C 5 4 3 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. 2 A B 1 1 2 3 4 5

D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5
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. 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. 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. D C 5 4 3 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. 2 A B 1 1 2 3 4 5

Rigor/Relevance Framework D C
3 A B 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. 2 1 1 2 3 4 5

Rigor/Relevance Framework D C
3 A B Know the characteristics and phenomena of sound waves and light waves. Understand the effect of sounds, words, and imagery on a listening audience. 2 1 1 2 3 4 5

Levels Bloom’s C D A B 4 5 6 3 2 1 Application

D C A B

Rigor and Relevance #23 – 9:30 am

Teaching Relationships Relationships Rigor and relevance

Teaching Content Content Relationships Rigor and relevance

Teaching How Students Learn How students learn Content Relationships
Rigor and relevance

Brain Research

Connections/Pathways
Association Area Prefrontal Cortex Sight Hearing

How we Teach

D C A B

How They Learn

D C A B

LEARN to DO

LEARN to DO vs. DO to LEARN

Professional Development

Rigor and Relevance #23 – 9:30 am

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

Gold Seal Lessons 36

Gold Seal Lessons 37

Gold Seal Lessons 38

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

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

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?

Culture Culture

Vision Vision Culture

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

1 2 3 4 5

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)

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)

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)

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

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

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%

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%

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

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%

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)

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

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

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)

Structure and Systems Structure and systems Vision Culture

Top Down Support for Bottom Up Success

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

Effectiveness and Efficiency Framework
High Cost Low Cost

Effectiveness and Efficiency Framework
High Student Performance Ef fec t iveness High Cost Low Cost Low Student Performance

Effectiveness and Efficiency Framework Low Student Performance
High Student Performance Ef fec t iveness C D A B High Cost Low Cost Low Student Performance

Empower Staff

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

Empower Staff Team of teachers

Empower Staff Team of teachers Given group of students

Empower Staff Team of teachers Given group of students
Agree to their present performance

Empower Staff Team of teachers Given group of students
Agree to their present performance Give total budget (fixed and variable)

Empower Staff Team of teachers Given group of students
Agree to their present performance Give total budget (fixed and variable) Give % of savings if student performance improves

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.

Results Empower Learning / Students Engaged Outputs C D Rules Control Teaching/Teachers Compliance Inputs A B

Selection, Support, Evaluation Structure and systems Build leadership Selection, support, evaluation Vision Culture

Data Systems Structure and systems Build leadership Selection, support, evaluation Vision Data systems Culture

Data Systems Structure and systems Build leadership Selection, support, evaluation Vision Data systems Culture

High Expectations High expectations

1 2 3 4 5

Curriculum Curriculum High expectations

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

State Standards to CCSS
New Common Core State Standards Existing State Standards Grade 3 4 5 6 7 8 9 10

Expert Space

Expert Space Tie to standards

Expert Space also features leveled text to help differentiate instruction. Using Expert Space your teachers can deliver instruction on the same topic using one resource that meets students at their appropriate reading level. Every article is written on 3 reading levels, leveled according to the Lexile Framework to match students to text. Level 1 is written on a Lexile level, level 2 is on a Lexile level, and level 3 is on a Expert Space also features a Spanish translation of the Level 1 article so that your English language learners can build content-area knowledge in their native language of Spanish, and actively participate in the content-area classroom.

Lexile Level:

Lexile Level:

Lexile Level:

Spanish Translations

At any point while reading, students can also use the dictionary tool to find the meaning of a word. Expert Space includes 5 dictionaries, including 1 Spanish-English dictionary and 1 English-Spanish dictionary, as well as 2 thesauri.

Educator Resources We’ve spent a good deal of time this morning/afternoon talking about building content-area knowledge and 21st century skills with our students. Let’s talk about some of the resources that will help your teachers will their instruction. A separate educator view enables teachers to find lesson plans correlated to state standards to support content-area and information literacy instruction. Teachers can also correlate Expert Space articles and other resources to state standards. Educators can also search the project library and search for articles by a Lexile range to help differentiate instruction and every teacher will also have access to the full suite of content and learning/project tools so they too can keep a digital locker, take notes, and more!

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

Literacy and Math Literacy and math Curriculum High expectations

Summary of Text Lexile Measures Interquartile Ranges Shown (25% - 75%) 1600 1400 1200 Text Lexile Measure (L) 1000 800 600 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

16 Career Clusters Department of Education

Entry-level Highest in 6/16 Second Highest in 7/16 Consistent Across Country

Human Services

Construction

Manufacturing

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

Quantile Framework for Math Study Summary of Quantile Measures
Interquartile Ranges Shown (25% - 75%) 1500 1400 1300 1200 1100 Quantile Measure (Q) 1000 900 800 700 600 500 Personal Use Employment High School First-Year College

Effectiveness and Efficiency Framework Low Student Performance
High Student Performance Ef fec t iveness C D A B High Cost Low Cost Low Student Performance

Lexile and Quantile Study

Data-driven Literacy and math Data-driven Curriculum High expectations

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 Dance Music Theatre 1.08 Develop organized pieces of writing containing focused, well-developed ideas. e12 e54 H 1.09 Demonstrate effective writing style by the use of vivid words, a variety of sentence structures, and appropriate transitions. 1.10 Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness. e14 e41 e62 M 1.11 Recognize and demonstrate appropriate use of standard English: usage, mechanics and standard spelling, and sentence structure. e1 e7 1.12 Identify and use a variety of resources to revise and edit writing. e21 1.13 Research information to prepare presentations or reports which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries. e3 e36a L

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 Agribusiness Systems Power, Structural & Technical Systems Environmental Service Systems Plant Systems Natural Resource Systems Animal Systems Design/ Pre-Construction Construction Maintenance/ Operations Performing Arts Visual Arts Printing Technology Journalism & Broadcasting A/V Technology & Film Telecommunications Standard 2—Communication SPI Identify the thesis and main points of a challenging speech. E2 E34 H SPI Distinguish between a summary and a paraphrase. E20 E28 SPI Distinguish between a critique and a summary. SPI Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect). E17 E22 SPI Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes). E37 E44 SPI Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). E8

Power of Discovery Lexile and Quantile Study Opportunity

Summary of Text Lexile Measures Interquartile Ranges Shown (25% - 75%) 1600 1400 1200 Text Lexile Measure (L) 1000 800 600 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

Lexile Framework® - Student Profile
Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0 1600 1400 1200 Text Lexile Measure (L) 1000 910 800 600 Matt * Source of National Test Data: MetaMetrics

Lexile Framework® - Student Profile
1600 1600 1400 1400 1200 1200 Text Lexile Measure (L) 1000 1000 800 800 600 600 1st Quarter Matt 2nd Quarter High School Literature 3rd Quarter College Literature 4th Quarter High School Literature High School Textbooks College Textbooks High School Textbooks Military Personal Use Military Entry-Level Occupations Entry-Level Occupations SAT 1, ACT, AP* SAT 1, ACT, AP* College Textbooks Personal Use College Literature * Source of National Test Data: MetaMetrics