A Comprehensive Solution to School Improvement Willard R. Daggett, CEO October 7, 2011

School Improvement Schools are Improving

School Improvement Changing World

Skills Gap

School Improvement Changing World Schools are Improving

School Improvement Changing World Schools are Improving

School Improvement Changing World Schools are Improving

What Works RESEARCH

What Works RESEARCH MODEL SCHOOLS

What Works RESEARCH MODEL SCHOOLS STRUCTURE

What Works RESEARCH MODEL SCHOOLS BEST PRACTICES STRUCTURE

What Works RESEARCH MODEL SCHOOLS ACTION PLAN BEST PRACTICES STRUCTURE

What Works RESEARCH MODEL SCHOOLS ACTION PLAN BEST PRACTICES STRUCTURE

Focus What is effective?

Research on Effectiveness Data-rich, analysis-poor –Meta-analysis

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

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

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

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

Focus What is effective?

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

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

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

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

Effectiveness and Efficiency Framework High Cost Low Cost

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

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

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

Greatest Impact Culture of High Expectations Relevance of Instruction Strong Relationships

Findings Teachers are our greatest hope.

Student Teacher Relationship Effective Efficient

Application of Knowledge EffectiveEfficient

Teacher Expectations and Clarity EffectiveEfficient

Professional Development Effective Efficient

Literacy Strategies Effective Efficient

What is less effective and efficient

Class Size EffectiveEfficient

Summer School EffectiveEfficient

Student Teacher PD Prior Achieve Form. Eval. Teacher Clarity Meta Strats. Literacy Strats. Peer Tutor Class Size Ability Group Teach Test Summer School

Student Achievement

Key to Effective Instruction Is Alignment Organizational Leadership Instructional Leadership Teaching

Organizational Leadership Instructional Leadership Student Achievement

Rigor and Relevance Teaching

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

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

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

Blooms CDCDABABCDCDABAB Application Levels

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.

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

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

Blooms CDCDABABCDCDABAB Application Levels

A B D C

Rigor and Relevance Relationships Teaching

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

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

A B D C

Teaching Organizational Leadership Instructional Leadership Student Achievement

High expectations Instructional Leadership

Reading Study Summary 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%)

Common Core State Standards Fewer Clearer Higher

Next Navigator

Common Core State Standards Fewer Clearer Higher Different

Next Navigator

12345

Road Map State Standards to State Test

Ohio English Language Arts Indicators Tested

State Tests State Standards A A

Road Map State Standards to State Test State Standards to Research

National Essential Skills Study (NESS)

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

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

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

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

Proficiency

Reading Study Summary 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%)

NESS & Lexile State Tests State Standards C A C

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

OH Standards CCSS

CCSS OH Standards

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

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

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

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?

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

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

12345

A B D C

Gold Seal Lessons

Model Schools Conference 2012 June , 2012 Gaylord Palms Resort and Convention Center Orlando, FL SAVE THE DATE!

ORLANDO June th Annual Model Schools Conference

Organizational Leadership Student Achievement

Organizational Leadership

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

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

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

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)

Is your purpose to prepare students for the test?

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

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)

Culture Organizational Leadership

Culture Vision Organizational Leadership

Culture Vision Structure and systems Organizational Leadership

Culture Vision Structure and systems Organizational Leadership Build leadership

Top-down support for bottom-up success

Empower Leadership Teams

Leadership Teams Coherent Vision Empowerment

ControlControl Vision Driven Quadrant D Leadership Framework Low HighLow High

ControlControl Vision Driven A Low HighLow High Quadrant D Leadership Framework

ControlControl Vision Driven A B Low HighLow High Quadrant D Leadership Framework

ControlControl Vision Driven A B C Low HighLow High Quadrant D Leadership Framework

ControlControl Vision Driven A B D C Low HighLow High Quadrant D Leadership Framework

Leadership A CD B Rules Results

Leadership A CD B Control Empower Rules Results

Leadership A CD B Teaching / Teachers Learning / Students Rules Control Results Empower

Leadership A CD B Compliance Engaged Rules Control Teaching/Teachers Results Empower Learning / Students

Leadership A CD B Inputs Outputs Compliance Rules Control Teaching/Teachers Engage Results Empower Learning / Students

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

ControlControl Vision Driven A B D C Quadrant D Leadership Framework Low HighLow High

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

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

Successful Practices Network Provide Focused / Sustained Professional Development System Robust Online Teacher Support Resources Support Transition to CCSS Improving Instruction / Student Engagement Low Cost - Highly Effective Resources

Model Schools Conference 2012 June , 2012 Gaylord Palms Resort and Convention Center Orlando, FL SAVE THE DATE!

ORLANDO June th Annual Model Schools Conference

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