Eighth Annual Summit on Evidence-Based Education Leverage Points for Improving Teacher Effectiveness

35 years studying “research to practice” issues… from the “practice” side

Operated a large non-profit organization in SF Bay Area six spec. ed schoolsadult programs residential programsemployment supportive services public school consultationteacher training campus Implemented an organizational culture based on: Evidence-based Clinical problem solving research to practice research to practicedata-based decision making Performance feedbackPositive reinforcement student, staff, organizationstudent, staff, organization

present independent, non-profit operating foundation promote evidence-based education policies and practices act as a catalyst to facilitate communication, cooperation and collaboration between individuals and organizations currently engaged in evidence based education engage in data-mining, gathering, analyzing and disseminating data

Summit Participants 1 st Summit:Jill Dardig, Andy Kelly, Jim Knight 2 nd Summit:Bill Heward, Sam Redding 3 rd Summit: 4 th Summit:Ken Denny, David Forbush, Larry Maheady, Trina Spencer 5 th Summit: Marty Cavanaugh, Michael Elium, Kent Johnson, 6 th Summit:Janet Twyman 7 th Summit:Steve Cederborg, Suzy Fitch, Ken Traupmann 8 th Summit:Karen Hager, Teri Lewis, Mark Shriver, Tim Slocum

Summit Presenters Suzanne Fitch, Ph.D, Institute for Effective Education  world class organization with general and special education programs  teacher training at multiple universities and in public schools  numerous editorial and organizational boards direct instruction, autism & nonpublic schools William Heward, Ph.D, The Ohio State University  internationally recognized for his work in teacher training for children with disabilities  co-author of Applied Behavior Analysis & and author of Exceptional Children: An Introduction to Special education  past President of ABA, and on multiple editorial boards in field of applied behavior analysis Jim Knight, Ph.D, U of Kansas Center for Research & Learning & Instructional Coaching Group  expert in the field of instructional coaching, including IES funded research  author of Instructional Coaching: A Partnership Approach to Improving Instruction and High Impact Instruction: A Framework for Great Teaching  Leads coaching institutes and the Annual Instructional Coaching Conference offered by UK

Summit Recap 1.Despite massive investments of time, energy, and dollars, the U.S. education system continues to perform extremely poorly.

U.S. Education Performance: NAEP 2011 NAEP Reading At or above proficiency 4 th Grade = 34% 8 th Grade = 34% 12 th Grade = 38% 2011 NAEP Math At or above proficiency 4 th Grade = 40% 8 th Grade = 35% 12 th Grade = 26% National Assessment of Educational Progress (NAEP)

U.S. Education Performance: Graduation Rates

% Proficiency 12 th Graders % Students Who Graduate % Proficiency 18 Year olds X =

% ProficiencyGrad% Proficiency 12 th Grade Rate18 yr olds Reading38%X74.7% = 28.4% Math 26%X74.7% = 19.4%

Summit Recap 1.Despite massive investments of time, energy, and dollars, the U.S. education system continues to perform extremely poorly. 2.Many of these reform efforts continue despite the evidence that they are failing to have impact.

Education Structural Interventions Class Size Reduction CA spent over $20 billion from 1996–97 through 2009–10 on reduced K-3 class sizes, averaging $ 1.75 billion per year for last five years. CAPSTONE REPORT (2002) The relationship of CSR to student achievement was inconclusive…attribution to any gains in scores to CSR is unwarranted. Students received more individual attention but similar instruction and curriculum… As or 2010, 36 states have laws restricting the number of children in K-12 Classrooms

Education Structural Interventions Charter Schools The Evaluation of Charter Schools Final Report (June 2010) “On average, charter middle schools that hold lotteries are neither more nor less successful than traditional public schools in improving achievement, behavior, and school progress.” “The impact of charter middle schools on student achievement varies significantly across schools”

Education Structural Interventions No Child Left Behind Tracked progress of 2,025 low-performing charter & district schools across 10 states ( TO ) Thomas B. Fordham Institute, Are Bad Schools Immortal? (2010) 2005/06 was the first year for “restructuring sanction” Over the next three years ( , , ) 1521 more schools entered restructuring than exited restructuring. U.S. Department of Education

Summit Recap 1.Despite massive investments of time, energy, and dollars, the U.S. education system continues to perform extremely poorly. 2.Many of these reform efforts continue despite the evidence that they are failing to have impact. 3.These reforms have not been successful because they focused on “structural” interventions and not directly on teaching effectiveness.

Summit Recap 1.Despite massive investments of time, energy, and dollars, the U.S. education system continues to perform extremely poorly. 2.Many of these reform efforts continue despite the evidence that they are failing to have impact. 3.These reforms have not been successful because they focused on “structural” interventions and not directly on teaching effectiveness. 4.While there is a growing body of research, it is not keeping pace with the demands of time and urgency.

RESEARCH LIMITATIONS 1.The study of human behavior is as complex as imaginable (wicked problems, Greenhalgh) 2.Relevant research is often absent, incomplete, or conflicting in conclusions. 3.When research is present, it is still subject to review and interpretation by imperfect organisms (humans) 4.Research is a slow moving process in a fast moving world.

Summit Recap 1.Despite massive investments of time, energy, and dollars, the U.S. education system continues to perform extremely poorly. 2.Many of these reform efforts continue despite the evidence that they are failing to have impact. 3.These reforms have not been successful because they focused on “structural” interventions and not directly on teaching effectiveness. 2.While there is a growing body of research, it is not keeping pace with the demands of time and urgency. 3.We do have models that can bridge the research to practice gap and have an immediate impact on education performance.

Summit Recap 1st: Building an Evidence-based Education Road Map 2nd: Response to Intervention (RtI): An Evidence-Based Education Review 3rd: Sustainability: Implementing Programs that Survive 100 Years 4th: Data-Based Decision Making: The Achilles’ Heel of Evidence-based Education 5th:Education at the Crossroads: The State of Teacher Preparation 6th: Performance Feedback: Using Data to Improve Educator Performance 7th: Building and Sustaining An Effective School Culture: Supporting Educator and Student Success

Summit 2.0 Plan What do we know? research practice-based evidence best available evidence professional judgment What are the current practices? systems process data systems outcome data Where do we go from here? engineering cost-impact analyses implementation

Summit 2.0 Plan Thursday 1.Identify best practices in three areas teacher competencies teacher assessment teacher learning 2. Develop and field-test a cost-impact analysis Friday 1.Examine “exemplars” and new innovations 2.Identify obstacles to systems change 3.Generate possible solutions 4.Wrap-up

Participants Defining characteristics: extremely bright, talented and quick successful and accomplished practice-based, applied science, evidence, research world view “walk the walk” in the real world shared values clever & witty (no pressure) nice

PROFESSIONAL JUDGMENT cumulative years of professional experience at this Summit: 824

ACADEMIC colloquium convention seminar symposium ADMINISTRATIVE assemblage assembly deliberation forum hearing meeting panel SPIRITUAL cloister conclave congregation sanctuary FOLKSY crowd gathering get-together huddle powwow retreat round table FUN WORDS confabulation convergence convocation palaver parley

A gathering of people under the roof of an inspiring host, held partly to amuse one another and partly to refine the taste and increase the knowledge of the participants through conversation. These gatherings often consciously followed Horace’s definition of the aims of poetry, “either to please or educate”.

Welcome to the Eight Annual Summit First Annual “Salon”

figuring it out

COST WORKSHEET FACTORLOW COSTMEDIUM COSTHIGH COST ITEM # 101–23 ITEM # 201–23 ITEM # 301–23 ITEM # 401–23 ITEM # 501–23 LOW = 1-5MEDIUM = 6-10HIGH =

IMPACT WORKSHEET FACTORLOW COSTMEDIUM COSTHIGH COST ITEM # 101–23 ITEM # 201–23 ITEM # 301–23 ITEM # 401–23 ITEM # 501–23 LOW = 1-5MEDIUM = 6-10HIGH =

IMPACT COSTHIGHMEDIUMLOW HIGH Priority Rating=5Priority Rating=6Priority Rating=9 MEDIUM Priority Rating=3Priority Rating=4Priority Rating=8 LOW Priority Rating=1Priority Rating=2Priority Rating=7 X X X X XX