Ninth Annual Summit on Evidence-Based Education “Adopting Evidence-based Practices in Education: Bridging the Culture Gaps”

30 years studying “research to practice” issues… from the “practice” side 10 years studying “research to practice” issues… from the “research” 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 Model 1. Posit a “wicked” problem 2.Assemble people who are much smarter than we are 3. Create an environment that is structured, intellectually stimulating, informal, and above all, reinforcing 4.Have participants do the “heavy lifting”

Wicked problems have… COMPLEXITY: high level of complexity and thus inherent “trickiness” of the problem INTERDEPENDENCIES: the effort to solve one aspect of a wicked problem may reveal or create other problems STAKEHOLDERS: multiple stakeholders with radically different “frames” for understanding the problem … what one side finds satisfactory the other finds abhorrent SOLUTIONS: there are no good or bad solutions, just better or worse

“Adopting Evidence-based Practices in Education: Bridging the Culture Gaps” Why is this a “wicked problem”? 1.COMPLEXITY: The concept of “culture” is a very obtuse, amorphous, complicated concept to define, measure, research… 2.INTERDEPENDENCE: There are countless cultural variables in constant play with each other. 3.STAKEHOLDERS: The education landscape of stakeholders, contingencies, interests, and cultures is a complex as it is ever changing 4.SOLUTIONS: Culture change is very messy.

“Adopting Evidence-based Practices in Education: Bridging the Culture Gaps” Entering one of the most the most dynamic and volatile periods of change in education history. The “Stakes” StandardsTeacher Development OutcomesTeacher Evaluation CurriculumStudent Evaluation PedagogyResources Allocation

“Adopting Evidence-based Practices in Education: Bridging the Culture Gaps” SEA CHANGE 1.changing teacher DEMOGRAPHICS 2.increasing POLITICALIZATION of education 2.rapidly advancing new TECHNOLOGY 3.implementing COMMON CORE

National Center for Education Information Profile of the Teachers in the U.S Changing Teacher Demographics

U.S. Department of Education 1. Changing Teacher Demographics

PROJECTIONS FOR NEW TEACHERS ( ) Growth 609,000 Retirement1,875,000 Attrition1,950,000 TOTAL4,434,000 Researchers estimate a need to hire between 2.9 and 5.1 million full-time teachers between 2008 and 2020 (Aaronson & Meckel, 2008) 1. Changing Teacher Demographics

2. POLITICALIZATION of education FEDERAL GOVERNMENT Executive Branch (President) Legislative Branch Judicial Branch Secretary of Education Department of Education Various Departments STATE GOVERNMENT Executive Branch (Governors) Legislative Branch Secretary of Education Department of Education State Superintendent State School Board Teacher Credentialing Board LOCAL GOVERNMENT Executive Branch (Mayors) City Councils School Superintendents School Boards of Education District Administration School Principals

2. POLITICALIZATION of education GENERAL PUBLIC general citizenry media internet PRIVATE unions professional organizations “think tanks” foundations corporations curriculum publishers education management charter schools special issue groups consumer organizations advocacy groups EDUCATION INDUSTRY universities “experts” alternative credential programs continuing education industry FRONT LINE school principals teachers parents students

2. POLITICALIZATION of education Federal Activism Race to the Top School Improvement Grants Focus on outcome data Focus on evidence-based practices State Re-Activism anti-union activities teacher evaluation curriculum charter schools Privatization Charter schools Vouchers Management Tuition Tax Credits Curriculum

3. New Technology 1-1 computing (hardware) Each student and teacher is given a computing device : computer, access to the internet and software. Computers include personal computer, laptop, netbook, handheld, or tablet. Untold billions of dollars being spent across many states and nations 6,000 schools in Kenya 640,000 students in LAUSD 9 of 18 countries surveyed are pursuing 1-1 computer ratios for students (Australia, Austria, Canada, Estonia, Israel, Japan, South Korea, New Zealand and Portugal)

3. New Technology 1-1 computing (hardware) The vast majority of 1-1 computing initiatives air-drop computing devices into classrooms without consideration of pedagogy, curriculum, or teaching The focus on the technology, not the teaching spray and pray: “spray” on the technology, and then “pray” that you get an increase in learning belief that students can be left to their own devices

3. New Technology Digital Learning (software) Proliferation of computer-based instruction and on-line learning. New technologies will not only affect instruction, the how of learning, but also may affect curriculum, the what of learning.

4. Common Core State Standards (CCSS) An unbelievable success story…. In 2009 the Council of Chief State School Officers (CCSSO) and National Governors Association Center for Best Practices (NGA Center) coordinated a state-led effort to develop the Common Core State Standards in English Language Arts (ELA) and mathematics. ADOPTION:Forty-four states, D.C., four territories and the Department of Defense Education Activity have voluntarily adopted and are moving forward with CCSS (85% of students) IMPLEMENTATION: 8 states claim to have already fully implemented CCSS 20 are in the midst of implementation this year ( ) 16 states expect to implement the standards in ( )

4. Common Core State Standards (CCSS) What, not How What 1.The content of learning should reflect what society wants the student to learn 2.That such content should be spelled out with specificity 3.That assessments should measure whether or not students have learned and schools have taught, the authorized content by a stipulated time.

Common Core State Standards (CCSS) Not HOW How to reach the standards, including development and implementation of curriculum, is up to teachers, schools and districts. 1.Creates a huge demand in a total vacuum for new curriculum, teaching strategies, and teacher professional development 2.CCSS can be used to justify many things, including questionable approaches to learning. “Aligned with Common Core” is the new “evidence-based practice”

Significant Lack of Performance Feedback and Transparency: 1.Instructional materials lack of evidence on the effectiveness of materials, programs in use very little systematic information on which materials are being used in which schools (most states don’t know, many districts don’t know) National Center for Education Statistics (NCES) collets no information on the usage of specific instructional materials 2.Professional Development lack of evidence on the effectiveness of programs, curriculum very little systematic information on which professional development programs are being used in which schools very little information on cost of professional development

Significant Lack of Performance Feedback and Transparency: 3.Teacher Preparation Lack of systematic data on process or outcomes of teacher preparation programs…

Summit Model 1. Posit a “wicked” problem 2. Assemble people who are much smarter than we are 3. Create an environment that is structured, intellectually stimulating, informal, and above all, reinforcing 4.Have participants do the “heavy lifting” ✔

Participant Criteria folie à deux a rare delusional disorder shared by 2 or more people

Participant Criteria 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

Summit Participants 1 st Summit:Karen Blase, Jim Carr, Bryan Cook, Arthur McKee, Sheila Alber Morgan, Mary Sawyer 2 nd Summit:Cathy Barankin, Paul Hippolitus, Andy Kelly, George Sugai, Susan Wilczynski 3 rd Summit:Sam Redding 4 th Summit: 5 th Summit:Ken Denny, David Forbush, Larry Maheady, Trina Spencer 6 th Summit: Marty Cavanaugh, Michael Elium 7 th Summit:Janet Twyman 8 th Summit:Suzy Fitch, Ken Traupmann 9 th Summit: Karen Hager, Teri Lewis, Mark Shriver, Tim Slocum

Summit Speakers Critical Efforts in in Bridging the Culture Gap Teacher Preparation Programs Implementation Positive Behavior Supports

Teacher Preparation Programs (AY ) Number of institutions: 1,502 Number of programs: 2,124 Number of students enrolled:728,310 Number of program completers:241, : Preparing and Credentialing the Nation’s Teachers The Secretary’s Ninth Report on Teacher Quality U.S. Department of Education

At-risk 1.4% Low-performing.4% Not at-risk or low-performing 98.2% The Secretary’s Ninth Report on Teacher Quality (April 2013) Classification of teacher preparation programs, by at-risk or low-performing status: 2011

Assemble people who are much smarter than we are: SPEAKERS Arthur McKee Managing Director of Teacher Preparation Studies at the National Council on Teacher Quality (NCTQ). NCTQ has completed studies on the quality of teacher preparation programs since 2006, including: NCTQ Teacher Prep Review, which evaluated more than 1,100 colleges and universities that prepare elementary and secondary teachers State Teacher Policy Yearbook: National Summary Training our future teachers: Classroom management What Teacher Preparation Programs Teach about K-12 Assessment What Education Schools Aren't Teaching About Reading

Implementation and Sustainability average life of an education innovation is months (Latham, 1988) evidence-based and effective practices often fail due to ineffective implementation strategies (National Implementation Research Network)

Successful Implementation and Culture Change requires a systematic and deliberate cultural change process across all levels of an organization: changes in adult professional behavior (all stakeholders) changes in organizational structures, systems, policies, contingencies, values, procedures, both formal and informal changes in relationships to consumers, stakeholders, and systems partners National Implementation Research Network (NIRN)

Assemble people who are much smarter than we are: SPEAKERS Co-Director of the National Implementation Research Network (NIRN) Co-Director of the OSEP State Implementation and Scaling-up Evidence-based Practices Center (SISEP) Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. team member of the OSEP Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) Karen Blase

Number of Schools Implementing SWPBIS since ,054

Assemble people who are much smarter than we are: SPEAKERS Professor at the University of Connecticut, Neag School of Education He is currently co-director the national Center on Positive Behavioral Interventions and Supports ( The Center has been established by the Office of Special Education Programs George Sugai

SPECIAL THANKS Bryan Cook Larry Maheady Sam Redding

Summit Model 1. Posit a “wicked” problem 2. Assemble people who are much smarter than we are 1. Create an environment that is structured, intellectually stimulating, informal, and above all, reinforcing 4.Have participants do the “heavy lifting” ✔ ✔

“Adopting Evidence-based Practices in Education: Bridging the Culture Gaps”

Presentations Work Activities Flash Drives Commentaries Papers Proceedings Dissemination

collegiality Sr+

Summit Model 1. Posit a “wicked” problem 2. Assemble people who are much smarter than we are 1. Create an environment that is structured, intellectually stimulating, informal, and above all, reinforcing 4.Have participants do the “heavy lifting” ✔ ✔ ✔

CYPE Index (cumulative years of professional experience) at this Summit FY 2013: 824 FY 2014: 915

figuring it out