Daggett System for Effective Instruction: Where Research and Best Practices Meet Willard R. Daggett, Ed.D. Founder and CEO.

Daggett System for Effective Instruction: Where Research and Best Practices Meet
Willard R. Daggett, Ed.D. Founder and CEO

The Challenges Common Core State Standards (CCSS)

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

Next Generation Assessments (NGA) Teacher Effectiveness based on Student Performance

Our Involvement Created the Rigor / Relevance Framework®

Our Involvement Created the Rigor / Relevance Framework®
Became framework for CCSS and NGA

Became framework for CCSS and NGA Lexile® research is helping define proficiency in NGA

Became framework for CCSS and NGA Lexile® research is helping define proficiency in NGA 5-year study with CCSSO and Gates Foundation

Became framework for CCSS and NGA Lexile® research is helping define proficiency in NGA 5-year study with CCSSO and Gates Foundation Work with the early implementers (RttT)

Became framework for CCSS and NGA Lexile® research is helping define proficiency in NGA 5-year study with CCSSO and Gates Foundation Work with the early implementers (RttT) International best practices

Make the complex simple
Unrelenting commitment to help schools improve in meeting the needs of all children

The Challenges Common Core State Standards (CCSS)

Next Generation Assessments (NGA)

Next Generation Assessments (NGA) Teacher effectiveness based on student performance

Next Generation Assessments (NGA) Teacher effectiveness based on student performance Prepare students for the world beyond school

Agenda RESEARCH

Agenda RESEARCH MODEL SCHOOLS

Agenda RESEARCH MODEL SCHOOLS STRUCTURE

Agenda RESEARCH MODEL SCHOOLS STRUCTURE BEST PRACTICES

Agenda RESEARCH MODEL SCHOOLS STRUCTURE ACTION PLAN BEST PRACTICES

GOALS Complex Simple Tools Strategies

Worksheet

Focus What is effective?

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

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

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

Data-rich, analysis-poor Meta-analysis Visible Learning by John Hattie 52,637 800 meta-analyses Sutton Trust Research, UK CCSSO’s – InTASC

Data-rich, analysis poor Meta-analysis Visible Learning by John Hattie 52,637 800 meta-analyses Sutton Research, UK CCSSO’s – InTASC Other Existing Frameworks

Five Categories Students Teachers Schools/Districts Curricula Home

Scale 138 factors

Scale 138 factors Effect

Scale 138 factors Effect Standard deviations (SD)

Standard Deviation 34

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? What you can impact?

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

Focus What is effective? What you can impact?
nation’s most successful practices international best practices

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

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

Socioeconomic Status Effective

You Cannot Change Where YOUR STUDENTS CAME FROM
However You Can Change Where YOUR STUDENTS ARE GOING

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 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

Professional Development
Efficient

Effective Efficient

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
Effective Efficient

Effective Efficient

Teacher Expectations and Clarity
Effective Efficient

Plan Instruction based on how Students Learn
Effective Efficient 1.28

Assessment to Inform and Differentiate Instruction
Effective Efficient

Meta-Cognitive Strategies
Effective Efficient

Literacy Strategies Effective Efficient

OVERVIEW (second year of exceptional results with on model implementation)
Located outside of Houston, the Cypress-Fairbanks Independent School District (CFISD) enrolls more than 104,000 students in 50 elementary schools, 16 middle schools, 11 high schools, and four special program facilities. The district’s student population was largely Hispanic (39%) and Caucasian (36%), followed by African American (17%), Asian American (9%) and Native American (less than 1%) students. Just under half (42%) of all students received free and reduced-price lunch through the National School Lunch Program; 16% of all students are English language learners (ELL). Growing interest in research-based education inspired district leaders to pilot READ 180 as a reading intervention program with a cohort of fifth graders in spring Due to the pilot’s success, the district expanded READ 180 to 31 elementary schools, 16 middle schools, and 11 high schools. READ 180 was used as an intervention program for fourth through twelfth-grade students who were reading below proficiency. Texas Assessment of Knowledge and Skills (TAKS) Reading and Scholastic Reading Inventory (SRI) data, along with teacher recommendations and grades, were used to identify and place students in the program. RESULTS TAKS Reading and the SRI data were collected and analyzed for students who used the program during the 2008–2009 school year. TAKS Reading data was obtained from a total of 2,249 students in Grades 4, 5, 7, 8, and 9 with valid pretest and posttest data. READ 180 students in Grades 4–5 and 7–12 were included in the SRI analysis, comprising a total sample of 2,799 students with valid pretest and posttest SRI data. Across all grades in this analysis, the percentage of READ 180 students achieving Proficiency on the TAKS Reading increased from 2008–2009. Results were particularly impressive for middle school students who demonstrated more than a four-fold increase in proficiency rates on the TAKS.

Read 180, System 44, Expert 21 # 27 – Feature Session – Ted Hasselbring # 69 – Model School – Billings Public Schools # 81a, 81b, 82a, 82b, 83a - How to Sessions

Peer Tutoring Effective Efficient

Learning Together

Learning Together #75 – Harbour View Elementary
#76 – Brockton High School #90 - How to Session

What is less effective and efficient

Class Size Effective Efficient

Summer School Effective Efficient

PD Peer Tutor Class Size Summer School Ability Group Achieve Prior
0.22 0.90 0.90 0.60 0.72 0.90 0.75 0.90 0.69 0.80 0.55 0.75 0.62 0.75 0.40 0.67 0.60 0.65 0.30 0.55 0.23 0.20 0.21 0.20 PD Peer Tutor Class Size Summer School Ability Group Achieve Prior Teach Test Literacy Strats. Meta Strats. Form. Eval. Student Teacher Teacher Clarity

Student Achievement

Focus What is effective? What you can impact? What is most efficient?
nation’s most successful practices international best practices What is most efficient?

Instructional Leadership Organizational Leadership
Teaching Student Achievement Instructional Leadership Organizational Leadership

System

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

Successful Practices Network
Session #80 Resource Center

Key to Effective Instruction Is Alignment
Organizational Leadership Instructional Leadership Teacher

Deal with Underlying Challenges
Family and parent involvement/support Attendance Teacher attitude and attendance Safety / security

Student Achievement

Sessions #3 McNulty – President, ICLE #10 Deb Delisle - Senior Fellow, ICLE # 17 Sue Szachowicz Brockton High School

WORKSHEET Actions Conference School/District PowerPoint Whitepaper
Legend

Worksheet

Teaching Rigor and Relevance Rigor and Relevance

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

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

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

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

Rigor & Relevance #23 - Feature #94 Resource Session
Visit Resource Center

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

D C A B

Brain Research #13 – Nussbaum #14 – Nussbaum #15 – Brooks #16 – Brooks

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

Assessment to Guide Instruction
Teaching Assessment to Guide Instruction How students learn Content Instructional strategies Relationships Assessment to guide instruction Rigor and relevance

Organizational Leadership
Student Achievement Organizational Leadership

Culture Culture

Culture #1 - Daggett

Create a Culture Technology

Moore’s Law – Doubles Every 2 Years
Computing Capacity 1991 2011 2021

Exponential Growth Mainframe iPhone

Exponential Growth Mainframe iPhone Blood Cell

Moore’s Law Linear (30 feet)
Exponential (1 billion feet – 200,000 miles)

Technology Moore’s Law

Technology Moore’s Law Cloud Computing

Technology Moore’s Law Cloud Computing Open Source

Technology Moore’s Law Cloud Computing Open Source GNR

GNR Genetics (Bio-Tech) Nano Technology Robotics

Skill Gap Literacy Math Science Quadrant B and D

Create a Culture Technology

Create a Culture Technology Globalization

Create a Culture Technology Globalization Financial

Create a Culture Technology Globalization Financial Demographic

Population 1950 2010 2050 Male Female

Create a Culture Technology Globalization Financial Demographic
Workplace

Create a Culture Technology Globalization Financial Demographic
Workplace Skill Gap

Culture #1 - Daggett

Create a Culture What is the message?
Who it is delivered to and in what order? How to deliver it?

Vision Vision Culture

Is your purpose to prepare students for the test?

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?

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

Vision -Wednesday 8:00 am – Delta A DSEI - Deep Dive
-Closing General Session

Structure and Systems Structure and systems Vision Culture

Organizational Changes
Looping Interdisciplinary Chairs Electives to 9th Grade

Build Leadership Structure and systems Build leadership Vision Culture

Top-down support for bottom-up success

Empower Leadership Teams

Leadership Teams Coherent Vision Empowerment

Leadership -#5 -McNulty -#22 – NASSP (Flanary)
-Institute for 21st Century Learning – Resource Center

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

Evaluation - #7 – Daggett/Delisle

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

Data Systems - #91 – SAS EVAAS

Teacher evaluation systems need to be tied directly to data systems

Teacher Expectations and Clarity
Effective Efficient

Instructional Leadership
High Expectations High expectations

CCSS/NGA #8 – Gendron #9 - Gendron

Next Navigator

Resource Center

1 2 3 4 5

Road Map State Standards to State Test

Ohio English Language Arts Indicators Tested

Your State Standards  CCSS

A State Standards State Tests 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. Group Rank Overall 9 Business/Industry 2 Other Non-educators 10 English Language Arts Teachers 25 Other Educators 8

ELA Skill: Give clear and concise oral directions. Group Rank Overall 7 Business/Industry 3 Other Non-educators 9 English Language Arts Teachers 28 Other Educators

Math Skill: Apply the Pythagorean Theorem to right triangles. Group Rank Overall 20 Business/Industry 29 Other Non-educators 31 Mathematics Teachers 4 Other Educators 24

Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error. Group Rank Overall 12 Business/Industry 3 Other Non-educators 10 Mathematics Teachers 30 Other Educators 8

Proficiency

A C State Standards State Tests NESS & Lexile C

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

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

State Standards to CCSS CCSS to State Standard

CCSS  Your State Standard

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?

A D State Standards State Tests NESS & Lexile Common Core Standards
Consortium Assessment

State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA NGA to CCSS

D C A B

Next Navigator - #113 – Lucey

Resource Center

Curriculum Curriculum High expectations

Literacy and Math Literacy and math Curriculum High expectations

Lexile Framework® for Reading Study 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

CCSS - ELA K-5 6-12 Standards for Literacy in History-Social Studies, Science, Technical Subjects

Literacy/Numeracy -#89 – I CAN Learn -#81a – Read 180 -#81b –Read 180
-#82a – System 44 -#82b – System 44 -83a – Expert 21

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

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

Daggett System for Effective Instruction
- Wednesday – 8:00 - Delta A

What Are the Next Steps? Closing Session

Transition Plan

Next Steps Start with awareness program

Next Steps Start with awareness program Needs Assessment

Next Steps Start with awareness program Needs Assessment
Transition Plan

Transition Plan Provide support to teachers now Next Navigator Focused and sustained professional development

Transition Plan Provide support to teachers now Next Navigator Focused and sustained professional development Monitor progress

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

Daggett System for Effective Instruction: Where Research and Best Practices Meet Willard R. Daggett, Ed.D. Founder and CEO.

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