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

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

3. The Challenges
Common Core State Standards (CCSS)

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

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

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

7. System

8. Instructional Leadership Organizational Leadership
Teaching
Student Achievement
Instructional Leadership
Organizational Leadership

9. Teaching
Rigor and Relevance
Rigor and Relevance

10. Rigor/Relevance For All Students

11. Knowledge Taxonomy Awareness Comprehension Application Analysis
Synthesis
Evaluation

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

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

14. 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

15. 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

16. 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

17. Rigor/Relevance Framework D C3 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

18. Rigor/Relevance Framework D C3 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

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

20. D C A B

21. Rigor and Relevance
#23 – 9:30 am

22. Teaching
Relationships
Relationships
Rigor and relevance

23. Teaching
Content
Content
Relationships
Rigor and relevance

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

25. Brain Research

26. Connections/Pathways
Association Area
Prefrontal Cortex
Sight
Hearing

27. How we Teach

28. D C A B

29. How They Learn

30. D C A B

31. LEARN to DO

32. LEARN to DO vs. DO to LEARN

33. Professional Development

34. Rigor and Relevance
#23 – 9:30 am

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

36. Gold Seal Lessons 36

37. Gold Seal Lessons 37

38. Gold Seal Lessons 38

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

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

41. 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?

42. Organizational Leadership
Culture
Culture

43. Organizational Leadership
Vision
Vision
Culture

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

45. 1 2 3 4 5

46. 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)

47. 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)

48. 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)

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

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

51. 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%

52. 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%

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

54. 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%

55. 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)

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

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

58. 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)

59. Organizational Leadership
Structure and Systems
Structure and systems
Vision
Culture

60. Organizational Leadership
Build Leadership
Structure and systems
Build leadership
Vision
Culture

61. Top Down Support for Bottom Up Success

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

63. Effectiveness and Efficiency Framework
High Cost
Low Cost

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

65. 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

66. Empower Staff

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

68. Empower Staff
Team of teachers

69. Empower Staff
Team of teachers
Given group of students

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

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

72. 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

73. 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.

74. Vision Driven Leadership
Results
Empower
Learning / Students
Engaged
Outputs C D
Rules
Control
Teaching/Teachers
Compliance
Inputs A B

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

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

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

78. Instructional Leadership
High Expectations
High expectations

79. 1 2 3 4 5

80. Instructional Leadership
Curriculum
Curriculum
High expectations

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

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

83. Expert Space

84. Expert Space
Tie to standards

85. Multiple Reading Scaffolds
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.

86. Lexile Level:

87. Lexile Level:

88. Lexile Level:

89. Spanish Translations

90. Read Out Loud

91. Multiple Reading Scaffolds
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.

92. 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!

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

94. Instructional Leadership
Literacy and Math
Literacy and math
Curriculum
High expectations

95. 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

96. 16 Career Clusters Department of Education

97. Reading Requirements Findings
Entry-level
Highest in 6/16
Second Highest in 7/16
Consistent Across Country

98. Human Services

99. Construction

100. Manufacturing

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

102. 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

103. 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

104. Lexile and Quantile Study

105. Instructional Leadership
Data-driven
Literacy and math
Data-driven
Curriculum
High expectations

106. 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

107. 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

108. Power of Discovery Lexile and Quantile Study Opportunity

109. 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

110. 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

111. 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

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

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

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