International Center for Leadership in Education Dr. Willard R. Daggett Preparing for the Challenges and Opportunities of the Next Three Years June 16,

International Center for Leadership in Education

Dr. Willard R. Daggett

Preparing for the Challenges and Opportunities of the Next Three Years

June 16, 2011

The ChallengesThe Challenges

• Common Core State Standards (CCSS)Common Core State Standards (CCSS)


• Common Core State Standards (CCSS)Common Core State Standards (CCSS)

• Next Generation Assessments (NGA)Next Generation Assessments (NGA)


• -Common Core State Standards (CCSS)-Common Core State Standards (CCSS)

• -Next Generation Assessments (NGA)-Next Generation Assessments (NGA)

• -Teacher Effectiveness based on Student -Teacher Effectiveness based on Student Performance Performance


• -Common Core State Standards (CCSS)-Common Core State Standards (CCSS)

• -Next Generation Assessments (NGA)-Next Generation Assessments (NGA)

• -Teacher Effectiveness based on Student -Teacher Effectiveness based on Student Performance Performance

• -Prepare Students for the world beyond School-Prepare Students for the world beyond School

FOCUS

• What is Effective

Researched Based

• Data Rich – Analysis Poor

Researched Based

• Data Rich – Analysis Poor

• Meta Analysis

Researched Based

• Data Rich – Analysis Poor• Meta Analysis• Visible Learning –John Hattie -800 Meta Analysis -52,637

Five Categories

• Students

• Teachers

• Schools/Districts

• Curricula

• Home

SCALE

• -138 Factors

SCALE

• -138 Factors

• -Effect

SCALE

• -138 Factors

• -Effect

• -Standard Deviations

•

SCALE

• -138 Factors

• -Effect

• -Standard Deviations

• -1 SD = 2 years growth

•

0

10

20

30

40

50

60

70-0

.69

to 0

.61

-0.5

5 to

0.5

1

-0.4

5 to

0.4

1

-0.3

5 to

0.3

1

-0.2

5 to

0.2

1

-0.1

5 to

0.1

1

-0.0

5 to

0.0

1

0.05

to 0

.09

0.15

to 0

.19

0.25

to 0

.29

0.35

to 0

.39

0.45

to 0

.49

0.55

to 0

.59

0.65

to 0

.69

0.75

to 0

.79

0.85

to 0

.89

0.95

to 0

.99

1.05

to 1

.09

1.15

to 1

.19

1.25

to 1

.29

1.35

to 1

.39

1.45

to 1

.49

1.55

to 1

.59

1.65

to 1

.69

1.80

to 1

.89

2.00

+

Num

ber

of

Eff

ects

Acr

oss

800+

Met

a-an

aly

ses

Effect Size

Source: Visible Learning

FOCUS

• What is Effective• What you can Impact

FOCUS

• What is Effective• What you can Impact -Nation’s Most Successful Practices

FOCUS

• What is Effective• What you can Impact -Nation’s Most Successful Practices -International Best Practices

Student Teacher Relationships

0 2years

1.44years

.72

Application of Knowledge

0 2years

1.30years

.65

Professional Development

0 2years

1.24years

.62

FOCUS

• What is Effective• What you can NOT Impact

Socioeconomic Status

0 2years

1.14years

.57

You Can Not Change Where YOUR STUDENTS CAME FROM

but

You Can Change Where YOUR STUDENTS ARE GOING

FOCUS

• What is Effective• What you can Impact• What is most Efficient

Effective and Efficient Framework

High High CostCost

Low Low CostCost


High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

EEffffeeccttiivveenneessss


High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

CC DD

AA BB

EEffffeeccttiivveenneessss

COST EFFECTIVENESS SCALE

Efficient

.

GREATEST IMPACT

• What is Effective• What you can Impact• What is most Efficient

Student’s own Expectations

00ver 2 years

+1.44

FINDINGS

TEACHERS are our greatest HOPE


0 2years

1.30years

.65


.80


0.650.80

-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5

EffectiveEfficient

Student Teacher Relationship

0.720.90

-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5

EffectiveEfficient

Professional Development

0.620.75

-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5

EffectiveEfficient

Plan Instruction based on how Students Learn

1.28

0.70

-0.10

0.10

0.30

0.50

0.70

0.90

1.10

1.30

1.50

EffectiveEfficient

Teacher Expectations and Clarity

0.750.90

-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5

EffectiveEfficient

Assessment to inform and differentiate instruction

0.90

0.60

-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5

EffectiveEfficient

Meta-Cognitive Strategies

0.690.80

00.10.20.30.40.50.60.70.80.9

1

EffectiveEfficient

Literacy Strategies

0.60 0.65

-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5

EffectiveEfficient

Peer Tutoring

0.550.75

-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5

EffectiveEfficient

What is less Effective and Efficient

Class Size

0.21 0.20-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5

EffectiveEfficient

Summer School

0.23 0.20-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5

EffectiveEfficient

0.7

2

0.9

0

0.6

2

0.7

5

0.4

0

0.6

7

0.9

0

0.6

0

0.7

5

0.9

0

0.6

9

0.8

0

0.6

0 0.6

5

0.5

5

0.7

5

0.2

1

0.2

0

0.3

00

.55

0.2

2

0.9

0

0.2

3

0.2

0

Studen t

Teach

e r

PD

Prior

Ach

iev e

Form

.

Eval.

Teach

e r

Clarity

Meta

Strats.

Literac y

Strats.

Peer

Tutor

Class

Size

Ability

Group

Teach

Test

Summe r

Sch

ool

1919thth Annual Annual

Model Schools ConferenceModel Schools Conference

June 26 – 29, 2011

www.ModelSchoolsConference.com

GREATEST IMPACT

• Culture of High Expectations• Relevance of Instruction• Strong Relationships

FINDINGS

TEACHERS are our greatest HOPE

Key to Effective Instruction is Alignment

• Organizational Leadership• Instructional Leadership• Teacher

Aligned to make Teacher Successful

• Doctors/Nurses in Hospitals

Aligned to make Teacher Successful

• Doctors/Nurses in Hospitals• Lawyers in a Law Firm

Aligned for Success

• Doctors/Nurses in Hospitals• Lawyers in a Law Firm• Troops in Battle

Aligned for Success

• Doctors/Nurses in Hospitals• Lawyers in a Law Firm• Troops in Battle• Teachers in a School System

Top Down Support for Top Down Support for Bottom Up SuccessBottom Up Success

THE KEYTHE KEY

Effective InstructionEffective Instruction

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Learner Achievement

Embrace rigorous and

relevant expectations

for all students (+.75)

Build strong relationship w

ith

students (+.72)

Possess depth of content

knowledge and m

ake it relevant to students (+

.80)

Teaching

Use as

sess

ments

to gu

ide an

d

differ

entia

te ins

tructi

on (+

.90)

Fac

ilita

te r

igor

ous

and

rele

vant

inst

ruct

ion

base

d on

ho

w s

tude

nts

lear

n (+

.1.2

8)U

Use

of T

echn

olog

y an

d be

st

pra

ctic

es (+

.80)

Organizational Leadership

Create a Culture of high

Expectations

Schools are Improving

School Improvement


School Improvement

Changing World

Skills GapSkills Gap


School Improvement

Changing World

School Improvement

Changing World


School

Impro

vement

Changing World


Culture Drives Strategy

Technology

Image source: http://robota.dem.uc.pt/pda_control/pda2.JPG

1991

2011

Computing

Capacity

Moore’s Law – Doubles Every 2 Years

1991

2011

Computing

Capacity

Moore’s Law – Doubles Every 2 Years

Semantic WebSemantic Web

Analyze DocumentsAnalyze Documents Key words and headers (Google)Key words and headers (Google)

Meaning / ConceptsMeaning / Concepts Wolfram AlphaWolfram Alpha

Complete TaskComplete Task

Implications

Home WorkHome Work Term PaperTerm Paper

-Wolfram Alpha--Wolfram Alpha-

-will search all language and give you -will search all language and give you response in your languageresponse in your language

-will respond in writing or verbally (in your -will respond in writing or verbally (in your language)language)

Cloud ComputingCloud Computing

Open SourceOpen Source

Skills GapSkills Gap

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Setting the Bar• Reading = 1,300 for Graduation• Need to Straighten the Bar K-1 N/A 2-3 450-790L 4-5 770-980L 6-8 955-1155L 9-10 1080-1305L 11-12 1215-1355L

Reading RequirementsReading RequirementsFindingsFindings

Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16

Consistent Across CountryConsistent Across Country

ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Tennessee 88 %

North Carolina 82 %

Texas 81 %

Iowa 77 %

Florida 71 %

Massachusetts 48 %

California 48 %


ProficientRequired

NAEP Score

Tennessee 88 % 170

North Carolina 82 % 183

Texas 81 % 190

Iowa 77 % 197

Florida 71 % 202

Massachusetts 48 % 234

California 48 % 210


ProficientRequired

NAEP Score

North Carolina 88 %

Tennessee 87 %

Iowa 72 %

Florida 44 %

California 39 %

South Carolina 30 %


ProficientRequired

NAEP Score

North Carolina 88 % 217

Tennessee 87 % 222

Iowa 72 % 250

Florida 44 % 265

California 39 % 262

South Carolina 30 % 276

Global Competition

Equity

Excellence

Financial

Demographics

Population

FemaleMale

1950

2010

2050

Create a Culture

What is the message What is the message Who it to deliver to and in what order Who it to deliver to and in what order How to deliverHow to deliver

THE KEYTHE KEY

Effective InstructionEffective Instruction

1919thth Annual Annual

Model Schools ConferenceModel Schools Conference

June 26 – 29, 2011

www.ModelSchoolsConference.com

Successful Practices Network

www.successfulpractices.org

Provide Focused / Sustained Professional Development System

• Robust Online Teacher Support Resources

• Support Transition to CCSS

• Improving Instruction / Student Engagement

• Low Cost - Highly Effective Resources

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - [email protected]

www.LeaderEd.com

International Center for Leadership in Education, Inc.