daggett system for effective instruction deep dive willard r. daggett, ed.d. founder and ceo

Daggett System for Effective InstructionDeep Dive

Willard R. Daggett, Ed.D.

Founder and CEO

Program Announcement

9:30 • Session #77 - Ms. Math room

change to Washington B

• Session #93 – CTE will be in Bayou AB

The Challenges

• Common Core State Standards (CCSS)

The Challenges

• Common Core State Standards (CCSS)

• Next Generation Assessments (NGA)

The Challenges

• Common Core State Standards (CCSS)

• Next Generation Assessments (NGA)

• Teacher effectiveness based on student performance

The Challenges

• Common Core State Standards (CCSS)

• Next Generation Assessments (NGA)

• Teacher effectiveness based on student performance

• Prepare students for the world beyond school

System

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Rigor and Relevance

Teaching

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

Knowledge Taxonomy1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation

Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable

situations5. Application to real-world unpredictable

situations

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance Framework

• 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.

• 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.

• 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.

1

2

3

4

5

6

1 2 3 4 5

A B

DC• 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.

• 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.

Rigor/Relevance Framework

1

2

3

4

5

6

1 2 3 4 5

A B

DC• 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.

• 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.

• 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.

Rigor/Relevance Framework

1

2

3

1 2 3 4 5

A B

DC

• 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.

Rigor/Relevance Framework

1

2

3

1 2 3 4 5

A B

DC

• Know the characteristics and phenomena of sound waves and light waves.

• Understand the effect of sounds, words, and imagery on a listening audience.

Rigor/Relevance Framework

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

AA BB

DDCC

Rigor and Relevance

• #23 – 9:30 am

Rigor and relevance

Relationships

Teaching

Rigor and relevance

Relationships

Content

Teaching

Rigor and relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Brain Research

Sight

Prefrontal Cortex

Hearing

Association Area

Connections/Pathways

How we Teach

AA BB

DDCC

How They Learn

AA BB

DDCC

LEARN to DO LEARN to DO

LEARN to DO LEARN to DO

vs.vs.

DO to LEARNDO to LEARN

Professional Development

Rigor and Relevance

• #23 – 9:30 am

Rigor and relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Gold Seal Lessons

Gold Seal Lessons

Gold Seal Lessons

Rigor and relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Gui

de a

nd d

iffer

entia

te

inst

ruct

ion

Rigor and relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Gui

de a

nd d

iffer

entia

te

inst

ruct

ion

State Test NGACreate 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?

Culture

Organizational Leadership

Culture

Vision

Organizational Leadership

Criteria• Foundation Learning (Achievement in the

core subjects of English language arts, math and science and others identified by the school)

1 2 3 4 5

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)

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)

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)

Guiding Principles

ResponsibilitResponsibilityy

ContemplatioContemplationn

InitiativeInitiative PerseverancPerseveranc

ee OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthineTrustworthine

ssss LoyaltyLoyalty

Survey Tools for Rigor, Relevance and

Relationships

We Learn Student Survey

We Teach Instructional Staff Survey

We Lead Whole Staff Survey

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%

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%

Teacher vs. Student Comparison

T – I make learning exciting for my students.

84%

S – My teachers make learning exciting.

40%

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%

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)

Those things that are easy to measure are least important

Those thing that are most important are hardest to measure

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

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)

Culture

Vision

Structure and

systems

Organizational Leadership

Culture

Vision

Structure and

systems

Organizational Leadership

Bui

ld le

ader

ship

Top Down Support for Bottom Up Success

Aligned for Success

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

Effectiveness and Efficiency Framework

High

Cost

Low

Cost

Effectiveness and Efficiency Framework

High

Cost

Low

Cost

High Student Performance

Low Student Performance

EEffffeeccttiivveenneessss

Effectiveness and Efficiency Framework

High Cost

Low Cost

High Student Performance

Low Student Performance

CC DD

AA BB

EEffffeeccttiivveenneessss

Empower Staff

A Defined and Inflexible System

• Bells• Calendar• Contracts• Tests• Rules and Regulations

Empower Staff1.1. Team of teachers Team of teachers

Empower Staff1.1. Team of teachers Team of teachers 2.2. Given group of students Given group of students

Empower Staff1.1. Team of teachers Team of teachers 2.2. Given group of students Given group of students

3.3. Agree to their present Agree to their present

performanceperformance

Empower Staff1.1. Team of teachers Team of teachers 2.2. Given group of students Given group of students

3.3. Agree to their present Agree to their present

performanceperformance4.4. Give total budget (fixed Give total budget (fixed

and variable)and variable)

Empower Staff1.1. Team of teachers Team of teachers 2.2. Given group of students Given group of students 3.3. Agree to their present Agree to their present

performanceperformance4.4. Give total budget (fixed and Give total budget (fixed and

variable)variable)5.5. Give % of savings if student Give % of savings if student

performance improvesperformance improves

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.

Vision Driven Leadership

AA

CC DD

BB

Rules Control Teaching/Teachers Compliance Inputs

Results Empower Learning / Students Engaged Outputs

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Organizational Leadership

Bui

ld le

ader

ship

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Data

syste

msB

uild

lead

ersh

ip

Organizational Leadership

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Data

syste

msB

uild

lead

ersh

ip

Organizational Leadership

High expectations

Instructional Leadership

1 2 3 4 5

High expectations

Curriculum

Instructional Leadership

State Standards to CCSSExisting

State Standards

New Common Core State Standards

State Standards to CCSSExisting

State Standards

New Common Core State StandardsGrade

3

4

5

6

7

8

9

10

Expert Space

Expert Space Expert Space

• Tie to standards

Multiple Reading Scaffolds

Lexile Level:Lexile Level:600-800600-800

Lexile Level:Lexile Level:800-1000800-1000

Lexile Level:Lexile Level:1000-12001000-1200

Spanish TranslationsSpanish Translations

Read Out Loud

Multiple Reading Scaffolds

Educator Resources

EXPERT SPACE – IncludesEXPERT SPACE – Includes

• Updated• Cross Curricular• 21st Century• Project Based• Electronic Portfolio• 24/7 Learning• Parent Involvement

High expectations

Curriculum

Literacy and math

Instructional Leadership

Lexile Framework® for Reading Study

600

800

1000

1400

1600

1200

Text

Lexil

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%)

Summary of Text Lexile Measures

16 Career ClustersDepartment of Education

Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications

Business and Administration Architecture and Construction

Education and Training Finance

Health Science Hospitality and Tourism

Human Services Information Technology

Law and Public Safety Manufacturing

Government and Public Administration Retail, Wholesale, and Service

Scientific Research and Engineering Transportation, Distribution, and Logistics

Reading RequirementsFindings

• Entry-level– Highest in 6/16– Second Highest in 7/16

• Consistent Across Country

A

dvan

ced

Lexile Reading Level Range: 850-930

Inte

rmed

iate

Lexile Reading Level Range: 940-1090

En

try

Lev

el

Lexile Reading Level Range: 1000-1140

Human Services

A

dvan

ced

Lexile Reading Level Range: 1310-1390

Inte

rmed

iate

Lexile Reading Level Range: 1250-1340

En

try

Lev

el

Lexile Reading Level Range: 1310-1350

Construction

A

dvan

ced

Lexile Reading Level Range: 1310-1440

Inte

rmed

iate

Lexile Reading Level Range: 1280-1310

En

try

Lev

el

Lexile Reading Level Range: 1280-1330

Manufacturing

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

500

600

700

900

1000

800Qu

anti

le M

easu

re (

Q)

Personal Use Employment High School First-Year College

1200

1100

1300

1500

1400

Interquartile Ranges Shown (25% - 75%)

Quantile Framework for Math StudySummary of Quantile Measures

Effectiveness and Efficiency Framework

High Cost

Low Cost

High Student Performance

Low Student Performance

CC DD

AA BB

EEffffeeccttiivveenneessss

Lexile and Quantile Study

High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Instructional Leadership

Tennessee Arts EducationTennessee Language Arts

Standards/Learning Expectations/Accomplishme

nts High School English II

Curriculum Survey

of Essential

SkillsNational Rankings

End-of-

Course Test

Visual Arts

Dance Music Theatre

1.08 Develop organized pieces of writing containing focused, well-developed ideas.

e12e54

H H H H H

1.09 Demonstrate effective writing style by the use of vivid words, a variety of sentence structures, and appropriate transitions.

e12e54

H H H H H

1.10 Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.

e14e41e62

H M M M M

1.11 Recognize and demonstrate appropriate use of standard English: usage, mechanics and standard spelling, and sentence structure.

e1e7

H H H H H

1.12 Identify and use a variety of resources to revise and edit writing.

e21 H M M M M

1.13 Research information to prepare presentations or reports which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries.

e3e36a

L

Tennessee Career and Technical Education

Tennessee English Language ArtsContent Standards/State Performance IndicatorsEnglish II

NESSRank

TC

AP

/ EO

C

Agriculture, Food& Natural Resources

Architecture& Construction

Arts, A/V Technology& Communications

Food

Pro

du

cts &

Pro

cessin

g S

ystem

s

Agrib

usin

ess S

ystem

s

Pow

er, S

tructu

ral &

Tech

nic

al

Syste

ms

En

viron

men

tal S

ervic

e S

ystem

s

Pla

nt S

ystem

s

Natu

ral R

eso

urc

e S

ystem

s

An

imal S

ystem

s

Desig

n/

Pre

-Con

structio

n

Con

structio

n

Main

ten

an

ce/ O

pera

tion

s

Perfo

rmin

g A

rts

Visu

al A

rts

Prin

ting T

ech

nolo

gy

Jou

rnalism

& B

road

castin

g

A/V

Tech

nolo

gy

& F

ilm

Tele

com

mu

nic

atio

ns

Standard 2—Communication

SPI 3002.2.1 Identify the thesis and main points of a challenging speech.

E2E34

H

SPI 3002.2.2 Distinguish between a summary and a paraphrase.

E20E28

H

SPI 3002.2.3 Distinguish between a critique and a summary.

E20E28

H

SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

E17E22

H

SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes).

E37E44

H

SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

E8 H

Power of Discovery

Lexile and Quantile Study Opportunity

Lexile Framework® for Reading Study

600

800

1000

1400

1600

1200

Text

Lexil

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%)

Summary of Text Lexile Measures

Lexile Framework® - Student Profile

600

800

1000

1400

1600

1200

Text

Lexil

e M

easu

re (

L)

Matt

* Source of National Test Data: MetaMetrics

910

Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0

Lexile Framework® - Student Profile

600

800

1000

1400

1600

1200

Text

Lexil

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

Matt600

800

1000

1400

1600

1200

HighSchool

LiteratureCollege

Literature

HighSchool

TextbooksCollege

Textbooks

Military

PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

1st

Quarter2nd

Quarter3rd

Quarter4th

Quarter

High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Provid

e

prof

essio

nal g

rowth

Instructional Leadership

Program Announcement

9:30 • Session #77 - Ms. Math room

change to Washington B

• Session #93 – CTE will be in Bayou AB

1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail - info@LeaderEd.comwww.LeaderEd.com

International Center for Leadership in Education, Inc.