Download - Systemwide Focus on Effective Instruction Bill Daggett, Founder and Chairman February 21, 2014
Systemwide Focus on Effective Instruction
Bill Daggett, Founder and ChairmanFebruary 21, 2014
School Improvement
Growing Gap
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
Take Control or Be Controlled
System
Culture
Organizational Leadership
• Culture Trumps Strategy
Findings
The Solution becomes the Problem
Questions
70%
Eligible for the Military• Lack High School Diploma• Cannot Pass Basic Literacy
Test• Obesity• Drugs• Incarceration
70%-Is Increasing at 1% Per Year-
70%Are they employable?
70%Are they headed to public
assistance?
Population
FemaleMale
1950
Retirement Age
Male
Female
Life Expectancy Vs. the Social Security Retirement Age
1940 1960 1980 2000 2020 2040 2060
60
65
70
75
80
85
90
Source: 2004 Annual Reports of the Board of Trustees of Social Security and Medicare
Birth Rates, 1920- 2010Births Per 1,000 women ages 15-44
1920 1930 1940 1950 1960 1970 1980 1990 2000 20100
20
40
60
80
100
120
140
Source: National Center For Health Statistics Pew Research Center
Population
FemaleMale
• Technology
The Changing Landscape
• Chip Processing Speed• Memory Capacity• Cloud
Technology Shift
What is different here?
Pope Benedict XVI Pope Francis
SmartWatch (Samsung, Sony, Apple)
SPOT
• Integrated Projection• Projection Keyboard
Projection Keyboard
Projection Keyboard and Projector
On Line and Gaming
• Culture Trumps Strategy• Address today’s issues within
context of emerging trend
Findings
• Career Ready
Emerging Trends
- High School Teachers - 89%- College Instructors – 26%
Source: ACT survey
College FreshmanWell or Very Well Prepared
1. Two Year College – 51.7%2. Four Year College – 19.9%
Freshmen NeedingRemediation
Two-Year Colleges – 55.5%
Four-Year Colleges – 65.2%
College Retention Rate2012
First to Second Year
Source: ACT
Two-Year Colleges – 44.5%
Four-Year Colleges – 34.8%
College Dropout Rate2012
First to Second Year
Source: ACT
Two-Year Colleges in 3 years – 29.1%
Four-Year Colleges in 5 years – 36.6%
Average Graduation Rate1983-2012
Source: ACT
California 4 Year Public College
California 2 Year Public College
Career Ready
BUT
3.8 million jobs in theU.S.
remain unfilled
13 Million Americans are Unemployed
College is a means to anend
NOT the end
53.6% of Bachelor’s degree holders under 25
are jobless or underemployed
Source: USDOL – March, 2013
Your Major MattersA LOT
1. Business2. General Studies3. Social Science and History4. Psychology5. Health Professions6. Education7. Visual and Performing Arts8. Engineering and Technology9. Communications and Journalism10. Computer and Information Science
Bachelor’s Degrees
Source: National Center for Education Statistics
1. Business (1)2. General Studies (10)3. Social Science and History (6)4. Psychology (9)5. Health Professions (4)6. Education (5)7. Visual and Performing Arts (8)8. Engineering and Technology (2)9. Communications and Journalism (7)10. Computer and Information Science (3)
Bachelor’s–Competing Nations
Source: National Center for Education Statistics
Source: Bureau of Labor Statistics
48% of employed 4-year college graduates are in
jobs that require less than a 4-year degree
Source: Bureau of Labor Statistics
37% of employed 4-year college graduates are in
jobs that require less than a high school diploma
Job Shares by Skill Group, 1980-2010
Sources: NY Fed Calculations, U.S. Census Bureau
High-skill Upper-middle Lower-middle Low-skill
100
80
60
40
20
0 12.7
18.9
47.1
21.3
1980
16.2
25.4
37.7
20.7
2010 2040
Percent
• Telemarketers - 99%
source: The Future of Employment C. Frey and M. Osborne
Lost Jobs
• Telemarketers - 99%• Secretarial/Adm. Assistant -
96%
source: The Future of Employment C. Frey and M. Osborne
Lost Jobs
• Telemarketers - 99%• Secretarial/Adm. Assistant -
96%• Accountant/Auditors – 94%
source: The Future of Employment C. Frey and M. Osborne
Lost Jobs
• Telemarketers - 99%• Secretarial/Adm. Assistant -
96%• Accountant/Auditors – 94%• Retail Salespersons – 92%
source: The Future of Employment C. Frey and M. Osborne
Lost Jobs
• Telemarketers - 99%• Secretarial/Adm. Assistant -
96%• Accountant/Auditors – 94%• Retail Salespersons – 92%• Technical Writers – 89% source: The Future of Employment C. Frey and M. Osborne
Lost Jobs
• Machinists – 65%
source: The Future of Employment C.Frey and M. Osborne
Lost Jobs
• Machinists – 65%• Pilots – 55%
source: The Future of Employment C.Frey and M. Osborne
Lost Jobs
• Machinists – 65%• Pilots – 55%• Economist – 43%
source: The Future of Employment C.Frey and M. Osborne
Lost Jobs
• Machinists – 65%• Pilots – 55%• Economist – 43%• Health Technologists – 40%
source: The Future of Employment C.Frey and M. Osborne
Lost Jobs
1. Success of Graduates2. Cost
College Challenges
College tuition rates have increased on average at twice the rate of inflation in the past
17 years
Source: ACT
2012 college grad average loan debt was $26,600
Source: ACT
1980 1990 2000 2010
200%
400%
600%
800%
1,000%
0
1,200%
Percent Change Since January 1978• Food• Consume Price Index• Shelter• Medicare• College
The Growing CallFor
Career Ready
Systemwide Focus on Effective Instruction
Bill Daggett, Founder and ChairmanFebruary 21, 2014
System
Culture
Organizational Leadership
Rigor and Relevance
Teaching
• Career Ready • Focus on Application
Emerging Trends
1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world
predictable situations5. Application to real-world
unpredictable situations
Application Model
Poh, M.Z., Swenson, N.C., Picard, R.W.
4:00 PM 7:00 PM 9:00 PM 12:00 AM 3:00 AM 6:00 AM 9:00 AM 12:00 PM 3:00 PM
1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
Knowledge Taxonomy
Levels
1 2 3 4 5
Bloom’s
C D
A B
456
321
Application
Rigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A B
DCExpress 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
4
5
6
1 2 3 4 5
A B
DCAnalyze 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
DCExpress 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.
Levels
1 2 3 4 5
Bloom’s
C D
A B
456
321
Application
Quad DSkills and Knowledge • Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with Others
Packed with high-rigor, high-relevance resources – and still growing
• 250 Next Generation Assessment Items • 200 Model Lessons • 2000 Lesson Starters (formerly Gold Seal Lessons) • 300 Lesson Plans • Thousands of additional resources – white papers,
videos, courses, tech bulletins, case studies.
• Available for purchase as a site license (school-wide or district-wide)
• Visit leadered.com/nextpert
High expectations
Instructional Leadership
600
800
1000
1400
1600
1200
Text
Lex
ile
Mea
sure
(L
)
High SchoolLiterature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Reading Study SummaryInterquartile Ranges Shown (25% - 75%)
Grade 4 Reading Proficiency
TN170
MA234CA
202
Grade 4 Reading Proficiency
TN170
MA234CA
202
(210)
Grade 8 Reading Proficiency
MO267
TX201
CA259
Grade 8 Reading Proficiency
MO267
TX201
CA259
(262)
Grade 4 Math Proficiency
TN195
MA255CA
220
Grade 4 Math Proficiency
TN195
MA255CA
220(231)
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)
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
· Responsibility
· Contemplation
· Initiative· Perseverance· Optimism· Courage
· Respect· Compassion· Adaptability· Honesty· Trustworthine
ss· Loyalty
• 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)
• Learner 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)
Learning Criteria
Rubrics
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%
Culture
Vision
Structure and
systems
Organizational Leadership
• Looping
Organizational Changes
• Looping• Interdisciplinary Chairs
Organizational Changes
• Looping• Interdisciplinary Chairs• 9th Grade Electives
Organizational Changes
Culture
Vision
Structure and
systems
Organizational Leadership
Bui
ld le
ader
ship
Top-down support for bottom-up success
Empower Leadership Teams
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
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
Lexile Framework® - Student Profile
•600
•800
• 1000
• 1400
• 1600
• 1200
• Tex
t L
exil
e M
easu
re (
L)
•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
•Matt•600
•800
• 1000
• 1400
• 1600
• 1200
•High•School•Literature
•College•Literature
•High•School•Textbooks
•College•Textbooks
•Military
•Personal•Use
•Entry-Level•Occupations
•SAT 1,•ACT,•AP*
•1st
•Quarter•2nd
•Quarter•3rd
•Quarter•4th
•Quarter
• 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)
• Learner 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)
Learning Criteria
Rubrics
Survey Tools for Rigor, Relevance and Relationships
We Learn Student Survey
We Teach Instructional Staff Survey
We Lead Whole Staff Survey
High expectations
Instructional Leadership
High expectations
Curriculum
Instructional Leadership
High expectations
Curriculum
Literacy and math
Instructional Leadership
High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Instructional Leadership
High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Provid
e
prof
essio
nal g
rowth
Instructional Leadership
Rigor and Relevance
Teaching
Levels
1 2 3 4 5
Bloom’s
C D
A B
456
321
Application
A B
DC
Standards
A B
DC
Assessments
Rigor and Relevance
Relationships
Teaching
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
Rigor and Relevance
Relationships
Content
Teaching
Rigor and Relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Levels
1 2 3 4 5
Bloom’s
C D
A B
456
321
Application
A B
DC
LEARN to DO
A B
DC
LEARN to DOvs.
DO to LEARN
Rigor and Relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Inst
ruct
iona
l stra
tegi
es
Take off the plate
HOW• Take off the plate• Quad D lessons• Quad D assessments• Focused and Sustained
Professional Development
Rigor and Relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Inst
ruct
iona
l stra
tegi
es
Rigor and relevance
Relationships
Content H
ow s
tude
nts
lear
n
Inst
ruct
iona
l stra
tegi
es
Asses
smen
t to
guid
e
inst
ruct
ion
Teaching
Model Schools
June 22 – June 25 |Orlando, FL www.modelschoolsconference.com
22nd Annual
Conference
Doctor
Pilot
ACTION ITEMS
• Create a Culture
ACTION ITEMS
• Create a Culture• Address both Rigor and Relevance for for ALL Students
ACTION ITEMS
• Create a Culture• Address both Rigor and Relevance for for ALL Students• Focus on Literacy
ACTION ITEMS
• Create a Culture• Address both Rigor and Relevance for for ALL Students• Focus on Literacy• Needs Assessment – 20 Day Plan
20 Day Plans
ACTION ITEMS
• Create a Culture• Address both Rigor and Relevance for for ALL Students• Focus on Literacy• Needs Assessment – 20 Day Plan• Support your Teachers - Nextpert
CA STAR / CAHSEE English LABenchmarks Tested
High Medium Low Grade 3 6 16 29 Grade 4 11 10 32 Grade 5 12 9 22 Grade 6 12 10 29 Grade 7 16 7 22 Grade 8 15 11 23 Grade 9 10 15 38 Grade 10 10 15 38 Grade 11 13 10 32 CAHSEE 13 10 22
29253
Packed with high-rigor, high-relevance resources – and still growing
• 250 Next Generation Assessment Items • 200 Model Lessons • 2000 Lesson Starters (formerly Gold Seal Lessons) • 300 Lesson Plans • Thousands of additional resources – white papers,
videos, courses, tech bulletins, case studies.
• Available for purchase as a site license (school-wide or district-wide)
• Visit leadered.com/nextpert
ACTION ITEMS• Create a Culture• Address both Rigor and Relevance for for ALL Students• Focus on Literacy• Needs Assessment – 20 Day Plan• Support your Teachers – Nextpert• Model Schools Conference
Model Schools Conference
Register Today! www.modelschoolsconference.com
22nd Annual
Focusing on the end goal: preparing all students for successful futures
Taking control rather than being controlled by the short term agenda Preparing teachers to provide rigorous and relevant instruction for higher standards Strategically using technology to maximize the learning experience for all students Using data to monitor improvement efforts and adjust course nimbly for maximum impact
Doctor
Systemwide Focus on Effective Instruction
Bill Daggett, Founder and ChairmanFebruary 21, 2014
System
Culture
Organizational Leadership
• Technology• Financial
The Changing Landscape
• Technology• Financial• Globalization
The Changing Landscape
• Technology• Financial• Globalization• Demographics
The Changing Landscape
Model Schools Conference
Register Today! www.modelschoolsconference.com
22nd Annual
Focusing on the end goal: preparing all students for successful futures
Taking control rather than being controlled by the short term agenda Preparing teachers to provide rigorous and relevant instruction for higher standards Strategically using technology to maximize the learning experience for all students Using data to monitor improvement efforts and adjust course nimbly for maximum impact
ACTION ITEMS• Create a Culture• Address both Rigor and Relevance for for ALL Students• Focus on Literacy• Needs Assessment – 20 Day Plan• Support your Teachers – Nextpert• Model Schools Conference
ACTION ITEMS
• Create a Culture• Address both Rigor and Relevance for for ALL Students• Focus on Literacy• Needs Assessment – 20 Day Plan• Support your Teachers - Nextpert
ACTION ITEMS
• Create a Culture• Address both Rigor and Relevance for for ALL Students• Focus on Literacy• Needs Assessment – 20 Day Plan
ACTION ITEMS
• Create a Culture• Address both Rigor and Relevance for for ALL Students• Focus on Literacy
ACTION ITEMS
• Create a Culture• Address both Rigor and Relevance for for ALL Students
ACTION ITEMS
• Create a Culture