florida regional meeting broward county willard r. daggett, ceo january 25, 2012

Florida Regional MeetingBroward County

Willard R. Daggett, CEOJanuary 25, 2012

Point of Departure

•Common Core State Standards

Point of Departure

•Common Core State Standards

•Next Generation Assessments (PARCC)

Point of Departure

•Common Core State Standards

•Next Generation Assessment (PARCC)

•Educator’s Evaluation System

Point of Departure

•Common Core State Standards•Next Generation Assessments

(PARCC)•Educator’s Evaluation System•Fiscal Challenges

Cause and Effect

Cause and Effect

• 1983

Cause and Effect

• 1983• NCLB

Cause and Effect

• 1983• NCLB• NGA/Business Roundtable • Apple

Cause and Effect

•Common Core State Standards•Next Generation Assessments

(PARCC)•Educator’s Evaluation System•Fiscal Challenges•Research Base

School Improvement

Schools are Improving

Schools are Improving

School Improvement

Changing World

Skills Gap

School Improvement

Changing World

Schools are Improving

School Improvement

Changing World

Schools are Improving

School

Impro

vement

Changing World

Schools are Improving

WHY – WHAT - HOW

WHY

Cause and Effect

Point of Departure

•Common Core State Standard

•(PARCC)•Educator’s Evaluation

System•Fiscal Challenges

Focus

• Mechanics

Focus

• Mechanics• Past vs. Future

Focus

• Mechanics• Past vs. Future• Adults vs. Students

Cause

Reading Study Summary

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%)

Common Core State Standards

• Fewer• Clearer• Higher

2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Mississippi 88 %

Georgia 87 %

Wisconsin 83 %

Texas 81 %

Ohio 77 %

Florida 71%

Arkansas 53 %

Massachusetts 48 %

2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Georgia 87 %

Texas 84 %

Ohio 82 %

Wisconsin 82 %

Florida 74%

Arkansas 70 %

Massachusetts 54 %

Mississippi 52 %

2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Mississippi 88 % 161

Georgia 87 % 175

Wisconsin 82 % 189

Texas 81 % 190

Ohio 77 % 199

Florida 71% 202

Arkansas 53 % 217

Massachusetts 48 % 234

2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Georgia 87 % 178

Texas 84 % 188

Ohio 82 % 192

Wisconsin 82 % 189

Florida 74% 206

Arkansas 70 % 200

Massachusetts 54 % 234

Mississippi 52 % 210

2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Georgia 87 % (0) 178 (+3)

Texas 84 % (+3) 188 (-2)

Ohio 82 % (+5) 192 (-7)

Wisconsin 82 % (-1) 189 (0)

Florida 74% (+3) 206 (+4)

Arkansas 70 % (+17) 200 (-17)

Massachusetts 54 % (+6) 234 (0)

Mississippi 52 % (-36) 210 (+49)

2009 Proficiency2009 ProficiencyGrade 8 ReadingGrade 8 Reading

ProficientRequired

NAEP Score

Texas 94 % (+11) 201 (-24)

Wisconsin 85 % (-1) 232 (+3)

Georgia 77 % (-6) 209 (-15)

Ohio 72 % (-8) 251 (+10)

Arkansas 71 % (+14) 241 (-13)

Florida 54 % (+10) 262 (-3)

Mississippi 48 % (-10) 254 (+7)

California 48 % (+9) 259 (-3)

2009 Proficiency2009 ProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

Texas 85 % (+3) 214 (-5)

Wisconsin 81 % (+7) 219 (16)

Mississippi 58 % (-21) 223 (+17)

Georgia 75 % (0) 218 (+3)

Ohio 78 % (+13) 219 (-14)

Florida 75 % (+12) 225 (-5)

Arkansas 78 % (+25) 216 (-20)

Massachusetts 48 % (+9) 255 (0)

2009 Proficiency2009 ProficiencyGrade 8 MathematicsGrade 8 Mathematics

ProficientRequired

NAEP Score

Texas 83 % (+22) 254 (-19)

Georgia 81 % (+12) 247 (-8)

Wisconsin 79 % (+4) 262 (-1)

Florida 66 % (+8) 266 (-3)

Ohio 59 % (+8) 269 (-9)

Arkansas 61 % (+27) 267 (-21)

Mississippi 54 % (+1) 264 (+2)

Massachusetts 49 % (+7) 300 (-1)

Common Core State Standards

• Fewer• Clearer• Higher• Different

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

situations5. Application to real-world unpredictable

situations

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 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

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

Where are the JobsNon-Routine

Routine• Rules Driven• Problem Solving• Less Innovation/Creativity

• Results Driven• Decision Making• More Innovation / Creativity

1980 2011

Where are the Jobs

• Write an Algorithm• Can be Digitized• Can be Outsourced

• Cannot Write an Algorithm• Cannot be Digitized• Cannot be Outsourced

1980 2011

Non-Routine

Routine

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance Framework

State Assessment

College Prep

• Rules Driven• Problem Solving• Less Innovation/Creativity• Less People Intensive• Business Operations

• Results Driven• Decision Making• More Innovation / Creativity• More People Intensive• Business Development

Quad DSkills and Knowledge

• Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with others

Shift in Testing

• Existing Test – A to C• PARCC from A/C to B/D

Lawn Mower Effect

Lawn Mower Effect

•Common Core State Standards

•Next Generation Assessments• (PARCC)•Educator’s Evaluation System•Fiscal Challenges

why – WHAT - how

What Works

RESEARCH

MODELSCHOOLS

ACTION PLAN

BEST PRACTICES

STRUCTURE

Research Base

Research Base

• John Hatti – Visible Learning

Research Base

• John Hatti – Visible Learning• CCSSO/ICLE/Gates – Nation’s

Most Rapidly Improving Schools – Daggett (June 2012)

Research Base

• John Hatti – Visible Learning• CCSSO/ICLE/Gates – Nation’s

Most Rapidly Improving Schools – Daggett (June 2012)

• Getting Beneath the Veil of Effective Schools – Dobbie and Fryer (Dec. 2011)

Focus

•What is effective?

Research on Effectiveness• Data-rich, analysis-poor

– 52,637

Research on Effectiveness• Data-rich, analysis-poor

– Meta-analysis

Research on Effectiveness• Data-rich, analysis-poor

– Meta-analysis

• Visible Learning by John Hattie– 52,637– 800 meta-analyses

Research on Effectiveness• Data-rich, analysis-poor

– Meta-analysis

• Visible Learning by John Hattie– 52,637– 800 meta-analyses

Focus

•What is effective?

Application of Knowledge

0.65

0

0.2

0.4

0.6

0.8

1

Effective

1.30 Years

Growth per Year

Student Teacher Relationship

0.72

0

0.2

0.4

0.6

0.8

1

Effective

1.44 Years

Growth per Year

Literacy Strategies

0.61

0

0.2

0.4

0.6

0.8

1

Effective 1.22 Years

Growth per Year

Focus

•What is effective?•What is most efficient?

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

Application of Knowledge

0.65

0

0.2

0.4

0.6

0.8

1

0.80

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Student Teacher Relationship

0.72

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Teacher Expectations and Clarity

0.75

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Literacy Strategies

0.61

0

0.2

0.4

0.6

0.8

1

0.65

0

0.2

0.4

0.6

0.8

1

Effective Efficient

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

Stu

den t

Teach

e r

PD

Pri

or

Ach

iev e

Form

.

Eva

l.

Teach

e r

Cla

rity

Meta

Str

ats

.

Lit

era

c y

Str

ats

.P

eer

Tu

tor

Cla

ss

Siz

e

Ab

ilit

y

Gro

up

Teach

Test

Su

mm

e r

Sch

ool

Challenges

• Educator’s Evaluation

Greatest Impact

• Culture of High Expectations• Relevance of Instruction• Strong Relationships• System-wide Focus on Literacy• Focused and Sustained PD

Does NOT Correlate with Effectiveness

• % Certified• % Advanced Degrees• Years of Service• Per Pupil Expenditure (within

reason)• Class Size (within reason)

Office of the Professions

• Physicians • Lawyers

Office of the Professions

• Physicians • Lawyers• Teachers

Office of the Professions

• Unions

Office of the Professions

• Unions• Continuum

Evaluation System

• Data (Input vs. Output)

Evaluation System

• Data• Effective Methods/Practices

Evaluation System

• Data• Effective Methods/Practices • Content

Challenges

• Educator’s Evaluation• Common Core State Standards

Challenges

• Educator’s Evaluation• Common Core State Standards• Next Generation Assessments

(PARCC)

Challenges

• Educator’s Evaluation• Common Core State Standards• Next Generation Assessments

(PARCC)• Fiscal Pressures

What Works

RESEARCH

School

Impro

vement

Changing World

Schools are Improving

What Works

RESEARCHMODEL

SCHOOLS

What Works

RESEARCHMODEL

SCHOOLSSTRUCTURE

What Works

RESEARCHMODEL

SCHOOLS

BEST PRACTICES

STRUCTURE

What Works

RESEARCHMODEL

SCHOOLS

ACTION PLAN

BEST PRACTICES

STRUCTURE

System’s Focus

• Doctor

System’s Focus

• Doctor• Pilot

System’s Focus

• Doctor• Pilot• Teacher

why – what - HOW

HOW

• Looping• Department Chairs• 9th Grade Electives

Read 180

AA BB

DDCC

Next Navigator

1 2 3 4 5

Road Map

• State Standards to State Test

FCAT English LABenchmarks Tested

High Medium Low

Grade 3 13 2 60

Grade 4 30 2 50

Grade 5 14 3 60

Grade 6 13 3 60

Grade 7 10 3 65

Grade 8 20 2 55

Grade 9-10 17 6 58

StateTests

StateStandards

AA

AA

Road Map

• State Standards to State Test• State Standards to Research

National Essential Skills Study (NESS)

NESS StudySubgroup 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

NESS StudySubgroup Rankings

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 7

NESS StudySubgroup Rankings

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

NESS StudySubgroup Rankings

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

Reading Study Summary

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%)

NESS &

Lexile

StateTests

StateStandards

CC

AA CC

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

CCAA

Fla. Standards CCSS

CCSS Fla. Standards

Road Map

• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard

Road Map

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

Road Map

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

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?

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

ConsortiumAssessment

DDAA

AA BB

DDCC

Gold Seal Lessons

Florida Career and Technical Education

Florida Language Arts Strands/Standards/

Benchmarks/Expectations

Grades 9-10

NESS

FCAT

Agriculture, Food& Natural Resources

Architecture&

Construction

Arts, A/V Technology& Communications

Fo

od

Pro

du

cts & P

rocessin

g S

ystem

Ag

ribu

siness S

ystems

Po

wer, S

tructu

ral & T

echn

ical S

ystems

En

viron

men

tal Service S

ystems

Plan

t System

s

Natu

ral Reso

urce S

ystems

An

imal S

ystems

Desig

n/

Pre-C

on

structio

n

Co

nstru

ction

Main

tenan

ce/ Op

eration

s

Perfo

rmin

g A

rts

Visu

al Arts

Prin

ting

Tech

no

log

y

Jou

rnalism

& B

road

casting

A/V

Tech

no

log

y &

Film

Teleco

mm

un

ication

s

LA.910.1.5.1 The student will adjust reading rate based on purpose, text difficulty, form, and style.

E2 L

LA.910.1.6.3 - use context clues to determine meanings of unfamiliar words;

E5 H

LA.910.1.6.4 - categorize key vocabulary and identify salient features;

E5 H

LA.910.1.6.5 - relate new vocabulary to familiar words; E5 L

LA.910.1.6.6 - distinguish denotative and connotative meanings of words;

E5 L

LA.910.1.6.7 - identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words;

E5 L

Florida Arts Education

Florida Language Arts Strands/Standards/Benchmarks/Expectati

onsGrade 7

NESSFCAT

7th Grade

Visual Arts Dance Music Theatre

LA.7.1.5.1 The student will adjust reading rate based on purpose, text difficulty, form, and style.

E2 H H

LA.7.1.6.1 - use new vocabulary that is introduced and taught directly; E5 L

LA.7.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text; E2 L

LA.7.1.6.3 - use context clues to determine meanings of unfamiliar words;

E5 H H H H H

LA.7.1.6.4 - categorize key vocabulary and identify salient features;

E5 H H H H H

LA.7.1.6.5 - relate new vocabulary to familiar words; E5 L

LA.7.1.6.6 - distinguish denotative and connotative meanings of words; E5 L

Needs Assessment

What is Your Strategic Vision?

WHY – WHAT - HOW

WHY

The Changing Landscape

• Technology

Semantic Web

• Analyze Documents—Key words and headers (Google)

• Meaning / Concepts—Wolfram Alpha

• Complete Task

Implications Homework Term Paper

-Wolfram Alpha-

• Will search all language and give you response in your language

• Will respond in writing or verbally (in your language)

SPOTSPOT

• Integrated ProjectionIntegrated Projection• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

Consumer Electronics Confernce

Contacts Chips in devices to external

to devices Medical examples

The Changing Landscape

• Technology• Financial

2011 US Federal Budget2011 US Federal Budget

-borrowing 41% of -borrowing 41% of every dollar it is every dollar it is

spending spending

The Changing Landscape

• Technology• Financial• Globalization

Equityand

Excellence

Wal Mart• Largest Corporation

• 8 times Size of Microsoft

• 2 % of GDP

• 1.4 Million Employees

• More Employees than:

— GM, Ford, G.E. and IBM Combined

“China today exports in a single day more than it exported in all of 1978.”

Source: The Rise of India and China . . .

U.S. – 2nd Half of 20th Century•Only Superpower•Highest per Capita Income•1st in Economic Growth•5% of Population > 24% of Consumption

Source: National Academy of Science

1587 Route 146Rexford, NY 12148

Phone (518) 399-2776Fax (518) 399-7607

E-mail - info@LeaderEd.comwww.LeaderEd.com