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