Characteristics of the Nation’s Most Successful Schools



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Characteristics of the Nation’s Most Successful Schools

  • Willard R. Daggett, Founder and Chairman
  • June 21, 2012
  • School Improvement
  • Schools are Improving
  • School Improvement
  • Changing World
  • Schools are Improving – BUT

  • Common Core State Standards, Next Generation Assessments and Teacher Evaluation
  • Three Central Challenges
  • Grade Level Expectations
  • Growing Readiness Gap
  • Student Readiness
  • School Improvement
  • Changing World
  • Schools are Improving – BUT
  • School Improvement
  • Changing World
  • Schools are Improving – BUT Some More Than Others
  • School Improvement
  • Schools are Improving – BUT Some More Than Others
  • Changing World

  • Common Core State Standards, Next Generation Assessments and Teacher Evaluation
  • Financial Stress
  • Three Central Challenges
  • Schools must find new and innovative ways to improve student performance with increasingly fewer resources.

  • Common Core State Standards, Next Generation Assessments and Teacher Evaluation
  • Financial Stress
  • Change
  • Three Central Challenges

  • Common Core State Standards, Next Generation Assessments and Teacher Evaluation
  • Financial Stress
  • Change Needs to be Evolutionary Not Revolutionary
  • Three Central Challenges
  • It will require:
      • Proactive Leadership
      • Focused and Sustained Professional Development
  • A Look to the Future

More with Less

  • A Look to the Future
  • Effectiveness and Efficiency Framework
  • High Cost
  • Low Cost
  • High Cost
  • Low Cost
  • High Student Performance
  • Low Student Performance
  • Ef
  • fec
  • t
  • iveness
  • Effectiveness and Efficiency Framework
  • High Cost
  • Low Cost
  • High Student Performance
  • Low Student Performance
  • Ef
  • fec
  • t
  • iveness
  • Effectiveness and Efficiency Framework
  • C D
  • A B

CCSS / NGA

  • A Look to the Future
  • Knowledge in one discipline
  • Application within discipline
  • Application across disciplines
  • Application to real-world predictable situations
  • Application to real-world unpredictable situations
  • Application Model
  • Performance Task drawn from the Ohio Performance Assessment Project.
  • Available at, www.ModelSchoolsConference.com/handouts12.html

Common Core State Standards

  • Content
  • VS.
  • Instruction

Will Require Proactive Leadership

  • A Look to the Future

Reactive Leader

  • Focused on CCSS, NGAs, and Teacher Evaluation
  • Proactive Leader
  • Equally focused on Science, the
  • Arts, CTE, Physical Education

Will Require a Comprehensive Solution

  • A Look to the Future
  • Organizational Leadership
  • Organizational Leadership
  • Student
  • Achievement
  • Teaching
  • Organizational Leadership
  • Instructional Leadership
  • Student Achievement
  • Teaching
  • Organizational Leadership
  • Instructional Leadership
  • Student Achievement
  • Teaching
  • Organizational Leadership
  • Instructional Leadership
  • Student Achievement

  • Common Core State Standards, Next Generation Assessments and Teacher Evaluation
  • Financial Stress
  • Change Needs to be Evolutionary Not Revolutionary
  • Three Central Challenges
  • 3
  • 2
  • 1
  • 1 – Incremental Change (Improving Core Practices)
  • 2 – Innovative Change (Fundamental Change of Core Practice)
  • 3 – Transformational Change (Affect Entire System)
  • Evolution of Change Model
  • 3
  • 2
  • 1
  • 1 – Saddle
  • 2 – Horse and Wagon
  • 3 – Car
  • Transportation

Information is Everywhere…

  • A Look to the Future

Smart Technology

  • A Look to the Future
  • 1
  • 1 – Google Search
  • Smart Technology

Semantic Web

  • Analyze Documents
    • Keywords and headers (Google)
  • Meaning / Concepts
    • Wolfram Alpha
    • Siri
  • Complete Task
  • 2
  • 1
  • 1 – Google Search
  • 2 – Google Glasses
  • Smart Technology
  • Project Glass
  • Download any movie, website, or piece of information into your glasses or contact lenses

Students will be able to scan the Internet via their contact lenses.

  • Students will be able to scan the Internet via their contact lenses.
  • How will you deal with this in your schools?
  • In the Near Future…
  • Today’s students live in a
  • hyper-connected world,
  • except in school
  • OR
  • are they also connected in school but we just don’t know it?
  • Information is everywhere. In this changing world, sense-making and the ability to evaluate the credibility of information are paramount.
  • 3
  • 2
  • 1
  • 1 – Google Search
  • 2 – Google Glasses
  • 3 – Google Car
  • Smart Technology
  • 3
  • 2
  • 1
  • K-12 Education – High Impact Factors
  • Gaming
  • Online Instruction
  • Blended Learning
  • K-12 Education – High Impact Factors
  • Gaming is increasingly being built based upon brain research.
  • Gaming is increasingly being built based upon brain research. What is the implication to education?
  • Downloaded 1 billion times
  • Average of 800 bird launches per download
  • Collectively 800 billion birds launched
  • Over 600 million minutes played per day
  • 400,000 years of time played
  • Angry Birds
  • 1
  • 1 – Sushi Monster
  • Game Theory in Education
  • Continuous improvement
  • Immediate feedback
  • Game-based Programs
  • Addictive
  • Status of Gaming
  • How do you feel about students being addicted to learning?
  • Addictive
  • Today’s education games are often a technologically enhanced version of drill and practice
  • Status of Gaming
  • Addictive
  • Today’s education games are often a technologically enhanced version of drill and practice
  • Moving to real-world applications
  • Status of Gaming
  • Addictive
  • Today’s education games are often a technologically enhanced version of drill and practice
  • Moving to real-world applications
  • Enabling more personalized learning
  • Status of Gaming
  • 650,000 Apps in the App Store
  • Personalization
  • Technology Provides
  • Personalization
  • Repetition
  • Volume
  • Technology Provides
  • Personalization
  • Repetition
  • Volume
  • Technology Provides
  • Critical to Move from Working to Stored Memory – Needed for Fluency
  • FASTT Math Next Generation
      • 18 Games
  • A Look to the Future
  • 1
  • 1 – Sushi Monster (FASTT Math Next Generation)
  • Game Theory in Education
  • Grade Level
  • Expectations
  • Growing Readiness Gap
  • Student
  • Readiness
  • 2
  • 1
  • 1 – Sushi Monster (FASTT Math Next Generation)
  • 2 - iRead
  • Game Theory in Education

iRead

  • A Look to the Future
  • Your Avatar…
  • Your Reading Buddy…
  • Phonics
  • iRead
  • iRead
  • Phonics
  • Embedded Assessments
  • Beastie Hall – A School for Monsters
  • iRead
  • 2
  • 1
  • 1 – Sushi Monster (FASTT Math Next Generation)
  • 2 – iRead
  • Game Theory in Education
  • 2
  • 1
  • 1 – Sushi Monster (FASTT Math Next Generation)
  • 2 – iRead
  • - Math 180
  • Game Theory in Education
  • Math 180
      • Scope and Sequence tied to CCSS
      • Embedded Assessments like NGAs
  • A Look to the Future
  • Blended Model
  • Relationship
  • Build Conceptual Understanding
  • Teachers
  • Guiding Principles
  • Responsibility
  • Contemplation
  • Initiative
  • Perseverance
  • Optimism
  • Courage
  • Respect
  • Compassion
  • Adaptability
  • Honesty
  • Trustworthiness
  • Loyalty
  • Online Instruction
  • 30 states have full-time online schools
  • 96% of LEAs have students enrolled in distance education courses at the HS level
  • Online Learning Facts
  • Fully online model - $6,400
  • Blended-learning model - $8,900
  • Traditional school model - $10,000
  • US Average per Pupil Expenditures
  • 3
  • 2
  • 1
  • 1 – Sushi Monster (FASTT MATH)
  • 2 – Math 180
  • 3 – Online Game-based Learning
  • Game Theory in Education
  • Blended Model

It Can be Done…

  • A Look to the Future
  • 3
  • 2
  • 1
  • 1 – Computer Labs
  • 2 – One-to-One Computing
  • 3 – Bring Your Own Technology (BYOT)
  • Technology in Schools
  • Pencil Budget
  • Technology needs to do to education what it has done to countless other industries: Disrupt It
  • Instruction
  • Professional Development
  • Leadership Development
  • Data Systems
  • Technology is a Tool NOT a Function
  • 3
  • 2
  • 1
  • 1 – Project-based Learning
  • 2 – Flipped Classroom
  • 3 – Online Gaming-based System
  • Instruction
  • 3
  • 2
  • 1
  • 1 – Training all teachers to grade essays
  • 2 – Computer grading of essays
  • 3 – Computer-based grading and immediate instruction based on performance
  • 1
  • 1 – Learning Together
  • Learning
  • 3
  • 2
  • 1
  • 1 – Student run technology P.D. (survey/3 levels)
  • 2 – Teachers are given technology IEP with students as their mentors
  • 3 – Top 1/3rd students and teachers create alternative instructional delivery system
  • Professional Development
  • 3
  • 2
  • 1
  • 1 – Paper and Pencil Formative Assessments
  • 2 – Gas Bill
  • -Application bases
  • -Multi disciplined
  • -Quad D
  • 3 – Tablets with instant computer based scoring
  • and instruction
  • Assessments
  • 1
  • 1 – Status Report – gather and reflect on performance and value added data
  • Use of Data
  • 2
  • 1
  • 1 – Status Report
  • 2 – Predictive Data – i.e. drop out, performance, etc. to assist in decision making of staffing, facilities, course offerings, etc.
  • Use of Data
  • 3
  • 2
  • 1
  • 1 – Status Report
  • 2 – Predictive Data
  • 3 – Reward teachers who out-preform what
  • predictive data projects
  • Use of Data
  • 3
  • 2
  • 1
  • 1 – IEP for ALL Students
  • 2 – Match student’s learning style with teacher’s instructional style
  • 3 – Blended comprehensive instructional plan including teacher, gaming and online
  • Personalized Instruction
  • 3
  • 2
  • 1
  • 1 – Integration of Art/Music/CTE into academics and visa-versa
  • - Interdisciplinary Departments
  • Integration
  • 3
  • 2
  • 1
  • Integration
  • 3
  • 2
  • 1
  • 1 – Integration
  • 2 – Career pathway for ALL students
  • 3 – Combining blended learning and multiple institutions
  • Integration
  • Take off the plate
  • 1
  • 1 – Curriculum Matrix
  • CCSS NGA
  • State Standards to State Tests
  • Road Map

MCA II English Language Arts Benchmarks Tested

  • National Essential Skills Study (NESS)
  • 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 Study – Subgroup 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 Study – Subgroup 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 Study – Subgroup 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
  • NESS Study – Subgroup Rankings
  • Proficiency
  • 600
  • 800
  • 1000
  • 1400
  • 1600
  • 1200
  • Text Lexile Measure (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
  • Reading Study Summary
  • Interquartile Ranges Shown (25% - 75%)
  • NESS
  • &
  • Lexile
  • State
  • Tests
  • State
  • Standards
  • 2
  • 1
  • 1 – Curriculum Matrix
  • 2 – Next Network
  • CCSS NGA
  • Next Network
  • 1
  • 2
  • 3
  • 4
  • 5
  • Common
  • Core
  • Standards
  • NESS
  • &
  • Lexile
  • State
  • Tests
  • State
  • Standards
  • Common
  • Core
  • Standards
  • NESS
  • &
  • Lexile
  • State
  • Tests
  • State
  • Standards
  • OH. Standards CCSS

CCSS  GA. Standards

  • CCSS OH. Standards
  • State Standards to State Tests
  • State Standards to Research
  • State Standards to CCSS
  • CCSS to State Standards
  • Road Map
  • State Standards to State Tests
  • State Standards to Research
  • State Standards to CCSS
  • CCSS to State Standards
  • State Tests to CCSS
  • Sample NGAs
  • Road Map
  • Performance Task drawn from the Ohio Performance Assessment Project.
  • Available at, www.ModelSchoolsConference.com/handouts12.html
  • State Standards to State Tests
  • State Standards to Research
  • State Standards to CCSS
  • CCSS to State Standards
  • State Tests to CCSS
  • Sample NGAs
  • Road Map
  • State Test
  • Create 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?
  • NGA
  • Source: Next Navigator
  • Common
  • Core
  • Standards
  • NESS
  • &
  • Lexile
  • State
  • Tests
  • State
  • Standards
  • Consortium
  • Assessment
  • Gold Seal Lessons
  • Gold Seal Lessons
  • Gold Seal Lessons
  • Gold Seal Lessons

Focused and Sustained Professional Development

  • A Look to the Future
  • 3
  • 2
  • 1
  • 1 – Curriculum Matrix
  • 2 – Next Network
  • 3 – Online Game-based System
  • CCSS NGA
  • 3
  • 2
  • 1
  • 1 – Teaching
  • 2 – Learning
  • 3 – Personalization of Learning
  • Our Mission
  • Organizational Leadership
  • Student
  • Achievement
  • Organizational Leadership
  • Student
  • Achievement
  • Teaching
  • Organizational Leadership
  • Instructional Leadership
  • Student Achievement
  • Teaching
  • Organizational Leadership
  • Instructional Leadership
  • Student Achievement
  • Teaching
  • Organizational Leadership
  • Instructional Leadership
  • Student Achievement

The Role of the Teacher…

  • A Look to the Future
  • Teaching
  • Organizational Leadership
  • Instructional Leadership
  • Student Achievement

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)
    • 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)

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)
    • 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)
  • Guiding Principles
  • Responsibility
  • Contemplation
  • Initiative
  • Perseverance
  • Optimism
  • Courage
  • Respect
  • Compassion
  • Adaptability
  • Honesty
  • Trustworthiness
  • Loyalty

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)
    • 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)

Those things that are easy to measure are least important. Those things that are most important are hardest to measure.

  • Doctor
  • Pilot
  • Organizational Leadership
  • Student
  • Achievement
  • Needs Assessment
  • 1587 Route 146
  • Rexford, NY 12148
  • Phone (518) 399-2776
  • Fax (518) 399-7607
  • E-mail - info@LeaderEd.com
  • www.LeaderEd.com
  • Doctor
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