Daggett System for Effective Instruction: Creating an Action Plan Willard R. Daggett Raymond McNulty.

Daggett System for Effective Instruction:

Creating an Action Plan

Willard R. Daggett

Raymond McNulty

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

Agenda

RESEARCH

Agenda

RESEARCHMODEL

SCHOOLS

Agenda

RESEARCHMODEL

SCHOOLSSTRUCTURE

System

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Agenda

RESEARCHMODEL

SCHOOLS

BEST PRACTICES

STRUCTURE

Agenda

RESEARCHMODEL

SCHOOLS

ACTION PLAN

BEST PRACTICES

STRUCTURE

Worksheet to Guide Plan

TAKE CONTROLor

BE CONTROLLED

Transition Plan

Action Plan• Create a Culture of High

Expectations

Organ

izational

Lead

ersh

ip

Student Achievement

Culture

Organizational Leadership

Why – What - How Why – What - How

WHY – What - How WHY – What - How

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

Create a Culture

• Technology

1991

2011

Computing

Capacity

Moore’s Law – Doubles Every 2 Years

2011

1991

2011

Computing

Capacity

Moore’s Law – Doubles Every 2 Years

2011

Create a Culture

• Technology • Globalization

Create a Culture

• Technology • Globalization• Financial

Create a Culture

• Technology • Globalization• Financial• Demographic

Population

FemaleMale

1950

2010

2050

Create a Culture

• Technology • Globalization• Financial• Demographic• Workplace

Why – WHAT - How Why – WHAT - How

Lexile Framework® for Reading Study Summary of Text Lexile Measures

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%)

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

Why – What - HOW Why – What - HOW

AA BB

DDCC

• PowerPoint• White Paper• DVD• Speakers

Create a CultureCreate a Culture

Culture

Vision

Organizational Leadership

Action Plan• Create a Culture of High

Expectations• Create a Shared Vision

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• Contemplatio

n• Initiative• Perseverance• Optimism• Courage

• Respect• Compassion• Adaptability• Honesty• Trustworthines

s• Loyalty

Survey Tools for Rigor, Relevance and

RelationshipsWE 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 – I am aware of my students’ interests outside of school.

87%

S – My teachers know my interests outside of school.

30%

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 things that are most important are hardest to

measure.

Action Plan• Create a Culture of High

Expectations• Create a Shared Vision• Do a Needs Assessment

• Not an Evaluation – Begins with Self Reflection

Comprehensive Needs Assessment and Action Plan

• Not an Evaluation – Begins with Self Reflection• Assessment around 16 Elements in DSEI

Comprehensive Needs Assessment and Action Plan

• Not an Evaluation – Begins with Self Reflection• Assessment around 16 Elements in DSEI

―Individual―School―District

Comprehensive Needs Assessment and Action Plan

• Not an Evaluation – Begins with Self Reflection• Assessment around 16 Elements in DSEI• Data Driven

—Trends—Expectations

Comprehensive Needs Assessment and Action Plan

Culture

Vision

Structure and

systems

Organizational Leadership

Culture

Vision

Structure and

systems

Organizational Leadership

Bui

ld le

ader

ship

Action Plan• Create a Culture of High

Expectations• Create a Shared Vision• Do a Needs Assessment• Build Leadership Team

Empower Leadership Teams

Aligned for Success

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

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

Data

syste

msB

uild

lead

ersh

ip

Action Plan• Create a Culture of High

Expectations• Create a Shared Vision• Do a Needs Assessment• Build Leadership Team• Build Plan

Transition Plan

Rigor and Relevance

Teaching

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

Rigor and Relevance

Relationships

Teaching

Rigor and Relevance

Relationships

Content

Teaching

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Rigor and relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Asses

smen

t to

guid

e

inst

ruct

ion

High expectations

Instructional Leadership

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

High expectations

Curriculum

Literacy and math

Instructional Leadership

Lexile Framework® for Reading Study Summary of Text Lexile Measures

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%)

CCSS - ELA

• K-5• 6-12• Standards for Literacy in

History-Social Studies, Science, Technical Subjects

High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Instructional Leadership

Lexile and Quantile Study

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

Action Plan• Create a Culture of High

Expectations• Create a Shared Vision• Do a Needs Assessment• Build Leadership Team• Build Plan• Support Staff to Execute

Action Plan• Create a Culture of High

Expectations• Create a Shared Vision• Do a Needs Assessment• Build Leadership Team• Build Plan• Support Staff to Execute

• Next Navigator

Action Plan

•Create a Culture of High Expectations

•Create a Shared Vision•Do a Needs Assessment•Build Leadership Team•Build Plan•Support Staff to Execute

• Next Navigator• Gold Seal Lessons

Action Plan• Create a Culture of High

Expectations• Create a Shared Vision• Do a Needs Assessment• Build Leadership Team• Build Plan• Support Staff to Execute

• Next Navigator• Gold Seal Lessons• Focused/Sustained Professional Development

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