Eighth Annual Summit on

Evidence-Based Education

Leverage Points for

Improving Teacher Effectiveness

35 years studying “research to practice” issues…

from the “practice” side

1978 - 20041978 - 2004

Operated a large non-profit organization in SF Bay Area

six spec. ed schools adult programs

residential programs employment supportive services

public school consultation teacher training campus

Implemented an organizational culture based on:

Evidence-based Evidence-based Clinical problem solvingClinical problem solving

research to practiceresearch to practice data-based decision making

Performance feedbackPerformance feedback Positive reinforcementPositive reinforcement

student, staff, organizationstudent, staff, organization student, staff, organizationstudent, staff, organization

2004 - present2004 - present

independent, non-profit operating foundation

promote evidence-based education policies and practices

act as a catalyst to facilitate communication, cooperation and collaboration between individuals and organizations currently engaged in evidence based education

engage in data-mining, gathering, analyzing and disseminating data

Summit Participants

1st Summit: Jill Dardig, Andy Kelly, Jim Knight

2nd Summit: Bill Heward, Sam Redding

3rd Summit:

4th Summit: Ken Denny, David Forbush, Larry Maheady,

Trina Spencer

5th Summit: Marty Cavanaugh, Michael Elium, Kent Johnson,

6th Summit: Janet Twyman

7th Summit: Steve Cederborg, Suzy Fitch, Ken Traupmann

8th Summit: Karen Hager, Teri Lewis, Mark Shriver, Tim Slocum

Summit Presenters

Suzanne Fitch, Ph.D, Institute for Effective Education

world class organization with general and special education programs teacher training at multiple universities and in public schools numerous editorial and organizational boards direct instruction, autism & nonpublic schools

William Heward, Ph.D, The Ohio State University

internationally recognized for his work in teacher training for children with disabilities co-author of Applied Behavior Analysis & and author of Exceptional Children: An

Introduction to Special education past President of ABA, and on multiple editorial boards in field of applied behavior analysis

Jim Knight, Ph.D, U of Kansas Center for Research & Learning & Instructional Coaching Group

expert in the field of instructional coaching, including IES funded research author of Instructional Coaching: A Partnership Approach to Improving Instruction and

High Impact Instruction: A Framework for Great Teaching Leads coaching institutes and the Annual Instructional Coaching Conference offered by UK

Summit RecapSummit Recap

1. Despite massive investments of time, energy, and dollars, the U.S. education system continues to perform extremely poorly.

U.S. Education Performance: NAEPU.S. Education Performance: NAEP

2011 NAEP Reading2011 NAEP ReadingAt or above proficiencyAt or above proficiency44thth Grade = 34% Grade = 34%88thth Grade = 34% Grade = 34%1212thth Grade = 38% Grade = 38%

2011 NAEP MathAt or above proficiency4th Grade = 40%8th Grade = 35%12th Grade = 26%

National Assessment National Assessment of Educational of Educational Progress (NAEP)Progress (NAEP)

U.S. Education Performance: Graduation Rates

% Proficiency12th Graders

% StudentsWho Graduate

% Proficiency18 Year oldsX =

% Proficiency Grad % Proficiency

12th Grade Rate 18 yr olds

Reading 38% X 74.7% = 28.4%

Math 26% X 74.7% =19.4%

Summit Recap

1. Despite massive investments of time, energy, and dollars, the U.S. education system continues to perform extremely poorly.

2. Many of these reform efforts continue despite the evidence that they are failing to have impact.

Education Structural InterventionsEducation Structural Interventions

Class Size ReductionClass Size Reduction

CA spent over $20 billion from 1996–97 through 2009–10 on reduced K-3 class sizes, averaging $ 1.75 billion per year for last five years.

CAPSTONE REPORT (2002)

The relationship of CSR to student achievement was inconclusive…attribution to any gains in scores to CSR is unwarranted.

Students received more individual attention but similar instruction and curriculum…

As or 2010, 36 states have laws restricting the number of children in K-12 Classrooms

Education Structural InterventionsEducation Structural Interventions

Charter SchoolsCharter Schools

The Evaluation of Charter Schools Final Report (June 2010)

“On average, charter middle schools that hold lotteries are neither more nor less successful than traditional public schools in improving achievement, behavior, and school progress.”

“The impact of charter middle schools on student achievement varies significantly across schools”

Education Structural InterventionsEducation Structural InterventionsNo Child Left BehindNo Child Left Behind

Tracked progress of

2,025 low-performing

charter & district schools

across 10 states

(2003-04 TO 2008-09)Thomas B. Fordham Institute,

Are Bad Schools Immortal? (2010)

2005/06 was the first year

for “restructuring sanction”

Over the next three years

(2006-07, 2007-08, 2008-09 )

1521 more schools entered

restructuring than exited restructuring.

U.S. Department of Education

Summit RecapSummit Recap

1. Despite massive investments of time, energy, and dollars, the U.S. education system continues to perform extremely poorly.

2. Many of these reform efforts continue despite the evidence that they are failing to have impact.

3. These reforms have not been successful because they focused on “structural” interventions and not directly on teaching effectiveness.

Summit Recap

1. Despite massive investments of time, energy, and dollars, the U.S. education system continues to perform extremely poorly.

2. Many of these reform efforts continue despite the evidence that they are failing to have impact.

3. These reforms have not been successful because they focused on “structural” interventions and not directly on teaching effectiveness.

4. While there is a growing body of research, it is not keeping pace with the demands of time and urgency.

RESEARCH LIMITATIONS

1.The study of human behavior is as complex as imaginable(wicked problems, Greenhalgh)

2. Relevant research is often absent, incomplete, or conflicting in conclusions.

3.When research is present, it is still subject to review and interpretation by imperfect organisms (humans)

4.Research is a slow moving process in a fast moving world.

Summit Recap

1. Despite massive investments of time, energy, and dollars, the U.S. education system continues to perform extremely poorly.

2. Many of these reform efforts continue despite the evidence that they are failing to have impact.

3. These reforms have not been successful because they focused on “structural” interventions and not directly on teaching effectiveness.

2. While there is a growing body of research, it is not keeping pace with the demands of time and urgency.

3. We do have models that can bridge the research to practice gap and have an immediate impact on education performance.

Summit Recap

1st: Building an Evidence-based Education Road Map 

2nd: Response to Intervention (RtI): An Evidence-Based Education Review

 

3rd: Sustainability: Implementing Programs that Survive 100 Years

 

4th: Data-Based Decision Making: The Achilles’ Heel of Evidence-based Education

5th: Education at the Crossroads: The State of Teacher Preparation

 

6th: Performance Feedback: Using Data to Improve Educator Performance

7th: Building and Sustaining An Effective School Culture: Supporting Educator and Student Success

 

Summit 2.0 Plan

What do we know?  

research

practice-based evidence

best available evidence

professional judgment

What are the current practices? systems process data

systems outcome data

Where do we go from here?

engineering

cost-impact analyses

implementation

Summit 2.0 PlanThursday

1. Identify best practices in three areas

teacher competencies

teacher assessment

teacher learning

2. Develop and field-test a cost-impact analysis

Friday

1. Examine “exemplars” and new innovations

2. Identify obstacles to systems change

3. Generate possible solutions

4. Wrap-up

Participants

Defining characteristics:

• extremely bright, talented and quick

• successful and accomplished

• practice-based, applied

• science, evidence, research world view

• “walk the walk” in the real world

• shared values

• clever & witty (no pressure)

• nice

PROFESSIONAL JUDGMENT

cumulative years

of professional experience

at this Summit:

824

ACADEMIC

colloquium convention seminar symposium

ADMINISTRATIVE

assemblage assembly deliberation forum hearing meeting panel

SPIRITUAL

cloister conclave congregation sanctuary

FOLKSY

crowd gathering get-together huddle powwow retreat round table

FUN WORDS

confabulation convergence convocation palaverparley

A gathering of people under the roof of an inspiring

host, held partly to amuse one another and partly to

refine the taste and increase the knowledge of the

participants through conversation.

These gatherings often consciously followed Horace’s

definition of the aims of poetry, “either to please or

educate”.

Welcome to the

Eight Annual Summit

First Annual “Salon”

figuring it out

COST WORKSHEET

FACTOR LOW COST MEDIUM COST HIGH COST

ITEM # 1 0 1–2 3              

ITEM # 2 0 1–2 3              

ITEM # 3 0 1–2 3              

ITEM # 4 0 1–2 3              

ITEM # 5 0 1–2 3              

LOW = 1-5 MEDIUM = 6-10 HIGH = 11-15

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021

4

IMPACT WORKSHEET

FACTOR LOW COST MEDIUM COST HIGH COST

ITEM # 1 0 1–2 3              

ITEM # 2 0 1–2 3              

ITEM # 3 0 1–2 3              

ITEM # 4 0 1–2 3              

ITEM # 5 0 1–2 3              

LOW = 1-5 MEDIUM = 6-10 HIGH = 11-15

321

33

12

IMPACT

COST HIGH MEDIUM LOW

1 - 5 6 - 10 11 - 15

HIGH 11 - 15

Priority Rating=5 Priority Rating=6 Priority Rating=9

MEDIUM 6 - 10

Priority Rating=3 Priority Rating=4 Priority Rating=8

LOW 1 - 5

Priority Rating=1 Priority Rating=2 Priority Rating=7

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