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Transcript of Ninth Annual Summit on Evidence-Based Education “Adopting Evidence-based Practices in Education:...
![Page 1: Ninth Annual Summit on Evidence-Based Education “Adopting Evidence-based Practices in Education: Bridging the Culture Gaps”](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649da95503460f94a9616e/html5/thumbnails/1.jpg)
Ninth Annual Summit
on Evidence-Based Education
“Adopting Evidence-based Practices in Education:
Bridging the Culture Gaps”
![Page 2: Ninth Annual Summit on Evidence-Based Education “Adopting Evidence-based Practices in Education: Bridging the Culture Gaps”](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649da95503460f94a9616e/html5/thumbnails/2.jpg)
30 years studying “research to practice” issues…
from the “practice” side
10 years studying “research to practice” issues…
from the “research” side
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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
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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
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Summit Model
1. Posit a “wicked” problem
2. Assemble people who are much smarter than we are
3. Create an environment that is structured, intellectually stimulating, informal, and above all, reinforcing
4. Have participants do the “heavy lifting”
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Wicked problems have…
• COMPLEXITY: high level of complexity and thus inherent “trickiness” of the problem
• INTERDEPENDENCIES: the effort to solve one aspect of a wicked problem may reveal or create other problems
• STAKEHOLDERS: multiple stakeholders with radically different “frames” for understanding the problem … what one side finds satisfactory the other finds abhorrent
• SOLUTIONS: there are no good or bad solutions, just better or worse
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“Adopting Evidence-based Practices in Education: Bridging the Culture Gaps”
Why is this a “wicked problem”?
1. COMPLEXITY: The concept of “culture” is a very obtuse, amorphous, complicated concept to define, measure, research…
2. INTERDEPENDENCE: There are countless cultural variables in constant play with each other.
3. STAKEHOLDERS: The education landscape of stakeholders, contingencies, interests, and cultures is a complex as it is ever changing
4. SOLUTIONS: Culture change is very messy.
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“Adopting Evidence-based Practices in Education: Bridging the Culture Gaps”
Entering one of the most the most dynamic and volatile
periods of change in education history.
The “Stakes”
Standards Teacher Development
Outcomes Teacher Evaluation
Curriculum Student Evaluation
Pedagogy Resources Allocation
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“Adopting Evidence-based Practices in Education: Bridging the Culture Gaps”
SEA CHANGE
1. changing teacher DEMOGRAPHICS
2. increasing POLITICALIZATION of education
rapidly advancing new TECHNOLOGY
implementing COMMON CORE
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National Center for Education Information
Profile of the Teachers in the U.S. 2011
1. Changing Teacher Demographics
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U.S. Department of Education
1. Changing Teacher Demographics
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PROJECTIONS FOR NEW TEACHERS
(2010-2020)
Growth 609,000
Retirement 1,875,000
Attrition 1,950,000
TOTAL 4,434,000
Researchers estimate a need to hire between 2.9 and 5.1 million full-time teachers between 2008 and 2020
(Aaronson & Meckel, 2008)
1. Changing Teacher Demographics
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2. POLITICALIZATION of education
FEDERAL GOVERNMENT
Executive Branch (President)Legislative BranchJudicial BranchSecretary of EducationDepartment of EducationVarious Departments
STATE GOVERNMENT
Executive Branch (Governors)Legislative BranchSecretary of EducationDepartment of EducationState SuperintendentState School BoardTeacher Credentialing Board
LOCAL GOVERNMENT
Executive Branch (Mayors)City CouncilsSchool SuperintendentsSchool Boards of EducationDistrict AdministrationSchool Principals
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2. POLITICALIZATION of education
GENERAL PUBLIC
general citizenrymediainternet
PRIVATE
unions
professional organizations
“think tanks”
foundations
corporations
curriculum publishers
education management
charter schools
special issue groups
consumer organizations
advocacy groups
EDUCATION INDUSTRY
universities“experts”alternative credential programscontinuing education industry
FRONT LINE
school principalsteachersparentsstudents
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2. POLITICALIZATION of education2. POLITICALIZATION of education
Federal Activism
Race to the Top
School Improvement Grants
Focus on outcome data
Focus on evidence-based practices
State Re-Activism
anti-union activities
teacher evaluation
curriculum
charter schools
Privatization
Charter schools
Vouchers
Management
Tuition Tax Credits
Curriculum
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3. New Technology
1-1 computing (hardware)
• Each student and teacher is given a computing device: computer, access to the internet and software. Computers include personal computer, laptop, netbook, handheld, or tablet.
• Untold billions of dollars being spent across many states and nations
6,000 schools in Kenya 640,000 students in LAUSD
• 9 of 18 countries surveyed are pursuing 1-1 computer ratios for students (Australia, Austria, Canada, Estonia, Israel, Japan, South Korea, New Zealand and Portugal)
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3. New Technology
1-1 computing (hardware)
• The vast majority of 1-1 computing initiatives air-drop computing devices into classrooms without consideration of pedagogy, curriculum, or teaching
• The focus on the technology, not the teaching
• spray and pray: “spray” on the technology, and then “pray” that you get an increase in learning
• belief that students can be left to their own devices
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3. New Technology
Digital Learning (software)
• Proliferation of computer-based instruction and on-line learning.
• New technologies will not only affect instruction,
the how of learning, but also may affect curriculum,
the what of learning.
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4. Common Core State Standards (CCSS)
An unbelievable success story….
In 2009 the Council of Chief State School Officers (CCSSO) and National Governors Association Center for Best Practices (NGA Center) coordinated a state-led effort to develop the Common Core State Standards in English Language Arts (ELA) and mathematics.
ADOPTION: Forty-four states, D.C., four territories and the Department of Defense Education Activity have voluntarily adopted and are moving forward with CCSS (85% of students)
IMPLEMENTATION:
8 states claim to have already fully implemented CCSS
20 are in the midst of implementation this year (2013-14)
16 states expect to implement the standards in (2014-15)
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4. Common Core State Standards (CCSS)
What, not How
What
1.The content of learning should reflect what society wants the student to learn
2.That such content should be spelled out with specificity
3.That assessments should measure whether or not students have learned and schools have taught, the authorized content by a stipulated time.
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Common Core State Standards (CCSS)
Not HOW
How to reach the standards, including development and implementation of curriculum, is up to teachers, schools and districts.
1. Creates a huge demand in a total vacuum for new curriculum, teaching strategies, and teacher professional development
2. CCSS can be used to justify many things, including questionable approaches to learning.
“Aligned with Common Core”
is the new
“evidence-based practice”
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Significant Lack of Performance Feedback and Transparency:
1. Instructional materials
• lack of evidence on the effectiveness of materials, programs in use
• very little systematic information on which materials are being used in which schools (most states don’t know, many districts don’t know)
• National Center for Education Statistics (NCES) collets no information on the usage of specific instructional materials
2. Professional Development
• lack of evidence on the effectiveness of programs, curriculum
• very little systematic information on which professional development programs are being used in which schools
• very little information on cost of professional development
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Significant Lack of Performance Feedback and Transparency:
3. Teacher Preparation
• Lack of systematic data on process or outcomes of teacher preparation programs…
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Summit Model
1. Posit a “wicked” problem
2. Assemble people who are much smarter than we are
3. Create an environment that is structured, intellectually stimulating, informal, and above all, reinforcing
4. Have participants do the “heavy lifting”
✔
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Participant Criteria
folie à deux
a rare delusional disorder shared by 2 or more people
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Participant Criteria
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
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Summit Participants
1st Summit: Karen Blase, Jim Carr, Bryan Cook, Arthur McKee, Sheila Alber Morgan, Mary Sawyer
2nd Summit: Cathy Barankin, Paul Hippolitus, Andy Kelly, George Sugai, Susan Wilczynski
3rd Summit: Sam Redding
4th Summit:
5th Summit: Ken Denny, David Forbush, Larry Maheady, Trina Spencer
6th Summit: Marty Cavanaugh, Michael Elium
7th Summit: Janet Twyman
8th Summit: Suzy Fitch, Ken Traupmann
9th Summit: Karen Hager, Teri Lewis, Mark Shriver, Tim Slocum
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Summit Speakers
Critical Efforts in in Bridging the Culture Gap
Teacher Preparation Programs
Implementation
Positive Behavior Supports
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Teacher Preparation Programs (AY 2009-10)
Number of institutions: 1,502
Number of programs: 2,124
Number of students enrolled: 728,310
Number of program completers: 241,401
2013: Preparing and Credentialing the Nation’s TeachersThe Secretary’s Ninth Report on Teacher Quality
U.S. Department of Education
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At-risk 1.4%
Low-performing.4%
Not at-risk or low-performing
98.2%
The Secretary’s Ninth Report on Teacher Quality (April 2013)
Classification of teacher preparation programs, by at-risk or low-performing status: 2011
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Assemble people who are much smarter than we are:
SPEAKERS
Arthur McKee
Managing Director of Teacher Preparation Studies at the National Council on Teacher Quality (NCTQ).
NCTQ has completed studies on the quality of teacher preparation programs since 2006, including:
NCTQ Teacher Prep Review, which evaluated more than 1,100 colleges and universities that prepare elementary and secondary teachers.
2013 State Teacher Policy Yearbook: National Summary
Training our future teachers: Classroom management
What Teacher Preparation Programs Teach about K-12 Assessment
What Education Schools Aren't Teaching About Reading
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Implementation and Sustainability
average life of an education innovation is 18-48 months (Latham, 1988)
evidence-based and effective practices often fail due to ineffective implementation strategies
(National Implementation Research Network)
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Successful Implementation and Culture ChangeSuccessful Implementation and Culture Change
requires a systematic and deliberate cultural change process across all levels of an organization:
changes in adult professional behavior (all stakeholders)
changes in organizational structures, systems, policies, contingencies, values, procedures, both formal and
informalchanges in relationships to consumers, stakeholders,
and systems partners
National Implementation Research Network (NIRN)
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Assemble people who are much smarter than we are:
SPEAKERS
Co-Director of the National Implementation Research Network (NIRN)
Co-Director of the OSEP State Implementation and Scaling-up Evidence-based Practices Center (SISEP)
Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill.
team member of the OSEP Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)
Karen Blase
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Number of Schools Implementing SWPBIS since 2000
19,054
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Assemble people who are much smarter than we are:
SPEAKERS
Professor at the University of Connecticut, Neag School of Education
He is currently co-director the national Center on Positive Behavioral Interventions and Supports (www.pbis.org).
The Center has been established by the Office of Special Education Programs
George Sugai
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SPECIAL THANKS
Bryan Cook
Larry Maheady
Sam Redding
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Summit Model
1. Posit a “wicked” problem
2. Assemble people who are much smarter than we are
1. Create an environment that is structured, intellectually stimulating, informal, and above all, reinforcing
4. Have participants do the “heavy lifting”
✔
✔
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“Adopting Evidence-based Practices in Education:
Bridging the Culture Gaps”
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Presentations
Work Activities
Flash Drives
Commentaries
Papers
Proceedings
Dissemination
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collegiality
Sr+
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Summit Model
1. Posit a “wicked” problem
2. Assemble people who are much smarter than we are
1. Create an environment that is structured, intellectually stimulating, informal, and above all, reinforcing
4. Have participants do the “heavy lifting”
✔
✔
✔
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CYPE Index
(cumulative years of professional experience)
at this Summit
FY 2013: 824
FY 2014: 915
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figuring it out