Ninth Annual Summit

1

• Ninth Annual Summit
• on Evidence-Based Education
• Adopting Evidence-based Practices in Education 
  
• Bridging the Culture Gaps

2

• 30 years studying research to practice issues
• from the practice side
• 10 years studying research to practice issues
• from the research side

3

• 1978 - 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 Clinical problem solving
• research to practice data-based decision making
• Performance feedback Positive reinforcement
• student, staff, organization student, staff,
  organization

4

• 2004 - 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

5
Summit Model

• Posit a wicked problem
• Assemble people who are much smarter than we are
   
• Create an environment that is structured,
  intellectually stimulating, informal, and above
  all, reinforcing
• 4. Have participants do the heavy lifting

6

• 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

7
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.

8
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

9
Adopting Evidence-based Practices in Education 
Bridging the Culture Gaps

• SEA CHANGE
• changing teacher DEMOGRAPHICS
• increasing POLITICALIZATION of education
• rapidly advancing new TECHNOLOGY
• implementing COMMON CORE

10

1. Changing Teacher Demographics
National Center for Education Information Profile
of the Teachers in the U.S. 2011
11
1. Changing Teacher Demographics
U.S. Department of Education
12
1. Changing Teacher Demographics

• 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)

13

• 2. POLITICALIZATION of education

FEDERAL GOVERNMENT Executive Branch
(President) Legislative Branch Judicial
Branch Secretary of Education Department of
Education Various Departments
STATE GOVERNMENT Executive Branch
(Governors) Legislative Branch Secretary of
Education Department of Education State
Superintendent State School Board Teacher
Credentialing Board
LOCAL GOVERNMENT Executive Branch
(Mayors) City Councils School
Superintendents School Boards of
Education District Administration School
Principals
14

• 2. POLITICALIZATION of education

EDUCATION INDUSTRY universities experts alte
rnative credential programs continuing education
industry
PRIVATE unions professional organizations thi
nk tanks foundations corporations curriculum
publishers education management charter
schools special issue groups consumer
organizations advocacy groups
GENERAL PUBLIC general citizenry media interne
t
FRONT LINE school principals teachers parents
students
15
2. 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 Managemen
t Tuition Tax Credits Curriculum
16

• 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)

17

• 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

18

• 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.

19
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)

20
4. Common Core State Standards (CCSS)

• What, not How
• What
• The content of learning should reflect what
  society wants the student to
  learn
• That such content should be spelled out with
  specificity
• That assessments should measure whether or not
  students have learned and schools have
  taught, the authorized content by a
  stipulated time.

21
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

22

• Significant Lack of Performance Feedback and
  Transparency
• 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 dont know, many districts dont 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

23

• Significant Lack of Performance Feedback and
  Transparency
• Teacher Preparation
• Lack of systematic data on process or outcomes
  of teacher preparation programs

24
Summit Model

• Posit a wicked problem
• Assemble people who are much
  smarter than we are  
• Create an environment that is structured,
  intellectually stimulating, informal, and
  above all, reinforcing
• 4. Have participants do the heavy lifting

?
25
Participant Criteria

• folie à deux
• a rare delusional disorder shared by 2 or more
  people

26
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

27
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

28
Summit Speakers 

• Critical Efforts in in Bridging the Culture Gap
• Teacher Preparation Programs
• Implementation
• Positive Behavior Supports

29
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 Nations
Teachers The Secretarys Ninth Report on Teacher
Quality U.S. Department of Education

30
Classification of teacher preparation programs,
by at-risk or low-performing status 2011
Low-performing .4
At-risk 1.4
Not at-risk or low-performing 98.2
The Secretarys Ninth Report on Teacher Quality
(April 2013)
31
Assemble people who are much smarter than we
areSPEAKERS 

• 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

32
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)

33
Successful 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 informal
• changes in relationships to consumers,
  stakeholders, and systems partners

National Implementation Research Network (NIRN)
34
Assemble people who are much smarter than we
areSPEAKERS 

• 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
35
Number of Schools Implementing SWPBIS since 2000
19,054
36

Assemble people who are much smarter than we
areSPEAKERS 
George Sugai
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
37
SPECIAL THANKS

• Bryan Cook
• Larry Maheady
• Sam Redding

38
Summit Model

• Posit a wicked problem
• Assemble people who are much
  smarter than we are  
• Create an environment that is structured,
  intellectually stimulating, informal, and
  above all, reinforcing
• 4. Have participants do the heavy lifting

?
?
39

• Adopting Evidence-based Practices in Education 
  
• Bridging the Culture Gaps

40

• Presentations
• Work Activities
• Flash Drives
• Commentaries
• Papers
• Proceedings
• Dissemination

41
Sr
collegiality
42
Summit Model

• Posit a wicked problem
• Assemble people who are much
  smarter than we are  
• Create an environment that is structured,
  intellectually stimulating, informal, and
  above all, reinforcing
• 4. Have participants do the heavy lifting

?
?
?
43

• CYPE Index
• (cumulative years of professional experience)
• at this Summit
• FY 2013 824
• FY 2014 915

44
figuring it out