Successful Schools: From Research to Action Plans

1. Successful Schools:From Research to Action Plans By willard R. Daggert Presented by: Clay Cook, Erin Hunt & Gwendolyn Horton

2. Change is not required because the education system has failed. It needs changing because it is still based on a century-old model that did not emphasize a rigorous and relevant curriculum for all students. The world of today requires a different core of knowledge that all students need for success. Willard R. Daggett, Ed.D.

3. RESEARCH No Child Left Behind stresses importance of “scientific research”. Any discussion of school reform should start with the analysis of the research base. Found 7 meta-analyses (Daggert)

4. I. Search for Effective Schoolsby Ronald R. Edmonds (1981) 5 characteristics of successful schools: Strong administrative leadership Focus on basic skills High expectations for student success Frequent monitoring of student performance Safe and orderly schools

5. II. The Foundations of School Effectivenessby Jaap Scheereus & Roel Bosker (1997) 8 essential characteristics of successful schools: Monitoring of student progress Focus on achievement Parental involvement Creating a safe and orderly climate Focused curriculum Strong leadership Cooperative working environment Time on task

6. III. Key High School Reform Strategies: An Overview of Research Findings U.S. Department of Education (1999) 10 common characteristics: Commitment to high expectations Small Learning environments Structure learning around career/student interest Professional development focused on instruction Tie out-of-school learning to classroom learning Career and higher education counseling Flexible, relevant segment of instruction Assess on what students can do Partnerships with higher education Support alliances with parents and community

7. IV. What Works in Schools—Translating Research into Action by Robert Marzano (2003) 5 characteristics for highly successful schools: Guaranteed and viable curriculum Challenging goals and effective feedback Parent and community involvement Safe and orderly environment Collegiality and professionalism

8. V. High Poverty—High Success: Schools That Defy the Odds by Doris & Custer Quick (2000) Analyzed 5 models of high achieving schools Found 5 overriding characteristics: Commitment to a rigorous and relevant curriculum Testing program to evaluate students’ conceptual knowledge and their ability to apply it. Focused and sustained staff development program Commitment to addressing the issue of student behavior Willingness to make organizational changes for the benefit of students.

9. VI. Bill & Melinda Gates Foundation Education and Reform Strategies (2002) 7 most important characteristics: Common focus on a few research-based goals High expectations Small, personalized learning environments Respect and responsibility for all Parent/community partnership Focus on performance Effective use of technology tools

10. Effective Schools—Only You Can Make a DifferenceLawrence W. Lezotte, Robert D. Skaife, & Michael D. Hoslstead 8 most important characteristics of effective schools: Creating the school culture The correlates of effective schools Site-based management Data collection, disaggregation and analysis School improvement plans process Organizing schools for students Building community support Evaluation of student progress

11. Daggert’s research yielded 10 central findings 1. Create a culture 2. Use data 3. Provide students real-world applications 4. Create a framework or organize curriculum 5. Create multiple pathways 6. Set high expectations 7. Sustained professional development 8. Obtain and leverage parent and community 9. Maintain safe and orderly schools 10.Effective leadership development

12. Create a culture 1. Create a culture that embraces the belief that all students need a rigorous and relevant curriculum and all students can learn.

13. Use data 2. Use data to provide a clear unwavering focus to curriculum priorities that is both rigorous and relevant.

14. Provide real-world applications 3. Provide students real-world applications of the skills and knowledge taught in the academic curriculum.

15. Create a framework 4. Create a framework or organize curriculum that drives instruction toward both rigor and relevance and leads to a continuation of instruction between grades and between disciplines.

16. Create multiple pathways 5. Create multiple pathways to rigor and relevance based upon a student’s personal, interest, learning style, aptitude, and needs.

17. Set high expectations 6. Set high expectations that are monitored and hold both students and adults accountable for students’ continuous improvement.

18. Daggert’s research yielded 10 central findings 7. Sustained professional development that is focused on the improvement of instruction.

19. Daggert’s research yielded 10 central findings 8. Obtain and leverage parent and community involvement successfully in schools.

20. Safe and orderly schools 9. Establish and maintain safe and orderly schools.

21. Leadership development 10. Offer effective leadership development for administrators, teachers, parents, and community.

22. Characteristics of Successful Schools Most urgent need was a series of specific characteristics that would help schools in the short term. Daggert developed 9 central characteristics of high performance in high schools.

23. 9 Central Characteristics of High Performance in High Schools 1. Focus instruction around students’ interests, learning styles, and aptitudes through a variety of small learning community approaches.

24. 9 Central Characteristics of High Performance in High Schools 2. Administrators and teachers share an unrelenting commitment to excellence for all students, especially in the area of literacy.

25. 9 Central Characteristics of High Performance in High Schools 3. An extraordinary commitment of resources and attention to 9th grade students.

26. 9 Central Characteristics of High Performance in High Schools 4. A rigorous and relevant 12th grade year.

27. 9 Central Characteristics of High Performance in High Schools 5. A laser-like focus on data at the classroom level to make daily instructional decisions for individual students.

28. 9 Central Characteristics of High Performance in High Schools 6. High-quality curriculum and instruction that focuses on rigor and relevance.

29. 9 Central Characteristics of High Performance in High Schools 7. Provide students with adults with whom they can develop personal relationships and be allowed the opportunity to use reflective thought.

30. 9 Central Characteristics of High Performance in High Schools 8. Focus and maintain professional development around a limited number of high-impact initiatives.

31. 9 Central Characteristics of High Performance in High Schools 9. Solid and dedicated leadership.

32. Successful Schools:From Research to Action Plans By willard R. Daggert Presented by: Clay Cook, Erin Hunt & Gwendolyn Horton