ninth annual summit on evidence-based education “adopting evidence-based practices in education:...

Ninth Annual Summit

on Evidence-Based Education

“Adopting Evidence-based Practices in Education: 

Bridging the Culture Gaps”

30 years studying “research to practice” issues…

from the “practice” side

10 years studying “research to practice” issues…

from the “research” 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 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”

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

“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.

“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

“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

National Center for Education Information

Profile of the Teachers in the U.S. 2011

1. Changing Teacher Demographics

U.S. Department of Education

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)

1. Changing Teacher Demographics

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

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

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

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)

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

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.

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)

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.

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”

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

Significant Lack of Performance Feedback and Transparency:

3. Teacher Preparation

• Lack of systematic data on process or outcomes of teacher preparation programs…

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”

✔

Participant Criteria

folie à deux

a rare delusional disorder shared by 2 or more people

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

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

Summit Speakers 

Critical Efforts in in Bridging the Culture Gap

Teacher Preparation Programs

Implementation

Positive Behavior Supports

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

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

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

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)

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)

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

Number of Schools Implementing SWPBIS since 2000

19,054

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

SPECIAL THANKS

Bryan Cook

Larry Maheady

Sam Redding

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”

✔

✔

“Adopting Evidence-based Practices in Education: 

Bridging the Culture Gaps”

Presentations

Work Activities

Flash Drives

Commentaries

Papers

Proceedings

Dissemination

collegiality

Sr+

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”

✔

✔

✔

CYPE Index

(cumulative years of professional experience)

at this Summit

FY 2013: 824

FY 2014: 915

figuring it out