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Redistricting vs. Realignment Reflection and Response Start with - - PowerPoint PPT Presentation
Redistricting vs. Realignment Reflection and Response Start with - - PowerPoint PPT Presentation
Redistricting vs. Realignment Reflection and Response Start with WHY? Every member of the school community should have an equal opportunity to learn and grow, and all should have the same opportunities to meet with success. Begin with
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Begin with the End in Mind!
Equitable and balanced classrooms across the district’s schools ensuring students and teachers learn and grow to improve our district as a whole.
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Visible Learning There are thousands of studies promulgating claims that this method works or that innovation
- works. We have a rich educational research
base, but rarely is it used by teachers, and rarely does it lead to policy changes that affect the nature of teaching (Hattie, 2009)
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Significance vs. Effect Size
Significance is the risk associated with not being 100% confident that what you observe in an experiment is due to the treatment or what was being tested. Effect Size is a measure of how different two groups are from one another
- - it’s the measure of
the magnitude of the treatment… Kind of like how big is big.
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Trust but Verify It’s better to have data about a program’s effects presented as an effect size, which helps us decide whether the program’s effect is potentially large enough to be worth pursuing in terms of time, money, and personnel costs (Berliner & Glass, 2015).
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School Size
d = 0.43 medium effect
Small around d = 0.2 Medium around d = 0.4 Large around d = 0.6
- Stekelenburg (1991)
- Ready, Lee, & Welner
(2004) and Lee & Smith (1997)
- Howley & Bickel (1999)
and Lee & Smith (1997)
- Newman et al. (2006)
- Byrk, Easton, Kerbow,
Rollow, & Sebring (1993)
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Class Size
d = 0.21 small effect
Small around d = 0.2 Medium around d = 0.4 Large around d = 0.6
- Hattie (2009)
- Finn (2002)
- Hattie (2009)
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Socioeconomic Status
d = 0.57 large effect
Small around d = 0.2 Medium around d = 0.4 Large around d = 0.6
- Sirin (2005)
- Hart & Risley (1995)
- Clinton, Hattie, & Dixon
(2007)
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Parent Involvement
d = 0.51 medium/large effect
Small around d = 0.2 Medium around d = 0.4 Large around d = 0.6
- Hattie (2009)
- Hung & Ho (2005)
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Multi-grade/multi-age
Two sides of a coin! d = 0.04 small/almost no effect d = 0.53 medium/large effect
- Hattie (2009)
- Trussell-Cullen (1994)
- Wilkinson & Fung
(2002)
- Berndt (2004)
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School Leaders (2 types)
Instructional leadership refers to those leaders who have their major focus on creating a learning climate free of disruption, a system
- f clear teaching objectives,
and high expectations for teachers and students. Transformational leadership refers to those leaders who engage with their teaching staff in ways that inspire them to new levels of energy, commitment, and moral purpose such that they work collaboratively to overcome challenges and reach goals.
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School Leaders
d = 0.36 medium effect
Small around d = 0.2 Medium around d = 0.4 Large around d = 0.6
According to Brown (2001) Transformational, d = 0.36 Instructional, d = 0.66 at elementary, d = 0.76 greatest effect, d = 0.91
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Conclusion
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