The Efficacy Institute Inc. Our Vision & Mission Our Vision is a nation dedicated to producing successive generations of citizens prepared to constructively participate in the society of their time. Our Mission therefore, is development. We work to release the inherent intellectual capacity of all children, and to affirm their right to learn. We commit ourselves to break the cycle of underdevelopment that afflicts far too many children, especially children of color and the economically disadvantaged. We will eradicate the myth that they are incapable of learning at high levels by demonstrating the truth of their capacities to rapidly build knowledge and skills. We appeal to the most positive and powerful human instinct: develop the children. We, all adults, are responsible for managing their development, and we can learn how to do it. Our ultimate objective is freedom. Developed people are free to find meaning, to build quality lives and to leave a legacy of ©2004 The Efficacy Institute, Inc. wisdom and humanity.
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The Mission
The Mission is Proficiency for all students in each subject area. Define Proficiency at each grade level and accelerate all students to that target. ©2004 The Efficacy Institute, Inc.
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Efficacy: Our Definition
Efficacy is the capacity to mobilize the effort of educators, parents and students toward development—the achievement of successive, targeted learning outcomes.
©2004 The Efficacy Institute, Inc.
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Definition of Development
Development is the process of getting better, stronger and smarter at anything you do.
In school, it is the achievement of proficiency at targeted learning outcomes at each grade level.
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We want children to be in positions to lead quality lives, that is, lives filled with meaning as well as accomplishment. We regard development of both intellect (academic proficiency) and strength of character as prime means to that end.
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Academic Proficiency Solid academic performance for each subject assessed. Students reaching this level have demonstrated competency over challenging subject matter, including: Knowledge Subject-matter knowledge (facts, concepts and procedures) Application Skills
Application of such knowledge to real-world or novel situations, and Reasoning Skills: analytical skills appropriate to the subject matter; and/or demonstration of the capacity to synthesize and evaluate. Adapted from: National Assessment of Educational Progress (NAEP) ©2004 The Efficacy Institute, Inc.
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The academic proficiency question in simple terms:
Do they know it, and can they use it?
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Strength of Character You can think of building strong character as a proficiency too.
People with strong character understand that their behavior matters. Strong character is grounded in knowledge of the principles of proper conduct, and results in young people choosing their actions out of a desire to have a constructive impact on their families and their communities. Knowledge Learn principles of proper conduct Tell right from wrong in a wide variety of situations Conduct Choose actions based on principles, even in the face of peer pressure to do otherwise Influence others toward principled behavior ©2004 The Efficacy Institute, Inc.
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National Assessment of Educational Progress (NAEP) – 2003 Results Percentage of Students At or Above the Proficient Level in Reading GradeLevel
% of Black Students
% of White Students
% of Hispanic Students
Grade 4 [2002]
13% [12%]
41% [41%]
15% [15%]
Grade 8 [2002]
13% [13%]
41% [41%]
15% [15%]
Grade 12* [1998]
16% [17%]
42% [47%]
22% [24%]
*Most recent results are 2002.
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American society already knows that getting all children to Proficiency is essential for the success of the country in the 21st century. What’s missing is a strategy to translate that conviction to effective action.
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Adult Proficiency Proficiency is a useful construct to think about the development of grown-ups, too. A definition of Adult Proficiency: Demonstrated capacity to move students in a school/community to reading, writing and math proficiency, and strong character. Proficient adults use their subject matter knowledge and application skills to create learning environments that mobilize young people’s effort toward proficiency targets. ©2004 The Efficacy Institute, Inc.
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A Mission Strategy for Systemic Education Reform What’s the formula for change? Leaders must:
Build Consensus on the Mission: Proficiency for All Children Build Belief that the Mission can be Accomplished Install the Self-Directed Improvement System™ (SDIS™) to Drive Strategies for Achieving Proficiency ©2004 The Efficacy Institute, Inc.
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A Mission Strategy for Systemic Education Reform Leaders must:
Build Consensus on the Mission: Proficiency for All Children A core requirement for change is to build consensus among educators, parents and the community-at-large on the targeted outcomes that define success: proficiency in core academic areas, and character development.
©2004 The Efficacy Institute, Inc.
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A Mission Strategy for Systemic Education Reform Leaders must:
Build Belief that the Mission Can be Accomplished Belief in the capacity of students and teachers to achieve the mission cannot be taken for granted. Leaders must directly confront the crisis in confidence about our abilities to achieve proficiency: confidence in the abilities of children to achieve at high levels, and the abilities of adults to help them do so. ©2004 The Efficacy Institute, Inc.
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A Mission Strategy for Systemic Education Reform Leaders must:
Install the Self-Directed Improvement System (SDIS) to Drive Strategies for Achieving Proficiency The SDIS is an operational framework that teachers, parents, and community leaders can use, immediately, to realign resources, policies and practices to achieve 21st century educational outcomes with their children.
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JFK School (The Marie Case Study)
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Small Group Activity Do you recognize Marie? Identify some of Marie’s likely classroom practices in the areas below.
Do not describe what you think Marie ought to do, rather, describe what you think a typical person in her position actually would do in real life. Curriculum Resources What teaching resources is Marie likely to use? Instructional Practices What specific instructional strategies might Marie use? Assessments How might Marie assess her students’ progress in reading? How often? Support Mechanisms What devices might Marie use to support her students’ learning?
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The Difference Some children just seem to “get it”, while others, from similar backgrounds and circumstances, don’t. What makes the difference between the students who consistently do well versus those who do not? There are two ways to think about this: 1. Students have different levels of learning capacity (some have it, and some just don’t) 2. Students apply different levels of Effective Effort (sometimes people say these students have different levels of “motivation”)
Which belief do you think Marie holds? Which belief do most Americans hold? Which belief do you hold? ©2004 The Efficacy Institute, Inc.
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There is a Correct Answer… It is the capacity of adults to mobilize the Effective Effort of children that determines which children reach Proficiency and which do not.
Practices make the difference—teachers and parents who understand what to do to actively engage children’s effort at learning tasks get results.
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Definition of Effective Effort Effective Effort is effort directed toward targeted learning outcomes and/or improvement toward those outcomes. It always involves:
Tenacious Engagement—
working hard and being really into it. Really sticking with it. Not giving up.
An Intense Focus on Feedback—
paying close attention to how well you are doing and thinking about what it will take to get better.
Ongoing Strategy Formulation Based on Feedback—
listening to what the feedback is telling you about how to get better, and changing your approach accordingly. Trying new ways to improve. ©2004 The Efficacy Institute, Inc.
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Practices Impact Effort and Learning Outcomes Impact On Student Effort
Practices Defective Practices
Debilitate Effort
Effective Practices
Defeat Engagement Destroy Receptivity to Feedback Disable Strategy Formulation
Mobilize Effective Effort
Learning Outcomes Poor Results (Needs Improvement; Failing)
Proficiency (or Higher)
Stimulate Tenacious Engagement Sharpen an Intense Focus on Feedback Trigger Strategy Formulation Based on Feedback ©2004 The Efficacy Institute, Inc.
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Practices Impact Effort and Learning Outcomes Classroom practices determine the nature and quality of effort.
Effective practices mobilize effective,
Defective practices debilitate effort.
committed effort.
And the quality of effort controls learning outcomes. Only mobilized effort leads to proficiency.
How do we define defective? Any practice that debilitates is, by definition, defective. ©2004 The Efficacy Institute, Inc.
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Debilitated and Mobilized Student Effort Debilitated Student Effort Mobilized Student Effort Submits incomplete or sloppy work Inattentive to corrected (returned) work; seems more hurt by it than interested (and behaves accordingly) Continuously makes the same mistakes Gives up easily in the face of difficulty Avoids challenging assignments Looks bored and appears detached Doesn’t ask for help and appears indifferent to suggestions from peers or teacher Seems disengaged, even alienated from even simple problem solving tasks
Works through assignments carefully and thoroughly Studies corrected (returned) work with care; paying special attention to mistakes and incorrect answers Corrects mistakes on assignments and tests Exhibits greater determination in the face of failure or difficulty Seeks challenging, additional work when assignments have been completed Actively participates in learning tasks/activities Asks questions and requests assistance from peers and teacher Faces challenges and problems with gusto—always looking for “a better way” ©2004 The Efficacy Institute, Inc.
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Efficacy Operational Principle Identify and eliminate defective practices and build a repertoire of effective classroom practices to mobilize students’ Effective Effort. It’s the educator’s choice! The choices you make have a powerful impact on the results they get. ©2004 The Efficacy Institute, Inc.
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?
Practices
Impact On Student Effort
Learning Outcomes
?
Defective Practices
Debilitate Effort
Poor Results (Needs Improvement; Failing)
?
Effective Practices
Defeat Engagement Destroy Receptivity to Feedback Disable Strategy Formulation
Mobilize Effective Effort Stimulate Engagement Sharpen an Intense Focus on Feedback Trigger Strategy Formulation Based on Feedback
Proficiency (or Higher)
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What Leads to Development?
?
Development
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The Innate Ability Model
Innate Ability
Development
VS SS KD
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The Innate Ability Paradigm In the Innate Ability Paradigm, important human characteristics are believed to be innate endowments, fixed at birth, distributed unequally among the population and among different population groups. The Innate Ability Paradigm applies to:
Intelligence – unequal distribution of mental capacity is thought to be responsible for the wide variation in human intellectual performance and development. Character – in the minds of many, goodness and badness may or may not be innate, but once in evidence, they are thought to be permanent, fixed characteristics that control the degree to which an individual can independently behave in a humane fashion.
These assumptions result in a tendency to judge people. We measure their intelligence, assess their character as good or bad and then determine their possibilities based on those judgments. ©2004 The Efficacy Institute, Inc.
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Implications of the Innate Ability Paradigm
Ability is fixed—not subject to further development after early childhood. Either “you have it or you don't," or “some groups have it, others don’t.” People have no sense of control. There is little that one can do to change outcomes that are based on a fixed, innate trait. Failure or difficulty is very important data—it indicates limits in ability and the futility of continued effort. ©2004 The Efficacy Institute, Inc.
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The Efficacy Model of Development
Confidence
Effective Effort
Development
Tenacious Engagement Focus on Feedback Strategy Formulation
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The Efficacy Paradigm In the Efficacy Paradigm, it is understood that virtually all people are capable of brilliance. Important human characteristics are neither fixed nor given; capacities are built through the action of Effective Effort. This is a constructive framework for thinking about people and their possibilities. It applies to:
Intellectual Development — virtually everyone is born with enough mental capacity to meet 21st century standards of education. All those who work can learn. Character Development — the capacity to behave in an ethical and humane manner is shaped by positive regard and positive reinforcement.
These assumptions are the basis of effective institutions and healthy communities. ©2004 The Efficacy Institute, Inc.
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Implications of the Efficacy Paradigm
Capabilities can be developed throughout life. People can "get smart"—actually become more intelligent—through the application of Effective Effort. When effort is mobilized (not debilitated), people can control the pace and direction of their own development. Failure or difficulty can stimulate mobilized effort when it is understood as feedback about what people must do to improve. Failure debilitates only when used as the basis for judgments about the innate limitations of an individual. ©2004 The Efficacy Institute, Inc.
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Confidence is Key Confidence is the belief that you can or can learn to control your outcomes. The need for confidence extends into every area of your life. Self-confidence and self-esteem are not the same. Selfconfidence is belief in one’s own capacity to learn; selfesteem is belief in one’s own worth or value. Though both are important; confidence — the belief that “I can” or “I can learn”—is the critical social-psychological variable that governs an individual’s capacity to apply sustained, Effective Effort.
Remember that confidence is key. It triggers one’s capacity to work at learning and the results build even greater confidence. ©2004 The Efficacy Institute, Inc.
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Efficacy
Everyone has enough intellectual capacity for challenging, complex work.
©2004 The Efficacy Institute, Inc.
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Beliefs Control Practices Beliefs determine who can install and use a self-directed improvement system, and who can’t. The Innate Ability Paradigm—the belief that “some have it and some don't” sets up resistance to high standards and an unwillingness to commit to continuous improvement. The very attempt is seen as futile. The Efficacy Paradigm—the belief that with Effective Effort all people can reach a high level of development— generates a determination for improvement, and receptivity to the SDIS™ to achieve it.
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The Paradigm Shift Belief System
Debilitate Effort
Ability Grouping Norm-Referenced Testing Remediation
D
EE
Mission
Defective Practices
Mission
The Efficacy Paradigm C
Impact On Student Effort
Sort by Judgments of Learning Capacity
The Innate Ability Paradigm IA
Corresponding Mission/Practices
Proficiency; Accelerate All Students to that Target
D
Effective Practices Clarify the Targets Create a Data Stream Implement the D/F/S Method Teach Efficacy to Students
Defeat Engagement Destroy Receptivity to Feedback Disable Strategy Formulation
Mobilize Effective Effort Stimulate Engagement Sharpen an Intense Focus on Feedback Trigger Strategy Formulation Based on Feedback
Learning Outcomes Poor Results (Needs Improvement; Failing)
Proficiency (or Higher)
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The Efficacy Paradigm The Efficacy Paradigm C
EE
Mission
D
Proficiency; Accelerate All Students to that Target
Mobilize Effective Effort
Stimulate Tenacious Engagement Sharpen an Intense Focus on Feedback Effective Practices Trigger Strategy Identify and Clearly Articulate the Formulation Based Proficiency Targets—Specify the on Feedback Knowledge and Skills that Constitute Proficiency for Each Subject
Proficiency (or Higher)
Create a Data Stream in Classrooms (Quarterly/Monthly/Weekly/Daily Assessments Aligned to the Targets) Use the Data/Feedback/Strategy Method to Shape Curriculum Resources, Drive Instructional Practices and Guide Support Mechanisms Teach Students Core Efficacy Concepts to Empower them to Manage their Own Development
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The Self-Directed Improvement System™ y c n e ci i f o Pr et g r Ta
Baseline Assessments
Data
(Results)
Feedback Execute
Strategy
• Curriculum Resources • Instructional Practices • Support Mechanisms ©2004 The Efficacy Institute, Inc.
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The Self-Directed Improvement System
Establish and Build Consensus on the Proficiency Targets Create a Data Stream in Your School/Classroom Implement the Data/Feedback/Strategy Method
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The Self-Directed Improvement System Establish and Clearly Articulate—for Yourself and Your Students—the Proficiency Target What knowledge and what skills—application and reasoning skills—constitute proficiency for each subject and grade level you teach?
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The Self-Directed Improvement System Create a Data Stream in Your School/Classroom Use quarterly assessments aligned to the Proficiency Targets (including the end-of-year proficiency tests themselves and versions or representations of those tests) to measure progress toward the targets ; and in-class assessments (monthly/weekly/daily) to monitor students’ acquisition of the component knowledge and skills required to achieve proficiency. All assessments are criterion-referenced, of course.
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The Self-Directed Improvement System Implement the Data/Feedback/Strategy Method Transform data about how your students are presently doing into feedback that sharpens your focus on what to work on for improvement. Use the feedback to continually reformulate or refine your strategies (curriculum resources, instructional practices and other supports) accordingly—with a singular focus on moving your students toward proficiency.
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