international center for leadership in education dr. willard r. daggett cte – the nations best...

International Center for Leadership in Education

Dr. Willard R. Daggett

CTE – The Nation’s Best Rigor & Relevance Programs

April 16, 2009

International Center Finding

• Nation’s top performing

• Nation’s most rapidly improving

WHY – what - how

Challenges

• Globalization

Wal Mart

Source: The Post-American World

• Largest Corporation

• 8 times Size of Microsoft

• 2 % of GDP

• 1.4 Million Employees

• More Employees than:

• GM, Ford, G.E. and IBM Combined

“China today exports in a single day more than exported

in all of 1978.”

Source: The Rise of India and China . . .

Savings RateSavings Rate

1.1. India -- 25%India -- 25%

2. Japan -- 28%2. Japan -- 28%

3. Korea -- 30%3. Korea -- 30%

4. China -- 50%4. China -- 50%

5. United States -- (-4%)5. United States -- (-4%)

U.S. – 2nd Half of 20th Century

• Only Superpower

• Highest per Capita Income

• 1st in Economic Growth

• 5% of Population > 24% of Consumption

Source: National Academy of Science 2007

World Economy

• Early 1900s• U.S.• Europe

• Early 1980s• U.S.• Japan

• Early 2020• Viet Nam • Argentina• Brazil• Indonesia• Panama

• Early 2009• U.S.• China

Challenges

• Globalization

• Technology

Information TechnologyInformation Technology

• ProcessingProcessing

• CommunicationsCommunications

1983 – A Nation at Risk

• E-mail• Web pages• Google• iPODs• Laptops• Digital cameras• Doppler radar• Cell phones

• Blogs

• Wikis

• Tagging

• Text messaging

• MySpace

• Podcasts

• PDAs

2000

E-Mail

• Adult use often

E-Mail

• Adult use often

• 14% of teens use often

Content Creation & Social Media

• Facebook

• MySpace

• Flickr

• YouTube

• Blogs

• Personal Web Pages

Use of Social Media Among Online Teens

Source: Pew/Internet & American Life Project, Teens and Social Media, 2007

Teens from single-parent or lower-income households are more likely to blog than affluent teens in more traditional households.

SPOTSPOT

• MicrosoftMicrosoft– CitizenCitizen– FossilFossil– SuuncoSuunco

SPOTSPOT

• Integrated ProjectionIntegrated Projection

• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

Language TranslationLanguage Translation

Translation GogglesTranslation Goggles

why - WHAT - how

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram.

• Organize and display collected data, using appropriate tables, charts, or graphs.

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

RelationshipsRelationships

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

16 Career Clusters16 Career ClustersDepartment of EducationDepartment of Education

Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications

Business and Administration Architecture and Construction

Education and Training Finance

Health Science Hospitality and Tourism

Human Services Information Technology

Law and Public Safety Manufacturing

Government and Public Administration Retail, Wholesale, and Service

Scientific Research and Engineering Transportation, Distribution, and Logistics

Reading RequirementsReading RequirementsFindingsFindings

Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16

Consistent Across CountryConsistent Across Country

Ad

van

ced

Lexile Reading Level Range: 850-930

Inte

rmed

iate

Lexile Reading Level Range: 940-1090

En

try

Lev

el

Lexile Reading Level Range: 1000-1140

Human ServicesHuman Services

A

dva

nce

d

Lexile Reading Level Range: 1310-1390

Inte

rmed

iate

Lexile Reading Level Range: 1250-1340

En

try

Lev

el

Lexile Reading Level Range: 1310-1350

ConstructionConstruction

Ad

van

ced

Lexile Reading Level Range: 1310-1440

Inte

rmed

iate

Lexile Reading Level Range: 1280-1310

En

try

Lev

el

Lexile Reading Level Range: 1280-1330

ManufacturingManufacturing

why - what - HOW

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

Gold Seal Lessons

On line

• 2005 – 06 TO 2006 – 07--------------47% increase

• 25 states now have Web base courses

• Graduate Program

Oregon Art and Music Education

Oregon English Language ArtsStandards/Benchmarks

Grade 8

Curriculum Survey of Essential

Skills National Rankings

Oregon Statewide

Assessment System

Visual Arts Dance Music Theatre

Determine meanings of words using contextual and structural clues.

e9 H H H H H

Analyze idioms and comparisons, such as analogies, metaphors, and similes, to infer the literal and figurative meanings of phrases.

e9e80

H H H H H

Verify the meaning of a word in its context, even when its meaning is not directly stated, through the use of definition, restatement, example, comparison, or contrast.

e9e80

H H H H H

Determine pronunciations, meanings, alternate word choices, parts of speech, or etymologies of words, using dictionaries and thesauruses.

e9e21

L

Synthesize information found in various parts of charts, tables, diagrams, glossaries, or related grad-level text to reach supported conclusions.

e68e82

H H H H H

Understand and explain the use of a complex mechanical device by following technical directions.

e6e35

L

Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.

e24e46

H H H H H

Clarify understanding of informational texts by creating detailed outlines, graphic organizers, diagrams, logical notes, or summaries.

e40 L

Oregon Career and Technical Education

Oregon English Language ArtsStandards/Benchmarks

CIM

Curriculum Survey of Essential

Skills National Rankings

StateTest

Agriculture & Natural Resources

Architecture & Construction

Arts, AV Tech & Communications

AgP

roduction

Ag Services

(Ag B

usiness)

Ag M

echanics

Natural

Resources

Architecture

Surveying&

Drafting

Construction

Visual A

rts &D

esign

Perform

ingA

rts

Com

mu

nication

s

Determine meanings of words using contextual and structural clues.

e9 H H H H H H H H H H H

Identify and use the literal and figurative meanings of words and phrases.

e9e80

H M H M H H M M H H H

Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words.

e9e80

H L L L L L L L L M M

Use general dictionaries, specialized dictionaries, glossaries, thesauruses, or related references to increase vocabulary.

e9e21

L H H H H H H H H H H

Understand technical vocabulary in subject area reading.

e26 L H H H H H H H H H H

Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; new stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.

e6e26e28

L H H H H H H H H H H

Analyze the structure and format of job and consumer-related materials, including the graphics and headers, and explain how the features support the intended purposes.

e68 H M H M H H M M H M H

Literacy is Key

Survey Tools for Rigor, Relevance and Relationships

We Learn Student Survey

We Teach Instructional Staff Survey

We Lead Whole Staff Survey

Teacher vs. Student Comparison

T – Students can apply what I am teaching to their everyday lives.

92%

S – I can apply what I learn to my everyday life.

58%

Teacher vs. Student Comparison

T – Students in my classroom engage in hands-on activities.

88%

S – We do lots of hands-on activities in my classes.

45%

Teacher vs. Student Comparison

T – I encourage students to explore career pathways.

80%

S – My teachers encourage me to explore different careers.

49%

Teacher vs. Student Comparison

T – I make learning exciting for my students. 84%

S – My teachers make learning exciting. 40%

Teacher vs. Student Comparison

T – I encourage students to use multiple resources when solving problems.

93%

S – My teachers encourage me to use many resources to solve problems.

65%

Teacher vs. Student Comparison

T – I am aware of my students’ interests outside of school.

87%

S – My teachers know my interests outside of school.

30%

Teacher vs. Student Comparison

T – I recognize students when they demonstrate positive behavior in school.

95%

S – Good citizenship is rewarded in this school.

40%

Teacher vs. Student Comparison

T – I know my students’ academic interests and goals.

84%

S – My teachers know my academic interests and goals.

35%

Teacher vs. Student Comparison

T – I know what my students are passionate about.

78%

S – My teachers know what I love to do outside of school.

28%

Survey Tools for Rigor, Relevance and Relationships

We Learn Student Survey

We Teach Instructional Staff Survey

We Lead Leadership Survey

Oregon Statewide Assessment System – Language Arts

High Medium Low

Grade 3 33 0 40 Grade 2 33 0 33 Grade 5 37 0 36 Grade 6 36 0 36 Grade 7 42 0 30 Grade 8 39 0 35 Grade 10 42 0 48

Oregon Statewide Assessment System – Mathematics

High Medium Low

Grade 3 33 0 24 Grade 4 44 0 18 Grade 5 40 0 18 Grade 6 44 0 26 Grade 7 48 0 16 Grade 8 51 0 15 Grade 10 64 0 20

Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

Matt

* Source of National Test Data: MetaMetrics

910

Lexile Framework® - Student Profile

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Matt600

800

1000

1400

1600

1200

HighSchool

LiteratureCollege

Literature

HighSchool

TextbooksCollege

Textbooks

Military

PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

1st

Quarter2nd

Quarter3rd

Quarter4th

Quarter

17th Annual Model Schools Conference17th Annual Model Schools ConferenceJune 28- July 1, 2009June 28- July 1, 2009

Atlanta Atlanta

Visit www.LeaderEd.com for more informationVisit www.LeaderEd.com for more information

Mark Your Calendar!

Example

• Class Size– 25 to 24

– 4 % increase

– Payroll Equals 80 %

– Total Cost = 3.2 % of Budget

• Professional Development– 1 %

Efficient and Effective Framework

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

Focused Professional Focused Professional DevelopmentDevelopment

X

XReduce Reduce Class SizeClass Size

Empower StaffEmpower Staff

Empower StaffEmpower Staff

1.1. Team of teachers Team of teachers

Empower StaffEmpower Staff

1.1. Team of teachers Team of teachers

2.2. Given group of students Given group of students

Empower StaffEmpower Staff

1.1. Team of teachers Team of teachers

2.2. Given group of students Given group of students

3.3. Agree to their present performanceAgree to their present performance

Empower StaffEmpower Staff

1.1. Team of teachers Team of teachers

2.2. Given group of students Given group of students

3.3. Agree to their present performanceAgree to their present performance

4. Give total budget (fixed and 4. Give total budget (fixed and variable)variable)

Empower StaffEmpower Staff

1.1. Team of teachers Team of teachers

2.2. Given group of students Given group of students 3.3. Agree to their present performanceAgree to their present performance4. Give total budget (fixed and 4. Give total budget (fixed and

variable)variable)5. Give % of savings if student 5. Give % of savings if student

performance improvesperformance improves

Successful Examples

1. Teachers in teams with a group of students --- They get 50% of reduced cost if students maintain student performance. If they dramatically improve student performance they get 80% of reduced cost

Efficient and Effective Framework

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

Teacher-Designed Teacher-Designed ProgramProgram

X

XExisting Existing ProgramProgram

ExamplesExamples

1.1. Department ChairsDepartment Chairs

Efficient and Effective Framework

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

Interdisciplinary Interdisciplinary ChairsChairs

ExamplesExamples

1.1. Department ChairsDepartment Chairs

2.2. Looping Looping

Efficient and Effective Framework

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

LoopingLooping

ExamplesExamples

1.1. Department ChairsDepartment Chairs

2.2. Looping Looping

3.3. Electives to 9Electives to 9thth Grade Grade

Efficient and Effective Framework

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

Electives to Electives to 99thth Grade Grade

Technology

Efficient and Effective Framework

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

I CAN LearnI CAN Learn

Efficient and Effective Framework

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

READ 180READ 180

ExamplesExamples

Coordinate Professional Development Coordinate Professional Development with Graduate Degrees with Graduate Degrees

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Phone (518) 399-2776

Fax (518) 399-7607

E-mail - info@LeaderEd.com

www.LeaderEd.com

International Center for Leadership in Education, Inc.