daggett system for effective instruction deep dive willard r. daggett, ed.d. founder and ceo
TRANSCRIPT
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Daggett System for Effective InstructionDeep Dive
Willard R. Daggett, Ed.D.
Founder and CEO
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Program Announcement
9:30 • Session #77 - Ms. Math room
change to Washington B
• Session #93 – CTE will be in Bayou AB
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The Challenges
• Common Core State Standards (CCSS)
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The Challenges
• Common Core State Standards (CCSS)
• Next Generation Assessments (NGA)
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The Challenges
• Common Core State Standards (CCSS)
• Next Generation Assessments (NGA)
• Teacher effectiveness based on student performance
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The Challenges
• Common Core State Standards (CCSS)
• Next Generation Assessments (NGA)
• Teacher effectiveness based on student performance
• Prepare students for the world beyond school
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System
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Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Student Achievement
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Rigor and Relevance
Teaching
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Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
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Knowledge Taxonomy1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation
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Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable
situations5. Application to real-world unpredictable
situations
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1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
Levels
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/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.
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1
2
3
4
5
6
1 2 3 4 5
A B
DC• 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.
Rigor/Relevance Framework
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1
2
3
4
5
6
1 2 3 4 5
A B
DC• 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.
Rigor/Relevance Framework
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1
2
3
1 2 3 4 5
A B
DC
• Calculate with numbers, including decimals, ratios, percents, and fractions.
• Understand two-dimensional motion and trajectories by separating the motion of an object into x and y components.
Rigor/Relevance Framework
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1
2
3
1 2 3 4 5
A B
DC
• Know the characteristics and phenomena of sound waves and light waves.
• Understand the effect of sounds, words, and imagery on a listening audience.
Rigor/Relevance Framework
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1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
Levels
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AA BB
DDCC
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Rigor and Relevance
• #23 – 9:30 am
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Rigor and relevance
Relationships
Teaching
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Rigor and relevance
Relationships
Content
Teaching
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Rigor and relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
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Brain Research
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Sight
Prefrontal Cortex
Hearing
Association Area
Connections/Pathways
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How we Teach
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AA BB
DDCC
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How They Learn
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AA BB
DDCC
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LEARN to DO LEARN to DO
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LEARN to DO LEARN to DO
vs.vs.
DO to LEARNDO to LEARN
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Professional Development
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Rigor and Relevance
• #23 – 9:30 am
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Rigor and relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Inst
ruct
iona
l stra
tegi
es
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Gold Seal Lessons
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Gold Seal Lessons
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Gold Seal Lessons
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Rigor and relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Inst
ruct
iona
l stra
tegi
es
Gui
de a
nd d
iffer
entia
te
inst
ruct
ion
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Rigor and relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Inst
ruct
iona
l stra
tegi
es
Gui
de a
nd d
iffer
entia
te
inst
ruct
ion
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State Test NGACreate a large spinner for a game that has at least eight sectors. Each sector should be assigned a different ‘prize’. Prizes should range in value from most appealing to least appealing.
Vary the sectors so that the probability to win a desired prize is much less that the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize.
Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which price has the greatest probability and which prize has the least probability?
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Culture
Organizational Leadership
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Culture
Vision
Organizational Leadership
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Criteria• Foundation Learning (Achievement in the
core subjects of English language arts, math and science and others identified by the school)
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1 2 3 4 5
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Criteria• Foundation Learning (Achievement in the
core subjects of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
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Criteria• Foundation Learning (Achievement in the
core subjects of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)
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Criteria• Foundation Learning (Achievement in the core
subjects of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)
• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)
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Guiding Principles
ResponsibilitResponsibilityy
ContemplatioContemplationn
InitiativeInitiative PerseverancPerseveranc
ee OptimismOptimism CourageCourage
RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthineTrustworthine
ssss LoyaltyLoyalty
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Survey Tools for Rigor, Relevance and
Relationships
We Learn Student Survey
We Teach Instructional Staff Survey
We Lead Whole Staff Survey
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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%
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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%
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Teacher vs. Student Comparison
T – I make learning exciting for my students.
84%
S – My teachers make learning exciting.
40%
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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%
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Criteria• Foundation Learning (Achievement in the core
subjects of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)
• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)
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Those things that are easy to measure are least important
Those thing that are most important are hardest to measure
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Rubrics• AASA• NEA• AFT• NASSP• NSBA• CCSSO• NASBE• ASCD• AIR• Gates Foundation
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Criteria• Foundation Learning (Achievement in the core
subjects of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)
• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)
![Page 59: Daggett System for Effective Instruction Deep Dive Willard R. Daggett, Ed.D. Founder and CEO](https://reader031.vdocuments.net/reader031/viewer/2022013100/55146a86550346b0158b4d30/html5/thumbnails/59.jpg)
Culture
Vision
Structure and
systems
Organizational Leadership
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Culture
Vision
Structure and
systems
Organizational Leadership
Bui
ld le
ader
ship
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Top Down Support for Bottom Up Success
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Aligned for Success
• Doctors/Nurses in Hospitals• Pilots in Flight• Lawyers in a Law Firm• Troops in Battle• Teachers in a School System
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Effectiveness and Efficiency Framework
High
Cost
Low
Cost
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Effectiveness and Efficiency Framework
High
Cost
Low
Cost
High Student Performance
Low Student Performance
EEffffeeccttiivveenneessss
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Effectiveness and Efficiency Framework
High Cost
Low Cost
High Student Performance
Low Student Performance
CC DD
AA BB
EEffffeeccttiivveenneessss
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Empower Staff
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A Defined and Inflexible System
• Bells• Calendar• Contracts• Tests• Rules and Regulations
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Empower Staff1.1. Team of teachers Team of teachers
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Empower Staff1.1. Team of teachers Team of teachers 2.2. Given group of students Given group of students
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Empower Staff1.1. Team of teachers Team of teachers 2.2. Given group of students Given group of students
3.3. Agree to their present Agree to their present
performanceperformance
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Empower Staff1.1. Team of teachers Team of teachers 2.2. Given group of students Given group of students
3.3. Agree to their present Agree to their present
performanceperformance4.4. Give total budget (fixed Give total budget (fixed
and variable)and variable)
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Empower Staff1.1. Team of teachers Team of teachers 2.2. Given group of students Given group of students 3.3. Agree to their present Agree to their present
performanceperformance4.4. Give total budget (fixed and Give total budget (fixed and
variable)variable)5.5. Give % of savings if student Give % of savings if student
performance improvesperformance improves
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Successful Examples• 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.
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Vision Driven Leadership
AA
CC DD
BB
Rules Control Teaching/Teachers Compliance Inputs
Results Empower Learning / Students Engaged Outputs
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Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Organizational Leadership
Bui
ld le
ader
ship
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Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Data
syste
msB
uild
lead
ersh
ip
Organizational Leadership
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Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Data
syste
msB
uild
lead
ersh
ip
Organizational Leadership
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High expectations
Instructional Leadership
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1 2 3 4 5
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High expectations
Curriculum
Instructional Leadership
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State Standards to CCSSExisting
State Standards
New Common Core State Standards
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State Standards to CCSSExisting
State Standards
New Common Core State StandardsGrade
3
4
5
6
7
8
9
10
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Expert Space
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Expert Space Expert Space
• Tie to standards
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Multiple Reading Scaffolds
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Lexile Level:Lexile Level:600-800600-800
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Lexile Level:Lexile Level:800-1000800-1000
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Lexile Level:Lexile Level:1000-12001000-1200
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Spanish TranslationsSpanish Translations
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Read Out Loud
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Multiple Reading Scaffolds
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Educator Resources
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EXPERT SPACE – IncludesEXPERT SPACE – Includes
• Updated• Cross Curricular• 21st Century• Project Based• Electronic Portfolio• 24/7 Learning• Parent Involvement
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High expectations
Curriculum
Literacy and math
Instructional Leadership
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Lexile Framework® for Reading Study
600
800
1000
1400
1600
1200
Text
Lexil
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%)
Summary of Text Lexile Measures
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16 Career ClustersDepartment 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
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Reading RequirementsFindings
• Entry-level– Highest in 6/16– Second Highest in 7/16
• Consistent Across Country
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A
dvan
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 Services
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A
dvan
ced
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
Construction
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A
dvan
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
Manufacturing
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Quantile Framework Numbers and Operations Algebra / Patterns & Functions Data Analysis & Probability Measurement Geometry
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500
600
700
900
1000
800Qu
anti
le M
easu
re (
Q)
Personal Use Employment High School First-Year College
1200
1100
1300
1500
1400
Interquartile Ranges Shown (25% - 75%)
Quantile Framework for Math StudySummary of Quantile Measures
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Effectiveness and Efficiency Framework
High Cost
Low Cost
High Student Performance
Low Student Performance
CC DD
AA BB
EEffffeeccttiivveenneessss
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Lexile and Quantile Study
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High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Instructional Leadership
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Tennessee Arts EducationTennessee Language Arts
Standards/Learning Expectations/Accomplishme
nts High School English II
Curriculum Survey
of Essential
SkillsNational Rankings
End-of-
Course Test
Visual Arts
Dance Music Theatre
1.08 Develop organized pieces of writing containing focused, well-developed ideas.
e12e54
H H H H H
1.09 Demonstrate effective writing style by the use of vivid words, a variety of sentence structures, and appropriate transitions.
e12e54
H H H H H
1.10 Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.
e14e41e62
H M M M M
1.11 Recognize and demonstrate appropriate use of standard English: usage, mechanics and standard spelling, and sentence structure.
e1e7
H H H H H
1.12 Identify and use a variety of resources to revise and edit writing.
e21 H M M M M
1.13 Research information to prepare presentations or reports which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries.
e3e36a
L
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Tennessee Career and Technical Education
Tennessee English Language ArtsContent Standards/State Performance IndicatorsEnglish II
NESSRank
TC
AP
/ EO
C
Agriculture, Food& Natural Resources
Architecture& Construction
Arts, A/V Technology& Communications
Food
Pro
du
cts &
Pro
cessin
g S
ystem
s
Agrib
usin
ess S
ystem
s
Pow
er, S
tructu
ral &
Tech
nic
al
Syste
ms
En
viron
men
tal S
ervic
e S
ystem
s
Pla
nt S
ystem
s
Natu
ral R
eso
urc
e S
ystem
s
An
imal S
ystem
s
Desig
n/
Pre
-Con
structio
n
Con
structio
n
Main
ten
an
ce/ O
pera
tion
s
Perfo
rmin
g A
rts
Visu
al A
rts
Prin
ting T
ech
nolo
gy
Jou
rnalism
& B
road
castin
g
A/V
Tech
nolo
gy
& F
ilm
Tele
com
mu
nic
atio
ns
Standard 2—Communication
SPI 3002.2.1 Identify the thesis and main points of a challenging speech.
E2E34
H
SPI 3002.2.2 Distinguish between a summary and a paraphrase.
E20E28
H
SPI 3002.2.3 Distinguish between a critique and a summary.
E20E28
H
SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect).
E17E22
H
SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes).
E37E44
H
SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).
E8 H
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Power of Discovery
Lexile and Quantile Study Opportunity
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Lexile Framework® for Reading Study
600
800
1000
1400
1600
1200
Text
Lexil
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%)
Summary of Text Lexile Measures
![Page 110: Daggett System for Effective Instruction Deep Dive Willard R. Daggett, Ed.D. Founder and CEO](https://reader031.vdocuments.net/reader031/viewer/2022013100/55146a86550346b0158b4d30/html5/thumbnails/110.jpg)
Lexile Framework® - Student Profile
600
800
1000
1400
1600
1200
Text
Lexil
e M
easu
re (
L)
Matt
* Source of National Test Data: MetaMetrics
910
Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0
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Lexile Framework® - Student Profile
600
800
1000
1400
1600
1200
Text
Lexil
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
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High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Provid
e
prof
essio
nal g
rowth
Instructional Leadership
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Program Announcement
9:30 • Session #77 - Ms. Math room
change to Washington B
• Session #93 – CTE will be in Bayou AB
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1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail - [email protected]
International Center for Leadership in Education, Inc.