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International Center for Leadership in EducationInternational Center for Leadership in Education
Dr. Willard R. DaggettDr. Willard R. Daggett
Whole School Reform – Whole School Reform – A New Model for Leadership A New Model for Leadership
and Changeand Change
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International Center Finding
• Nation’s top performing
• Nation’s most rapidly improving
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School Improvement
• End in Mind
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School Improvement
• End in Mind– Rigor/Relevance ALL
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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
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Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
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1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
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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
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
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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.
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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.
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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.
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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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.
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School Improvement
• End in Mind– Rigor/Relevance ALL– Learning Criteria
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Ray McNulty
Senior Vice President, ICLE
February 2008San Diego, CA
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Education exists in the larger context of society.
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When society changes – so too must education if it is to
remain viable!
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Change Model
International Center for Leadership in Education
WHY
WHY
Prepare students for their future
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Change Model
International Center for Leadership in Education
WHY
WHY
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Change Model
International Center for Leadership in Education
WHY
WHY
W H A TW H A T
Rigor, Relevance,
Relationships for ALL
Students
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Change Model
International Center for Leadership in Education
WHY
WHY
W H A TW H A T
Where are you?
Where do you want to go?
W H
E R
E
W H
E R
E
Learning Criteria for 21st Century
Learners
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Made to Stickby Chip and Dan Heath
Made to Stickby Chip and Dan Heath
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Six Principles
•Simplicity•Unexpectedness•Concreteness•Credibility•Emotions•Stories
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Focus On Simplicity• Finding the essential core of our ideas?
• COMMANDER’S INTENT.. No Plan survives contact with the enemy! …Like writing a plan to have your friend play chess for you…….
• Southwest Airlines Commander’s Intent• “We Are the Low-Fare Airline”
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Educator’s Commander’s Intent
• Develop and implement plans to support and enhance 21st Century Teaching & Learning
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The Learning Criteria
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How do you want learning evaluated?
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The video of the movie Star Wars earned $193,500,000 in rental fees during its first year. Expressed in scientific notation, the number of
dollars earned is:
(1) 1935 x 108 (3) 1.935 x 106
(2) 193.5 x 106 (4) 1.935 x 108
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(4) 1.935 x 108
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Evaluation Systems
Many of our systems are incomplete because we over measure some things and not measure enough of others.
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The Learning Criteria helps you put into action what you
believe about learning.
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Success Beyond the Test
• Core Academics
• Stretch Learning
• Learner Engagement
• Personal Skill Development
International Center for Leadership in Education, Inc.
Rigor
Relevance
Relationships
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Learning Criteria to Support Rigor, Relevance & Relationships
• Every school has its own DNA.
• School success is measurable beyond the tests.
• Data must drive school improvement initiatives.
• School growth and continuous improvement is an ongoing, collaborative process.
International Center for Leadership in Education, Inc.
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Sustainable Results
In many cases, hard data is the total focus at the exclusion of soft data in our systems.
This results in a short-term solution but a long-term mistake!!!!!
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The Learning Criteria to Support 21st Century Learners ©
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Criteria
• Core Academic 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)
• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)
• Learner 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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LEARNING CRITERIA GRIDStudent
OutcomesSchool
PerformanceSustained Disaggregated
Benchmarked
(Target)
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Core Stretch Learner Engagement
Personal Skill Development
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Core
StretchLearner EngagementPersonal Skill Development
Dimensions of the Learning Criteria
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Richard Jones
Senior Consultant
February 2008San Diego, CA
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WHY
WHYW
H E
R E
W H
E R
E
W H A TW H A T
H O
W
H O
W
International Center for Leadership in
Education
Change Model
Schools as Living Systems
Framework
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Mental Models Mental Models influence our influence our thoughts and thoughts and
actions!actions!
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•What is your point of view?
Point of View Video Clip
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Story of blind men observing Story of blind men observing the elephantthe elephant
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Having a common mental Having a common mental model for your school?model for your school?
Each unique professional better understands common decisions
Less miscommunication
Easier to set organization goals
Easier to judge progress
Focuses innovation and change
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What is a useful What is a useful mental model for mental model for
school school improvement?improvement?
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Schools Are A SystemSchools Are A System
Perform unique functionConnected set of processesInputs in form of students and resourcesOutputs in form of educated students
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But, A But, A UniqueUnique System System
All schools are different and communities are unique.
An open system rather than a closed system, constantly influenced by the community.
Education is about people and their human abilities and frailties who don’t behave consistently.
Things change regardless of what you do.
When in doubt they try to keep the status quo
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““If people are machines, seeking to If people are machines, seeking to control us makes sense. But, if we control us makes sense. But, if we live with the same forces intrinsic live with the same forces intrinsic to all other life, then seeking to to all other life, then seeking to impose control through rigid impose control through rigid structures is suicide.”structures is suicide.”
““If people are machines, seeking to If people are machines, seeking to control us makes sense. But, if we live control us makes sense. But, if we live with the same forces intrinsic to all with the same forces intrinsic to all other life, then seeking to impose other life, then seeking to impose control through rigid structures is control through rigid structures is suicide.”suicide.”
Margaret Wheatley
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Schools as Living Systems Framework
• Organization drives function
• The goal is to isolate from external influences
• There is a well-defined beginning and end
• Control is through clear processes and procedures
• Innovation uses design prototypes and research
• Function drives organization
• The goal is to adapt to external influences
• Beginning/end are flexible, focus on constant growth
• Influence through leadership and social networks
• Innovation uses experiments and risk-taking
In Most Systems: In School Systems:
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56
What are the What are the characteristics of a characteristics of a
healthy living healthy living system?system?
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Living thingsLiving things •• are made of cells.are made of cells.•• obtain and use obtain and use energy. energy. •• grow and develop.grow and develop.•• reproduce. reproduce. •• adapt to their adapt to their environment.environment.
Learning from Life Learning from Life
Living schools have• identity• vitality• maturity• sustainability• adaptability
1919
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School Improvement - School Improvement - Learning from LifeLearning from Life
Schools Strive for
Vitality, Identity, Maturity, Adaptability and Sustainability Positive Characteristics of All Living Things
2020
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How do living How do living systems change?systems change?
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Living System Framework
Biological communities change by
Sensing Environment
Building Relationships
Modeling Others
Managing Resources
Taking Risks
Living Schools change by Living Schools change by
Adapting Best Practices Adapting Best Practices
Using DataUsing Data
Collaborating Among Staff Collaborating Among Staff
Allocating Staff and Funds Allocating Staff and Funds Innovating and Planning Innovating and Planning
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If leaders consider If leaders consider themselves leading themselves leading living systems, how living systems, how
would they act?would they act?
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Schools as Living Systems FrameworkSchools as Living Systems Framework
Innovate Think long termIncrease moraleImprove teamworkBe flexibleCollaborateDecentralize
Avoid mistakesDeliver results nowCut costs Reduce StaffRespect the rulesCompeteRetain control
Industrial (Closed)Systems Leaders:
Living (Open)Systems Leaders:
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63
What should What should professional professional
learning be like in a learning be like in a living school living school
system?system?
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Skills and cultureInternal collaborationAllow flexibility to innovateConnectionsBuild on current knowledgeLocalized and personalLearn from everyoneLearning everywhereInvest in trailblazersTrain next generation
Teach skills and ignore cultureUse external expertsFixed standard proceduresIsolated from other initiativesIntroduce the “hot” topicLarge scaleHierarchyOnly PD people trainUniversal and equalTrain only for their jobs
Traditional Systems:
Living Systems:
2222
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Follow a living system mental model?
Schools ARE systems, but....
Open rather than closed systems, constantly influenced by the community.
Learning is an organic process influenced by environment.
Changes evolve rather than occur with precision.
Leaders monitor and influence rather than control.
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School Improvement
• End in Mind– Rigor/Relevance ALL– Learning Criteria– Future vs. Past
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Challenges
• Globalization
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Challenges
• Technology
• Globalization
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Semantic WebSemantic Web Analyze DocumentsAnalyze Documents
Key words and headersKey words and headers Meaning/conceptsMeaning/concepts
Complete TaskComplete Task
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Challenges
• Technology
• Globalization
• Demographics
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Challenges
• Technology
• Globalization
• Demographics
• Values / Beliefs
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School Improvement
• End in Mind– Rigor/Relevance ALL– Learning Criteria– Future vs. Past
• Component
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I. Needs Assessment– Learning Criteria
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Eight Components to School ExcellenceEight Components to School Excellence
1. Embrace Common Vision and Goals for Rigor/Relevance/Relationships for ALL Students
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Eight Components to School ExcellenceEight Components to School Excellence
1. Embrace Common Vision and Goals for Rigor/Relevance/Relationships for ALL Students
2. Inform Decisions through Data Systems
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Criteria
• Core Academic 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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Eight Components to School ExcellenceEight Components to School Excellence
1. Embrace Common Vision and Goals for Rigor/Relevance/Relationships for ALL students
2. Inform Decisions through Data Systems
3. Empower Leadership Teams to Take Action and Innovate
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Eight Components to School ExcellenceEight Components to School Excellence
1. Embrace Common Vision and Goals for Rigor/Relevance/Relationships for ALL Students
2. Inform Decisions through Data Systems
3. Empower Leadership Teams to Take Action and Innovate
4. Clarify Student Learning Expectations
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CA STAR / CAHSEE English LABenchmarks Tested
High Medium Low Grade 3 23 9 19 Grade 4 21 10 22 Grade 5 21 5 17 Grade 6 22 8 21 Grade 7 24 4 18 Grade 8 26 1 22 Grade 9 24 0 29 Grade 10 25 9 29 Grade 11 23 3 29 CAHSEE 28 0 17
29
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High Medium Low HS Math 45 0 0 Integrated I 27 0 1 Integrated II 27 4 0 Integrated III 23 3 0 CAHSEE 53 0 45
29
CA STAR / CAHSEE Test Mathematics Benchmarks
Tested
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California Career and Technical Education
CaliforniaCurriculum Content Standards
English/Language ArtsGrades 9 and 10
Excerpt
Curriculum Survey ofEssential
Skills
CAHSEE
STAR
Agriculture & Natural Resources
Arts, Media, & Entertain-
ment
Building Trades &
Construction
Ag
ricultu
re Bu
siness
Ag
ricultu
re Mech
anics
Ag
riscience
Fo
restry & N
atural R
esou
rces
An
imal S
cience
Orn
amen
tal & H
orticu
lture
Plan
t & S
oil S
cience
Med
ia & D
esign
Arts
Perfo
rmin
g A
rts
Pro
du
ction
& m
anag
erial Arts
Cab
inetm
aking
& W
oo
d P
rod
ucts
En
gin
eering
& H
eavy Co
nstru
ction
Mech
anical C
on
structio
n
Resid
ential &
Co
mm
ercial C
on
structio
n
1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
e9 H H M L M M M M M L M M L L L L
1.2 Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.
e9 H H M L M M M L M L M M L L L L
1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo).
e9 L M M L M L M L M L L L L L L L
2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.
e29e80
H H H H H H H H H H H H H H H H
2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.
e36a L H H H H H H H H H H H H H H H
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California Arts Education
California MathematicsStandards/Benchmarks
5th Grade
CA Standards
TestVisual Arts Dance Music Theatre
2.4 Understand the concept of multiplication and
division of fractions.M H H H H
2.5 Compute and perform simple multiplication
And division of fractions and apply theseprocedures to solving problems.
M H H H H
1.1 Use information taken from a graph orequation to answer questions about a
problemsituation.
M M M M M
1.4 Identify and graph ordered pairs in the four
quadrants of the coordinate plane.H M L L L
1.5 Solve problems involving linear functions With integer values; write the equation; and
graphThe resulting ordered pairs of integers on a
grid.
H H L L L
1.2 Construct a cube and rectangular box from
two-dimensional patterns and use these patterns to
Compute the surface area for these objects.
H H L L H
1.3 Understand the concept of volume and use the
appropriate units in common measuring systems
(i.e., cubic centimeter [cm3], cubic meter [m3], cubic inch [in3], cubic yard [yd3]) to compute
thevolume of rectangular solids.
H H L L H
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Eight Components to School ExcellenceEight Components to School Excellence
1. Embrace Common Vision and Goals for Rigor/Relevance/Relationships for ALL Students
2. Inform Decisions through Data Systems
3. Empower Leadership Teams to Take Action and Innovate
4. Clarify Student Learning Expectations
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2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Georgia 87 %
North Carolina 82 %
Texas 81 %
Florida 71 %
Massachusetts 48 %
California 48 %
South Carolina 35 %
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2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Georgia 87 % 175
North Carolina 82 % 183
Texas 81 % 190
Florida 71 % 202
Massachusetts 48 % 234
California 48 % 210
South Carolina 35 % 228
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2005 Proficiency2005 ProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 %
Texas 83 %
Georgia 83 %
Florida 44 %
California 39 %
South Carolina 30 %
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2005 Proficiency2005 ProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 % 217
Texas 83 % 225
Georgia 83 % 224
Florida 44 % 265
California 39 % 262
South Carolina 30 % 276
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2005 Proficiency2005 ProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 %
Texas 82 %
Georgia 75 %
Ohio 65 %
Florida 63 %
California 51 %
South Carolina 39 %
Massachusetts 39 %
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2005 Proficiency2005 ProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 % 203
Texas 82 % 219
Georgia 75 % 215
Ohio 65 % 233
Florida 63 % 230
California 51 % 231
South Carolina 39 % 246
Massachusetts 39 % 255
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2005 Proficiency2005 ProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
North Carolina 84 %
Iowa 76 %
Georgia 69 %
Michigan 61 %
Florida 58 %
Massachusetts 42 %
South Carolina 24 %
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2005 Proficiency2005 ProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
North Carolina 84 % 247
Iowa 76 % 262
Georgia 69 % 255
Michigan 61 % 269
Florida 58 % 269
Massachusetts 42 % 301
South Carolina 24 % 305
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2005-06 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%)
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Eight Components to School ExcellenceEight Components to School Excellence
1. Embrace Common Vision and Goals for Rigor/Relevance/Relationships for ALL Students
2. Inform Decisions through Data Systems
3. Empower Leadership Teams to Take Action and Innovate
4. Clarify Student Learning Expectations
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Eight Components to School ExcellenceEight Components to School Excellence
5. Adopt Effective Instructional Practices
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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Sight
Hearing
A
Input to Brain
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Sight
Connections / Pathways
Hearing
C
Association Area
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Sight
Connections / Pathways
Prefrontal Cortex
Hearing
C
Association Area
B
D
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Sight
Connections / Pathways
Prefrontal Cortex
Hearing
Association Area
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Sight
Connections / Pathways
Prefrontal Cortex
Hearing
Association Area
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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I CAN Learn® Algebra• What Works Clearinghouse:
Recognized Evidence of Success• US Dept.of Education: “Promising”
Mathematics Program
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Eight Components to School ExcellenceEight Components to School Excellence
6. Address Organizational Structures
5. Adopt Effective Instructional Practices
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Eight Components to School ExcellenceEight Components to School Excellence
6. Address Organizational Structures
7. Monitor Progress/Improve Support Systems
5. Adopt Effective Instructional Practices
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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Eight Components to School ExcellenceEight Components to School Excellence
6. Address Organizational Structures
7. Monitor Progress/Improve Support Systems
5. Adopt Effective Instructional Practices
8. Refine Process on an Ongoing Basis
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What Works• Rigor and Relevance• Academics Into:
– Arts– CTE
• Interdisciplinary• Academies• Electives in 9th Grade• Foreign Language• Looping• Technology
– Read 180– I CAN Learn
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1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - [email protected]
www.LeaderEd.com
International Center for Leadership in Education, Inc.