international center for leadership in education dr. willard r. daggett milan special school...
TRANSCRIPT
International Center for Leadership in Education
Dr. Willard R. Daggett
Milan Special School DistrictSchool Board Meeting
February 15, 2011
Schools are Improving
School Improvement
Schools are Improving
School Improvement
Changing World
Skills GapSkills Gap
Schools are Improving
School Improvement
Changing World
School Improvement
Changing World
Schools are Improving
School
Impro
vement
Changing World
Schools are Improving
Effective and Efficient Framework
High High CostCost
Low Low CostCost
Effective and Efficient Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
EEffffeeccttiivveenneessss
Effective and Efficient Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
CC DD
AA BB
EEffffeeccttiivveenneessss
Why – What - How Why – What - How
Well Positioned
• Tennessee Diploma Project
• New State Standards and Assessments
• TVAAS
WHY – What - How WHY – What - How
Culture Drives Strategy
The Changing Landscape
• Technology
Semantic WebSemantic Web
Analyze DocumentsAnalyze Documents Key words and headers (Google)Key words and headers (Google)
Meaning / ConceptsMeaning / Concepts Wolfram AlphaWolfram Alpha
Complete TaskComplete Task
Implications
Home WorkHome Work Term PaperTerm Paper
SPOTSPOT
• Integrated ProjectionIntegrated Projection
• Projection KeyboardProjection Keyboard
Projection KeyboardProjection Keyboard
Projection Keyboard and ProjectorProjection Keyboard and Projector
What will our Students need to:What will our Students need to:
KnowKnow DoDo
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%)
The Changing Landscape
• Technology
• Globalization
Equity
Excellence
Work to Worker
Why – WHAT - HOW 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.
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.
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.
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
Why – What - HOW Why – What - HOW
We are now Evaluated as a School
• AYP
We will soon be Evaluated at the Teacher Level
• AYP• Teacher Evaluation
Transitioning to the
Common Core State Standards
and
Next Generation Assessments
Standards
Fewer, Clearer, Higher
State Standards to CCSSExisting State
StandardsNew Common Core
State Standards
State Standards to CCSSExisting State
StandardsNew Common Core
State Standards
For Example, in Tennessee
English Language Arts 5.8%
Mathematics 6.2%
State Standards to CCSSExisting State
Standards
New Common Core State Standards
Grade
3
4
5
6
7
8
9
10
Tennessee - English Language Arts 32%
- Mathematics 48%
Fewer/Clearer/HigherFewer/Clearer/Higher
Rigor and Relevant Framework Rigor and Relevant Framework
CCSSCCSSNext Generation AssessmentsNext Generation Assessments
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
What
• AYP• Teacher Evaluation
The NavigatorThe Navigator
TCAP / EOC English LAContent Standards / SPIs Tested
High Medium Low
Grade 3 26 31 0
Grade 4 21 37 0
Grade 5 18 44 0
Grade 6 10 66 0
Grade 7 6 75 0
Grade 8 10 72 0
English II 83 5 0
StateTests
StateStandards
StateTests
StateStandards
Now
StateTests
StateStandards
AA
AA
National Essential Skills Study
NESS StudySubgroup Rankings
ELA Skill: Write clear and concise directions or procedures.
Group Rank
Overall 9
Business/Industry 2
Other Non-educators 10
English Language Arts Teachers 25
Other Educators 8
NESS StudySubgroup Rankings
ELA Skill: Give clear and concise oral directions.
Group Rank
Overall 7
Business/Industry 3
Other Non-educators 9
English Language Arts Teachers 28
Other Educators 7
NESS StudySubgroup Rankings
Math Skill: Apply the Pythagorean Theorem to right triangles.
Group Rank
Overall 20
Business/Industry 29
Other Non-educators 31
Mathematics Teachers 4
Other Educators 24
NESS StudySubgroup Rankings
Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error.
Group Rank
Overall 12
Business/Industry 3
Other Non-educators 10
Mathematics Teachers 30
Other Educators 8
Proficiency
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%)
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Tennessee 88 %
North Carolina 82 %
Texas 81 %
Iowa 77 %
Florida 71 %
Massachusetts 48 %
California 48 %
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Tennessee 88 % 170
North Carolina 82 % 183
Texas 81 % 190
Iowa 77 % 197
Florida 71 % 202
Massachusetts 48 % 234
California 48 % 210
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 %
Tennessee 87 %
Iowa 72 %
Florida 44 %
California 39 %
South Carolina 30 %
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 % 217
Tennessee 87 % 222
Iowa 72 % 250
Florida 44 % 265
California 39 % 262
South Carolina 30 % 276
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 %
Tennessee 87 %
Iowa 80 %
Michigan 73 %
Florida 63 %
California 51 %
South Carolina 39 %
Massachusetts 39 %
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 % 203
Tennessee 87 % 200
Iowa 80 % 219
Michigan 73 % 222
Florida 63 % 230
California 51 % 231
South Carolina 39 % 246
Massachusetts 39 % 255
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
Tennessee 88 %
North Carolina 84 %
Iowa 76 %
Texas 61 %
Michigan 61 %
Florida 58 %
Massachusetts 42 %
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
Tennessee 88 % 230
North Carolina 84 % 247
Iowa 76 % 262
Texas 61 % 273
Michigan 61 % 269
Florida 58 % 269
Massachusetts 42 % 301
NESS &
Lexile
StateTests
StateStandards
CC
AA CC
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
CC
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
CCAA
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
ConsortiumAssessment
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
ConsortiumAssessment
DDAA
AA BB
DDCC
Gold Seal Lessons
We will soon be Evaluated at the Teacher Level
• AYP• Teacher Evaluation
State Standards to CCSSExisting State
Standards
New Common Core State Standards
Grade
3
4
5
6
7
8
9
10
Tennessee - English Language Arts 32%
- Mathematics 48%
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
Tennessee Career and Technical EducationTennessee Career and Technical Education
Tennessee English Language Arts
Content Standards/State Performance Indicators
English II
NESSRank
TC
AP
/ EO
C
Agriculture, Food& Natural Resources
Architecture& Construction
Arts, A/V Technology& Communications
Food P
roducts & P
rocessing Systems
Agribusiness System
s
Pow
er, Structural & T
echnical System
s
Environm
ental Service Systems
Plant System
s
Natural R
esource Systems
Anim
al Systems
Design/
Pre-C
onstruction
Construction
Maintenance/ O
perations
Perform
ing Arts
Visual A
rts
Printing T
echnology
Journalism &
Broadcasting
A/V
Technology
& F
ilm
Telecom
munications
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
Tennessee Arts EducationTennessee Arts Education
Tennessee Language Arts Standards/Learning
Expectations/Accomplishments 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
Provide Tools and Support
• IT CAN BE DONE
1919thth Annual Annual
Model Schools ConferenceModel Schools Conference
June 26 – 29, 2011
www.ModelSchoolsConference.com
Recommendations• Needs Assessment
• Model Schools Conference
• Navigator
• Professional Development
Why – What - How Why – What - How
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.