International Center for Leadership in Education Dr. Willard R. Daggett Granite School District...

International Center for Leadership in Education

Dr. Willard R. Daggett

Granite School District

January 15, 2009

International Center Finding

• Nation’s top performing

• Nation’s most rapidly improving

WHY - WHAT - HOW

WHY – what - how

Why do we….Why do we….

1.1. KeyboardingKeyboarding

Why do we….Why do we….

1.1. KeyboardingKeyboarding

2.2. ReadingReading

Why do we….Why do we….

1.1. KeyboardingKeyboarding

2.2. Reading Reading

3. Foreign Language3. Foreign Language

Why do we….Why do we….

1.1. KeyboardingKeyboarding

2.2. Reading Reading

3. Foreign Language3. Foreign Language

4. Science4. Science

Why do we….Why do we….

1.1. KeyboardingKeyboarding

2.2. Reading Reading

3. Foreign Language3. Foreign Language

4. Science4. Science

5. Summers off 5. Summers off

Why do we…Why do we…

1.1. Department ChairDepartment Chair

Why do we…Why do we…

1.1. Department ChairsDepartment Chairs

2.2. Looping Looping

Why do we…Why do we…

1.1. Department ChairsDepartment Chairs

2.2. Looping Looping

3.3. Electives in 12Electives in 12thth Grade Grade

Why do we…Why do we…

1.1. Department ChairsDepartment Chairs

2.2. Looping Looping

3.3. Electives in 12Electives in 12thth Grade Grade

4. Start the day so early for High 4. Start the day so early for High SchoolsSchools

Quality Counts Report Quality Counts Report UtahUtah

1.1. Family Income – Above AverageFamily Income – Above Average

5.5. indergarten - Averageindergarten - Average

Quality Counts Report Quality Counts Report UtahUtah

1.1. Family Income – Above AverageFamily Income – Above Average

2. Parent Education – Above Average2. Parent Education – Above Average

5.5. indergarten - Averageindergarten - Average

Quality Counts Report Quality Counts Report UtahUtah

1.1. Family Income – Above AverageFamily Income – Above Average

2. Parent Education – Above Average2. Parent Education – Above Average

3. Parent Employment – Above Average3. Parent Employment – Above Average

5.5. indergarten - Averageindergarten - Average

Quality Counts Report Quality Counts Report UtahUtah

1.1. Family Income – Above AverageFamily Income – Above Average

2. Parent Education – Above Average2. Parent Education – Above Average

3. Parent Employment – Above Average3. Parent Employment – Above Average

4. Pre-School – Below Average4. Pre-School – Below Average

5.5. indergarten - Averageindergarten - Average

Quality Counts Report Quality Counts Report UtahUtah

1.1. Family Income – Above AverageFamily Income – Above Average

2. Parent Education – Above Average2. Parent Education – Above Average

3. Parent Employment – Above Average3. Parent Employment – Above Average

4. Pre-School – Below Average4. Pre-School – Below Average

5.5. Kindergarten – AverageKindergarten – Average

5.5. indergarten - Averageindergarten - Average

Quality Counts Report Quality Counts Report UtahUtah

1.1. Family Income – Above AverageFamily Income – Above Average

2. Parent Education – Above Average2. Parent Education – Above Average

3. Parent Employment – Above Average3. Parent Employment – Above Average

4. Pre-School – Below Average4. Pre-School – Below Average

5.5. Kindergarten – AverageKindergarten – Average

6.6. EEL – multiple issuesEEL – multiple issues

7.7. indergarten - Averageindergarten - Average

Quality Counts Report Quality Counts Report UtahUtah

Per Pupil Expenditure – 46 out of 50Per Pupil Expenditure – 46 out of 50

• On State Test ---- 50.5%On State Test ---- 50.5%

• NAEP ---32.0%NAEP ---32.0%

Proficient in 4Proficient in 4thth Grade Reading Grade Reading

• On State Test ---- 75.4%On State Test ---- 75.4%

• NAEP --- 35.9%NAEP --- 35.9%

Proficient in 8Proficient in 8thth Grade Mathematics Grade Mathematics

Identification of 21st Skills in the press and by the advocates

1. Affective Domain (Guiding

Principles)

2. Application of Academics (PS/DM/Innovation/Design)

3. Academics

Identification of 21st Skills by Successful Schools

1. Academics -Reading -Writing -Mathematics -Science -Technology2. Application of Academics

(PS/DM/Innovation/Design)3. Affective Domain (Guiding Principles)

• A Great Solution

• Overcome CTE image problem

• CTE to think out of the box

CTE

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 Requirements FindingsReading Requirements Findings

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

Consistent Across CountryConsistent Across Country

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 ServicesHuman Services

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

ConstructionConstruction

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

ManufacturingManufacturing

• On State Test ---- 50.5%On State Test ---- 50.5%

• NAEP ---32.0%NAEP ---32.0%

Proficient in 4Proficient in 4thth Grade Reading Grade Reading

Quantile FrameworkQuantile Framework

Numbers and OperationsNumbers and Operations

Algebra / Patterns & FunctionsAlgebra / Patterns & Functions

Data Analysis & ProbabilityData Analysis & Probability

MeasurementMeasurement

Geometry

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%)

2005-06 Quantile Framework® for Math

8th

10th11th

Application ModelApplication Model1.1. 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

why - WHAT - how

Application ModelApplication Model1.1. 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

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Convert fractions, percents and 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.

• Identify examples of parallel and perpendicular lines, planes and angles in this room.

• Calculate the volume of internal airspace to select an air conditioner.

• Calculate fertilizer needs to cover an odd shaped lawn.

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

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

• 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.

Utah Core Assessment – CRTELA Objectives Tested

High Medium Low

Grade 3 5 4 10 Grade 4 6 4 10 Grade 5 5 5 10 Grade 6 5 5 10 Grade 7 3 2 4 Grade 8 3 2 4 Grade 9 3 2 4 Grade 10 3 1 5 Grade 11 4 1 4 UBSCT 37 0 0

Utah Career & Technical Education

Utah Core English Language ArtsStandards/Objectives

Grade 9CRT

Agriculture & Natural Resources

Architecture & Construction

Arts, AV Tech & Communicatio

ns

Ag P

roduction

Ag Services

(Ag B

usiness)

Ag M

echanics

Natural

Resources

Architecture

Surveying &

Drafting

Construction

Visual A

rts &

Design

Perform

ing A

rts

Com

munications

Objective 1 (Word Analysis, Vocabulary Development): Determine word meaning through word parts, definitions, and context clues.

M H H H H H H H H H H

Objective 2 (Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., web pages, newspapers, magazines, encyclopedias, maps, schedules).

H H H H H H H H H H H

Objective 3 (Comprehension of Literary Text): Comprehend literature by evaluating the contribution to meaning of several literary elements within a work of literature.

H M M M M M M M M M M

Objective 1 (Writing to Learn): Compare multiple ideas and perspectives to extend thinking through writing.

L H H H H H H H H H H

Objective 2 (Written Communication of Inquiry): Write to analyze multiple points of view.

L H H H H H H H H H H

Utah Arts Education

MathematicsObjectives7th Grade

Tested Visual Arts Dance Music Theatre

(A) represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers;

H H H H H

(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

H H H H H

(D) use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;

H M M M M

(B) use properties to classify shapes including triangles, quadrilaterals, pentagons, and circles;

M H M L H

(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

H H H H H

why - what - HOW

The issue is The issue is InstructionInstruction not notStructureStructure

Nation’s Most Nation’s Most Successful SchoolsSuccessful Schools

Look like the Instructional Practices Look like the Instructional Practices found in found in

Career & Technical EducationCareer & Technical Education ProgramsPrograms

Nation’s Most Nation’s Most Successful SchoolsSuccessful Schools

Improving Student Performancein

Times of Declining Resources

Bases of ICLE Position

• International Center with Nation’s most Successful Schools

• Funding Student Learning – Report

• States– Florida– New Jersey

Point of Departure

• Collective Bargaining Agreement

• Categorical Funding

Or• Student Learning

A Shift in Focus

• Inputs

to

• Outputs

Framework Vs. Index

Efficient and Effective Framework

• Tool vs. Formula

• Guide Decision Making

Efficient and Effective Framework

• Guide Local Decision Making

• Repository of Successful Practices

• Guide Policy Development

Efficient and Effective Framework

High High CostCost

Low Low CostCost

Efficient and Effective Framework

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

EEffffeeccttiivveenneessss

Efficient and Effective Framework

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

CC DD

AA BB

EEffffeeccttiivveenneessss

Efficient and Effective Framework

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

CC DD

AA BB

High CostHigh CostHigh PerformanceHigh Performance

Low CostLow CostHigh PerformanceHigh Performance

Low CostLow CostLow PerformanceLow Performance

High CostHigh CostLow PerformanceLow Performance

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

info@LeaderEd.com

www.LeaderEd.com

International Center for Leadership in Education, Inc.