International Center for Leadership in Education Dr. Willard R. Daggett Rigor & Relevance for...

International Center for Leadership in Education

Dr. Willard R. Daggett

Rigor & Relevance for ALL Students

August 17, 2010

Schools are Improving

School Improvement

Schools are Improving

School Improvement

Changing World

Skills GapSkills Gap

Schools are Improving

School Improvement

Changing World

Schools are Improving

School Improvement

Changing World

Schools are Improving

School

Impro

vement

Changing World

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

Schools are Improving

School Improvement

Changing World

Schools are Improving

School Improvement

Changing World

Schools are Improving

School

Impro

vement

Changing World

Why – What - How

Why – WHAT - How

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

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.

Why – What - HOW

Fewer, Clearer, Higher

TAKS English LAStudent Expectations Tested

High Medium Low

Grade 3 12 2 60

Grade 4 10 2 50 Grade 5 11 12 49 Grade 6 10 12 47 Grade 7 19 8 40 Grade 8 16 6 45 Grade 9 24 0 46 Grade 10 25 4 42

Grade 11 25 4 39

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

NESS StudySubgroup Rankings

Social Studies Skill (Economics): Investigate how a cost/benefit analysis can influence decisions based on profits and losses.

Group Rank

Overall 22

Business/Industry 3

Other Non-educators 15

Social Studies Teachers 57

Other Educators 18

NESS StudySubgroup Rankings

Social Studies Skill (History): Analyze major global occurrences from 1000 BCE – 1914 CE (onset of World War I) and describe the causes, consequences, or results.

Group Rank

Overall 21

Business/Industry 24

Other Non-educators 21

Social Studies Teachers 8

Other Educators 23

What is Proficiency?

ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

North Carolina 82 %

Texas 81 %

Iowa 77 %

Florida 71 %

Massachusetts 48 %

California 48 %

South Carolina 35 %

ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

North Carolina 82 % 183

Texas 81 % 190

Iowa 77 % 197

Florida 71 % 202

Massachusetts 48 % 234

California 48 % 210

South Carolina 35 % 228

ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading

ProficientRequired

NAEP Score

North Carolina 88 %

Texas 83 %

Iowa 72 %

Florida 44 %

California 39 %

South Carolina 30 %

ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading

ProficientRequired

NAEP Score

North Carolina 88 % 217

Texas 83 % 225

Iowa 72 % 250

Florida 44 % 265

California 39 % 262

South Carolina 30 % 276

ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

North Carolina 91 %

Texas 82 %

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

Texas 82 % 219

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

North Carolina 84 %

Iowa 76 %

Texas 61 %

Michigan 61 %

Florida 58 %

Massachusetts 42 %

South Carolina 24 %

ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics

ProficientRequired

NAEP Score

North Carolina 84 % 247

Iowa 76 % 262

Texas 61 % 273

Michigan 61 % 269

Florida 58 % 269

Massachusetts 42 % 301

South Carolina 24 % 305

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%)

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

Gold Seal Lessons

WHY – What - How

Create a CultureCreate a Culture

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

What will our Students need to:What will our Students need to:

KnowKnow DoDo

SPOTSPOT

• Integrated ProjectionIntegrated Projection

• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

LEARN to DO LEARN to DO

vs.vs.

DO to LEARNDO to LEARN

Bio Tech

The Changing Landscape

• Technology

• Globalization

Equity

Excellence

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 . . .

• China

• India

• Brazil

• Russia

• Mexico

60% of world Economic Growth in Next Five Years

Source: Carnegie International Study

• Viet Nam

• Argentina

• Brazil

• Indonesia

• Panama

World 5 Fastest Growing Economies

Source: Carnegie International Study

Population (Billions)

0

0.2

0.4

0.6

0.8

1

1.2

1.4

Debt (Trillions)

0

2

4

6

8

10

12

14

Debt / Person

$51,424

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

$160,000

Debt / Person

$59,435$51,424

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

$160,000

Debt / Person

$43,355

$59,435$51,424

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

$160,000

Debt / Person

$261$191

$43,355

$59,435$51,424

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

$160,000

Debt / Person

$261$191

$43,355

$63,294

$78,382

$148,291

$59,435$51,424

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

$160,000

German

y

France

U.K.

Debt / Person

$261$191

$43,355

$620$1,075

$294 $147

$63,294

$78,382

$148,291

$59,435$51,424

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

$160,000

Germ

any

France

U.K.

Bangla

desh

Brazil

Pakist

an

Indo

nesia

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

Elementary Schools6 Years Integrated Science

Biology / Chemistry Grade 7

Biology / Physics Grade 8

Physics / Chemistry Grade 9

Integrated Science Grades 10 - 12

Source: Ed Week 6/6/07

Chinese Science

The Changing Landscape

• Technology

• Globalization

• Cliff

Downs & Ups of the Federal Budget

Source: USA Today (2.10.10)

At the Federal level this year we will borrow 42% of every

dollar spent.

ArrA Stimulus

The Economy and our Schools

Base Funding

08 09 10 11 12

Recession

The Cliff

1. Back to School1. Back to School

2. Local Column2. Local Column

3. “Where will I ever use….”3. “Where will I ever use….”

4. Business Community4. Business Community

Create a CultureCreate a Culture

1. Create a Culture1. Create a Culture

2. Shared Vision/Data2. Shared Vision/Data

Rigor and Relevance for ALLRigor and Relevance for ALL

Criteria

• Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

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)

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)

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)

Guiding PrinciplesGuiding Principles

ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness LoyaltyLoyalty

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)

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 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%

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)

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

Texas Arts Education

Texas MathematicsEssential Knowledge and Skills/

Student Expectations7th Grade

TAKS 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;

L 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

Texas Career and Technical Education

Texas English Language ArtsStrands/Learning Standards

English I

Reading

NE

SS

TA

KS

Agriculture, Food and Natural Resources

Animal Systems Agribusiness

Prin

ciples of A

gri., Food

, & N

atural

Resou

rces

Eq

uin

e Scien

ce/L

ivestock P

rodu

ction/

Sm

all An

imal M

gmt.

Veterin

ary Med

ical Ap

plication

s

Ad

vanced

An

imal S

cience

Practicu

m in

Agri., F

ood, &

Natu

ral R

esources

Prin

ciples of A

gri., Food

, & N

atural

Resou

rces

Pro. S

tand

ards in

Agrib

usin

ess

Agrib

usin

ess Man

agemen

t & M

arketin

g

Math

ematical A

pp

lications in

Agricu

lture

(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

E5 H

(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words; E5 H (C) produce analogies that describe a function of an object or its description; E5 H (D) describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo); and

E5 H

(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.

E5 L

Expert Space Expert Space

Tied to Standards

Multiple Reading Scaffolds

Lexile Level:Lexile Level:600-800600-800

Lexile Level:Lexile Level:800-1000800-1000

Lexile Level:Lexile Level:1000-12001000-1200

Spanish TranslationsSpanish Translations

EXPERT SPACE – IncludesEXPERT SPACE – Includes

• Updated• Cross Curricular• 21st Century• Project Based• Electronic Portfolio• 24/7 Learning• Parent Involvement

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%)

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

Successful Practices Network• Mission

• Rigor, Relevance, and Relationship for ALL Learners

• Good to Great

• Best Practices

• Sustainability

October 22-24, 2010Washington DC

K-12 School Reinvention Symposium

Where Best Practices Meet Next Practices

www.LeaderEd.com

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

Yellow Sheets

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - info@LeaderEd.com

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International Center for Leadership in Education, Inc.