Future of Education: Preparing for the 21 st Century Raymond J. McNulty, President International Center for Leadership in Education Crestwood Local Schools

Future of Education:Preparing for the 21st Century

Raymond J. McNulty, President International Center for Leadership in Education

Crestwood Local SchoolsApril 4, 2011

• Not an expert

• I’m a learner and I change my opinion based on what I learn.

Why I do this work…

Schools are Improving

School Improvement

Schools are Improving

School Improvement

Changing World

The Boston Globe

Ray, reading the paper on your “Kindle” just isn’t the same!

Almost everyone wants schools to be better,

but almost no one wants them to be different.

Teacher – Student Comparisons

T – I make learning exciting for my students.

86%

S – My teachers make learning fun.

41%

Many of our efforts to transform education so that it works for more students is just more of the same old stuff!

“The future is not some place we are going to, but one we (you) arecreating. The paths are not found,

but made, and the activity of making them, changes both the

maker and the destination.”--John Schaar

WE need to become the AGENTS of

change.

Current System

Something Different

The Horse

The Automobile

Henry Ford quote…

•“If I had asked the public what they wanted, they would have said a faster horse.”

First practice must change, then results,

then policy.

THEMES• The Challenge We Face• Three Transformative Issues• Why Is It So Hard To Change?• One Additional Challenge We face• Best Practices, Next Practices and

Innovation• Conceptual Age• Rigor, Relevance• Relationships• Closing Thoughts

THEME

•The Challenge We Face

Making a better “20th Century School” is not the answer.

The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.

NESS Study Subgroup 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

Other Educators 8


ELA Skill: Write clear and concise directions or procedures.

Group Rank

Overall 9

Business/Industry 2


English Language Arts Teachers 25

Other Educators 8


Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall 20

Business/Industry 29


Mathematics Teachers

Other Educators 24


Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall 20

Business/Industry 29


Mathematics Teachers 4

Other Educators 24

We’ve created false proxies for learning…• Finishing a course or textbook has come

to mean achievement

• Listening to lecture has come to mean understanding

• Getting a high score on a standardized test has come to mean proficiency

Learning should have its roots in..• Meaning, not just memory

• Engagement, not simply transmission

• Inquiry, not only compliance

• Exploration, not just acquisition

• Personalization, not simply uniformity

• Collaboration, not only competition

• Trust, not fear

• Basic Knowledge/Skills

• English Language (spoken)

• Reading Comprehension • (in English)• Writing in English • (grammar, spelling, etc.)• Mathematics

• Science

• Government/Economics

• Humanities/Arts

• Foreign Languages

• History/Geography

Applied Skills

•Critical Thinking/Problem Solving

•Oral Communication

•Written Communication

•Teamwork/Collaboration

•Diversity

•Information Technology Application

•Leadership

•Creativity/Innovation

•Lifelong Learning/Self Direction

•Professionalism/Work Ethic

•Ethics/Social Responsibility

Today

We Need a Plan

We Need a Plan

Sir Ken Robinson

THEME• Three Transformative Issues

Transformation # 1• Leadership today requires a balance of

traditional skills mixed with innovation skills

• Stability, control and standardization mixed with uncertainty, ambiguity and disruptive thinking

“Success breeds stewards, not entrepreneurs.” Gary Hamel

A Concern I have is…..

Transformation # 2• Making a better 20th Century School is not

the answer

• It is about becoming different not just better

• Using researched based best practices important, but for true transformation you need a mixture of BEST and NEXT practices.

• 70 – 30 or 80 - 20

Best Practices toNext Practices

Fueled by Empowerment

AYP

Research Based Successful PracticesTight Tight

Critical PointRemain Tight TightEmpowerTight Loose

AYP

AYP

AYP

Transformation # 3• Collaboration is essential for success today

• Cooperation won’t get you the results you need

• Collaboration is mutual engagement to solve the challenge (21st Century)

• Cooperation is a division of labor approach (20th Century)

THEME• Why is it so hard to change?

Marshmallow Challenge

NEXT PRACTICE THINKING• The Iterative Process

• Versions

• Create a disciplined, managed space for development of new ways to accomplish difficult tasks

Why is it so hard to change?

• The more successful a system is, the more difficult it is to recognize when it must change. By example, market leaders are the last ones to transform.

• The American Education System, “The market leader during the industrial era!”

Market Leader Thinking• Dominant logic: “That’s the way we do

things here.”

VII

Shown below is the Roman numeral seven. By adding only a single line, turn it into an eight.

IX

• Shown below is a Roman numeral nine. By adding only a single line, turn it into a six.

SIX

IX6

Mental Locks

• We don’t need to be creative for most of what we do (driving, shopping, business of living). So staying on routine thought paths enables us to do many things without having to think about it.

• Our training in school has taught us that there is one right answer.

Five beautiful and well-dressed woman are standing in a tight group. One is crying and she has never been happier. The other four are smiling and they have never been more disappointed. Why?

• The Right Answer

The Second Right Answer

• What is the answer?

• What are the answers?

Five beautiful and well-dressed woman are standing in a tight group. One is crying and she has never been happier. The other four are smiling and they have never been more disappointed. Why?

• The Right Answer

• That’s not logical

• SOFT • HARD

• Logic• Metaphor• Dream• Reason• Precision• Humor• Consistency• Ambiguity• Play• Work• Exact• Approximate

• Direct• Focused• Fantasy• Reality• Paradox• Diffuse• Analysis• Hunch• Generalization• Specifics• Child• Adult

• SOFT• Metaphor• Dream• Humor• Ambiguity• Play• Approximate• Fantasy• Paradox• Diffuse• Hunch• Generalization• Child

• HARD• Logic• Reason• Precision• Consistency• Work• Exact• Reality• Direct• Focused• Analysis• Specific• Adult

• SOFT

• Shades of gray

• Hard to pick up

• Many answers

• Flood light, diffused

• HARD

• Black and white

• Easy to pick up

• Right answer

• Focused like a spot light

Cat - Refrigerator

So using what you have just learned give me at least two answers the following:

Tiffany and Chelsea are lumberjacks. They both work at the same rate. Tiffany works non-stop from nine in the morning until five in the afternoon. Chelsea also works the same hours, but takes a 10 minute break every hour. At the end of the day, Chelsea has cut down more trees than tiffany. Why?

THEME• One Additional Challenge We Face

We live in a world obsessed with science, predictability and control.

Some people believe if we can’t measure something, it must not count!

We must consider the possibility that if we can’t purely measure something, it might be the very most important thing!

Motivation is a key ingredient for success in learning.

“Motivation” is a soft word, people often question its importance because it can’t accurately measure them.

Talking with kids…

It’s not us against them!

72

Empowering the students

Day of Pink: A day to stand against bullying, harassment, and discrimination

Period 1 Day of Pink is a day of action, born when a youth in a high school in Cambridge, Nova Scotia, was bullied because he wore a pink shirt to school.

His fellow students decided to stand up to bullying; and hundreds of students came to

school wearing pink to show support for diversity and stopping discrimination.

What do you feel makes you different or unique?

Have you ever felt this puts you at risk for being bullied or harassed?

CULTURE DRIVES STRATEGY

Essential Design Elements• EXCITEMENT• PASSION• MOTIVATION• EMPOWERMENT• VOICE

Where are these elements in your school improvement plans?

THEME

• Best Practices, Next Practices and Innovation

Best practices allow you to do what you are currently doing a little better…..

Best Practices

• Research Based

• Replication

• 70 to 80 % of all activity should be

“Research Based Best Practice”

Best practices allow you to do what you are currently doing a little better,

while next practices increase your organization’s capability to do things that it has never

done before.

College and Career Readiness Defined• Cognitive strategies: Intellectual openness; inquisitiveness;

analysis; interpretation; precision and accuracy; problem solving; and reasoning, argumentation, and proof.

• Content knowledge: Understanding the structures and large organizing concepts of the academic disciplines, resting upon strong research and writing abilities.

• Academic behaviors: Self-management, time management, strategic study skills, accurate perceptions of one’s true performance, persistence, ability to utilize study groups, self-awareness, self-control, and intentionality.

• Contextual skills and knowledge: Facility with application and financial-aid processes and the ability to acculturate to college.

David Conley

Expertise (the way we do things around here) can sometimes be a road block to problem solving and the development of “Next Practices”.

We have a flawed perspective of always listening to our best customers… They tell us how good the system is working for them!

BANKING

• Sears

• IBM

• Xerox

A Story….• Not a bad idea, but to

earn a grade more than a C+, the idea has to be viable! (Yale Professor)

• Fredrick Smith

• The idea FedEx

-Shurnyu Suzuki

“In the beginner’s mind there are many

possibilities; in the expert’s mind there are few.”

System Innovation

Sustaining Innovation

Next Practice

Disruptive Innovation

THEME• Rigor and Relevance

• Rigor and relevance is NOT a new add-on !!

• Rigor and relevance is a philosophy of teaching!!

3 Mis-Conceptions on Rigor

• That rigor means ‘ more’

• Raising a grade is not ‘rigor’

• Being stricter and enforcing tighter policies

Rigor!

• Rigor means increasing the level of thinking in a more sophisticated and complex manner.

Knowledge TaxonomyKnowledge Taxonomy

1. Recall Knowledge1. Recall Knowledge2. Comprehension2. Comprehension 3. Application3. Application 4. Analysis4. Analysis 5. Synthesis5. Synthesis 6. Evaluation6. Evaluation

Thinking Continuum

Assimilation of knowledge

Acquisition of knowledge

Relevance • To determine a lessons Relevance you must ask the following questions…

1. Is it application?

2. Is it real world?

3. Is it unpredictable?

Application ModelApplication Model1 Knowledge of one 1 Knowledge of one disciplinediscipline

2 Application within 2 Application within disciplinediscipline

3 Application across 3 Application across disciplinesdisciplines

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

AcquisitionAcquisitionof knowledgeof knowledge

Applicationof knowledge

Action Continuum

Relevance of learningto life and work

Awareness 1

Comprehension 2

Application 3

1

Knowledge in one

discipline

2

Apply knowledge

in one discipline

A

Acquisition

Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.

Low-level Knowledge

A Quadrant

• name• label• define• select• identify• list• memorize• recite• locate• record

• definition• worksheet• list• quiz• test• workbook• true-false• reproduction• recitation

Verbs Products

Awareness 1

Comprehension 2

Application 3

B

Application

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Students use acquired knowledge to solve problems, design solutions, and complete work.

Low-level Application

B Quadrant

• apply• sequence• demonstrate• interview• construct• solve• calculate• dramatize• interpret• illustrate

• scrapbook• summary• interpretation• collection• annotation• explanation• solution• demonstration• outline

Verbs Products

Application 3

Analysis 4

Synthesis 5

Evaluation 6

1

Knowledge in one

discipline

2

Apply knowledge

in one discipline

C

Assimilation

Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.

High-level Knowledge

C Quadrant

• sequence• annotate• examine• report• criticize• paraphras

e• calculate• expand• summarize• classify• diagram

Verbs Productsessayabstractblueprintinventoryreportplanchartquestionnaireclassificationdiagramdiscussioncollectionannotation

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Application 3

Analysis 4

Synthesis 5

Evaluation 6

D

Adaptation

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.

High-level Application

D Quadrant

• evaluate• validate• justify• rate• referee• infer• rank• dramatize• argue• conclude

• evaluation• newspaper• estimation• trial• editorial• radio program• play• collage• machine• adaptation• poem• debate• new game• invention

Verbs Products

Theme

•Relationships

•Rigor

•Relevance

•Relationships

•Relationships

•Relevance

•Rigor

“It is virtually impossible to make things relevant for or expect personal excellence from a student you don’t

know.”Carol Ann Tomlinson

You can’t teach kids you don’t know….

Participation Gap• Self-Worth: Self-Worth occurs when

students know they are valued members of the community; have a person they can trust; believe they can achieve.

• Active Engagement: Active Engagement happens when students are deeply involved in the learning process.

• Purpose: Purpose exits when students take responsibility for who and what they want to become.

STUDENT ASPIRATIONS / PARTICIPATION GAP

SELF WORTH

ACTIVE ENGAGEMENT

PURPOSE

BelongingHeroesSense of Accomplishment

Fun & ExcitementCuriosity & CreativitySpirit of Adventure

Leadership & ResponsibilityConfidence to Take Action

Relationships

Relevance

Rigor

SELF WORTHBelonging

Heroes

Sense of Accomplishment

6-8 9-12 STATEMENT54% 49% I am proud of my school.49% 49% I enjoy being at school.58% 41% Teachers care about my problems and feelings.54% 46% Teachers care about me as an individual.50% 45% Teachers care if I am absent from school.19% 21% I have never been recognized for something positive at school.52% 48% If I have a problem, I have a teacher with whom I can talk.68% 51% Teachers respect students. 49% 37% Students respect teachers.36% 29% Students respect each other .

NATIONAL DATA

6-8 9-12 STATEMENT42% 48% School is boring.68% 55% At school I am encouraged to be creative.47% 37% My classes help me understand what is happening

in my everyday life.67% 54% Teachers enjoy working with students 47% 37% Teachers have fun at school.41% 28% Teachers make school an exciting place to learn.79% 71% My teachers present lessons in different ways .

ACTIVE ENGAGEMENT

Fun & Excitement

Curiosity & Creativity

Spirit of Adventure

NATIONAL DATA

6-8 9-12 STATEMENT62% 64% I am a good decision maker.54% 59% I see myself as a leader.30% 35% Other students see me as a leader.91% 91% I believe I can be successful.80% 77% Teachers expect me to be successful.58% 64% I believe I can make a difference in this world.79% 66% I put forth my best effort at school.44% 36% I know the goals my school is working on.41% 30% Students council represents all students at school.

PURPOSE Leadership & Responsibility

Confidence to Take Action

NATIONAL DATA

I am proud of my school. T = 85S = 50

I am excited to be working with students. T = 96Teachers enjoy working with students. S = 56Students have fun at school. T = 78School is boring. S = 47Students make school an exciting place to work. T = 87Teachers make school an exciting place to learn. S = 31I have fun at school. T = 85Teachers have fun at school. S = 39

NATIONAL DATADelusional Discrepancies

Copyright 2008 Quaglia Institute

I am excited to tell my colleagueswhen I do something well. T = 59I am excited to tell my friends when I get good grades. S = 57 I feel comfortable asking questions in staff meetings. T = 66I feel comfortable asking questions in class. S = 66

NATIONAL DATASad Similarities

Copyright 2008 Quaglia Institute

THEME• Conceptual Age

Key Questions• What will the world be like 20 years

from now?

• What skills will you need to be successful in that world?

• What should the learning system look like?

Theme

•Closing Thoughts

• Think Differently, which means second and third answers

• Use best and next practices

• Create versions of your solutions

• Culture Drives Strategy

• Use quantitative and qualitative data, ask questions

TO DO THE JOB WELL

•QUANTITATIVE DATA

•QUALITATIVE DATA

•GREAT QUESTIONS…

BE EXTRAORDINARY

BEING EXTRAORDINARY

• Committed to the truth• Be committed to delaying

gratification• Be someone who always has the

chance of saying “yes”• Live a life where you do not make

others wrong

BEING EXTRAORDINARY

• Be committed to courage• Be someone who produces results

with absolutely no force• Be a person who is peaceful in chaos

BEING EXTRAORDINARY

• Be committed to courage• Be someone who produces results

with absolutely no force• Be a person who is peaceful in chaos• Be committed to managing success,

while being aware of its dangers (lottery winners and GM)

Future of Education:Preparing for the 21st Century



Middle – HighReading in the Content Area



Lexile Framework Semantic Difficulty

Syntactic Complexity

Lexile Literature• 1500 - On Ancient Medicine• 1400 - The Scarlet Letter• 1300 - Brown vs. Board of Ed.• 1200 - War and Peace• 1100 - Pride and Prejudice• 1000 - Black Beauty• 900 - Tom Swift in the Land of Wonders• 800 - The Adventures of Pinocchio• 700 - Bunnicula: A Rabbit Tale of Mystery• 600 - A Baby Sister for Frances• 500 - The Magic School Bus Inside the Earth• 400 - Frog and Toad are Friends• 300 - Clifford’s Manners

Lexile Texts• 1500 - The Making of Memory: From Molecules to Mind;

Doubleday• 1400 - Philosophical Essays; Hackett Publishing• 1300 - Psychology: An Introduction; Prentice Hall• 1200 - Business; Prentice Hall• 1100 - America: Pathways to Present; Prentice Hall• 1000 - Writing and Grammar Gold Level; Prentice Hall• 900 - World Cultures: A Global Mosaic; Prentice Hall• 800 - Word 97; Glencoe/McGraw-Hill• 700 - World Explorer: The U.S. & Canada; Prentice Hall• 600 - Science (Grade 4); Addison-Wesley• 500 - People and Places; Silver Burdett Ginn• 400 - Imagine That!; Scholastic Inc.• 300 - My World; Harcourt Brace

Personal Use Aetna Health Care Discount Form (1360) Medical Insurance Benefit Package (1280) Application for Student Loan (1270) Federal Tax Form W-4 (1260) Installing Your Child Safety Seat (1170) Microsoft Windows User Manual (1150) G.M. Protection Plan (1150) CD DVD Player Instructions (1080)

Newspapers Reuters (1440) NY Times (1380) Washington Post (1350) Wall Street Journal

(1320) Chicago Tribune (1310) Associated Press (1310) USA Today (1200)

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

Reading RequirementsFindings

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

• Consistent Across Country

A

dva

nce

d

Lexile Reading Level Range: 850-930

Inte

rmed

iate


En

try

Lev

el


Human Services

A

dva

nce

d


Inte

rmed

iate


En

try

Lev

el


Construction

Ad

van

ced


Inte

rmed

iate


En

try

Lev

el


Manufacturing

On-the Job Lexile Requirements

Construction

1,500

1,400

1,300

1,200

1,100

1,000

900

800

Lexile

Craftsman

Nurse

Sales

Secretary

National Adult Literacy Study 1992

International Center for Leadership in Education 2006

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%)

2005-06 Lexile Framework® for Reading StudySummary of High School Textbook Lexile Measures

800

1000

1400

1200

Tex

t L

exil

e M

easu

re (

L)

ELA ScienceSocial

Studies Arts CTEMath

Subject Area Textbooks

1300

1100

900


Some Beliefs

• Not every student’s ability to read will develop in the same way.

• Prose literacy (fiction, nonfiction, drama and poetry) is important, but no longer sufficient.

Some Steps

• Expand the reading curriculum to reflect today’s broad text sources.

• Use proven, research based instructional tools based on sound pedagogy.

Breaking the Failure CycleIn working with students who had not become competent readers by middle school it was clear that they had two significant problems with respect to reading:

Inability to decode and read connected text fluently.

Inability to create mental models from text.

Fluency

What is Fluency?

• Fluency can be defined as the ability to perform skills and demonstrate knowledge both accurately and quickly, without hesitation. Fluency is the building block of expertise in all things that we do well.

Importance of Fluency

. . . the automaticity with which skillful readers recognize words is the key to the whole system. The reader’s attention can be focused on the meaning and message of a text only to the extent that it’s free from fussing with the words and letters

Marilyn Adams

Mental Models

Mental Models

A mental model consists of mental tokens arranged in a structure that depicts the situation described by a text.

McNamara, Miller & Bransford, 1991)

Three turtles rested on a floating log, and afish swam beneath them.

Mental Models

A large part of comprehension ability rests on the ability to construct appropriate mental models.

(Bransford, Goin, Hasselbring, Kinzer, Sherwood and Williams, 1988)

Mental Models

For a variety of reasons, many students are unable to construct mental models from text.

Often it is because they do not have the necessary background knowledge to construct an accurate mental model.

The HatchThe real hatch would begin around two in the afternoon and last for at least a few hours. It would be all BWOs for a while, then Olives mixed with Pale Morning Duns, then those two mixed with a few bigger Sulphurs. Scattered in there at various times you could also see a few small Red Quills, maybe some caddis, or even a few rare, late-season Green Drakes.

Mental Models

Johnson-Laird (1983) argued that the inadequate construction of a mental model causes errors in comprehension.

Background Knowledge

When background knowledge does not exist it is necessary to provide that knowledge as a starting point for deepening understanding.

Some Steps• Expand the reading curriculum to

reflect today’s broad text sources.


• Commit to a school or district wide literacy plan.

STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL

STUDIES,SCIENCE, AND TECHNICAL

SUBJECTS

Design and OrganizationDesign and Organization

Three main sections• K-5 (cross-disciplinary)• 6-12 English Language Arts• 6-12 Literacy in History/Social Studies, Science,

and Technical SubjectsShared responsibilities for students’ literacy

developmentThree appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance

tasks• C: Annotated student writing samples

Key Points in Reading Key Points in Reading Reading Framework for NAEP 2009Reading Framework for NAEP 2009

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Key Points in ReadingKey Points in Reading Text Complexity Grade Bands and Associated Text Complexity Grade Bands and Associated

Lexile RangesLexile RangesText Complexity Grade Band in the Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR

expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

Key Points in WritingKey Points in Writing Write Logical Arguments Write Logical Arguments

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Key Points in WritingKey Points in Writing

•Research

•The Use of Technology

•Write Routinely

•Samples of Student Writing Appendix C

Summary• In ELA… literacy will be a shared

responsibility• In ELA…students will read more

complex text• In ELA… more informational text will

be read• In ELA… more writing and research• In ELA… speaking and listening

Middle – HighReading in the Content Area



Primary - IntermediateLiteracy



Lexile Framework Semantic Difficulty

Syntactic Complexity

Lexile Literature• 1500 - On Ancient Medicine• 1400 - The Scarlet Letter• 1300 - Brown vs. Board of Ed.• 1200 - War and Peace• 1100 - Pride and Prejudice• 1000 - Black Beauty• 900 - Tom Swift in the Land of Wonders• 800 - The Adventures of Pinocchio• 700 - Bunnicula: A Rabbit Tale of Mystery• 600 - A Baby Sister for Frances• 500 - The Magic School Bus Inside the Earth• 400 - Frog and Toad are Friends• 300 - Clifford’s Manners

Lexile Texts• 1500 - The Making of Memory: From Molecules to Mind;

Doubleday• 1400 - Philosophical Essays; Hackett Publishing• 1300 - Psychology: An Introduction; Prentice Hall• 1200 - Business; Prentice Hall• 1100 - America: Pathways to Present; Prentice Hall• 1000 - Writing and Grammar Gold Level; Prentice Hall• 900 - World Cultures: A Global Mosaic; Prentice Hall• 800 - Word 97; Glencoe/McGraw-Hill• 700 - World Explorer: The U.S. & Canada; Prentice Hall• 600 - Science (Grade 4); Addison-Wesley• 500 - People and Places; Silver Burdett Ginn• 400 - Imagine That!; Scholastic Inc.• 300 - My World; Harcourt Brace

Personal Use Aetna Health Care Discount Form (1360) Medical Insurance Benefit Package (1280) Application for Student Loan (1270) Federal Tax Form W-4 (1260) Installing Your Child Safety Seat (1170) Microsoft Windows User Manual (1150) G.M. Protection Plan (1150) CD DVD Player Instructions (1080)

Newspapers Reuters (1440) NY Times (1380) Washington Post (1350) Wall Street Journal

(1320) Chicago Tribune (1310) Associated Press (1310) USA Today (1200)

Some Beliefs

• Not every student’s ability to read will develop in the same way.

• Prose literacy (fiction, nonfiction, drama and poetry) is important, but no longer sufficient.

Some Steps

• Expand the reading curriculum to reflect today’s broad text sources.


Breaking the Failure CycleIn working with students who had not become competent readers by middle school it was clear that they had two significant problems with respect to reading:

Inability to decode and read connected text fluently.

Inability to create mental models from text.

Fluency

What is Fluency?

• Fluency can be defined as the ability to perform skills and demonstrate knowledge both accurately and quickly, without hesitation. Fluency is the building block of expertise in all things that we do well.

Importance of Fluency

. . . the automaticity with which skillful readers recognize words is the key to the whole system. The reader’s attention can be focused on the meaning and message of a text only to the extent that it’s free from fussing with the words and letters

Marilyn Adams

Mental Models

Mental Models

A mental model consists of mental tokens arranged in a structure that depicts the situation described by a text.

McNamara, Miller & Bransford, 1991)

Three turtles rested on a floating log, and afish swam beneath them.

Mental Models

A large part of comprehension ability rests on the ability to construct appropriate mental models.

(Bransford, Goin, Hasselbring, Kinzer, Sherwood and Williams, 1988)

Mental Models

For a variety of reasons, many students are unable to construct mental models from text.

Often it is because they do not have the necessary background knowledge to construct an accurate mental model.

The HatchThe real hatch would begin around two in the afternoon and last for at least a few hours. It would be all BWOs for a while, then Olives mixed with Pale Morning Duns, then those two mixed with a few bigger Sulphurs. Scattered in there at various times you could also see a few small Red Quills, maybe some caddis, or even a few rare, late-season Green Drakes.

Mental Models

Johnson-Laird (1983) argued that the inadequate construction of a mental model causes errors in comprehension.

Background Knowledge

When background knowledge does not exist it is necessary to provide that knowledge as a starting point for deepening understanding.

Some Steps• Expand the reading curriculum to

reflect today’s broad text sources.


• Commit to a school or district wide literacy plan.

STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL

STUDIES,SCIENCE, AND TECHNICAL

SUBJECTS

Design and OrganizationDesign and Organization

Three main sections• K-5 (cross-disciplinary)• 6-12 English Language Arts• 6-12 Literacy in History/Social Studies, Science,

and Technical SubjectsShared responsibilities for students’ literacy

developmentThree appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance

tasks• C: Annotated student writing samples

Key Points in Reading Key Points in Reading Reading Framework for NAEP 2009Reading Framework for NAEP 2009

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Key Points in ReadingKey Points in Reading Text Complexity Grade Bands and Associated Text Complexity Grade Bands and Associated

Lexile RangesLexile RangesText Complexity Grade Band in the Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR

expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

Key Points in WritingKey Points in Writing Write Logical Arguments Write Logical Arguments

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Key Points in WritingKey Points in Writing

•Research

•The Use of Technology

•Write Routinely

•Samples of Student Writing Appendix C

Summary• In ELA… literacy will be a shared

responsibility• In ELA…students will read more

complex text• In ELA… more informational text will

be read• In ELA… more writing and research• In ELA… speaking and listening

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

Reading RequirementsFindings

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

• Consistent Across Country

A

dva

nce

d


Inte

rmed

iate


En

try

Lev

el


Construction

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


2005-06 Lexile Framework® for Reading StudySummary of High School Textbook Lexile Measures

800

1000

1400

1200

Tex

t L

exil

e M

easu

re (

L)

ELA ScienceSocial

Studies Arts CTEMath

Subject Area Textbooks

1300

1100

900


Primary - IntermediateLiteracy



Documents

Future of Education: Preparing for the 21 st Century Raymond J. McNulty, President International Center for Leadership in Education Crestwood Local Schools