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Preparing Students to be College and Career Ready
Bill Daggett, Founder and ChairmanMarch 21, 2014
School Improvement
Growing Gap
School Improvement
Growing Gap
Changing World
Questions
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
WHY – WHAT - HOW
WHY
Culture Trumps Strategy
70%
Eligible for the Military
• Lack High School Diploma• Cannot Pass Basic Literacy
Test• Obesity• Drugs• Incarceration
70%-Is Increasing at 1% Per Year-
70%Are they employable?
70%Are they headed to public
assistance?
Population
FemaleMale
1950
Retirement Age
Male
Female
Life Expectancy Vs. the Social Security Retirement Age
1940 1960 1980 2000 2020 2040 2060
60
65
70
75
80
85
90
Source: 2004 Annual Reports of the Board of Trustees of Social Security and Medicare
Birth Rates, 1920- 2010Births Per 1,000 women ages 15-44
1920 1930 1940 1950 1960 1970 1980 1990 2000 20100
20
40
60
80
100
120
140
Source: National Center For Health Statistics Pew Research Center
Population
FemaleMale
• Technology
The Changing Landscape
What is different here?
Pope Benedict XVI Pope Francis
• Merging of on line providers and gaming
Emerging Trends
• Technology• Globalization
The Changing Landscape
• Technology• Globalization• Demographics
The Changing Landscape
For every 100 women enrolled in college, 77 men are enrolled.
For every 100 girls diagnosed with a special education disability, 217 boys are diagnosed with a special education disability.
For every 100 girls diagnosed with emotional disturbance, 324 boys are diagnosed with emotional disturbance
For every 100 females ages 15 to 19 that commit suicide, 549 males in the same range commit suicide.
For every 100 women ages 18 to 21 in correctional facilities, 1430 men are in correctional facilities .
100 Girls Project
• Technology• Globalization• Demographics• Financial
The Changing Landscape
Begin with the end in mind
What is your desired outcome?
1.Two Year College – 51.7%2.Four Year College – 19.9%
Freshmen NeedingRemediation
Are our Students College and Career Ready?
- High School Teachers - 89%- College Instructors – 26%
Source: ACT survey
College FreshmanWell or Very Well Prepared
Two-Year Colleges – 55.5%
Four-Year Colleges – 65.2%
College Retention Rate2013
First to Second Year
Source: ACT
Two-Year Colleges – 44.5%
Four-Year Colleges – 34.8%
College Dropout Rate2013
First to Second Year
Source: ACT
Two-Year Colleges in 3 years – 29.1%
Four-Year Colleges in 5 years – 36.6%
Average Graduation Rate1984-2013
Source: ACT
Maryland 4 Year Public College
Maryland 2 Year Public School
Career Ready
BUT
3.8 million jobs in theU.S.
remain unfilled
13 Million Americans are Unemployed
College is a means to anend
NOT the end
53.6% of Bachelor’s degree holders under 25
are jobless or underemployed
Source: USDOL – March, 2013
Your Major MattersA LOT
1. Business2. General Studies3. Social Science and History4. Psychology5. Health Professions6. Education7. Visual and Performing Arts8. Engineering and Technology9. Communications and Journalism10. Computer and Information Science
Bachelor’s Degrees
Source: National Center for Education Statistics
1. Business (1)2. General Studies (10)3. Social Science and History (6)4. Psychology (9)5. Health Professions (4)6. Education (5)7. Visual and Performing Arts (8)8. Engineering and Technology (2)9. Communications and Journalism (7)10. Computer and Information Science (3)
Bachelor’s–Competing Nations
Source: National Center for Education Statistics
Source: Bureau of Labor Statistics
48% of employed 4-year college graduates are in
jobs that require less than a 4-year degree
Source: Bureau of Labor Statistics
37% of employed 4-year college graduates are in
jobs that require less than a high school diploma
Job Shares by Skill Group, 1980-2010
Sources: NY Fed Calculations, U.S. Census Bureau
High-skill Upper-middle Lower-middle Low-skill
100
80
60
40
20
0 12.7
18.9
47.1
21.3
1980
16.2
25.4
37.7
20.7
2010 2040
Percent
• Telemarketers - 99%
source: The Future of Employment C. Frey and M. Osborne
Lost Jobs
• Telemarketers - 99%• Secretarial/Adm. Assistant - 96%
source: The Future of Employment C. Frey and M. Osborne
Lost Jobs
• Telemarketers - 99%• Secretarial/Adm. Assistant - 96%• Accountant/Auditors – 94%
source: The Future of Employment C. Frey and M. Osborne
Lost Jobs
• Telemarketers - 99%• Secretarial/Adm. Assistant - 96%• Accountant/Auditors – 94%• Retail Salespersons – 92%
source: The Future of Employment C. Frey and M. Osborne
Lost Jobs
• Telemarketers - 99%• Secretarial/Adm. Assistant - 96%• Accountant/Auditors – 94%• Retail Salespersons – 92%• Technical Writers – 89% source: The Future of Employment C. Frey and M. Osborne
Lost Jobs
• Machinists – 65%
source: The Future of Employment C.Frey and M. Osborne
Lost Jobs
• Machinists – 65%• Pilots – 55%
source: The Future of Employment C.Frey and M. Osborne
Lost Jobs
• Machinists – 65%• Pilots – 55%• Economist – 43%
source: The Future of Employment C.Frey and M. Osborne
Lost Jobs
• Machinists – 65%• Pilots – 55%• Economist – 43%• Health Technologists – 40%
source: The Future of Employment C.Frey and M. Osborne
Lost Jobs
1.Success of Graduates2.Cost
College Challenges
College tuition rates have increased on average at twice the rate of inflation in the past
17 years
Source: ACT
2013 college grad average loan debt was $35,200
Source: ACT
1980 1990 2000 2010
200%
400%
600%
800%
1,000%
0
1,200%
Percent Change Since January 1978• Food• Consume Price Index• Shelter• Medicare• College
The Growing CallFor
Career Ready
WHAT
1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world
predictable situations5. Application to real-world
unpredictable situations
Application Model
Poh, M.Z., Swenson, N.C., Picard, R.W.
4:00 PM 7:00 PM 9:00 PM 12:00 AM 3:00 AM 6:00 AM 9:00 AM 12:00 PM 3:00 PM
1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world
predictable situations5. Application to real-world
unpredictable situations
Application Model
1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
Knowledge Taxonomy
Levels
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
High SchoolLiterature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Reading Study SummaryInterquartile Ranges Shown (25% - 75%)
2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Mississippi 88 %
North Carolina 82 %
Maryland 82 %
New York 71 %
Louisiana 65 %
Oklahoma 52 %
Massachusetts 48 %
Wyoming 47 %
2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Kansas 88 %
Maryland 87 %
New York 77 %
Washington 73 %
Louisiana 71 %
North Carolina 69 %
Massachusetts 54 %
Mississippi 52 %
2005 Proficiency 2005 Proficiency Grade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Mississippi 88 % 161
North Carolina 82 % 183
Maryland 82 % 187
New York 71 % 207
Louisiana 65 % 198
Oklahoma 52 % 182
Massachusetts 48 % 234
Wyoming 47 % 228
2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Kansas 88 % 186
Maryland 87 % 187
New York 77 % 200
Washington 73 % 205
Louisiana 71 % 192
North Carolina 69 % 204
Massachusetts 54 % 234
Mississippi 52 % 210
2009 Proficiency 2009 Proficiency Grade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Kansas 88 % (+10) 186 (-6)
Maryland 87 % (+5) 187 (0)
New York 77 % (+6) 200 (-7)
Washington 73 % (-7) 205 (+8)
Louisiana 71 % (+6) 192 (-6)
North Carolina 69 % (-13) 204 (+19)
Massachusetts 54 % (+6) 234 (0)
Mississippi 52 % (-36) 210 (+49)
Grade 4 Reading Proficiency
TN170
MA234
MD187
2009 Proficiency2009 ProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
Texas 94 % (+11) 201 (-24)
Wisconsin 85 % (-1) 232 (+3)
Maryland 80 % (+12) 237 (-8)
Ohio 72 % (-8) 251 (+10)
Arkansas 71 % (+14) 241 (-13)
Florida 54 % (+10) 262 (-3)
Mississippi 48 % (-10) 254 (+7)
California 48 % (+9) 259 (-3)
Grade 8 Reading ProficiencyMO267
TX201
MD237
2009 Proficiency2009 ProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
Maryland 89 % (+11) 208 (-7)
Texas 85 % (+3) 214 (-5)
Wisconsin 81 % (+7) 219 (-16)
Georgia 75 % (0) 218 (+3)
Ohio 78 % (+13) 219 (-14)
Florida 75 % (+12) 225 (-5)
Arkansas 78 % (+25) 216 (-20)
Massachusetts 48 % (+9) 255 (0)
Grade 4 Math Proficiency
TN195
MA255
MD208
2009 Proficiency2009 ProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
Texas 83 % (+22) 254 (-19)
Illinois 82 % (+28) 251 (-15)
Ohio 71 % (+8) 265 (-9)
Maryland 66 % (+13) 271 (-5)
Oklahoma 59 % (+8) 269 (-9)
Mississippi 54 % (+1) 264 (+2)
Massachusetts 49 % (+7) 300 (-1)
Missouri 47 % (+32) 287 (-24)
Grade 8 Math Proficiency
TN229
MA300MD
271
HOW
Model Schools Conference
Register Today! www.modelschoolsconference.com
22nd Annual
Focusing on the end goal: preparing all students for successful futures
Taking control rather than being controlled by the short term agenda Preparing teachers to provide rigorous and relevant instruction for higher standards Strategically using technology to maximize the learning experience for all students Using data to monitor improvement efforts and adjust course nimbly for maximum impact
Leading Change During Challenging Times-Lessons Learned from Our Nation’s Most Rapidly Improving
Schools
Bill Daggett, Founder and ChairmanMarch 21, 2014
HOW
System
Culture
Organizational Leadership
Culture Trumps Strategy
High expectations
Instructional Leadership
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
High SchoolLiterature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Reading Study SummaryInterquartile Ranges Shown (25% - 75%)
Grade 8 Reading ProficiencyMO267
TX201
MD237
Rigor and Relevance
Teaching
Levels
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
Rigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A B
DCExpress 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.
Rigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A B
DCAnalyze 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.
Rigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A B
DCExpress 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.
Levels
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
Rigor/Relevance Framework
Decision MakingInnovation/Creativity Goal Setting/Results DrivenMulti TaskingWork with others
Quad D – Skills and Knowledge
AA BB
DDCC
StandardsStandards
AA BB
DDCC
AssessmentsAssessments
The “two-second rule” is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown.
As the speed of the cars increases, the minimum following distance also increases. Explain how the “two-second rule” leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour.
2 Second Rule
SAT, ACT, AP
Rigor and Relevance
Relationships
Teaching
Guiding Principles
ResponsibilitResponsibilityy
ContemplatioContemplationn
InitiativeInitiative PerseverancPerseveranc
ee OptimismOptimism CourageCourage
RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthineTrustworthine
ssss LoyaltyLoyalty
• 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)
• 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)
• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)
Learning Criteria
Rubrics
Culture
Vision
Structure and
systems
Organizational Leadership
• Looping
Organizational Changes
• Looping• Interdisciplinary Chairs
Organizational Changes
• Looping• Interdisciplinary Chairs• 9th Grade Electives
Organizational Changes
Recommendations
Recommendations
• Create a Culture
Culture Trumps Strategy
Recommendations
• Create a Culture• Needs Assessments
Needs Assessment
Focus
•What is effective?•What can you impact?•What is most efficient?
Effectiveness and Efficiency Framework
High Cost
Low Cost
Effectiveness and Efficiency Framework
High Cost
Low Cost
High Student Performance
Low Student Performance
EEffffeeccttiivveenneessss
Effectiveness and Efficiency Framework
High Cost
Low Cost
High Student Performance
CC DD
AA BBLow Student Performance
EEffffeeccttiivveenneessss
Recommendations
• Create a Culture• Needs Assessments – 20 Day Plan
Recommendations
• Create a Culture• Needs Assessments – 20 Day Plan• Model Schools Conference
Model Schools Conference
Register Today! www.modelschoolsconference.com
22nd Annual
Focusing on the end goal: preparing all students for successful futures
Taking control rather than being controlled by the short term agenda Preparing teachers to provide rigorous and relevant instruction for higher standards Strategically using technology to maximize the learning experience for all students Using data to monitor improvement efforts and adjust course nimbly for maximum impact
Recommendations
• Create a Culture• Needs Assessments – 20 Day Plan• Model Schools Conference• Focus on Literacy and
Rigor/Relevance
Levels
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
High SchoolLiterature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Reading Study SummaryInterquartile Ranges Shown (25% - 75%)
Recommendations
• Create a Culture• Needs Assessments – 20 Day Plan• Model Schools Conference• Focus on Literacy and
Rigor/Relevance• Nextpert
Packed with high-rigor, high-relevance resources – and still growing
250 Next Generation Assessment Items 200 Model Lessons
2000 Lesson Starters (formerly Gold Seal Lessons)
300 Lesson Plans Thousands of additional resources – white papers, videos, courses, tech bulletins, case
studies.
Available for purchase as a site license (school-wide or district-wide)Visit leadered.com/nextpert
Recommendations• Create a Culture• Needs Assessments – 20 Day Plan• Model Schools Conference• Focus on Literacy and
Rigor/Relevance• Nextpert• We Surveys
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 make learning exciting for my students.
84%
S – My teachers make learning exciting.
40%
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%
Recommendations• Create a Culture• Needs Assessments – 20 Day Plan• Model Schools Conference• Focus on Literacy and
Rigor/Relevance• Nextpert• We Surveys• Yellow Sheets
1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) [email protected]
International Center for Leadership in Education, Inc.