Understanding the Classroom Implications of the Transition to CCSS and NGAs Bill Daggett, Founder and Chairman February 15, 2013

Understanding the Classroom Implications of the Transition

to CCSS and NGAs Bill Daggett, Founder and Chairman

February 15, 2013

School Improvement

Growing Gap

Readiness

Changing World

School Improvement

Growing Gap

Changing World

School Improvement

Growing Gap

Changing World

School Improvement

Growing Gap

Changing World

Common Core State Standards

College and Career Ready


College AND Career Ready


FewerClearerHigher


• Create a Culture

Action Items

Culture Trumps Strategy

70%

Eligible for the Military

• Lack High School Diploma• Can Not Pass Basic Literacy

Test• Obesity• Drugs• Prison

70%-Is Increasing at 1% Per Year-

70%Are they employable?

70%Are they headed to public

assistance?

• Technology• Financial• Globalization• Demographics

The Changing Landscape

• Create a Culture• Instructional Program

Action Items

• Create a Culture• Instructional Program• Professional Development

Action Items

College AND Career Ready


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

Reading Study SummaryInterquartile Ranges Shown (25% - 75%)

2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Mississippi 88 %

Georgia 87 %

Wisconsin 83 %

Texas 81 %

Ohio 77 %

Arkansas 53 %

Massachusetts 48 %

South Carolina 35 %


ProficientRequired

NAEP Score

Georgia 87 %

Texas 84 %

South Carolina 84 %

Wisconsin 82 %

Florida 74%

Arkansas 70 %

Massachusetts 54 %

Mississippi 52 %


ProficientRequired

NAEP Score

Mississippi 88 % 161

Georgia 87 % 175

Wisconsin 83 % 189

Texas 81 % 190

Ohio 77 % 199

Arkansas 53 % 217

Massachusetts 48 % 234

South Carolina 35 % 228


ProficientRequired

NAEP Score

Georgia 87 % 178

Texas 84 % 188

South Carolina 84 % 194

Wisconsin 82 % 189

Florida 74% 206

Arkansas 70 % 200

Massachusetts 54 % 234

Mississippi 52 % 210


ProficientRequired

NAEP Score

Georgia 87 % (0) 178 (+3)

Texas 84 % (+3) 188 (-2)

South Carolina 84 % (+49) 194 (-34)

Wisconsin 82 % (-1) 189 (0)

Florida 74% (+3) 206 (+4)

Arkansas 70 % (+17) 200 (-17)

Massachusetts 54 % (+6) 234 (0)

Mississippi 52 % (-36) 210 (+49)


ProficientRequired

NAEP Score

Texas 94 % (+11) 201 (-24)

Wisconsin 85 % (-1) 232 (+3)

Georgia 77 % (-6) 209 (-15)

South Carolina 71 % (+41) 245 (-31)

Arkansas 71 % (+14) 241 (-13)

Florida 54 % (+10) 262 (-3)

Mississippi 48 % (-10) 254 (+7)

California 48 % (+9) 259 (-3)

2009 Proficiency2009 ProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

Texas 85 % (+3) 214 (-5)

Wisconsin 81 % (+7) 219 (+4)

Georgia 75 % (0) 218 (+3)

South Carolina 69 % (+30) 215 (-31)

Florida 75 % (+12) 225 (-5)

Arkansas 78 % (+25) 216 (-20)

Mississippi 58 % (-21) 223 (+17)

Massachusetts 48 % (+9) 255 (0)

2009 Proficiency2009 ProficiencyGrade 8 MathematicsGrade 8 Mathematics

ProficientRequired

NAEP Score

Texas 83 % (+22) 254 (-19)

Illinois 82 % (+28) 251 (-25)

New York 80 % (+24) 249 (-26)

Wisconsin 79 % (+4) 262 (-1)

Florida 66 % (+8) 266 (-3)

Mississippi 54 % (+1) 264 (+2)

Massachusetts 49 % (+7) 300 (-1)

Missouri 47 % (+32) 287 (-24)

FewerClearerHigherDifferent


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




Application Model

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.


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 median and mode of real data displayed in a histogram


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

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 median and mode of real data displayed in a histogram.


Levels

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321


1 2 3 4 5

Bloom’sBloom’s

456

321


Test


1 2 3 4 5

Bloom’sBloom’s

456

321


Test

CTE/ Jobs


1 2 3 4 5

Bloom’sBloom’s

456

321


Test

CTE/ Jobs

College Ready


1 2 3 4 5

Bloom’sBloom’s

456

321


Test

CTE/ Jobs

Career Ready

College Ready


Quad DSkills and Knowledge

• Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with others

Levels

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321


iKnow My Class Survey

www.iknowmyclass.com

Relevance•I have personal goals for my learning in

this class.•I see how this class relates to my other

classes.•I understand how I can apply what I am

learning in my everyday life.•In this class we discuss issues that are

important to me.•I believe what I am learning in this class

is important for my future.•The teacher relates our learning to

current events.

Relevance

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.


Relationships• The teacher cares if I am absent from class.• The teacher knows my hopes and dreams.• The teacher develops positive relationships

with students.• My ideas and thoughts are valued and

respected by the teacher. • I respect the teacher.• The teacher enjoys working with students.• The teacher inspires me to do my best.

Relationships

Quad DSkills and Knowledge

• Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with others

iKnow Survey – Quad D• I evaluate and improve my work on a

regular basis.• I have an opportunity to influence my

classmates’ thinking.• It is important that I share my knowledge to

help others. • I am able to communicate what I have

learned in relevant ways to different people.• I explore issues, events, and problems from

different perspectives. • This class challenges my thinking.• The teacher is willing to learn from the

students.

iKnow Survey – Quad D

How Students Learn

AA BB

DDCC

AA BB

DDCC

1. Common Core State Standards

2. Next Generation Assessment

Challenges

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

Performance Task drawn from the Ohio Performance Assessment Project.

Available at, www.ModelSchoolsConference.com/handouts12.html

AA BB

DDCC

StandardsStandards

AA BB

DDCC

AssessmentsAssessments

School Improvement

Growing Gap

Changing World

Purpose of 5th Grade Math

College Ready

Academics

Layers of non-sequential but increasingly complex

knowledge

College Ready

1 2 3 4 5

456

321

DisciplinesVertical Integration

K-12 System - CULTURE

Rules

K-12 Culture

RulesRegulation

K-12 Culture

RulesRegulation Certification

K-12 Culture

RulesRegulation CertificationTenure

K-12 Culture

RulesRegulation CertificationTenureContracts

K-12 Culture

RulesRegulation CertificationTenureContractsTeachers Trained

K-12 Culture

RulesRegulation CertificationTenureContractsTeachers TrainedPhysical Plant

K-12 Culture




Career Ready

Career ReadyCareer Ready

College ReadyCollege Ready

600

800

1000

1400

1600

1200

Tex

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exil

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easu

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L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*



Career Ready

Career Ready

Requires Both Vertical and Horizontal Integration

Career Ready

Career ReadyCareer Ready

College Ready

AA BB

DDCC

AA BB

DDCC

Career Ready

21st Annual

Model Schools Conference• Effective and efficient practices for improving student achievement in times of decreasing

resources and increasing expectations

• Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations

• Providing effective instructional approaches for special populations

•June 30 – July 3 | Washington, D.C.www.modelschoolsconference.com

• Looping

Organizational Changes

• Looping• Interdisciplinary Chairs


• Looping• Interdisciplinary Chairs• 9th Grade Electives


Take off the plate

Next Network

• State Standards to State Tests

Road Map

Wisconsin English LA Achievement Frameworks Subskills/Descriptors

Knowledge and Concepts Exam - CRT (WKCE) High Medium Low Grade 3 4 3 11 Grade 4 4 3 11 Grade 5 3 1 14 Grade 6 5 5 8 Grade 7 4 6 8 Grade 8 6 4 8 Grade 9 3 7 8

Grade 10 4 6 8 Grade 11 4 6 8 Grade 12 4 5 9

StateTests

StateStandards

Road Map

• State Standards to State Test• State Standards to Research

National Essential Skills Study(NESS)

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


ELA Skill: Give clear and concise oral directions.

Group Rank

Overall 7

Business/Industry 3


English Language Arts Teachers 28

Other Educators 7


Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall 20

Business/Industry 29


Mathematics Teachers 4

Other Educators 24


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


Mathematics Teachers 30

Other Educators 8

Proficiency

Reading Study Summary

600

800

1000

1400

1600

1200

Tex

t L

exil

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easu

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L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*


Interquartile Ranges Shown (25% - 75%)

NESS &

Lexile

StateTests

StateStandards

Gold Seal Lessons

NESS&

Lexile

StateTests

StateStandards

AA

Gold Seal Lessons

Gold Seal Lessons

NESS&

Lexile

StateTests

StateStandards

ConsortiumAssessment

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

Performance Task drawn from the Ohio Performance Assessment Project.

Available at, www.ModelSchoolsConference.com/handouts12.html

WisconsinCurriculum Matrix for Social Studies

Wisconsin History and Social ScienceLearning StandardsGrade 9-12 Excerpt

National Essential Skills Study (NESS)RankingsRank

CRT NESS Priority

Standard A: Geography

A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region, employing such concepts as climate, plate tectonics, volcanism, and landforms, and to describe the human attributes, employing such concepts as demographics, birth and death rates, doubling time, emigration, and immigration

SS1

Employ geographic tools (maps, globes, photographs, models, satellite images, charts, databases, GPS, etc.) and other visual images (physical, mental, and electronic representations) to acquire, process, and report information about people, places, and environments from a spatial perspective.

H H H

SS22

Analyze the causes and effects of population change on the characteristics, distribution, and complexity of Earth’s diverse populations and cultures, including the impact of demographics and the fact that they are constantly shifting.

A.12.2 Analyze information generated from a computer about a place, including statistical sources, aerial and satellite images, and three-dimensional models

SS1

Employ geographic tools (maps, globes, photographs, models, satellite images, charts, databases, GPS, etc.) and other visual images (physical, mental, and electronic representations) to acquire, process, and report information about people, places, and environments from a spatial perspective.

H H H

Standard D: Economics

D.12.1 Explain how decisions about spending and production made by households, businesses, and governments determine the nation's levels of income, employment, and prices

SS10Explain how changes in supply or demand cause relative prices to change and, in turn, affect the purchasing and sales incentives of buyers and sellers.

M H HSS24Describe how buyers and sellers interact to create market forces whereby market prices are determined and scarce goods and services are allocated.

SS39

Analyze how a nation’s overall levels of income, employment, and price for goods are determined by the interaction of spending and production decisions made by all households, firms, government agencies, and others in the economy.

Arts Education

Wisconsin English Language Arts Reading Frameworks

Objectives/Subskills/Descriptors Aligned toWMAS Content Standard A

Grade 7

National Essential

Skills Study

(NESS)Rankings

WKCE-CRT

Visual Arts

Dance Music Theatre

7.1. Determine the meaning of words and phrases in context.7.1.1. Use context clues to determine the meaning of words and phrases.• Use context clues to determine the meaning of unfamiliar words.• Understand the meaning of words and phrases used figuratively.• Use context clues to determine the meaning of multiple-meaning words.• Use knowledge of synonyms and antonyms to determine the meaning of words.• Identify analogies to demonstrate understanding of word meaning.• Understand connotative and denotative meaning of words.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.

E5 H

7.1.2. Use knowledge of word structure to determine the meaning of words and phrases.•Identify the meaning of a word with an affix.•Use knowledge of root words to determine the meaning of a word.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.

E5 M

A Look to the Future

Focused and Sustained Professional Development

Culture Trumps Strategy

70%


• Technology

• Analyze Documentso Keywords and Headers

(Google)• Meaning / Concepts

o Wolfram Alpha• Complete Task

Semantic Web

2 + 2Integrate x^2 sin^3 x dxgdp francewhat is the gdp of france?what is the gdp of france / italyinternet users in europespringfieldWeather Springfield

• Homework

Implications

• Homework• Term Paper

Implications

• Integrated Projection• Projection Keyboard

SPOT

Projection Keyboard

Projection Keyboard and Monitor

Technology should work for you—to be there when you need it and get out of your way when you don’t.

Google X started Project Glass to build this kind of technology, one that helps you explore and share your world, putting you back in the moment.

Project Glass

Download any movie, website, or piece of information into your glasses or

contact lenses

Today’s students live in a hyper-connected world,

except in school OR

are they also connected in school but we just don’t know it?

Information is everywhere. In this changing world, sense-making and

the ability to evaluate the credibility of information are paramount.

• Technology• Financial


2011 US Federal Budget2011 US Federal Budget

-borrowing 41% of -borrowing 41% of every dollar it is every dollar it is

spending spending

Federal Obligations•$534,000 per household•More than 5 times

—Mortgages —Car Loans—College Loans—Credit Cards

• Technology• Financial• Globalization


Shenzhen

•1980 - Fishing Village

•2013 -

• Only Superpower• Highest per Capita Income• 1st in Economic Growth• 5 % of Population Greater than 24

% of Consumption

U.S. – 2nd Half of 20th Century

•Source: National Academy of Science

PISA 2009

1 Shanghai-China 556

2 Korea 539

3 Finland 536

4 Hong Kong-China 533

5 Singapore 526

6 Canada 524

7 New Zealand 521

8 Japan 520

9 Australia 515

10 Netherlands 508

17 United States 500

20 Germany 497

21 Ireland 496

22 France 496

25 United Kingdom 494

33 Spain 481

43 Russian Federation 459

48 Mexico 425

53 Brazil 412

57 Indonesia 402

•Overall Reading

Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 493)

Significantly below OECD Average

PISA 2009

•Overall Math Scale



(OECD Average 496)



2 Singapore 562


4 Korea 546

6 Finland 541

9 Japan 529

10 Canada 527

11 Netherlands 526

13 New Zealand 519

15 Australia 514

16 Germany 513

22 France 497



32 Ireland 487

34 Spain 483


51 Mexico 419

57 Brazil 386

61 Indonesia 371

PISA 2009

•Overall Science Scale



(OECD Average 501)



2 Finland 554


4 Singapore 542

5 Japan 539

6 Korea 538

7 New Zealand 532

8 Canada 529

10 Australia 527

11 Netherlands 522

13 Germany 520


20 Ireland 508


27 France 498

36 Spain 488


50 Mexico 416

53 Brazil 405

60 Indonesia 383



Population

FemaleMale

1950

2010

2050


Action Items

Common Core State Standards and Next Generation Assessments

for Leaders Bill Daggett, Founder and Chairman

February 15, 2013

Common Core State Standards, Next Generation Assessments and Teacher Evaluation

Three Central Challenges


Financial Stress


Schools must find new and innovative ways to improve student

performance with increasingly fewer resources.


Financial Stress Change



Financial Stress Change Needs to be

Evolutionary Not Revolutionary



Action Items

School Improvement

Growing Gap

Changing World

School Improvement

Growing Gap

Changing World

School Improvement

Growing Gap

Changing World

Effectiveness and Efficiency Framework

High Cost

Low Cost

High Cost

Low Cost

High Student Performance

Low Student Performance

EEffffeeccttiivveenneessss


High Cost

Low Cost

High Student Performance

Low Student Performance

EEffffeeccttiivveenneessss


CC DD

AA BB

Class Size

0.210

0.2

0.4

0.6

0.8

1

0.20

0

0.2

0.4

0.6

0.8

1

• Effective • Efficient

Summer School

0.230

0.2

0.4

0.6

0.8

1

0.200

0.2

0.4

0.6

0.8

1


Student-Teacher Relationship

0.72

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1


Application of Knowledge

0.65

0

0.2

0.4

0.6

0.8

1

0.80

0

0.2

0.4

0.6

0.8

1


Professional Development

0.62

0

0.2

0.4

0.6

0.8

1

0.75

0

0.2

0.4

0.6

0.8

1


Teacher Expectations and Clarity

0.75

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1


Assessment to Inform and Differentiate Instruction

0.65

0

0.2

0.4

0.6

0.8

1

0.80

0

0.2

0.4

0.6

0.8

1


Literacy Strategies

0.61

0

0.2

0.4

0.6

0.8

1

0.65

0

0.2

0.4

0.6

0.8

1


0.7

2

0.9

0

0.6

2

0.7

5

0.4

0

0.6

7

0.9

0

0.6

0

0.7

5

0.9

0

0.6

9

0.8

0

0.6

0 0.6

5

0.5

5

0.7

5

0.2

1

0.2

0

0.3

00

.55

0.2

2

0.9

0

0.2

3

0.2

0

Stu

den t

Teach

e r

PD

Pri

or

Ach

iev e

Form

.

Eva

l.

Teach

e r

Cla

rity

Meta

Str

ats

.

Lit

era

c y

Str

ats

.P

eer

Tu

tor

Cla

ss

Siz

e

Ab

ilit

y

Gro

up

Teach

Test

Su

mm

e r

Sch

ool

Greatest Impact

• Culture of High Expectations• Relevance of Instruction• Strong Relationships

No Formula

Culture

Organizational Leadership

70%



Culture

Vision


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

Learning Criteria


• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

Learning Criteria



• 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)

Learning Criteria




• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

Learning Criteria

Guiding Principles

Culture

Vision

Structure and

systems


• Looping


• Looping• Interdisciplinary Chairs


• Looping• Interdisciplinary Chairs• 9th Grade Electives


Culture

Vision

Structure and

systems


Bui

ld le

ader

ship

Top-down support for bottom-up success

Empower Leadership Teams

C o n t r o l

Vision Driven

Quadrant D Leadership Framework

Low

HighLow

High

C o n t r o l

Vision Driven

AA

Low

HighLow

High


C o n t r o l

Vision Driven

AA BB

Low

HighLow

High


C o n t r o l

Vision Driven

AA BB

CCLow

HighLow

High


C o n t r o l

Vision Driven

AA BB

DDCCLow

HighLow

High


Leadership

AA

CC DD

BB

Rules

Results

Leadership

AA

CC DD

BB

Control

Empower

Rules

Results

Leadership

AA

CC DD

BB

Teaching / Teachers

Learning / Students

Rules Control

Results Empower

Leadership

AA

CC DD

BB

Compliance

Engaged

Rules Control Teaching/Teachers

Results Empower Learning / Students

Leadership

AA

CC DD

BB

Inputs

Outputs

Compliance Rules Control Teaching/Teachers

Engage Results Empower Learning / Students

Vision Driven Leadership

AA

CC DD

BB

Rules Control Teaching/Teachers Compliance Inputs

Results Empower Learning / Students Engaged Outputs

C o n t r o l

Vision Driven

AA BB

DDCC


Low

HighLow

High

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n


Bui

ld le

ader

ship

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n


Bui

ld le

ader

ship




• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

Learning Criteria

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Data

syste

msB

uild

lead

ersh

ip


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)

•High•School•Literature

•College•Literature

•High•School•Textbooks

•College•Textbooks

•Military •Personal•Use

•Entry-Level•Occupations

•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

•910


Lexile Framework® - Student Profile

•600

•800

•1000

•1400

•1600

•1200

• Tex

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exil

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easu

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L)









•Matt•600

•800

•1000

•1400

•1600

•1200





•Military

•Personal•Use



•1st

•Quarter•2nd

•Quarter•3rd

•Quarter•4th

•Quarter

High expectations

Instructional Leadership

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

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L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*



High expectations

Curriculum


High expectations

Curriculum

Literacy and math


High expectations

Curriculum

Literacy and math

Dat

a-dr

iven


Lexile Framework® for Reading Study Summary of Text Lexile Measures

•600

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•Interquartile Ranges Shown (25% - 75%)

Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0

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•Matt

•910


Lexile Framework® - Student Profile

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•Military

•Personal•Use



•1st

•Quarter•2nd

•Quarter•3rd

•Quarter•4th

•Quarter

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%

T – Students in my classroom engage in hands-on activities.

88%

S – We do lots of hands-on activities in my classes.

45%


T – I encourage students to explore career pathways.

80%

S – My teachers encourage me to explore different careers.

49%


T – I make learning exciting for my students.

84%

S – My teachers make learning exciting.

40%


T – I am aware of my students’ interests outside of school.

87%

S – My teachers know my interests outside of school.

30%


T – I recognize students when they demonstrate positive behavior in school.

95%

S – Good citizenship is rewarded in this school.

40%


High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Provid

e

prof

essio

nal g

rowth


Rigor and Relevance

Teaching

Levels

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321


AA BB

DDCC

Rigor and Relevance

Relationships

Teaching

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.


Rigor and Relevance

Relationships

Content

Teaching

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Levels

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321


AA BB

DDCC

How Students Learn

AA BB

DDCC

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Take off the plate

Next Network

Gold Seal Lessons

NESS&

Lexile

StateTests

StateStandards


Rigor and relevance

Relationships

Content H

ow s

tude

nts

lear

n

Inst

ruct

iona

l stra

tegi

es

Asses

smen

t to

guid

e

inst

ruct

ion

Teaching

21st Annual







Technology needs to do to education what it has done to countless other

industries: Disrupt It

Gaming is increasingly being built based upon brain research.


What is the implication to education?

• Downloaded 1 billion times• Average of 800 bird launches per

download• Collectively 800 billion birds

launched• Over 600 million minutes played

per day• 400,000 years of time played

Angry Birds

School Improvement

Growing Gap

Changing World

Blended Model

32

1

1 – Incremental Change (Improving Core Practices)

2 – Innovative Change (Fundamental Change of Core Practice)

3 – Transformational Change (Affect Entire System)

Evolution of Change Model

32

1

1 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT)

Technology in Schools

Pencil Budget

32

1

1 – Training all teachers to grade essays 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance

Grading of Papers

1

1 – Learning Together

Learning

32

1

1 – Student-run technology P.D. (survey/3 levels)

2 – Teachers are given technology IEP with students as their mentors

3 – Top 1/3rd students and teachers create alternative instructional delivery system


1587 Route 146Rexford, NY 12148

Phone (518) 399-2776Fax (518) 399-7607

E-mail - [email protected]

21st Annual






1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail: [email protected]

International Center for Leadership in Education

Close

Bill Daggett, Founder and ChairmanFebruary 15, 2013

School Improvement

Growing Gap

Changing World

21st Annual






32

1

1 – Incremental Change (Improving Core Practices)

2 – Innovative Change (Fundamental Change of Core Practice)

3 – Transformational Change (Affect Entire System)

Evolution of Change Model

32

1

1 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT)

Technology in Schools

Pencil Budget

32

1

1 – Training all teachers to grade essays 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance

Grading of Papers

1

1 – Learning Together

Learning

32

1

1 – Student-run technology P.D. (survey/3 levels)

2 – Teachers are given technology IEP with students as their mentors

3 – Top 1/3rd students and teachers create alternative instructional delivery system



Technology needs to do to education what it has done to countless other

industries: Disrupt It



What is the implication to education?

• Downloaded 1 billion times• Average of 800 bird launches per

download• Collectively 800 billion birds

launched• Over 600 million minutes played

per day• 400,000 years of time played

Angry Birds

School Improvement

Growing Gap

Changing World

Blended Model

• Gaming• Online Instruction• Blended Learning

K-12 Education – High Impact Factors

32

1

1 – Teaching 2 – Learning 3 – Personalization of Learning

Our Mission

Recommendations

Recommendations• Seeing is believing

21st Annual






Recommendations• Seeing is believing• Barrier Study

23 Successful Practices

• A focus on college AND career ready

Successful Practices

• A focus on college AND career ready• A common vision


• A focus on college AND career ready• A common vision• A culture of high expectations


• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum


• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students


• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement


• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement• Leadership across all levels


• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement• Leadership across all levels • Focused and sustained professional

development


23 Successful Practices

Successful Practices Network-Barrier Study-

• Level of Establishment•Firmly Established•Partially Established•In Planning Stage•Not Evident

Best Practices

• Technical• Cultural• Political• Insufficient Support• Insufficient Budget• Insufficient Personnel

Barriers

• Technical – • Cultural – is greatest barrier in 18

of the 23 successful practices• Political• Insufficient Support• Insufficient Budget • Insufficient Personnel

Barriers

• Technical – is greatest in 4 of the 23 successful practices

• Cultural – is greatest barrier in 18 of the 23 successful practices

• Political• Insufficient Support• Insufficient Budget • Insufficient Personnel

Barriers

• Technical – is greatest in 4 of 23 the successful practice

• Cultural – is greatest barrier in 18 of the 23 successful practices

• Political• Insufficient Support• Insufficient Budget – is greatest in

1 of the 23 successful practices • Insufficient Personnel

Barriers

Successful Practices Network-Barrier Study-

Recommendations• Seeing is believing• Barrier Study• Culture

70%

Recommendations• Seeing is believing• Barrier Study• Culture• Next Network

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards


DDAA

Recommendations• Seeing is believing• Barrier Study• Needs Assessment• Next Network• Leadership Team

Doctor

Doctor

Pilot

21st Annual






1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail: [email protected]

International Center for Leadership in Education