International Center for Leadership in Education Dr. Willard R. Daggett CESA 6 April 2, 2009.

transcript

International Center for Leadership in Education

Dr. Willard R. Daggett

CESA 6April 2, 2009

International Center Finding

• Nation’s top performing

• Nation’s most rapidly improving

Improving Student Performancein

Times of Declining Resources

Bases of ICLE Position

• International Center with Nation’s most Successful Schools

• Funding Student Learning – Report

• States– Florida– New Jersey

Framework Vs. Index

Efficient and Effective Framework

High High CostCost

Low Low CostCost

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

EEffffeeccttiivveenneessss

High High CostCost

Low Low CostCost

EEffffeeccttiivveenneessss

High High CostCost

Low Low CostCost

High CostHigh CostHigh PerformanceHigh Performance

Low CostLow CostHigh PerformanceHigh Performance

Low CostLow CostLow PerformanceLow Performance

High CostHigh CostLow PerformanceLow Performance

LevelsLevels

AA BB 1 2 3 4 5

Bloom’sBloom’s

ApplicationApplication

1 2 3 4 5

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

Rigor/Relevance FrameworkRigor/Relevance Framework• 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

1 2 3 4 5

Rigor/Relevance FrameworkRigor/Relevance Framework

• 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.

LevelsLevels

AA BB 1 2 3 4 5

Bloom’sBloom’s

READING

ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Wisconsin 83 %

Texas 81 %

Iowa 77 %

Florida 71 %

Massachusetts 48 %

California 48 %

South Carolina 35 %

ProficientRequired

NAEP Score

Wisconsin 83 % 189

Texas 81 % 190

Iowa 77 % 197

Florida 71 % 202

Massachusetts 48 % 234

California 48 % 210

South Carolina 35 % 228

ProficientRequired

NAEP Score

North Carolina 88 %

Wisconsin 86 %

Iowa 72 %

Florida 44 %

California 39 %

South Carolina 30 %

ProficientRequired

NAEP Score

North Carolina 88 % 217

Wisconsin 86 % 229

Iowa 72 % 250

Florida 44 % 265

California 39 % 262

ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

North Carolina 91 %

Texas 82 %

Wisconsin 74 %

Michigan 73 %

Florida 63 %

California 51 %

South Carolina 39 %

Massachusetts 39 %

ProficientRequired

NAEP Score

Texas 82 % 219

Wisconsin 74 % 225

Michigan 73 % 222

Florida 63 % 230

California 51 % 231

ProficientRequired

NAEP Score

North Carolina 84 %

Iowa 76 %

Wisconsin 75 %

Michigan 61 %

Florida 58 %

Massachusetts 42 %

South Carolina 24 %

ProficientRequired

NAEP Score

Iowa 76 % 262

Wisconsin 75 % 263

Michigan 61 % 269

Florida 58 % 269

Findings

1. Consistent with nation

Findings

2. Generally consistent between groups

Findings

3. The top-ranked topics tend to be those that are skill based as opposed to conceptual. These topics typically depict the application of knowledge.

Findings

4. Greatest variations are: Subject matter teachers Between subject area teachers and business

Findings

English/Language Arts Lower ranking to oral skills Higher ranking to expository and persuasive

writing

4. Greatest Variations

Subgroup Rankings

National Essential Skills Study (NESS)

English Language Arts Topic Statements

Business/

Industry

Other Non-Educators

English LA Educators

Other Educators

Give clear and concise oral directions. 4 4 23 5Assess the validity, reliability, authenticity, quality, and accuracy of an informational or literary text.

25 19 7 15

CESA 6 – Wisconsin Composite State and Subgroup Rankings of Essential Skills

Findings

Mathematics Lower rankings to metrics, Problem Solving

and rounding Higher ranking to Pythagorean Theorem,

linear equations and graphing slope

4. Greatest VariationsSubgroup Rankings

Mathematics Topic Statements

Business/

Industry

Other Non-Educators

Math Educators

Other Educators

Understand and apply basic algebraic properties (commutative and associative laws of addition and multiplication, distributive law of multiplication over addition, and identities and inverses).

3 2 17 2

Solve problems using units of metric measure and convert between metric and English/customary units.

7 4 22 3

Compute the distance between two points on a coordinate plane (length of a line segment) and determine the midpoint of a line segment between two points.

7 25 29 19

Know and apply the six basic trigonometric functions and ratios and solve right triangles using basic trigonometric ratios (sine, cosine, tangent).

51 23 9 27

Solve and graphically sketch problems involving two variables that exhibit direct and indirect variation.

25 51 53 53

Findings

Science Lower ranking to force/motion, water cycle,

and work/power to energy Higher ranking to presentation of data and

impact of chemical reactions

Findings

Social Studies Lower ranking to economic related areas Higher ranking to historical related areas

Findings

5. Consider elimination of low-priority standards

5. Eliminate Low-Priority Standards

Rankings

English Language Arts Topic Statements

CESA 6 WI

National Rank

Understand the effect of sounds, words, imagery, repetition, rhyme, and rhythm patterns in language, including poetry and orations, on the speaker or audience.

Listen for language cues that demonstrate a speaker's patterns of organization in formal presentations.

Research information about viewing by evaluating personal and societal viewing habits.

Create an original piece of literature or poetry for personal enjoyment or to share with other readers.

Write a biographical or autobiographical sketch. 48 47Interpret literature for an audience by reading out loud with appropriate expression.

Understand and apply film and theatrical terms and techniques to an analysis and evaluation of films and plays.

CESA 6 – Wisconsin Rankings Compared to National Results

5. Eliminate Low-Priority StandardsRankings

Mathematics Topic Statements

CESA 6 WI

National Rank

Use derivatives and the process of differentiation to determine slopes of tangent lines, maxima and minima, velocity, and acceleration.

Find the graphic solution of systems of linear inequalities (i.e., graph the solution set or region of the coordinate plane common to both inequalities).

Know how to sketch basic conic sections (e.g., circles, parabolas) by using their equations and solve systems of non-linear equations graphically.

Apply step and piecewise functions, including greatest integer and absolute value functions.

Apply summation notation to take the sum of an expression using limits (e.g., take the sum of 3i + 1 from i = 1 to 5).

Apply transformation concepts to examine two-dimensional aspects or representations of three-dimensional figures (e.g., isometries and nets).

Understand and apply the binomial theorem (e.g., explore the relationship of the binomial theorem with Pascal’s triangle and the Fibonacci sequence.

Science Topic Statements

CESA 6 WI

National Rank

Examine the chemical reactions involved in cell functions and the role of enzymes in facilitating the breakdown and synthesis of molecules.

Know the processes involved in the rock cycle and examine the environmental factors necessary for rock formation, recognizing that sedimentary, igneous, and metamorphic rocks contain evidence of the minerals, temperatures, and forces that created them.

Determine geologic history and age by examining the rock record and/or fossil sequencing and understand the technique of measuring geologic ages by absolute dating of rocks/fossils using known decay rates of radioactive isotopes.

Understand the concept and interpretation of the mole and the gram atomic mass, gram molecular mass, and molar volume of a gas.

Know characteristics of the erosional-depositional system by differentiating between an erosional process and a depositional process.

Know the history of the geocentric and heliocentric solar system models and how they are used to explain celestial and/or terrestrial objects or events.

Social Studies Topic Statements

CESA 6 WI

National Rank

Examine and explain the characteristics of early civilizations (4000-1000 BCE) in Eurasia and Africa and the emergence and spread of agrarian and militaristic societies.

Recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.

Examine and explain the processes that led to the emergence of the earliest agricultural communities around the world.

Relate the physical processes that shape the Earth’s surface to the spatial distribution of ecosystems.

Evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalization and misleading oversimplification.

Findings

6. Good correlation between priorities in math, science, and social studies and the state standards/test.

Wisconsin English LA Achievement Frameworks Subskills/Descriptors

Knowledge and Concepts Exam - CRT (WKCE)

High Medium Low Grade 3 11 1 0 Grade 4 11 1 0 Grade 5 8 4 0 Grade 6 10 2 0 Grade 7 10 2 0 Grade 8 9 3 0 Grade 10 8 1 3

Wisconsin Mathematics Achievement Frameworks Subskills/Descriptors

Knowledge and Concepts Exam - CRT (WKCE)

High Medium Low Grade 3 36 6 0 Grade 4 37 10 0 0 Grade 5 46 12 0 Grade 6 59 5 0 Grade 7 61 5 0 Grade 8 67 5 0 Grade 10 23 12 2

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

CA STAR / CAHSEE English LABenchmarks Tested

High Medium Low Grade 3 23 9 19 Grade 4 21 10 22 Grade 5 21 5 17 Grade 6 22 8 21 Grade 7 24 4 18 Grade 8 26 1 22 Grade 9 24 0 29 Grade 10 25 9 29 Grade 11 23 3 29 CAHSEE 28 0 17

FCAT English LABenchmarks Tested

High Medium Low

Grade 3 22 0 53

Grade 4 40 0 40

Grade 5 20 0 57

Grade 6 14 0 62

Grade 7 14 0 64

Grade 8 26 0 54

Grade 9-10 33 0 48

ISAT/PSAE English LABenchmarks Tested

High Medium Low

Grade 3 14 24 17 Grade 4 24 16 20 Grade 5 26 17 20 Grade 6 27 12 20 Grade 7 26 12 20 Grade 8 27 11 20 Grade 11 Data not available

MEAP English LA Grade Level Content Expectations Tested

High Medium Low

Grade 3 35 12 8 Grade 4 22 0 32 Grade 5 26 0 28 Grade 6 26 0 25 Grade 7 26 0 25 Grade 8 0 0 51 High School 49 11 31

Findings

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.

S – I can apply what I learn to my everyday life.

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

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

T – I encourage students to explore career pathways.

S – My teachers encourage me to explore different careers.

T – I make learning exciting for my students. 84%

S – My teachers make learning exciting. 40%

T – I encourage students to use multiple resources when solving problems.

S – My teachers encourage me to use many resources to solve problems.

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

S – My teachers know my interests outside of school.

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

S – Good citizenship is rewarded in this school.

T – I know my students’ academic interests and goals.

S – My teachers know my academic interests and goals.

T – I know what my students are passionate about.

S – My teachers know what I love to do outside of school.

International Center Finding

• Nation’s top performing

• Nation’s most rapidly improving

Example

• Class Size– 25 to 24

– 4 % increase

– Payroll Equals 80 %

– Total Cost = 3.2 % of Budget

• Professional Development

LevelsLevels

AA BB 1 2 3 4 5

Bloom’sBloom’s

Wisconsin Career and Technical EducationWisconsin Career and Technical Education

Wisconsin English Language Arts Objectives/Subskills/Descriptors

WKCE/WMAS AlignmentGrade 10

Agriculture, Food& Natural Resources

Architecture&

Construction

Arts, A/V Technology& Communications

Food P

roducts & P

rocessing Systems

Agribusiness System

er, Structural & T

echnical System

Environm

ental Service Systems

Plant System

Natural R

esource Systems

al Systems

Design/

onstruction

Construction

Maintenance/ O

perations

Perform

ing Arts

Visual A

Printing T

echnology

Journalism &

Broadcasting

Technology

Telecom

munications

10.1.2. Use knowledge of word structure to determine the meaning of words and phrases.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.

10.1.3. Use word reference materials to determine the meaning of words and phrases.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.

10.2.1. Demonstrate understanding of literal meaning by identifying stated information in literary text. Content StandardsA.1 Use effective reading strategies to achieve their purposes in readingA.2 Read, interpret, and critically analyze literature.A.3 Read and discuss literary and nonliterary texts in order to understand human experience.

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.

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.

Gold Seal Lessons

High High CostCost

Low Low CostCost

Focused Professional Focused Professional DevelopmentDevelopment

Reduce Reduce Class SizeClass Size

Empower StaffEmpower Staff

1.1. Team of teachers Team of teachers

2.2. Given group of students Given group of students

3.3. Agree to their present performanceAgree to their present performance

4. Give total budget (fixed and 4. Give total budget (fixed and variable)variable)

2.2. Given group of students Given group of students 3.3. Agree to their present performanceAgree to their present performance4. Give total budget (fixed and 4. Give total budget (fixed and

variable)variable)5. Give % of savings if student 5. Give % of savings if student

performance improvesperformance improves

Successful Examples

1. Teachers in teams with a group of students --- They get 50% of reduced cost if students maintain student performance. If they dramatically improve student performance they get 80% of reduced cost

High High CostCost

Low Low CostCost

Teacher-Designed Teacher-Designed ProgramProgram

XExisting Existing ProgramProgram

ExamplesExamples

1.1. Department ChairsDepartment Chairs

High High CostCost

Low Low CostCost

Interdisciplinary Interdisciplinary ChairsChairs

ExamplesExamples

2.2. Looping Looping

High High CostCost

Low Low CostCost

LoopingLooping

ExamplesExamples

2.2. Looping Looping

3.3. Electives to 9Electives to 9thth Grade Grade

High High CostCost

Low Low CostCost

Electives to Electives to 99thth Grade Grade

Technology

High High CostCost

Low Low CostCost

I CAN LearnI CAN Learn

High High CostCost

Low Low CostCost

READ 180READ 180

ExamplesExamples

Coordinate Professional Development Coordinate Professional Development with Graduate Degrees with Graduate Degrees

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - info@LeaderEd.com

www.LeaderEd.com

International Center for Leadership in Education, Inc.

International Center for Leadership in Education Dr. Willard R. Daggett CESA 6 April 2, 2009.

Documents