Post on 29-Mar-2015
transcript
International Center for Leadership in Education
Dr. Willard R. Daggett
Scholastic Superintendents Leadership Summit
October 9, 2009
STIMULUS
Should short term funding be used to stimulate long term improvement
OR
To maintain what exist
The Cliff
International Center Finding
• Nation’s top performing• Nation’s most rapidly improving
What Works
• Evidenced Based• Research Based
Effective and Efficient Framework
Bases of ICLE Position
• International Center with Nation’s most Successful Schools
• Funding Student Learning – Report
Framework Vs. Index
Effective and Efficient Framework
High Student Performance
Low Student Performance
Effectiveness
Effective and Efficient Framework
High Student Performance
Low Student Performance
Effectiveness
Effective and Efficient Framework
High Cost
Low Cost
Effective and Efficient Framework
High Cost
Low Cost
High Student Performance
Low Student Performance
Effectiveness
Effective and Efficient Framework
High Cost
Low Cost
High Student Performance
Low Student Performance
C D
A B
Effectiveness
Effective and Efficient Framework
High Cost
Low Cost
High Student Performance
Low Student Performance
C D
A B
High CostHigh Performance
Low CostHigh Performance
Low CostLow Performance
High CostLow Performance
Effective and Efficient Framework
High Student Performance
Low Student Performance
Effectiveness
Application Model
1. Knowledge in one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world predictable situations
5. Application to real-world unpredictable situations
Rigor/Relevance For
All Students
1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation
Knowledge Taxonomy
Application Model
1. Knowledge in one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world predictable situations
5. Application to real-world unpredictable situations
Levels
C D
A B 1 2 3 4 5
456
321
Bloom’s
Application
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance Framework• Analyze the graphs of the
perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance 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.
Levels
C D
A B 1 2 3 4 5
456
321
Bloom’s
Application
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
Implications
1. Department Chairs
Effective and Efficient Framework
High Cost
Low Cost
High Student Performance
Low Student Performance
Interdisciplinary Chairs
Implications
1. Department Chairs
2. Class Size
Effective and Efficient Framework
High Cost
Low Cost
High Student Performance
Low Student Performance
Reduce Class Size
Implications
1. Department Chairs
2. Class Size
3. Technology
SPOT
• Integrated Projection• Projection Keyboard
Projection Keyboard
Projection Keyboard and Projector
Effective and Efficient Framework
High Cost
Low Cost
High Student Performance
Low Student Performance
READ 180
What Works
- Read 180
- System 44
- Expert 21
Implications
1. Department Chairs
2. Class Size
3. Technology
4. Looping
Effective and Efficient Framework
High Cost
Low Cost
High Student Performance
Low Student Performance
Looping
Survey Tools for Rigor, Relevance and Relationships
We Learn Student Survey
We Teach Instructional Staff Survey
We Lead Whole Staff Survey
Teacher vs. Student Comparison
T – Students can apply what I am teaching to their everyday lives. 92%
S – I can apply what I learn to my everyday life. 58%
Teacher vs. Student Comparison
T – Students in my classroom engage in hands-on activities. 88%
S – We do lots of hands-on activities in my classes. 45%
Teacher vs. Student Comparison
T – I encourage students to explore career pathways. 80%
S – My teachers encourage me to explore different careers. 49%
Teacher vs. Student Comparison
T – I make learning exciting for my students. 84%
S – My teachers make learning exciting. 40%
Teacher vs. Student Comparison
T – I encourage students to use multiple resources when solving problems. 93%
S – My teachers encourage me to use many resources to solve problems. 65%
Teacher vs. Student Comparison
T – I am aware of my students’ interests outside of school. 87%
S – My teachers know my interests outside of school. 30%
Teacher vs. Student Comparison
T – I recognize students when they demonstrate positive behavior in school. 95%
S – Good citizenship is rewarded in this school. 40%
Teacher vs. Student Comparison
T – I know my students’ academic interests and goals. 84%
S – My teachers know my academic interests and goals. 35%
Teacher vs. Student Comparison
T – I know what my students are passionate about. 78%
S – My teachers know what I love to do outside of school. 28%
Implications
1. Department Chairs
2. Class Size
3. Technology
4. Looping
5. Share Best Practices
Levels
C D
A B 1 2 3 4 5
456
321
Bloom’s
Application
Gold Seal Lessons
Gold Seal Lessons
Gold Seal Lessons
Gold Seal Lessons
Effective and Efficient Framework
High Cost
Low Cost
High Student Performance
Low Student Performance
Gold Seal Lessons
Implications
1. Department Chairs
2. Class Size
3. Technology
4. Looping
5. Best Practices
6. Less is More
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
ISTEP+ / ECA English LALearning Expectations Tested
High Medium Low
Grade 3 40 8 20 Grade 4 28 13 24 Grade 5 32 5 24 Grade 6 31 10 23 Grade 7 34 10 17 Grade 8 30 11 21 Grade 9 29 11 29
TCAP / EOC English LAAccomplishments / Additional SPIs Tested
High Medium Low
Grade 3 45 4 133
Grade 4 56 2 150
Grade 5 69 0 169
Grade 6 61 0 176
Grade 7 74 0 178
Grade 8 82 0 174
English II 27 0 20
Alabama English LA Strands / Objectives ARMT/AHSGE
High Medium Low Grade 3 8 3 24 Grade 4 9 1 25 Grade 5 15 0 21 Grade 6 7 0 23 Grade 7 7 0 21 Grade 8 5 0 22 Grade 10 5 0 25 Grade 11 4 0 28
NESS StudySubgroup Rankings
ELA Skill: Write clear and concise directions or procedures.
Group Rank
Overall 9
Business/Industry 2
Other Non-educators 10
English Language Arts Teachers 25
Other Educators 8
NESS StudySubgroup Rankings
ELA Skill: Give clear and concise oral directions.
Group Rank
Overall 7
Business/Industry 3
Other Non-educators 9
English Language Arts Teachers 28
Other Educators 7
NESS StudySubgroup Rankings
Math Skill: Apply the Pythagorean Theorem to right triangles.
Group Rank
Overall 20
Business/Industry 29
Other Non-educators 31
Mathematics Teachers 4
Other Educators 24
NESS StudySubgroup Rankings
Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error.
Group Rank
Overall 12
Business/Industry 3
Other Non-educators 10
Mathematics Teachers 30
Other Educators 8
NESS StudySubgroup Rankings
Social Studies Skill (Economics): Investigate how a cost/benefit analysis can influence decisions based on profits and losses.
Group Rank
Overall 22
Business/Industry 3
Other Non-educators 15
Social Studies Teachers 57
Other Educators 18
NESS StudySubgroup Rankings
Social Studies Skill (History): Analyze major global occurrences from 1000 BCE – 1914 CE (onset of World War I) and describe the causes, consequences, or results.
Group Rank
Overall 21
Business/Industry 24
Other Non-educators 21
Social Studies Teachers 8
Other Educators 23
Implications
1. Department Chairs
2. Class Size
3. Technology
4. Looping
5. Gold Seal Lessons
6. Less is More
7. Literacy
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Text
Lex
ile
Mea
sure
(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%)
Implications
1. Department Chairs
2. Class Size
3. Technology
4. Looping
5. Best Practices
6. Less is More
7. Literacy
8. Maintain vs. Reposition
STIMULUS
Should short term funding be used to stimulate long term improvement
OR
To maintain what exist
Secretary Duncan
“ The first question, I promise you, will be what did you do with the stabilization money to drive reform and improve achievement? If there isn’t a good answer to that, they might as well just tear up the form.”
June 2, 2009
The Cliff
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.