International Center for Leadership in Education Dr. Willard R. Daggett Milan Special School...

International Center for Leadership in Education

Dr. Willard R. Daggett

Milan Special School DistrictSchool Board Meeting

February 15, 2011

Schools are Improving

School Improvement


School Improvement

Changing World

Skills GapSkills Gap


School Improvement

Changing World

School Improvement

Changing World


School

Impro

vement

Changing World


Effective and Efficient 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

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

CC DD

AA BB

EEffffeeccttiivveenneessss

Why – What - How Why – What - How

Well Positioned

• Tennessee Diploma Project

• New State Standards and Assessments

• TVAAS

WHY – What - How WHY – What - How

Culture Drives Strategy

The Changing Landscape

• Technology

Semantic WebSemantic Web

Analyze DocumentsAnalyze Documents Key words and headers (Google)Key words and headers (Google)

Meaning / ConceptsMeaning / Concepts Wolfram AlphaWolfram Alpha

Complete TaskComplete Task

Implications

Home WorkHome Work Term PaperTerm Paper

SPOTSPOT

• Integrated ProjectionIntegrated Projection

• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

What will our Students need to:What will our Students need to:

KnowKnow DoDo

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%)

The Changing Landscape

• Technology

• Globalization

Equity

Excellence

Work to Worker

Why – WHAT - HOW Why – WHAT - HOW

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

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

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

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

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

1

2

3

4

5

6

1 2 3 4 5

A B

DC

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

6

1 2 3 4 5

A B

DC

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

6

1 2 3 4 5

A B

DC

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

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.

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


Why – What - HOW Why – What - HOW

We are now Evaluated as a School

• AYP

We will soon be Evaluated at the Teacher Level

• AYP• Teacher Evaluation

Transitioning to the

Common Core State Standards

and

Next Generation Assessments

Standards

Fewer, Clearer, Higher

State Standards to CCSSExisting State

StandardsNew Common Core

State Standards


StandardsNew Common Core

State Standards

For Example, in Tennessee

English Language Arts 5.8%

Mathematics 6.2%


Standards

New Common Core State Standards

Grade

3

4

5

6

7

8

9

10

Tennessee - English Language Arts 32%

- Mathematics 48%

Fewer/Clearer/HigherFewer/Clearer/Higher

Rigor and Relevant Framework Rigor and Relevant Framework

CCSSCCSSNext Generation AssessmentsNext Generation Assessments

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


What


The NavigatorThe Navigator

TCAP / EOC English LAContent Standards / SPIs Tested

High Medium Low

Grade 3 26 31 0

Grade 4 21 37 0

Grade 5 18 44 0

Grade 6 10 66 0

Grade 7 6 75 0

Grade 8 10 72 0

English II 83 5 0

StateTests

StateStandards

StateTests

StateStandards

Now

StateTests

StateStandards

AA

AA

National Essential Skills Study

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

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%)

ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Tennessee 88 %

North Carolina 82 %

Texas 81 %

Iowa 77 %

Florida 71 %

Massachusetts 48 %

California 48 %


ProficientRequired

NAEP Score

Tennessee 88 % 170

North Carolina 82 % 183

Texas 81 % 190

Iowa 77 % 197

Florida 71 % 202

Massachusetts 48 % 234

California 48 % 210


ProficientRequired

NAEP Score

North Carolina 88 %

Tennessee 87 %

Iowa 72 %

Florida 44 %

California 39 %

South Carolina 30 %


ProficientRequired

NAEP Score


Tennessee 87 % 222

Iowa 72 % 250

Florida 44 % 265

California 39 % 262

South Carolina 30 % 276

ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

North Carolina 91 %

Tennessee 87 %

Iowa 80 %

Michigan 73 %

Florida 63 %

California 51 %

South Carolina 39 %

Massachusetts 39 %


ProficientRequired

NAEP Score


Tennessee 87 % 200

Iowa 80 % 219

Michigan 73 % 222

Florida 63 % 230

California 51 % 231

South Carolina 39 % 246



ProficientRequired

NAEP Score

Tennessee 88 %

North Carolina 84 %

Iowa 76 %

Texas 61 %

Michigan 61 %

Florida 58 %

Massachusetts 42 %


ProficientRequired

NAEP Score

Tennessee 88 % 230


Iowa 76 % 262

Texas 61 % 273

Michigan 61 % 269

Florida 58 % 269


NESS &

Lexile

StateTests

StateStandards

CC

AA CC

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

CC

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

CCAA

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

ConsortiumAssessment

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

ConsortiumAssessment

DDAA

AA BB

DDCC

Gold Seal Lessons

We will soon be Evaluated at the Teacher Level



Standards

New Common Core State Standards

Grade

3

4

5

6

7

8

9

10

Tennessee - English Language Arts 32%

- Mathematics 48%

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


Tennessee Career and Technical EducationTennessee Career and Technical Education

Tennessee English Language Arts

Content Standards/State Performance Indicators

English II

NESSRank

TC

AP

/ EO

C

Agriculture, Food& Natural Resources

Architecture& Construction

Arts, A/V Technology& Communications

Food P

roducts & P

rocessing Systems

Agribusiness System

s

Pow

er, Structural & T

echnical System

s

Environm

ental Service Systems

Plant System

s

Natural R

esource Systems

Anim

al Systems

Design/

Pre-C

onstruction

Construction

Maintenance/ O

perations

Perform

ing Arts

Visual A

rts

Printing T

echnology

Journalism &

Broadcasting

A/V

Technology

& F

ilm

Telecom

munications

Standard 2—Communication

SPI 3002.2.1 Identify the thesis and main points of a challenging speech.

E2E34

H

SPI 3002.2.2 Distinguish between a summary and a paraphrase.

E20E28

H

SPI 3002.2.3 Distinguish between a critique and a summary.

E20E28

H

SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

E17E22

H

SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes).

E37E44

H

SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

E8 H

Tennessee Arts EducationTennessee Arts Education

Tennessee Language Arts Standards/Learning

Expectations/Accomplishments High School English II

Curriculum Survey of Essential

SkillsNational Rankings

End-of-Course

Test

Visual Arts

Dance Music Theatre

1.08 Develop organized pieces of writing containing focused, well-developed ideas.

e12e54

H H H H H

1.09 Demonstrate effective writing style by the use of vivid words, a variety of sentence structures, and appropriate transitions.

e12e54

H H H H H

1.10 Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.

e14e41e62

H M M M M

1.11 Recognize and demonstrate appropriate use of standard English: usage, mechanics and standard spelling, and sentence structure.

e1e7

H H H H H

1.12 Identify and use a variety of resources to revise and edit writing.

e21 H M M M M

1.13 Research information to prepare presentations or reports which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries.

e3e36a

L

Provide Tools and Support

• IT CAN BE DONE

1919thth Annual Annual

Model Schools ConferenceModel Schools Conference

June 26 – 29, 2011

www.ModelSchoolsConference.com

Recommendations• Needs Assessment

• Model Schools Conference

• Navigator

• Professional Development

Why – What - How Why – What - How

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - [email protected]

www.LeaderEd.com

International Center for Leadership in Education, Inc.

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