international center for leadership in education dr. willard r. daggett our changing education...

International Center for Leadership in Education

Dr. Willard R. Daggett

Our Changing Education Landscape

December 2, 2010

ChallengesChallenges

1.1. Improve Student PerformanceImprove Student Performance

1.1. Common Core State StandardsCommon Core State Standards

2.2. New Assessments New Assessments

3.3. Teacher EvaluationTeacher Evaluation

4.4. Charter SchoolsCharter Schools

5.5. Focus on DataFocus on Data

Race to the TopRace to the Top

ChallengesChallenges

1.1. Improve Student PerformancImprove Student Performanc

2.2. LeadershipLeadership

ChallengesChallenges

1.1. Improve Student PerformancImprove Student Performanc

2.2. LeadershipLeadership

3.3. FinancialFinancial

Population (Billions)

0

0.2

0.4

0.6

0.8

1

1.2

1.4

Debt (Trillions)

0

2

4

6

8

10

12

14

Effective and Efficient Framework

High High CostCost

Low Low CostCost

Effective and Efficient Framework

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

EEffffeeccttiivveenneessss

Effective and Efficient Framework

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

CC DD

AA BB

EEffffeeccttiivveenneessss

ChallengesChallenges

1.1. Improve Student PerformancImprove Student Performanc

2.2. LeadershipLeadership

3.3. FinancialFinancial

4.4. TechnologyTechnology

Why – What - How Why – What - How

Why – WHAT - How Why – WHAT - How

Application ModelApplication Model1.1. 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 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 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.

Why – What - HOW Why – What - HOW

1.1. Common Core State StandardsCommon Core State Standards

2.2. New Assessments New Assessments

3.3. Teacher EvaluationTeacher Evaluation

Race to the TopRace to the Top

Teachers AwardsTeachers Awards

• SenioritySeniority

• Degrees EarnedDegrees Earned

• Principal InputPrincipal Input

• Student Student PerformancePerformance

• Rigorous Rigorous Classroom Classroom ObservationsObservations

• Pedagogical Pedagogical Content KnowledgeContent Knowledge

• Student FeedbackStudent Feedback

TodayToday Future ScenarioFuture Scenario

Transitioning to the

Common Core State Standards

and

Next Generation Assessments

InstructionInstruction NOT NOT

Structure Structure

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

VA SOL / EOC English LAStandards of Learning - Tested

High Medium Low

Grade 3 30 8 18 Grade 4 26 5 14 Grade 5 23 4 17 Grade 6 23 6 11 Grade 7 20 5 8 Grade 8 18 2 19 Grade 9 24 4 17 Grade 10 16 5 19 Grade 11 20 5 22

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

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

NESSStateTests

StateStandards

CC

AA CC

ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

North Carolina 82 %

Texas 81 %

West Virginia 80 %

Florida 71 %

New York 71 %

Massachusetts 48 %

California 48 %

ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

North Carolina 82 % 183

Texas 81 % 190

West Virginia 80 % 186

Florida 71 % 202

New York 71 % 207

Massachusetts 48 % 234

California 48 % 210

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%)

NESSStateTests

StateStandards

AA CC

NESSStateTests

StateStandards

Today we should address both A and C

AA

CC

Common Core State Standards

Fewer, Clearer, Higher

CommonCore

StandardsNESS

StateTests

StateStandards

CC

CommonCore

StandardsNESS

StateTests

StateStandards

CCAA

CommonCore

StandardsNESS

StateTests

StateStandards

ConsortiumAssessment

CommonCore

StandardsNESS

StateTests

StateStandards

ConsortiumAssessment

3 Years

DD

CommonCore

StandardsNESS

StateTests

StateStandards

ConsortiumAssessment

3 Years

DDCC

NESSStateTests

StateStandards

Now

AA

CC

CommonCore

StandardsNESS

StateTests

StateStandards

ConsortiumAssessment

3 Years

DDCC

Federal Legislation

Formula

Grants

CommonCore

StandardsNESS

StateTests

StateStandards

ConsortiumAssessment

CommonCore

StandardsNESS

StateTests

StateStandards

ConsortiumAssessment

DDAA

We are now Evaluated as a School

• AYP

CommonCore

StandardsNESS

StateTests

StateStandards

ConsortiumAssessment

Now

We will soon be Evaluated at the Teacher Level

• AYP• Teacher Evaluation

CommonCore

StandardsNESS

StateTests

StateStandards

ConsortiumAssessment

3 Years

AA BB

DDCC

Gold Seal Lessons

Gold Seal Lessons

Gold Seal Lessons

Gold Seal Lessons

What

• AYP• Teacher Evaluation• 3 Year Transition Plan

1.1. Common Core State StandardsCommon Core State Standards

2.2. New Assessments New Assessments

3.3. Teacher EvaluationTeacher Evaluation

4.4. Charter SchoolsCharter Schools

5.5. Focus on DataFocus on Data

Race to the TopRace to the Top

Provide Tools and Support

• IT CAN BE DONE

1919thth Annual Annual

Model Schools ConferenceModel Schools Conference

June 26 – 29, 2011

www.ModelSchoolsConference.com

ChallengesChallenges

1.1. Improve Student PerformanceImprove Student Performance

2.2. FinancialFinancial

3.3. Effective use of TechnologyEffective use of Technology

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - Karen@LeaderEd.com

www.LeaderEd.com

International Center for Leadership in Education, Inc.