international center for leadership in education dr. willard r. daggett regional office of education...

International Center for Leadership in Education

Dr. Willard R. Daggett

Regional Office of EducationRegional Office of Education

May 9, 2007May 9, 2007

Skills Gap

WhyWhy WhatWhat HowHow

Change ProcessChange Process

Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline3. Application across 3. Application across

disciplinesdisciplines4. Application to real-world 4. Application to real-world

predictable situationspredictable situations5. Application to real-world 5. Application to real-world

unpredictable situationsunpredictable situations

WhyWhy WhatWhat HowHow

Change ProcessChange Process

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 Model1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline3. Application across 3. Application across

disciplinesdisciplines4. Application to real-world 4. Application to real-world

predictable situationspredictable situations5. Application to real-world 5. Application to real-world

unpredictable situationsunpredictable situations

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

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.

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

WhyWhy WhatWhat HowHow

Change ProcessChange Process

TheStudents are

Different

Schools Success in Changing

World

Input Process Output

InputInput

• The Students are Different

ResearchResearch

• Donald Roberts - Stanford• Jordan Grafman – National Institute of

Neurological Disorders• Hal Pashler – University of California• Cheryl Grady – Rothman Research Center,

Toronto• David Meyer – University of Michigan• Claudia Knooz – Duke

MultitaskingMultitasking

• Toggling

• Prefrontal Cortex

• Pew Research

Today’s YouthToday’s Youth

• Digital Learners

• Multimedia

• Find and manipulate data

• Analyze data and images

TheStudents are

Different

Schools Success in Changing

World

Input Process Output

WhyWhy WhatWhat HowHow

Change ProcessChange Process

Challenges

• Technology

Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB

2004 iPod = 4 GB2004 iPod = 4 GB

2005 iPod = 20 GB2005 iPod = 20 GB

2006 iPod = 80 GB2006 iPod = 80 GB

1964 IBM System / 360 Mainframe1964 IBM System / 360 Mainframe

Image source: www.dell.com

Image source: http://robota.dem.uc.pt/pda_control/pda2.JPG

Information TechnologyInformation Technology

• ProcessingProcessing

• CommunicationsCommunications

Nano TechnologyNano Technology

• Atom UpAtom Up

SPOTSPOT

• MicrosoftMicrosoft– CitizenCitizen– FossilFossil– SuuncoSuunco

SPOTSPOT

• Integrated ProjectionIntegrated Projection

• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

Language TranslationLanguage Translation

Translation GogglesTranslation Goggles

• In 1965 Gordon Moore forecasted that the processing power of a silicon chip would double every 18 months.

Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.

• Over the past 30 years, these enormous jumps have cut technology costs by 99.999% (or 35% per year).

Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.

Information TechnologyInformation Technology

• ProcessingProcessing

• CommunicationsCommunications

Bio TechnologyBio Technology

• Biological ScienceBiological Science

• Practical ApplicationPractical Application

Information TechnologyInformation Technology

• ProcessingProcessing

• CommunicationsCommunications

Bio TechnologyBio Technology

• Biological ScienceBiological Science

• Practical ApplicationPractical Application

Nano TechnologyNano Technology

• Atom UpAtom Up

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20002000

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20072007

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20102010

Bio / Nano / InfoBio / Nano / Info

‘68 ‘78 ‘88 ‘98 ‘08

CapacityCapacity

ApplicationsApplications

Size

Challenges

• Technology

• Globalization

GlobalizationGlobalization

• 9/11

• 11/9

• Information Tech (Work to Worker)

IBM:• Last 4 years / $2 billion

• Next 2 years / $6 billion

• 43,000 employees (2007)

International Research and Development Center

India

Kamdar, Mira. (2007). Planet India. Scribner. p. 12

GlobalizationGlobalization

• Microsoft

• 125 of 500

• Tax Returns

• MRIs

• Reuters

• A- Level

World LeadersWorld Leaders

• 1600s Spanish

• 1700 Dutch

• 1800s British

• 1900s United States

• 2000s ?? ?? ??

ChinaChina

• Clothes / Shoes

• Furniture

• Consumer Electronics

• Computers

• Bio Technology

Cities with 1 Million PeopleCities with 1 Million People

• United States

• Eastern / Western Europe

• China (2006)

• China (2020)

9

36

100 +

160 +

United States

Overconsumption of World Resources

Kamdar, Mira. (2007). Planet India. Scribner. p. 5

• U.S. consumes 30% of earth’s resources

• U.S. produces 25% of dangerous greenhouse gases

Kamdar, Mira. (2007). Planet India. Scribner. p. 5

Earth cannot sustain people consuming finite resources at

American levels.

Kamdar, Mira. (2007). Planet India. Scribner. p. 6

Challenges

• Technology

• Globalization

• Demographics

Start WorkingEnd WorkingLongevity

1900 2000 2100

47

62

77

21

62

1418

107

• 1910 3.0 / 100

Demographics / Economic

• 1946 4.6 / 100

• 2000 1.4 – 1.8 / 100

Robbins, John. (2006) Healthy at 100. Random House. p. xvi

Half of the people who have ever lived past 65 are alive today.

• 1900 – 3 million people in U.S. 65 or over

• 2000 – 33 million people 65 or older

Percent of Population Over Age 65

0

10

20

30

40

50

60

70

USA Canada CzechRepublic

France Germany Ireland Italy Japan Spain UK

2000

2050

Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.

Fertility Rate of Chinese Women

• A 2.1 birthrate is required to keep the population steady.

0

1

2

3

4

5

6

7

1st Qtr

1949

2002

Center for Strategic and International Studies and the Institute for International Economics. (2006). China: The Balance Sheet. Public Affairs

India

• World’s youngest country

• 50% under age 25

• 550 million teens by 2015

Kamdar, Mira. (2007). Planet India. Scribner. p. 8

Challenges

• Technology

• Globalization

• Demographics

• Values / Beliefs

Larger ContextLarger Context

• 1901 – 24 G.I.

• 1925 – 45 Silent

• 1946 – 60 Boomers

• 1961 – 81 Gen X

• 1982 - Millennial

WhyWhy WhatWhat HowHow

Change ProcessChange Process

Criteria

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

Criteria

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

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

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

StrategiesStrategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Instructional

TechnologyTechnology LectureLecture Note-taking/Graphic Note-taking/Graphic

Organizers Organizers

MemorizationMemorization Presentations/ExhibitionsPresentations/Exhibitions Research Research Problem-based LearningProblem-based Learning Project DesignProject Design Simulation/Role-playing Simulation/Role-playing Socratic SeminarSocratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning

Quantile FrameworkQuantile Framework

Numbers and OperationsNumbers and Operations

Algebra / Patterns & FunctionsAlgebra / Patterns & Functions

Data Analysis & ProbabilityData Analysis & Probability

MeasurementMeasurement

Geometry

500

600

700

900

1000

800Qu

anti

le M

easu

re (

Q)

Personal Use Employment High School First-Year College

1200

1100

1300

1500

1400

Interquartile Ranges Shown (25% - 75%)

2005-06 Quantile Framework® for Math StudySummary of Quantile Measures

8th

10th11th

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

Criteria

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

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

• Student 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)

Criteria

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

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

• Student 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)

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

Guiding PrinciplesGuiding Principles ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness LoyaltyLoyalty

Personal Skill Development

Student Engagement

Stretch Learning

Core Learning

Learning Criteria

School Others

Essential SkillsEssential Skills

2005-06 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%)

16 Career Clusters16 Career ClustersDepartment of EducationDepartment of Education

Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications

Business and Administration Architecture and Construction

Education and Training Finance

Health Science Hospitality and Tourism

Human Services Information Technology

Law and Public Safety Manufacturing

Government and Public Administration Retail, Wholesale, and Service

Scientific Research and Engineering Transportation, Distribution, and Logistics

Reading RequirementsReading RequirementsFindingsFindings

Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16

Consistent Across CountryConsistent Across Country

Ad

van

ced

Lexile Reading Level Range: 850-930

Inte

rmed

iate

Lexile Reading Level Range: 940-1090

En

try

Lev

el

Lexile Reading Level Range: 1000-1140

Human ServicesHuman Services

A

dva

nce

d

Lexile Reading Level Range: 1310-1390

Inte

rmed

iate

Lexile Reading Level Range: 1250-1340

En

try

Lev

el

Lexile Reading Level Range: 1310-1350

ConstructionConstruction

Ad

van

ced

Lexile Reading Level Range: 1310-1440

Inte

rmed

iate

Lexile Reading Level Range: 1280-1310

En

try

Lev

el

Lexile Reading Level Range: 1280-1330

ManufacturingManufacturing

On-the Job On-the Job Lexile RequirementsLexile Requirements

Construction

1,500

1,400

1,300

1,200

1,100

1,000

900

800

Lexile

Craftsman

Nurse

Sales

Secretary

National Adult Literacy Study 1992

International Center for Leadership in Education 2006

2005-06 Lexile Framework® for Reading StudySummary of High School Textbook Lexile Measures

800

1000

1400

1200

Tex

t L

exil

e M

easu

re (

L)

ELA ScienceSocial

Studies Arts CTEMath

Subject Area Textbooks

1300

1100

900

Interquartile Ranges Shown (25% - 75%)

WhyWhy WhatWhat HowHow

Change ProcessChange Process

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

StrategiesStrategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Instructional

TechnologyTechnology LectureLecture Note-taking/Graphic Note-taking/Graphic

Organizers Organizers

MemorizationMemorization Presentations/ExhibitionsPresentations/Exhibitions Research Research Problem-based LearningProblem-based Learning Project DesignProject Design Simulation/Role-playing Simulation/Role-playing Socratic SeminarSocratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning

TechnologyTechnology

DataData

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

Illinois Career and Technical Education

Illinois English Language Arts Goals/Standards/Benchmarks

High School

PSAEGrade 11

Agriculture and Natural ResourcesArchitecture and

Construction

Ag

Prod

uction

Ag

Mech

anics

Ag S

ervices(A

g B

usin

ess)

Natu

ral R

esources

Arch

itectural

Draftin

g C

luster

Bu

ildin

g T

rades

1.11.22 Apply information to a described situation. M M M H H H M

1.11.23 Use comparison/contrast to identify how information in a passage has similar or different characteristics. H M M M M M M

1.11.28 Identify and interpret the author’s purpose and point of view in expository texts and literary passages.

H M M M M M M

1.11.29 Explain how dialogue is used in a given passage to develop characters and create mood.

H L L L L L L

1.11.30 Determine an author's implied meaning by drawing conclusions based on facts, events, images, patterns, symbols, etc. found in the text.

H H H H H H H

2.11.01 Identify elements of fiction (e.g., theme, tone, mood, foreshadowing, symbolism, irony, imagery). H L L L L L L

Illinois Arts Education

Illinois English Language ArtsGoals/Standards/Benchmarks

Middle/Junior High School

ISATGrade 8

Visual Arts Dance Music Theatre

1.A.3a Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical).

M M M M M

1.B.3a Preview reading materials, make predictions and relate reading to information from other sources.

H H M M H

1.C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires).

H H M L H

3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions.

H M L M H

3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.

H H M H H

Instruction - StructureInstruction - Structure

Grade 9

ELA

Grade 10

ELA

Grade 11

ELA

Grade 12

ELA

Grade 9

Math

Grade 9

Science

Grade 9

Social Studies

Grade 10

Math

Grade 10

Science

Grade 10

Social Studies

Grade 11

Math

Grade 11

Science Grade 11

Social Studies

Grade 12

Math

Grade 12

Science Grade 12

Social Studies

Curriculum Alignment: The Reality

Grade 9

ELA Math ScienceSocial

Studies

Grade 10

ELA Math ScienceSocial

Studies

Grade 11

ELA Math ScienceSocial

Studies

Grade 12

ELA Math ScienceSocial

Studies

Curriculum Alignment: The Goal

Transition YearsTransition Years

Start with Hardest to Serve Students Start with Hardest to Serve Students

LeadershipLeadership

Comprehensive PlanComprehensive Plan

WhyWhy WhatWhat HowHow

Change ProcessChange Process

Model Schools ConferenceModel Schools Conference

June 30 – July 3, 2007June 30 – July 3, 2007Washington D.C.Washington D.C.

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.