CTE at a CrossroadsCTE at a Crossroads
July 18, 2011
Dr. Willard R. Daggett
“Th h B f Ti“These are the Best of Times ‐
These are the Worst of Times”These are the Worst of Times
These are the Best of TimesThese are the Best of Times
These are the Worst of TimesThese are the Worst of Times
The ChallengesThe Challenges
• Common Core State Standards (CCSS)
The ChallengesThe Challenges
• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)( )
The ChallengesThe Challenges
• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)( )• Teacher effectiveness based on student
performanceperformance
The ChallengesThe Challenges
• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)( )• Teacher effectiveness based on student
performanceperformance• Prepare students for the world beyond
schoolschool
CrossroadsCrossroads
• Job Specific vs. Applied Academic• Specialization vs. Collaborationp
The ChallengeThe Challenge
CCSS/NGA/Teacher Evaluation into CTE OROR
CTE into CCSS/NGA/Teacher Evaluation
The ChallengeThe ChallengeB t A d i d CTE‐ Between Academic and CTE
‐Within CTE
WHY WHAT HOWWHY – WHAT ‐ HOW
WHYWHY
Schools are ImprovingSchools are Improving
Schools are ImprovingSchools are Improving
Skills GapSkills Gap
Schools are ImprovingSchools are Improving
Schools are ImprovingSchools are Improving
Schools are ImprovingSchools are Improving
Semantic WebSemantic Web
•Analyze Documents—Key words and headers (Google)Key words and headers (Google)
•Meaning / Concepts—Wolfram Alpha
•Complete Taskp
ImplicationsImplications
k Homework Term Papere ape
‐Wolfram Alpha‐Wolfram Alpha
• will search all language and give you response in your languageresponse in your language
• will respond in writing or verbally (in your l )language)
SPOTSPOTSPOTSPOT
•• Integrated ProjectionIntegrated Projection•• Projection KeyboardProjection Keyboard•• Projection KeyboardProjection Keyboard
Projection KeyboardProjection KeyboardProjection KeyboardProjection Keyboard
Projection Keyboard and ProjectorProjection Keyboard and ProjectorProjection Keyboard and ProjectorProjection Keyboard and Projector
Information TechnologyInformation Technology
• Availability of Information
Moore’s Law – Doubles Every 2 YearsComputing
CapacityCapacity
1991 2011 2021
What they needWhat they need
Lexile Framework® for Reading Study Summary of Text Lexile MeasuresSummary of Text Lexile Measures1600
Interquartile Ranges Shown (25% - 75%)
1400
sure
(L)
1000
1200
exile
Mea
s
800Text
Le
600High
SchoolCollege
LiteratureHigh
SchoolCollege
TextbooksMilitary Personal
UseEntry-LevelOccupations
SAT 1,ACTSchool
LiteratureLiterature School
TextbooksTextbooks Use Occupations ACT,
AP*
* Source of National Test Data: MetaMetrics
FinancialFinancial
2011 U S Federal Budget2011 U.S. Federal Budget
• Borrowing 41% of every dollar it i diis spending
Federal ObligationsFederal Obligations
•Medicare 24.8T•Social Security 21.4TSocial Security 21.4T•Debt 9.4T•Retirements 5.6T •Other 0.4TOther 0.4TTOTAL 61.6T
Federal ObligationsFederal Obligations•$534,000 per household•More than 5 timesMore than 5 times
—Mortgages C L—Car Loans
—College Loans—Credit Cards
D fi i1,000
Deficitns
)in
Bill
ion
Dol
lars
(
240
125
US
D
104 125
JapanEarthquake
EducationStimulus
States’ BudgetShortfall
PublicPension Fund
why WHAT howwhy – WHAT ‐ how
What WorksWhat Works
RESEARCH
What WorksWhat Works
RESEARCHMODELSCHOOLSSCHOOLS
What WorksWhat Works
RESEARCHMODELSCHOOLS
STRUCTURESCHOOLS
What WorksWhat Works
RESEARCHMODELSCHOOLS
STRUCTURESCHOOLS
BESTBEST PRACTICES
What WorksWhat Works
RESEARCHMODELSCHOOLS
STRUCTURESCHOOLS
ACTION BESTACTION PLAN
BEST PRACTICES
What WorksWhat Works
MODELSCHOOLS
STRUCTURE
RESEARCHSCHOOLS
ACTION BESTACTION PLAN
BEST PRACTICES
1 S d d D i i1 Standard Deviation
• Students do better than 84% of t d t t i th t i iti tistudents not in that initiative
1 S d d D i i1 Standard Deviation
• Students do better than 84% of t d t t i th t i iti tistudents not in that initiative
• Typically represent 2 years growth in one year
FocusFocus
•What is effective?
Application of KnowledgeApplication of KnowledgeEffective
0.8
1
.65 SD = 1.30 Years
G th Y0.65
0.6
Growth per Year
0.2
0.4
0
Student Teacher RelationshipStudent Teacher RelationshipEffective
1.72 SD = 1.44 Years
G th Y0.720.6
0.8 Growth per Year
0.2
0.4
0
Literacy StrategiesLiteracy StrategiesEffective
1
Effective.61 SD = 1.22 Years
G th Y0.8
1 Growth per Year
0.610.4
0.6
0
0.2
FocusFocus
•What is effective?Wh t i t?•What you can impact?
Socioeconomic StatusSocioeconomic Status
1
Effective
0 6
0.8
0.570.4
0.6
0
0.2
You Cannot Change WhereYou Cannot Change Where YOUR STUDENTS CAME FROMYOUR STUDENTS CAME FROM
HoweverHowever
Y C Ch Wh YOURYou Can Change Where YOURSTUDENTS ARE GOINGSTUDENTS ARE GOING
FocusFocus
•What is effective?Wh t i t?•What you can impact?
•What is most efficient?What is most efficient?
Effectiveness and Efficiency Framework
High Cost
Low Cost
Effectiveness and Efficiency FrameworkHigh Student Performance
EEEEffffee
High Cost
Low Cost
eeccttiivveenneessss
Low Student Performance
Effectiveness and Efficiency FrameworkHigh Student Performance
EE
CC DDEEffffee
High Cost
Low Cost
CC DDeeccttii
AA BBvveennAA BBeessss
Low Student Performance
Class SizeClass SizeEffective Efficient
1
0 8
1
0.6
0.8
0.6
0.8
0.2
0.4
0.2
0.4
0.210
0.200
Summer SchoolSummer SchoolEffective Efficient
1
0 8
1
0.6
0.8
0.6
0.8
0.2
0.4
0.2
0.4
0.230
0.200
00 00
720.
90
0.75
0.90
0.75
0.9 0
0.80
0.75
0.90
0.7
0.620.
67
0.60
0
0.69
0.60
0.65
0.55
0.55
0.40
0
0.21
0.20
0.30
0.220.23
0.20
udent
acher
PD
Prior
chieve
orm.
Eval.
acher
larity
Meta
trats.
teracy
trats.
Peer
Tutor
Class
Size
bility
roup
Teach
Test
mmer
hool
Stu
TeP
Ac Fo E Te ClM StLit St TC S Ab
G Te T
Sum
Sch
Greatest ImpactGreatest Impact
• What is effective?Wh t i t?• What you can impact?
• What is most efficient?
Greatest ImpactGreatest Impact
• Culture of High ExpectationsR l f I t ti• Relevance of Instruction
• Strong Relationshipsg p
FindingsFindings
•Teachers are our greatest hope.
Student Teacher RelationshipStudent Teacher RelationshipEffective Efficient
1 1
Effective Efficient
0.720.6
0.8 0.90
0.6
0.8
0 2
0.4
0 2
0.4
0
0.2
0
0.2
Application of KnowledgeApplication of KnowledgeEffective Efficient
0 8
1
0 8
1
0.650.6
0.8
0.800.6
0.8
0.2
0.4
0.2
0.4
0 0
Professional DevelopmentProfessional DevelopmentEffective Efficient
0 8
1
0 8
1
0.62
0.6
0.8
0.750.6
0.8
0.62
0.2
0.4
0.2
0.4
0 0
Teacher Expectations and ClarityTeacher Expectations and ClarityEffective Efficient
1 1
0.750.6
0.8 0.90
0.6
0.8
0 2
0.4
0 2
0.4
0
0.2
0
0.2
Assessment to Inform and Differentiate Instruction
1 1
Effective Efficient
0.8
0.80
0.8
0.650.4
0.6
0.80
0.4
0.6
0.2 0.2
0 0
Meta‐Cognitive StrategiesMeta Cognitive StrategiesEffective Efficient
1 1
Effective Efficient
0.690.6
0.8
0.800.6
0.8
0 2
0.4
0 2
0.4
0
0.2
0
0.2
Literacy StrategiesLiteracy StrategiesEffective Efficient
1 1
Effective Efficient
0.6
0.8
0.6
0.8
0.610.4
0.650.4
0
0.2
0
0.2
why what HOWwhy – what ‐ HOW
Plan Instruction based on how Students LearnPlan Instruction based on how Students Learn
Effective Efficient1.28
0 8
1
0 8
1
1.28
0.6
0.8
0.700.6
0.8
0.2
0.4
0.2
0.4
0 0
Application ModelApplication Model1 Knowledge in one discipline1. Knowledge in one discipline2. Application within discipline3 li i di i li3. Application across disciplines4. Application to real‐world predictable
situations5. Application to real‐world unpredictable pp p
situations
Knowledge TaxonomyKnowledge Taxonomy1 Awareness1. Awareness2. Comprehension 3. Application4 Analysis4. Analysis5. Synthesis 6. Evaluation
Application ModelApplication Model1 Knowledge in one discipline1. Knowledge in one discipline2. Application within discipline3 li i di i li3. Application across disciplines4. Application to real‐world predictable
situations5. Application to real‐world unpredictable pp p
situations
LevelsBloom’sBloom’s
CC DD6 CC DD56
43
AA BB32
1 2 3 4 5
AA BB1
1 2 3 4 5ApplicationApplication
Rigor/Relevance Framework6
DC• Analyze the graphs of the
perimeters and areas of squares having different‐length sides.
• Determine the largest rectangular
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the
45 DC
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• 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.
3
4 • Determine and justify the similarity or congruence for two geometric shapes.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
C l l f d i i i
2
A B• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.C l l l f i l h
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
1 A B• Calculate volume of simple three‐dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
, p , g• 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 5g
Rigor/Relevance Framework6
DC• Analyze the graphs of the
perimeters and areas of squares having different‐length sides.
• Determine the largest rectangular
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the•Express probabilities as fractions, percents,
d i l
45 DC
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• 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.
or decimals.•Classify triangles according to angle size and/or length of sides.
3
4 • Determine and justify the similarity or congruence for two geometric shapes.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
C l l f d i i i
•Calculate volume of simple three‐dimensional shapes.
•Given the coordinates of a quadrilateral
2
A B• Calculate percentages of advertising in a
newspaper.• Tour the school building and identify
examples of parallel and perpendicular lines, planes, and angles.
•Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
1 A B, p , g• 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 Framework6
DC• Analyze the graphs of the
perimeters and areas of squares having different‐length sides.
• Determine the largest rectangular
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the
• Calculate percentages of advertising in a newspaper.
45 DC
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• 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.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
3
4 • Determine and justify the similarity or congruence for two geometric shapes.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
lines, planes, and angles.• Determine the median and mode of real data displayed in a histogram.
• Organize and display collected data
2
A B• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.C l l l f i l h
• Organize and display collected data, using appropriate tables, charts, or graphs.
1 A B• Calculate volume of simple three‐dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
1 2 3 4 5g
LevelsBloom’sBloom’s
CC DD6 CC DD56
43
AA BB32
1 2 3 4 5
AA BB1
1 2 3 4 5ApplicationApplication
Rigor/Relevance Framework
3DC
3A B
2• Calculate with numbers, including decimals, ratios, percents and fractionspercents, and fractions.
• Understand two‐dimensional motion and
j i b i h
1trajectories by separating the motion of an object into x and y components.
1 2 3 4 5
Rigor/Relevance Framework
3DC
3A B
2• Know the characteristics and phenomena of sound waves and light wavesand light waves.
• Understand the effect of sounds, words, and imagery
li i di
1on a listening audience.
1 2 3 4 5
DDCC DDCC
AA BBAA BB
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