international center for leadership in education
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Region 11 Education Service Center Rigor & Relevance for School Improvement March 29-30, 2006. International Center for Leadership in Education. Dr. Willard R. Daggett. Skills Gap. Rigor/Relevance - All. Application Model. 1. Knowledge in one discipline - PowerPoint PPT PresentationTRANSCRIPT
International Center for Leadership in Education
Dr. Willard R. Daggett
Region 11 Education Service CenterRegion 11 Education Service Center
Rigor & Relevance for School Rigor & Relevance for School ImprovementImprovement
March 29-30, 2006March 29-30, 2006
Skills Gap
Rigor/Relevance - AllRigor/Relevance - All
WhyWhy
Do We Need Do We Need to Changeto Change Schools?Schools?
WhatWhat
Needs to Needs to Be Done?Be Done?
HowHow
Do We DoDo We Do It?It?
Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline2. 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
Rigor/Relevance - AllRigor/Relevance - All
WhyWhy
Do We Need Do We Need to Changeto Change Schools?Schools?
WhatWhat
Needs to Needs to Be Done?Be Done?
HowHow
Do We DoDo We Do It?It?
Challenges
• Globalization• Demographics• Values / Beliefs• Technology
GlobalizationGlobalization
• 9/11• 11/9• Information Tech
(Work to Worker)
GlobalizationGlobalization
• Tax Returns• MRIs• Reuters• McDonalds• A- Level
World LeadersWorld Leaders• 1600s Spanish• 1700 Dutch• 1800s British• 1900s United States• 2000s ?? ?? ??
ChinaChina• Clothes / Shoes• Furniture• Consumer Electronics• Computers• Bio Technology
What do you see when you think What do you see when you think of China?of China?
China TodayChina Today
ChinaChina• World Class for 10%• K – 12 Universal by 2020• 100 World Class Universities• 30 World Class Research Universities• Math /Science Focus (Specialist – 3rd Grade on)• International Orientation (110 Million – English)• “Not Invented Here”• Coherent Teacher Preparation• Early Childhood (3 year old – universal by 2015)• Career Focus
Source: Education in China: Lessons for U.S. Educators, Asia Society – Business Roundtable, CCSSO
The WorkplaceThe Workplace
Moving from a PlaceMoving from a Placeto a Spaceto a Space
Challenges
• Globalization• Demographics• Values / Beliefs• Technology
Start WorkingEnd WorkingLongevity
1900 2000 2100
47
62
77
21
62
14 18
107
• 1910 3.0 / 100
Demographics / Economic
• 1946 4.6 / 100
• 2000 1.4 – 1.8 / 100
MedicareMedicare
• 2004 9 %• 2020 25 %• 2040 50 %
Source: Time Magazine October 31, 2005Source: Time Magazine October 31, 2005
Retirement and Health CareRetirement and Health Care
• DeltaDelta• NorthwestNorthwest• UnitedUnited• US AirUS Air
AirlinesAirlines General MotorsGeneral Motors FordFord
AutoAuto
OveralOveralll1985 – 112, 2001985 – 112, 200
2005 - 29, 7002005 - 29, 7002115 - ?2115 - ?
As the largest buyer of U.S. As the largest buyer of U.S. Treasury securities, China is Treasury securities, China is never far removed from U.S. never far removed from U.S.
MarketsMarkets
Source: Chicago Tribune 1.26.06
Pensions in Peril
$500$500
$400$400
$300$300
$200$200
$100$100 00
Source: Time Magazine October 31, 2005Source: Time Magazine October 31, 2005
……the the amount amount companies companies are short-are short-changing changing their plans is their plans is climbing…climbing…
’’95 ’97 ’99 ’01 ‘0395 ’97 ’99 ’01 ‘03
In billionsIn billions
Public – Employee Pension FundPublic – Employee Pension FundShortfallShortfall
$ 700 Billion$ 700 Billion
Source: Barclay Global Investment October, 2005Source: Barclay Global Investment October, 2005
Public Pension Shortfall
• Illinois Teachers 62%• Illinois State Employees 54.2%• Mississippi State Employees 53.4%• Nationwide 87.8%
Source: The Associated Press
Registered VotersRegistered VotersSchool Age ChildrenSchool Age Children
• 1960 50 %
• 2005 18 %
Challenges
• Globalization• Demographics• Values / Beliefs• Technology
Larger ContextLarger Context
• 1901 – 24 G.I.• 1925 – 45 Silent• 1946 – 60 Boomers• 1961 – 81 Gen X• 1982 - Millennial
Challenges
• Globalization• Demographics• Values / Beliefs• Technology
Information TechnologyInformation Technology• ProcessingProcessing• CommunicationsCommunications
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
Nano TechnologyNano Technology• Atom UpAtom Up
SPOTSPOT• MicrosoftMicrosoft
– CitizenCitizen– FossilFossil– SuuncoSuunco
SPOTSPOT
• Integrated ProjectionIntegrated Projection• Projection KeyboardProjection Keyboard
Projection KeyboardProjection Keyboard
ComputingComputing
Speed
Storage
Binary Computing
WhyWhy - - WhatWhat - - HowHow
• Millions times faster• Million times more storage• Parallel computing
DNA Computing
WhyWhy - - WhatWhat - - HowHow
• Faster• Storage• Multiple Computing
Quantum Computing
ComputingComputing
Speed
Storage
DNA
Quantum
Binary
Information TechnologyInformation Technology• ProcessingProcessing• CommunicationsCommunications
Bio TechnologyBio Technology• Biological ScienceBiological Science• Practical ApplicationPractical Application
Ruth Fremson, The New York Times
www.kidzworld.com
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
20062006
Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20102010
Bio / Nano / InfoBio / Nano / Info
‘68 ‘78 ‘88 ‘98 ‘08
CapacityCapacity
ApplicationsApplications
Size
The Last Remnants of The Last Remnants of Industrial AgeIndustrial Age
• Government• Schools
Skills Gap
GapsGaps
• Achievement• Ambition• Education
STEMSTEM
• Physical Science 43 %• Mathematics 42 %• Computer Science 46 %• Physics 36 %• Engineering Science 56 %
Science / EngineeringScience / Engineering• 60 % of Degrees – Asia• 5 % of Degrees – U.S.• 350,000 per Year in China• 2010 - 90 % in Asia• High Skill - Low Wage• U.S.
– 12%• 3rd to 17th
• 2/3 to retire
Rigor/Relevance - All
WhyWhy
Do We Need Do We Need to Changeto Change Schools?Schools?
WhatWhat
Needs to Needs to Be Done?Be Done?
HowHow
Do We DoDo We Do It?It?
Grade EquivalentGrade Equivalent
Semantic DifficultySemantic Difficulty Syntactic ComplexitySyntactic Complexity
Lexile FrameworkLexile Framework
Semantic DifficultySemantic Difficulty Syntactic ComplexitySyntactic Complexity
Lexile LiteratureLexile Literature1500 - On Ancient Medicine1400 - The Scarlet Letter1300 - Brown vs. Board of Ed.1200 - War and Peace1100 - Pride and Prejudice1000 - Black Beauty 900 - Tom Swift in the Land of Wonders 800 - The Adventures of Pinocchio 700 - Bunnicula: A Rabbit Tale of Mystery 600 - A Baby Sister for Frances 500 - The Magic School Bus Inside the Earth 400 - Frog and Toad are Friends 300 - Clifford’s Manners
Lexile TextsLexile Texts1500 - The Making of Memory: From Molecules to Mind;
Doubleday1400 - Philosophical Essays; Hackett Publishing1300 - Psychology: An Introduction; Prentice Hall1200 - Business; Prentice Hall1100 - America: Pathways to Present; Prentice Hall1000 - Writing and Grammar Gold Level; Prentice Hall 900 - World Cultures: A Global Mosaic; Prentice Hall 800 - Word 97; Glencoe/McGraw-Hill 700 - World Explorer: The U.S. & Canada; Prentice Hall 600 - Science (Grade 4); Addison-Wesley 500 - People and Places; Silver Burdett Ginn 400 - Imagine That!; Scholastic Inc. 300 - My World; Harcourt Brace
Personal UsePersonal UseAetna Health Care Discount Form (1360)Medical Insurance Benefit Package (1280)Application for Student Loan (1270)Federal Tax Form W-4 (1260) Installing Your Child Safety Seat (1170)Microsoft Windows User Manual (1150)G.M. Protection Plan (1150)CD DVD Player Instructions (1080)
NewspapersNewspapersReuters (1440)NY Times (1380)Washington Post (1350)Wall Street Journal (1320)Chicago Tribune (1310)Associated Press (1310)USA Today (1200)
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
Adv
ance
d
Lexile Reading Level Range: 850-930
Inte
rmed
iate
Lexile Reading Level Range: 940-1090
Ent
ry L
evel
Lexile Reading Level Range: 1000-1140
Human ServicesHuman Services
A
dvan
ced
Lexile Reading Level Range: 1310-1390
Inte
rmed
iate
Lexile Reading Level Range: 1250-1340
Ent
ry L
evel
Lexile Reading Level Range: 1310-1350
ConstructionConstruction
Adv
ance
d
Lexile Reading Level Range: 1310-1440
Inte
rmed
iate
Lexile Reading Level Range: 1280-1310
Ent
ry L
evel
Lexile Reading Level Range: 1280-1330
ManufacturingManufacturing
ReadingReading
Entry LevelEntry LevelBlue CollarBlue Collar
Reading Comparison – High School
Students Classroom
Materials Personal
Use Newspapers Career
Clusters 75th %
1600
x
1500
x
1400
x x
x x
x x x
x x x x x
1300
x x x
x x x x
1200
x
x x x
1100
1000 Gra
de
11 &
12
Gra
de
11 &
12
ReadingReading
I. Belief– Life Long Learning– Reading Key
II. Best Practices– K – 12– Support Non Reading Teachers– Failure Cycle– Age Appropriate– Build on Strengths / Interests
III. Solution– Address
• Decoding• String words together• Background (Reading in the Content Area)• Techniques (i.e. Mental Picture)• Age Appropriate
ReadingReading
– Balanced Approached• Direction Instruction• Differentiated Instruction• Data Driven Instruction
– Place / Access / Monitor• Lexile
ReadingReading
IV. Read 180– Content Specific– Age Appropriate– Mental Models
Quantile FrameworkQuantile Framework
Numbers and OperationsNumbers and Operations Algebra / Patterns & FunctionsAlgebra / Patterns & Functions Data Analysis & ProbabilityData Analysis & Probability MeasurementMeasurement Geometry
Rigor/Relevance Rigor/Relevance FrameworkFramework
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 discipline2. 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
23456
Rigor/Relevance FrameworkRigor/Relevance Framework
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
1
23456
1 2 3 4 5
A B
DCRigor/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
23456
1 2 3 4 5
A B
DCRigor/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
23456
1 2 3 4 5
A B
DCRigor/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
23456
1 2 3 4 5
A B
DCRigor/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.
• 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.
• 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.
1
23456
1 2 3 4 5
A B
DCRigor/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.
• 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.
• 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.
TAKS English LAStudent Expectations Tested
High Medium Low Grade 3 16 0 90 Grade 4 39 0 83 Grade 5 18 0 105 Grade 6 19 0 119 Grade 7 46 0 92 Grade 8 21 0 117 Grade 9 27 0 71 Grade 10 33 0 63 Grade 11 34 0 65
Texas Career and Technical Education
Texas English Language ArtsEssential Knowledge and Skills
English II - 10th GradeEnglish III - 11th Grade (Exit)
TAKS
Ag Services Construction Advertising Health
Science Machinist10th 11th
(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.
H H H M H H M
(G) analyze strategies that writers in different fields use to compose. L L L L M L L
(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience];
H H H M H H H
(D) interpret the possible influences of the historical context on a literary work. H H M L M M L
(B) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility;
H H H H H H H
Texas Arts EducationTexas Mathematics
Essential Knowledge and Skills7th Grade
TAKS Visual Arts Dance Music Theatre
(A) represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers;
H H H H H
(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;
H H H H H
(D) use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;
H M M M M
(B) use properties to classify shapes including triangles, quadrilaterals, pentagons, and circles;
L H M L H
(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
H H H H H
Rigor/Relevance - All
WhyWhy
Do We Need Do We Need to Changeto Change Schools?Schools?
WhatWhat
Needs to Needs to Be Done?Be Done?
HowHow
Do We DoDo We Do It?It?
NetworkNetwork
300300
7575
2525
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
CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations
• Especially in LiteracyEspecially in Literacy
CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations
• Especially in LiteracyEspecially in Literacy
CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities
2. High Expectations2. High Expectations3. 93. 9thth Grade Grade
CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities
2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade
CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities
2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade5. Data5. Data
TAKS English LAStudent Expectations Tested
High Medium Low Grade 3 16 0 90 Grade 4 39 0 83 Grade 5 18 0 105 Grade 6 19 0 119 Grade 7 46 0 92 Grade 8 21 0 117 Grade 9 27 0 71 Grade 10 33 0 63 Grade 11 34 0 65
Texas Career and Technical Education
Texas English Language ArtsEssential Knowledge and Skills
English II - 10th GradeEnglish III - 11th Grade (Exit)
TAKS
Ag Services Construction Advertising Health
Science Machinist10th 11th
(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.
H H H M H H M
(G) analyze strategies that writers in different fields use to compose. L L L L M L L
(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience];
H H H M H H H
(D) interpret the possible influences of the historical context on a literary work. H H M L M M L
(B) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility;
H H H H H H H
Texas Arts EducationTexas Mathematics
Essential Knowledge and Skills7th Grade
TAKS Visual Arts Dance Music Theatre
(A) represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers;
H H H H H
(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;
H H H H H
(D) use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;
H M M M M
(B) use properties to classify shapes including triangles, quadrilaterals, pentagons, and circles;
L H M L H
(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
H H H H H
CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities
2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade
6. Curriculum6. Curriculum5. Data5. Data
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities
2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade
6. Curriculum6. Curriculum5. Data5. Data
7. Relationships / Reflective Thought7. Relationships / Reflective Thought
Guiding PrinciplesGuiding Principles ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage
RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness LoyaltyLoyalty
CurriculumCurriculum• RigorRigor• RelevanceRelevance• RelationshipsRelationships
• Reflective ThoughtReflective Thought
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade
6. Curriculum6. Curriculum5. Data5. Data
7. Relationships / Reflective Thought7. Relationships / Reflective Thought8. Professional Development8. Professional Development
CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade
6. Curriculum6. Curriculum5. Data5. Data
7. Relationships / Reflective Thought7. Relationships / Reflective Thought8. Professional Development8. Professional Development9. Leadership9. Leadership
LeadershipLeadership• Problem is more people than TechnicalProblem is more people than Technical• Not Charismatic Not Charismatic • Entrepreneurial vs. BureaucraticEntrepreneurial vs. Bureaucratic• Performance vs. CompliancePerformance vs. Compliance• Department ChairsDepartment Chairs• Focus on InstructionFocus on Instruction
NetworkNetwork
300300
7575
2525
Agents of ChangeAgents of Change
vs.vs.
Object of ChangeObject of Change
Each and Every Child
1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail - [email protected]
International Center for Leadership in Education, Inc.