understanding the classroom implications of the transition to ccss and ngas bill daggett, founder...
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Understanding the Classroom Implications of the Transition
to CCSS and NGAs Bill Daggett, Founder and Chairman
February 15, 2013
School Improvement
Growing Gap
Readiness
Changing World
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
Common Core State Standards
College and Career Ready
Common Core State Standards
College AND Career Ready
Common Core State Standards
FewerClearerHigher
Common Core State Standards
• Create a Culture
Action Items
Culture Trumps Strategy
70%
Eligible for the Military
• Lack High School Diploma• Can Not Pass Basic Literacy
Test• Obesity• Drugs• Prison
70%-Is Increasing at 1% Per Year-
70%Are they employable?
70%Are they headed to public
assistance?
• Technology• Financial• Globalization• Demographics
The Changing Landscape
• Create a Culture• Instructional Program
Action Items
• Create a Culture• Instructional Program• Professional Development
Action Items
College AND Career Ready
Common Core State Standards
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
Reading Study SummaryInterquartile Ranges Shown (25% - 75%)
2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Mississippi 88 %
Georgia 87 %
Wisconsin 83 %
Texas 81 %
Ohio 77 %
Arkansas 53 %
Massachusetts 48 %
South Carolina 35 %
2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Georgia 87 %
Texas 84 %
South Carolina 84 %
Wisconsin 82 %
Florida 74%
Arkansas 70 %
Massachusetts 54 %
Mississippi 52 %
2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Mississippi 88 % 161
Georgia 87 % 175
Wisconsin 83 % 189
Texas 81 % 190
Ohio 77 % 199
Arkansas 53 % 217
Massachusetts 48 % 234
South Carolina 35 % 228
2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Georgia 87 % 178
Texas 84 % 188
South Carolina 84 % 194
Wisconsin 82 % 189
Florida 74% 206
Arkansas 70 % 200
Massachusetts 54 % 234
Mississippi 52 % 210
2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Georgia 87 % (0) 178 (+3)
Texas 84 % (+3) 188 (-2)
South Carolina 84 % (+49) 194 (-34)
Wisconsin 82 % (-1) 189 (0)
Florida 74% (+3) 206 (+4)
Arkansas 70 % (+17) 200 (-17)
Massachusetts 54 % (+6) 234 (0)
Mississippi 52 % (-36) 210 (+49)
2009 Proficiency2009 ProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
Texas 94 % (+11) 201 (-24)
Wisconsin 85 % (-1) 232 (+3)
Georgia 77 % (-6) 209 (-15)
South Carolina 71 % (+41) 245 (-31)
Arkansas 71 % (+14) 241 (-13)
Florida 54 % (+10) 262 (-3)
Mississippi 48 % (-10) 254 (+7)
California 48 % (+9) 259 (-3)
2009 Proficiency2009 ProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
Texas 85 % (+3) 214 (-5)
Wisconsin 81 % (+7) 219 (+4)
Georgia 75 % (0) 218 (+3)
South Carolina 69 % (+30) 215 (-31)
Florida 75 % (+12) 225 (-5)
Arkansas 78 % (+25) 216 (-20)
Mississippi 58 % (-21) 223 (+17)
Massachusetts 48 % (+9) 255 (0)
2009 Proficiency2009 ProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
Texas 83 % (+22) 254 (-19)
Illinois 82 % (+28) 251 (-25)
New York 80 % (+24) 249 (-26)
Wisconsin 79 % (+4) 262 (-1)
Florida 66 % (+8) 266 (-3)
Mississippi 54 % (+1) 264 (+2)
Massachusetts 49 % (+7) 300 (-1)
Missouri 47 % (+32) 287 (-24)
FewerClearerHigherDifferent
Common Core State Standards
1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world
predictable situations5. Application to real-world
unpredictable situations
Application Model
1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
Knowledge Taxonomy
1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world
predictable situations5. Application to real-world
unpredictable situations
Application Model
Levels
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
Rigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A B
DCExpress 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.
Rigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A B
DCAnalyze 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.
Rigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A B
DCExpress 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.
Levels
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
1 2 3 4 5
Bloom’sBloom’s
456
321
ApplicationApplication
Test
Rigor/Relevance Framework
1 2 3 4 5
Bloom’sBloom’s
456
321
ApplicationApplication
Test
CTE/ Jobs
Rigor/Relevance Framework
1 2 3 4 5
Bloom’sBloom’s
456
321
ApplicationApplication
Test
CTE/ Jobs
College Ready
Rigor/Relevance Framework
1 2 3 4 5
Bloom’sBloom’s
456
321
ApplicationApplication
Test
CTE/ Jobs
Career Ready
College Ready
Rigor/Relevance Framework
Quad DSkills and Knowledge
• Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with others
Levels
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
iKnow My Class Survey
www.iknowmyclass.com
Relevance•I have personal goals for my learning in
this class.•I see how this class relates to my other
classes.•I understand how I can apply what I am
learning in my everyday life.•In this class we discuss issues that are
important to me.•I believe what I am learning in this class
is important for my future.•The teacher relates our learning to
current events.
Relevance
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.
Rigor/Relevance Framework
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.
Rigor/Relevance Framework
Relationships• The teacher cares if I am absent from class.• The teacher knows my hopes and dreams.• The teacher develops positive relationships
with students.• My ideas and thoughts are valued and
respected by the teacher. • I respect the teacher.• The teacher enjoys working with students.• The teacher inspires me to do my best.
Relationships
Quad DSkills and Knowledge
• Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with others
iKnow Survey – Quad D• I evaluate and improve my work on a
regular basis.• I have an opportunity to influence my
classmates’ thinking.• It is important that I share my knowledge to
help others. • I am able to communicate what I have
learned in relevant ways to different people.• I explore issues, events, and problems from
different perspectives. • This class challenges my thinking.• The teacher is willing to learn from the
students.
iKnow Survey – Quad D
How Students Learn
AA BB
DDCC
AA BB
DDCC
1. Common Core State Standards
2. Next Generation Assessment
Challenges
The “two-second rule” is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown.
As the speed of the cars increases, the minimum following distance also increases. Explain how the “two-second rule” leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour.
2 Second Rule
Performance Task drawn from the Ohio Performance Assessment Project.
Available at, www.ModelSchoolsConference.com/handouts12.html
AA BB
DDCC
StandardsStandards
AA BB
DDCC
AssessmentsAssessments
School Improvement
Growing Gap
Changing World
Purpose of 5th Grade Math
College Ready
Academics
Layers of non-sequential but increasingly complex
knowledge
College Ready
1 2 3 4 5
456
321
DisciplinesVertical Integration
K-12 System - CULTURE
Rules
K-12 Culture
RulesRegulation
K-12 Culture
RulesRegulation Certification
K-12 Culture
RulesRegulation CertificationTenure
K-12 Culture
RulesRegulation CertificationTenureContracts
K-12 Culture
RulesRegulation CertificationTenureContractsTeachers Trained
K-12 Culture
RulesRegulation CertificationTenureContractsTeachers TrainedPhysical Plant
K-12 Culture
1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world
predictable situations5. Application to real-world
unpredictable situations
Career Ready
Career ReadyCareer Ready
College ReadyCollege Ready
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
Reading Study SummaryInterquartile Ranges Shown (25% - 75%)
Career Ready
Career Ready
Requires Both Vertical and Horizontal Integration
Career Ready
Career ReadyCareer Ready
College Ready
AA BB
DDCC
AA BB
DDCC
Career Ready
21st Annual
Model Schools Conference• Effective and efficient practices for improving student achievement in times of decreasing
resources and increasing expectations
• Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations
• Providing effective instructional approaches for special populations
•June 30 – July 3 | Washington, D.C.www.modelschoolsconference.com
• Looping
Organizational Changes
• Looping• Interdisciplinary Chairs
Organizational Changes
• Looping• Interdisciplinary Chairs• 9th Grade Electives
Organizational Changes
Take off the plate
Next Network
• State Standards to State Tests
Road Map
Wisconsin English LA Achievement Frameworks Subskills/Descriptors
Knowledge and Concepts Exam - CRT (WKCE) High Medium Low Grade 3 4 3 11 Grade 4 4 3 11 Grade 5 3 1 14 Grade 6 5 5 8 Grade 7 4 6 8 Grade 8 6 4 8 Grade 9 3 7 8
Grade 10 4 6 8 Grade 11 4 6 8 Grade 12 4 5 9
StateTests
StateStandards
Road Map
• State Standards to State Test• State Standards to Research
National Essential Skills Study(NESS)
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
Proficiency
Reading Study Summary
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%)
NESS &
Lexile
StateTests
StateStandards
Gold Seal Lessons
NESS&
Lexile
StateTests
StateStandards
AA
Gold Seal Lessons
Gold Seal Lessons
NESS&
Lexile
StateTests
StateStandards
ConsortiumAssessment
The “two-second rule” is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown.
As the speed of the cars increases, the minimum following distance also increases. Explain how the “two-second rule” leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour.
2 Second Rule
Performance Task drawn from the Ohio Performance Assessment Project.
Available at, www.ModelSchoolsConference.com/handouts12.html
WisconsinCurriculum Matrix for Social Studies
Wisconsin History and Social ScienceLearning StandardsGrade 9-12 Excerpt
National Essential Skills Study (NESS)RankingsRank
CRT NESS Priority
Standard A: Geography
A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region, employing such concepts as climate, plate tectonics, volcanism, and landforms, and to describe the human attributes, employing such concepts as demographics, birth and death rates, doubling time, emigration, and immigration
SS1
Employ geographic tools (maps, globes, photographs, models, satellite images, charts, databases, GPS, etc.) and other visual images (physical, mental, and electronic representations) to acquire, process, and report information about people, places, and environments from a spatial perspective.
H H H
SS22
Analyze the causes and effects of population change on the characteristics, distribution, and complexity of Earth’s diverse populations and cultures, including the impact of demographics and the fact that they are constantly shifting.
A.12.2 Analyze information generated from a computer about a place, including statistical sources, aerial and satellite images, and three-dimensional models
SS1
Employ geographic tools (maps, globes, photographs, models, satellite images, charts, databases, GPS, etc.) and other visual images (physical, mental, and electronic representations) to acquire, process, and report information about people, places, and environments from a spatial perspective.
H H H
Standard D: Economics
D.12.1 Explain how decisions about spending and production made by households, businesses, and governments determine the nation's levels of income, employment, and prices
SS10Explain how changes in supply or demand cause relative prices to change and, in turn, affect the purchasing and sales incentives of buyers and sellers.
M H HSS24Describe how buyers and sellers interact to create market forces whereby market prices are determined and scarce goods and services are allocated.
SS39
Analyze how a nation’s overall levels of income, employment, and price for goods are determined by the interaction of spending and production decisions made by all households, firms, government agencies, and others in the economy.
Arts Education
Wisconsin English Language Arts Reading Frameworks
Objectives/Subskills/Descriptors Aligned toWMAS Content Standard A
Grade 7
National Essential
Skills Study
(NESS)Rankings
WKCE-CRT
Visual Arts
Dance Music Theatre
7.1. Determine the meaning of words and phrases in context.7.1.1. Use context clues to determine the meaning of words and phrases.• Use context clues to determine the meaning of unfamiliar words.• Understand the meaning of words and phrases used figuratively.• Use context clues to determine the meaning of multiple-meaning words.• Use knowledge of synonyms and antonyms to determine the meaning of words.• Identify analogies to demonstrate understanding of word meaning.• Understand connotative and denotative meaning of words.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.
E5 H
7.1.2. Use knowledge of word structure to determine the meaning of words and phrases.•Identify the meaning of a word with an affix.•Use knowledge of root words to determine the meaning of a word.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.
E5 M
A Look to the Future
Focused and Sustained Professional Development
Culture Trumps Strategy
70%
The Changing Landscape
• Technology
• Analyze Documentso Keywords and Headers
(Google)• Meaning / Concepts
o Wolfram Alpha• Complete Task
Semantic Web
2 + 2Integrate x^2 sin^3 x dxgdp francewhat is the gdp of france?what is the gdp of france / italyinternet users in europespringfieldWeather Springfield
• Homework
Implications
• Homework• Term Paper
Implications
• Integrated Projection• Projection Keyboard
SPOT
Projection Keyboard
Projection Keyboard and Monitor
Technology should work for you—to be there when you need it and get out of your way when you don’t.
Google X started Project Glass to build this kind of technology, one that helps you explore and share your world, putting you back in the moment.
Project Glass
Download any movie, website, or piece of information into your glasses or
contact lenses
Today’s students live in a hyper-connected world,
except in school OR
are they also connected in school but we just don’t know it?
Information is everywhere. In this changing world, sense-making and
the ability to evaluate the credibility of information are paramount.
• Technology• Financial
The Changing Landscape
2011 US Federal Budget2011 US Federal Budget
-borrowing 41% of -borrowing 41% of every dollar it is every dollar it is
spending spending
Federal Obligations•$534,000 per household•More than 5 times
—Mortgages —Car Loans—College Loans—Credit Cards
• Technology• Financial• Globalization
The Changing Landscape
Shenzhen
•1980 - Fishing Village
•2013 -
• Only Superpower• Highest per Capita Income• 1st in Economic Growth• 5 % of Population Greater than 24
% of Consumption
U.S. – 2nd Half of 20th Century
•Source: National Academy of Science
PISA 2009
1 Shanghai-China 556
2 Korea 539
3 Finland 536
4 Hong Kong-China 533
5 Singapore 526
6 Canada 524
7 New Zealand 521
8 Japan 520
9 Australia 515
10 Netherlands 508
17 United States 500
20 Germany 497
21 Ireland 496
22 France 496
25 United Kingdom 494
33 Spain 481
43 Russian Federation 459
48 Mexico 425
53 Brazil 412
57 Indonesia 402
•Overall Reading
Scale
Significantly Above OECD Average
Not Significantly Different
(OECD Average 493)
Significantly below OECD Average
PISA 2009
•Overall Math Scale
Significantly Above OECD Average
Not Significantly Different
(OECD Average 496)
Significantly below OECD Average
1 Shanghai-China 600
2 Singapore 562
3 Hong Kong-China 555
4 Korea 546
6 Finland 541
9 Japan 529
10 Canada 527
11 Netherlands 526
13 New Zealand 519
15 Australia 514
16 Germany 513
22 France 497
28 United Kingdom 492
31 United States 487
32 Ireland 487
34 Spain 483
38 Russian Federation 468
51 Mexico 419
57 Brazil 386
61 Indonesia 371
PISA 2009
•Overall Science Scale
Significantly Above OECD Average
Not Significantly Different
(OECD Average 501)
Significantly below OECD Average
1 Shanghai-China 575
2 Finland 554
3 Hong Kong-China 549
4 Singapore 542
5 Japan 539
6 Korea 538
7 New Zealand 532
8 Canada 529
10 Australia 527
11 Netherlands 522
13 Germany 520
16 United Kingdom 514
20 Ireland 508
23 United States 502
27 France 498
36 Spain 488
39 Russian Federation 478
50 Mexico 416
53 Brazil 405
60 Indonesia 383
• Technology• Financial• Globalization• Demographics
The Changing Landscape
Population
FemaleMale
1950
2010
2050
• Create a Culture• Instructional Program• Professional Development
Action Items
Common Core State Standards and Next Generation Assessments
for Leaders Bill Daggett, Founder and Chairman
February 15, 2013
Common Core State Standards, Next Generation Assessments and Teacher Evaluation
Three Central Challenges
Common Core State Standards, Next Generation Assessments and Teacher Evaluation
Financial Stress
Three Central Challenges
Schools must find new and innovative ways to improve student
performance with increasingly fewer resources.
Common Core State Standards, Next Generation Assessments and Teacher Evaluation
Financial Stress Change
Three Central Challenges
Common Core State Standards, Next Generation Assessments and Teacher Evaluation
Financial Stress Change Needs to be
Evolutionary Not Revolutionary
Three Central Challenges
• Create a Culture• Instructional Program• Professional Development
Action Items
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
Effectiveness and Efficiency Framework
High Cost
Low Cost
High Cost
Low Cost
High Student Performance
Low Student Performance
EEffffeeccttiivveenneessss
Effectiveness and Efficiency Framework
High Cost
Low Cost
High Student Performance
Low Student Performance
EEffffeeccttiivveenneessss
Effectiveness and Efficiency Framework
CC DD
AA BB
Class Size
0.210
0.2
0.4
0.6
0.8
1
0.20
0
0.2
0.4
0.6
0.8
1
• Effective • Efficient
Summer School
0.230
0.2
0.4
0.6
0.8
1
0.200
0.2
0.4
0.6
0.8
1
• Effective • Efficient
Student-Teacher Relationship
0.72
0
0.2
0.4
0.6
0.8
1
0.90
0
0.2
0.4
0.6
0.8
1
• Effective • Efficient
Application of Knowledge
0.65
0
0.2
0.4
0.6
0.8
1
0.80
0
0.2
0.4
0.6
0.8
1
• Effective • Efficient
Professional Development
0.62
0
0.2
0.4
0.6
0.8
1
0.75
0
0.2
0.4
0.6
0.8
1
• Effective • Efficient
Teacher Expectations and Clarity
0.75
0
0.2
0.4
0.6
0.8
1
0.90
0
0.2
0.4
0.6
0.8
1
• Effective • Efficient
Assessment to Inform and Differentiate Instruction
0.65
0
0.2
0.4
0.6
0.8
1
0.80
0
0.2
0.4
0.6
0.8
1
• Effective • Efficient
Literacy Strategies
0.61
0
0.2
0.4
0.6
0.8
1
0.65
0
0.2
0.4
0.6
0.8
1
• Effective • Efficient
0.7
2
0.9
0
0.6
2
0.7
5
0.4
0
0.6
7
0.9
0
0.6
0
0.7
5
0.9
0
0.6
9
0.8
0
0.6
0 0.6
5
0.5
5
0.7
5
0.2
1
0.2
0
0.3
00
.55
0.2
2
0.9
0
0.2
3
0.2
0
Stu
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Teach
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PD
Pri
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Form
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Meta
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Sch
ool
Greatest Impact
• Culture of High Expectations• Relevance of Instruction• Strong Relationships
No Formula
Culture
Organizational Leadership
70%
• Technology• Financial• Globalization• Demographics
The Changing Landscape
Culture
Vision
Organizational Leadership
• Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school)
Learning Criteria
• Foundation 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)
Learning Criteria
• Foundation 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)
• Learner 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)
Learning Criteria
• Foundation 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)
• Learner 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)
Learning Criteria
Guiding Principles
Culture
Vision
Structure and
systems
Organizational Leadership
• Looping
Organizational Changes
• Looping• Interdisciplinary Chairs
Organizational Changes
• Looping• Interdisciplinary Chairs• 9th Grade Electives
Organizational Changes
Culture
Vision
Structure and
systems
Organizational Leadership
Bui
ld le
ader
ship
Top-down support for bottom-up success
Empower Leadership Teams
C o n t r o l
Vision Driven
Quadrant D Leadership Framework
Low
HighLow
High
C o n t r o l
Vision Driven
AA
Low
HighLow
High
Quadrant D Leadership Framework
C o n t r o l
Vision Driven
AA BB
Low
HighLow
High
Quadrant D Leadership Framework
C o n t r o l
Vision Driven
AA BB
CCLow
HighLow
High
Quadrant D Leadership Framework
C o n t r o l
Vision Driven
AA BB
DDCCLow
HighLow
High
Quadrant D Leadership Framework
Leadership
AA
CC DD
BB
Rules
Results
Leadership
AA
CC DD
BB
Control
Empower
Rules
Results
Leadership
AA
CC DD
BB
Teaching / Teachers
Learning / Students
Rules Control
Results Empower
Leadership
AA
CC DD
BB
Compliance
Engaged
Rules Control Teaching/Teachers
Results Empower Learning / Students
Leadership
AA
CC DD
BB
Inputs
Outputs
Compliance Rules Control Teaching/Teachers
Engage Results Empower Learning / Students
Vision Driven Leadership
AA
CC DD
BB
Rules Control Teaching/Teachers Compliance Inputs
Results Empower Learning / Students Engaged Outputs
C o n t r o l
Vision Driven
AA BB
DDCC
Quadrant D Leadership Framework
Low
HighLow
High
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Organizational Leadership
Bui
ld le
ader
ship
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Organizational Leadership
Bui
ld le
ader
ship
• Foundation 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)
• Learner 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)
Learning Criteria
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Data
syste
msB
uild
lead
ersh
ip
Organizational Leadership
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)
•High•School•Literature
•College•Literature
•High•School•Textbooks
•College•Textbooks
•Military •Personal•Use
•Entry-Level•Occupations
•SAT 1,•ACT,•AP*
•* Source of National Test Data: MetaMetrics
•Interquartile Ranges Shown (25% - 75%)
Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0
•600
•800
•1000
•1400
•1600
•1200
• Tex
t L
exil
e M
easu
re (
L)
•Matt
•910
•* Source of National Test Data: MetaMetrics
Lexile Framework® - Student Profile
•600
•800
•1000
•1400
•1600
•1200
• Tex
t L
exil
e M
easu
re (
L)
•High•School•Literature
•College•Literature
•High•School•Textbooks
•College•Textbooks
•Military •Personal•Use
•Entry-Level•Occupations
•SAT 1,•ACT,•AP*
•* Source of National Test Data: MetaMetrics
•Matt•600
•800
•1000
•1400
•1600
•1200
•High•School•Literature
•College•Literature
•High•School•Textbooks
•College•Textbooks
•Military
•Personal•Use
•Entry-Level•Occupations
•SAT 1,•ACT,•AP*
•1st
•Quarter•2nd
•Quarter•3rd
•Quarter•4th
•Quarter
High expectations
Instructional Leadership
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
Reading Study SummaryInterquartile Ranges Shown (25% - 75%)
High expectations
Curriculum
Instructional Leadership
High expectations
Curriculum
Literacy and math
Instructional Leadership
High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Instructional Leadership
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)
•High•School•Literature
•College•Literature
•High•School•Textbooks
•College•Textbooks
•Military •Personal•Use
•Entry-Level•Occupations
•SAT 1,•ACT,•AP*
•* Source of National Test Data: MetaMetrics
•Interquartile Ranges Shown (25% - 75%)
Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0
•600
•800
•1000
•1400
•1600
•1200
• Tex
t L
exil
e M
easu
re (
L)
•Matt
•910
•* Source of National Test Data: MetaMetrics
Lexile Framework® - Student Profile
•600
•800
•1000
•1400
•1600
•1200
• Tex
t L
exil
e M
easu
re (
L)
•High•School•Literature
•College•Literature
•High•School•Textbooks
•College•Textbooks
•Military •Personal•Use
•Entry-Level•Occupations
•SAT 1,•ACT,•AP*
•* Source of National Test Data: MetaMetrics
•Matt•600
•800
•1000
•1400
•1600
•1200
•High•School•Literature
•College•Literature
•High•School•Textbooks
•College•Textbooks
•Military
•Personal•Use
•Entry-Level•Occupations
•SAT 1,•ACT,•AP*
•1st
•Quarter•2nd
•Quarter•3rd
•Quarter•4th
•Quarter
Survey Tools for Rigor, Relevance and Relationships
We Learn Student Survey
We Teach Instructional Staff Survey
We Lead Whole Staff Survey
Teacher vs. Student Comparison
T – Students can apply what I am teaching to their everyday lives.
92%
S – I can apply what I learn to my everyday life.
58%
T – Students in my classroom engage in hands-on activities.
88%
S – We do lots of hands-on activities in my classes.
45%
Teacher vs. Student Comparison
T – I encourage students to explore career pathways.
80%
S – My teachers encourage me to explore different careers.
49%
Teacher vs. Student Comparison
T – I make learning exciting for my students.
84%
S – My teachers make learning exciting.
40%
Teacher vs. Student Comparison
T – I am aware of my students’ interests outside of school.
87%
S – My teachers know my interests outside of school.
30%
Teacher vs. Student Comparison
T – I recognize students when they demonstrate positive behavior in school.
95%
S – Good citizenship is rewarded in this school.
40%
Teacher vs. Student Comparison
High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Provid
e
prof
essio
nal g
rowth
Instructional Leadership
Rigor and Relevance
Teaching
Levels
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
AA BB
DDCC
Rigor and Relevance
Relationships
Teaching
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.
Rigor/Relevance Framework
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.
Rigor/Relevance Framework
Rigor and Relevance
Relationships
Content
Teaching
Rigor and Relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Levels
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
AA BB
DDCC
How Students Learn
AA BB
DDCC
Rigor and Relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Inst
ruct
iona
l stra
tegi
es
Take off the plate
Next Network
Gold Seal Lessons
NESS&
Lexile
StateTests
StateStandards
ConsortiumAssessment
Rigor and relevance
Relationships
Content H
ow s
tude
nts
lear
n
Inst
ruct
iona
l stra
tegi
es
Asses
smen
t to
guid
e
inst
ruct
ion
Teaching
21st Annual
Model Schools Conference• Effective and efficient practices for improving student achievement in times of decreasing
resources and increasing expectations
• Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations
• Providing effective instructional approaches for special populations
•June 30 – July 3 | Washington, D.C.www.modelschoolsconference.com
A Look to the Future
Technology needs to do to education what it has done to countless other
industries: Disrupt It
Gaming is increasingly being built based upon brain research.
Gaming is increasingly being built based upon brain research.
What is the implication to education?
• Downloaded 1 billion times• Average of 800 bird launches per
download• Collectively 800 billion birds
launched• Over 600 million minutes played
per day• 400,000 years of time played
Angry Birds
School Improvement
Growing Gap
Changing World
Blended Model
32
1
1 – Incremental Change (Improving Core Practices)
2 – Innovative Change (Fundamental Change of Core Practice)
3 – Transformational Change (Affect Entire System)
Evolution of Change Model
32
1
1 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT)
Technology in Schools
Pencil Budget
32
1
1 – Training all teachers to grade essays 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance
Grading of Papers
1
1 – Learning Together
Learning
32
1
1 – Student-run technology P.D. (survey/3 levels)
2 – Teachers are given technology IEP with students as their mentors
3 – Top 1/3rd students and teachers create alternative instructional delivery system
Professional Development
21st Annual
Model Schools Conference• Effective and efficient practices for improving student achievement in times of decreasing
resources and increasing expectations
• Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations
• Providing effective instructional approaches for special populations
•June 30 – July 3 | Washington, D.C.www.modelschoolsconference.com
1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail: [email protected]
International Center for Leadership in Education
Close
Bill Daggett, Founder and ChairmanFebruary 15, 2013
School Improvement
Growing Gap
Changing World
21st Annual
Model Schools Conference• Effective and efficient practices for improving student achievement in times of decreasing
resources and increasing expectations
• Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations
• Providing effective instructional approaches for special populations
•June 30 – July 3 | Washington, D.C.www.modelschoolsconference.com
32
1
1 – Incremental Change (Improving Core Practices)
2 – Innovative Change (Fundamental Change of Core Practice)
3 – Transformational Change (Affect Entire System)
Evolution of Change Model
32
1
1 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT)
Technology in Schools
Pencil Budget
32
1
1 – Training all teachers to grade essays 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance
Grading of Papers
1
1 – Learning Together
Learning
32
1
1 – Student-run technology P.D. (survey/3 levels)
2 – Teachers are given technology IEP with students as their mentors
3 – Top 1/3rd students and teachers create alternative instructional delivery system
Professional Development
A Look to the Future
Technology needs to do to education what it has done to countless other
industries: Disrupt It
Gaming is increasingly being built based upon brain research.
Gaming is increasingly being built based upon brain research.
What is the implication to education?
• Downloaded 1 billion times• Average of 800 bird launches per
download• Collectively 800 billion birds
launched• Over 600 million minutes played
per day• 400,000 years of time played
Angry Birds
School Improvement
Growing Gap
Changing World
Blended Model
• Gaming• Online Instruction• Blended Learning
K-12 Education – High Impact Factors
32
1
1 – Teaching 2 – Learning 3 – Personalization of Learning
Our Mission
Recommendations
Recommendations• Seeing is believing
21st Annual
Model Schools Conference• Effective and efficient practices for improving student achievement in times of decreasing
resources and increasing expectations
• Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations
• Providing effective instructional approaches for special populations
•June 30 – July 3 | Washington, D.C.www.modelschoolsconference.com
Recommendations• Seeing is believing• Barrier Study
23 Successful Practices
• A focus on college AND career ready
Successful Practices
• A focus on college AND career ready• A common vision
Successful Practices
• A focus on college AND career ready• A common vision• A culture of high expectations
Successful Practices
• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum
Successful Practices
• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students
Successful Practices
• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement
Successful Practices
• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement• Leadership across all levels
Successful Practices
• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement• Leadership across all levels • Focused and sustained professional
development
Successful Practices
23 Successful Practices
Successful Practices Network-Barrier Study-
• Level of Establishment•Firmly Established•Partially Established•In Planning Stage•Not Evident
Best Practices
• Technical• Cultural• Political• Insufficient Support• Insufficient Budget• Insufficient Personnel
Barriers
• Technical – • Cultural – is greatest barrier in 18
of the 23 successful practices• Political• Insufficient Support• Insufficient Budget • Insufficient Personnel
Barriers
• Technical – is greatest in 4 of the 23 successful practices
• Cultural – is greatest barrier in 18 of the 23 successful practices
• Political• Insufficient Support• Insufficient Budget • Insufficient Personnel
Barriers
• Technical – is greatest in 4 of 23 the successful practice
• Cultural – is greatest barrier in 18 of the 23 successful practices
• Political• Insufficient Support• Insufficient Budget – is greatest in
1 of the 23 successful practices • Insufficient Personnel
Barriers
Successful Practices Network-Barrier Study-
Recommendations• Seeing is believing• Barrier Study• Culture
70%
Recommendations• Seeing is believing• Barrier Study• Culture• Next Network
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
ConsortiumAssessment
DDAA
Recommendations• Seeing is believing• Barrier Study• Needs Assessment• Next Network• Leadership Team
Doctor
Doctor
Pilot
21st Annual
Model Schools Conference• Effective and efficient practices for improving student achievement in times of decreasing
resources and increasing expectations
• Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations
• Providing effective instructional approaches for special populations
•June 30 – July 3 | Washington, D.C.www.modelschoolsconference.com
1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail: [email protected]
International Center for Leadership in Education