International Center for Leadership in Education

1
International Center for Leadership in Education
The Education ChallengePreparing Students for a
Changing WorldSeptember 20, 2007

• Dr. Willard R. Daggett

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Skills Gap
3
Application Model

• 1. Knowledge in one discipline
• 2. Application within discipline
• 3. Application across disciplines
• 4. Application to real-world predictable
  situations
• 5. Application to real-world unpredictable
  situations

4
Ten Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
2. Create a Structure to Guide Whole-School
/ District Reform
3. Establish Standards
4. Establish Proficiency Levels for Standards
5. Create a Curriculum
5
Ten Implementation Steps to Excellence

• 6. Create Successful Instructional Practices
• Increase rigor relevance and build
  relationships
• Focus on Literacy
• Address Struggling Learners

7. Address Organizational Issues
8. Create / Improve Leadership and Support
Systems for ALL Students
9. Ongoing Assessment of Student Progress
10. Review and Refine Process on an Ongoing Basis
6
Ten Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
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Challenges

• Technology

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• Information Technology
• Processing
• Communications

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SPOT

• Microsoft
• Citizen
• Fossil
• Suunco

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SPOT

• Integrated Projection
• Projection Keyboard

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Projection Keyboard
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Projection Keyboard and Projector
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Language Translation
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Translation Goggles
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1983 - A Nation at Risk

• E-mail
• Web pages
• Google
• iPODs
• Laptops
• Digital cameras
• Doppler radar
• Cell Phones
• Debit cards

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2000

• Blogs
• Wikis
• Tagging
• Text messaging
• MySpace
• Podcasts
• PDAs
• Genetic code

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Todays Youth

• Digital Learners
• Multimedia
• Find and manipulate data
• Analyze data and images

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Multitasking

• Toggling
• Prefrontal Cortex
• Pew Research

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Challenges

• Technology
• Globalization

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Cities with 1 Million People
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Challenges

• Technology
• Globalization
• Demographics

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Challenges

• Technology
• Globalization
• Demographics
• Values / Beliefs

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Ten Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
24
Ten Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
2. Create a Structure to Guide Whole-School
/ District Reform
25
Ten Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
2. Create a Structure to Guide Whole-School
/ District Reform
3. Establish Standards
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NC End-of-Course/Grade Test English LA -
Objectives
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North Carolina Career and Technical Education
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North Carolina Arts Education
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Ten Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
2. Create a Structure to Guide Whole-School
/ District Reform
3. Establish Standards
4. Establish Proficiency Levels for Standards
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2005 ProficiencyGrade 4 Reading
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2005 ProficiencyGrade 4 Reading
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2005 ProficiencyGrade 8 Reading
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2005 ProficiencyGrade 8 Reading
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2005 ProficiencyGrade 4 Mathematics
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2005 ProficiencyGrade 4 Mathematics
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2005 ProficiencyGrade 8 Mathematics
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2005 ProficiencyGrade 8 Mathematics
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2005-06 Lexile Framework for Reading Study
Summary of Text Lexile Measures
Interquartile Ranges Shown (25 - 75)
1600
1400
1200
Text Lexile Measure (L)
1000
800
600
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
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Ten Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
2. Create a Structure to Guide Whole-School
/ District Reform
3. Establish Standards
4. Establish Proficiency Levels for Standards
5. Create a Curriculum
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Ten Implementation Steps to Excellence

• 6. Create Successful Instructional Practices
• Increase rigor relevance and build
  relationships
• Focus on Literacy
• Address Struggling Learners

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Rigor/Relevance For All Students
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Knowledge Taxonomy

• 1. Awareness
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

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Application Model

• 1. Knowledge in one discipline
• 2. Application within discipline
• 3. Application across disciplines
• 4. Application to real-world predictable
  situations
• 5. Application to real-world unpredictable
  situations

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Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
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Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
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Rigor/Relevance Framework
6

• 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.

• 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.

D
C
5
4
3

• 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.

2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
6

• 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.

• 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.

D
C

• 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.

5
4
3

• 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.

2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
6

• 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.

• 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.

D
C
5
4
3

• 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.

2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
D
C
3
B
A

• 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.

2
1
1
2
3
4
5
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Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
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Ten Implementation Steps to Excellence

• 6. Create Successful Instructional Practices
• Increase rigor relevance and build
  relationships
• Focus on Literacy
• Address Struggling Learners

7. Address Organizational Issues
52
Ten Implementation Steps to Excellence

• 6. Create Successful Instructional Practices
• Increase rigor relevance and build
  relationships
• Focus on Literacy
• Address Struggling Learners

7. Address Organizational Issues
8. Create / Improve Leadership and Support
Systems for ALL Students
53
Ten Implementation Steps to Excellence

• 6. Create Successful Instructional Practices
• Increase rigor relevance and build
  relationships
• Focus on Literacy
• Address Struggling Learners

7. Address Organizational Issues
8. Create / Improve Leadership and Support
Systems for ALL Students
9. Ongoing Assessment of Student Progress
54
Ten Implementation Steps to Excellence

• 6. Create Successful Instructional Practices
• Increase rigor relevance and build
  relationships
• Focus on Literacy
• Address Struggling Learners

7. Address Organizational Issues
8. Create / Improve Leadership and Support
Systems for ALL Students
9. Ongoing Assessment of Student Progress
10. Review and Refine Process on an Ongoing Basis
55
2008 Symposium for Grades K-12 Shifting the
Focus from Teaching to Learning and How to Manage
the Change

• Friday, February 8 - Sunday, February 10
• Town and Country Resort Convention Center
• San Diego, California

For more information and registration visit
www.LeaderEd.com
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2007 Symposium for Grades 6-12 Supporting
Disengaged and Struggling Learners for Academic
Success

• Saturday, November 3 - Monday, November 5
• Atlanta Marriott Marquis Hotel
• Hyatt Regency Atlanta
• Atlanta, Georgia

For more information and registration visit
www.LeaderEd.com
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Network
25
75
600
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International Center for Leadership in Education,
Inc.
1587 Route 146 Rexford, NY 12148 Phone (518)
399-2776 Fax [phone] E-mail -
info_at_LeaderEd.com www.LeaderEd.com
59
International Center for Leadership in Education
Components and Characteristics of the Most
Successful U.S. SchoolsSeptember 7, 2007

• Dr. Willard R. Daggett

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1950s School Building
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1970s School Building
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1990s School Building
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2010 School Building ?
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This will look weird! Believe it or not, you
can read it!

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• I hOp U njoy d Conference.

I hope you enjoy the Conference.
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• Equity excellence R n conflict w 1 NothA.

Equity and excellence are in conflict with one
another.
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• BTW, SOL U WL problE hav 2 Lern d lingo. othRwIz
  U wiL hav knO idea wot yor students R sAN 2 1
  NothA Bhind yor bak.

By the way, sooner or later you will probably
have to learn the lingo. Otherwise you will have
know idea what your students are saying to one
another behind your back.
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A New Language
SMS (Short Message Service)
Text Messaging
160 characters maximum
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SMS Text Lingo

• "G2G" (got to go)
• LOL" (laugh out loud)
• "WL" (will)
• "BTW" (by the way)
• "AFAIK" (as far as I know)
• "W" (what?)
• "PXT" (please explain that)

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New Literacy
Document
Quantitative
Technological
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Document
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Quantitative
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Application Model

• 1. Knowledge in one discipline
• 2. Application within discipline
• 3. Application across disciplines
• 4. Application to real-world predictable
  situations
• 5. Application to real-world unpredictable
  situations

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Three Competency Areas for DTQ Literacy
Previewing the Document or Source
DTQ Skills
Understanding the Task

• Completing the Process

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Criteria

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

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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)

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Application Model

• 1. Knowledge in one discipline
• 2. Application within discipline
• 3. Application across disciplines
• 4. Application to real-world predictable
  situations
• 5. Application to real-world unpredictable
  situations

78
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)

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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)

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Guiding Principles

• Responsibility
• Contemplation
• Initiative
• Perseverance
• Optimism
• Courage

• Respect
• Compassion
• Adaptability
• Honesty
• Trustworthiness
• Loyalty

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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)

82
International Center for Leadership in Education,
Inc.
1587 Route 146 Rexford, NY 12148 Phone (518)
399-2776 Fax [phone] E-mail -
info_at_LeaderEd.com www.LeaderEd.com