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International Center for Leadership in Education

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International Center for Leadership in Education. Dr. Willard R. ... 1901 24 G.I. 1925 45 Silent. 1946 60 Boomers. 1961 81 Gen X. 1982 - Millennial ... – PowerPoint PPT presentation

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Title: International Center for Leadership in Education


1
International Center for Leadership in Education
Academics CTEAcademic Requirements of the
Workplace
  • Dr. Willard R. Daggett

2
Change Process
3
Challenges
  • Technology
  • Globalization
  • Demographics

4
Challenges
  • Technology
  • Globalization
  • Demographics
  • Values / Beliefs

5
Larger Context
  • 1901 24 G.I.
  • 1925 45 Silent
  • 1946 60 Boomers
  • 1961 81 Gen X
  • 1982 - Millennial

6
Change Process
7
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
8
16 Career ClustersDepartment of Education
9
Reading RequirementsFindings
  • Entry-level
  • Highest in 6/16
  • Second Highest in 7/16
  • Consistent Across Country

10
Human Services
 
11
16 Career ClustersDepartment of Education
12
Human Services
 
13
Construction
 
14
Manufacturing
 
15
On-the Job Lexile Requirements
Lexile
National Adult Literacy Study 1992
1,500 1,400 1,300 1,200 1,100 1,000 900 800
International Center for Leadership in Education
2006
Construction
Craftsman
Nurse
Sales
Secretary
16
Quantile Framework
  • Numbers and Operations
  • Algebra / Patterns Functions
  • Data Analysis Probability
  • Measurement
  • Geometry

17
2005-06 Quantile Framework for Math
Interquartile Ranges Shown (25 - 75)
1500
1400
1300
1200
11th
10th
1100
Quantile Measure (Q)
1000
8th
900
800
700
600
500
Personal Use
Employment
High School
First-Year College
18
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

19
Change Process
20
Rigor/Relevance For All Students
21
Knowledge Taxonomy
  • 1. Awareness
  • 2. Comprehension
  • 3. Application
  • 4. Analysis
  • 5. Synthesis
  • 6. Evaluation

22
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

23
Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
24
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
25
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
26
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
27
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
28
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
29
United States
Source Tough Choices Tough Times, National
Center on Education and the Economy
30
Kentucky English LASubdomains / Standards Tested
31
Kentucky MathematicsSubdomains / Standards Tested
32
Kentucky Career and Technical Education
33
Kentucky Arts Education
34
Solutions
Solution
35
Solutions
I.D. Students Business, Nations Needs
Solution
36
Solutions
I.D. Students Business, Nations Needs
What Works in Schools
Solution
37
Solutions
I.D. Students Business, Nations Needs
What Works in Schools
Solution
Why Does it Work? Brain Research
38
Input to Brain
Front
Back
39
Input to Brain
Sight
Hearing
40
Input to Brain
Sight
Hearing
41
Input to Brain
Sight
Hearing
42
Input to Brain
Quad A
Sight
Hearing
43
Connections / Pathways
Association Area Quad C
Sight
Hearing
44
Connections / Pathways
Association Area Quad C
Prefrontal Cortex
Sight
Quad B / D
Hearing
45
Connections / Pathways
Prefrontal Cortex
Sight
Hearing
46
Connections / Pathways
Prefrontal Cortex
Sight
Hearing
47
Information
  • Best practices --- Booth --- 407
  • Resource People ---

48
Senior Advisors
  • Brain Research Dr. Paul Nussbaum

49
Senior Advisors
  • Brain Research Dr. Paul Nussbaum
  • Connecting Education Business Dr. Clayton
    Wilcox

50
Senior Advisors
  • Brain Research Dr. Paul Nussbaum
  • Connecting Education Business Dr. Clayton
    Wilcox
  • Literacy Dr. Ernie Fleishman

51
Senior Advisors
  • Brain Research Dr. Paul Nussbaum
  • Connecting Education Business Dr. Clayton
    Wilcox
  • Literacy Dr. Ernie Fleishman
  • Public Policy Inez Tenenbaum, J. D.

52
Senior Advisors
  • Brain Research Dr. Paul Nussbaum
  • Connecting Education Business Dr. Clayton
    Wilcox
  • Literacy Dr. Ernie Fleishman
  • Public Policy Inez Tenenbaum, J. D.
  • K-12 Reform Dr. Bill McNeal Dr. Clayton Wilcox

53
Senior Advisors
  • Brain Research Dr. Paul Nussbaum
  • Connecting Education Business Dr. Clayton
    Wilcox
  • Literacy Dr. Ernie Fleishman
  • Public Policy Inez Tenenbaum, J. D.
  • K-12 Reform Dr. Bill McNeal Dr. Clayton Wilcox
  • Connecting Students Dr. Russ Quaglia

54
Contact
Karen Wilkins Executive Vice President Internation
al Center for Leadership in Education E-mail
karen_at_daggett.com Telephone (518) 399-2776
Ext. 206
55
International Center for Leadership in Education,
Inc.
1587 Route 146 Rexford, NY 12148 Phone (518)
399-2776 Fax (518) 399-7607 E-mail -
info_at_LeaderEd.com www.LeaderEd.com
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