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International Center for Leadership in Education

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Title: International Center for Leadership in Education


1
International Center for Leadership in Education
Leadership 21st Century SkillsCareer and
Technical EducationAt a CrossroadsMay 1, 2009
  • Dr. Willard R. Daggett

2
International Center Finding
  • Nations top performing
  • Nations most rapidly improving

3
Agenda
  • 1. Larger Context
  • 2. Changing Knowledge and Skill Requirements
  • 3. Successful Practices

4
Nations Most Successful Schools
  • The issue is Instruction not
  • Structure

5
Nations Most Successful Schools
  • Look like the Instructional Practices found in
  • Career Technical Education Programs

6
International Center for Leadership in Education
  • School Superintendents, Principals and School
    Board Leaders
  • Council of Chief State School Officers
  • Major Foundations

7
Institute for 21st Century Leadership
  • Partnership with ACTE and ICLE
  • Built on Best Practices
  • Reposition CTE into Leadership Role for
    Comprehensive Schools Improvement

8
21st Century Reports
  • Great concept
  • Lack specific tools and strategies
  • Institute to provide tools and strategies
    base on successful practices

9
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

10
Rigor/Relevance For All Students
11
Knowledge Taxonomy
  • 1. Awareness
  • 2. Comprehension
  • 3. Application
  • 4. Analysis
  • 5. Synthesis
  • 6. Evaluation

12
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

13
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
14
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
15
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
16
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
17
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
18
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
19
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
20
Rigor/Relevance Framework
D
C
3
B
A
  • Know the characteristics and phenomena of sound
    waves and light waves.
  • Understand the effect of sounds, words, and
    imagery on a listening audience.

2
1
1
2
3
4
5
21
Relationships
22
Agenda
  • 1. Larger Context

23
Larger Context
  • 1. Education
  • - Budget

24
Larger Context
  • 1. Education
  • - Budget
  • - Higher Standards

25
Larger Context
  • 1. Education
  • - Budget
  • - Higher Standards
  • - Stimulus

26
STIMULUS
  • Short term funding should be used to stimulate
    long term improvement -- NOT to maintain what
    exist

27
Larger Context
  • 1. Education
  • - Budget
  • - Higher Standards
  • - Stimulus
  • Society
  • - Globalization

28
Challenges
  • Globalization

29
Wal Mart
  • Largest Corporation
  • 8 times Size of Microsoft
  • 2 of GDP
  • 1.4 Million Employees
  • More Employees than
  • GM, Ford, G.E. and IBM Combined

Source The Post-American World
30
China today exports in a single day more than
exported in all of 1978.
Source The Rise of India and China . . .
31
Savings Rate
  • 1. India -- 25
  • 2. Japan -- 28
  • 3. Korea -- 30
  • 4. China -- 50
  • 5. United States -- (-4)

32
Market Penetration
  • China -- 10
  • India-- 3
  • United States -- 87

33
World Economy
  • Early 1900s
  • U.S.
  • Europe
  • Early 1980s
  • U.S.
  • Japan
  • Early 2009
  • U.S.
  • China
  • Early 2020
  • Viet Nam
  • Argentina
  • Brazil
  • Indonesia
  • Panama

34
U.S. 2nd Half of 20th Century
  • Only Superpower
  • Highest per Capita Income
  • 1st in Economic Growth
  • 5 of Population gt 24 of Consumption

Source National Academy of Science 2007
35
Larger Context
  • 1. Education
  • - Budget
  • - Higher Standards
  • - Stimulus
  • Society
  • - Globalization
  • - Technology

36
Challenges
  • Globalization
  • Technology

37
  • Information Technology
  • Processing
  • Communications

38
1983 A Nation at Risk
  • E-mail
  • Web pages
  • Google
  • iPODs
  • Laptops
  • Digital cameras
  • Doppler radar
  • Cell phones

39
2000
  • Blogs
  • Wikis
  • Tagging
  • Text messaging
  • MySpace
  • Podcasts
  • PDAs

40
E-Mail
  • Adult use often

41
E-Mail
  • Adult use often
  • 14 of teens use often

42
Content Creation Social Media
  • Facebook
  • MySpace
  • Flickr
  • YouTube
  • Blogs
  • Personal Web Pages

43
Use of Social Media Among Online Teens
Teens from single-parent or lower-income
households are more likely to blog than affluent
teens in more traditional households.
Source Pew/Internet American Life Project,
Teens and Social Media, 2007
44
SPOT
  • Microsoft
  • Citizen
  • Fossil
  • Suunco

45
(No Transcript)
46
SPOT
  • Integrated Projection
  • Projection Keyboard

47
Projection Keyboard
48
Projection Keyboard and Projector
49
Language Translation
50
Translation Goggles
51
Emotiv
  • 16 embedded sensors
  • Detect facial expressions and emotions
  • Push, pull, lift, and drop

http//emotiv.com/INDS_3/inds_3.html
52
  • Bio Technology
  • Biological Science
  • Practical Application

53
  • Nano Technology
  • Atom Up

54
2000
Info Tech
Nano Tech
Bio Tech
55
2008
Info Tech
Nano Tech
Bio Tech
56
2012
Info Tech
Nano Tech
Bio Tech
57
Chinese Science
Elementary Schools 6 Years Integrated Science
Biology / Chemistry Grade 7
Biology / Physics Grade 8
Physics / Chemistry Grade 9
Integrated Science Grades 10 - 12
Source Ed Week 6/6/07
58
Larger Context
  • 1. Education
  • - Budget
  • - Higher Standards
  • - Stimulus
  • Society
  • - Globalization
  • - Technology
  • - Demographics

59
Agenda
  • 1. Larger Context
  • 2. Changing Knowledge and Skill Requirements

60
Ohio English Language ArtsLearning Standards
Tested
61
Ohio MathematicsLearning Standards Tested
62
ISAT/PSAE English LABenchmarks Tested
63
MEAP English LA Grade Level Content Expectations
Tested
64
Wisconsin English LA Achievement Frameworks
Subskills/DescriptorsKnowledge and Concepts Exam
- CRT (WKCE)
65
Wisconsin Mathematics Achievement Frameworks
Subskills/DescriptorsKnowledge and Concepts Exam
- CRT (WKCE)
66
TAKS English LAStudent Expectations Tested
67
CA STAR / CAHSEE English LABenchmarks Tested
68
FCAT English LABenchmarks Tested
69
  • Findings

70
Findings
  1. Consistent with nation

71
Findings
  1. Generally consistent between groups

72
Findings
  • 3. The top-ranked topics tend to be those that
    are skill based as opposed to conceptual. These
    topics typically depict the application of
    knowledge.

73
Findings
  • 4. Greatest variations are
  • Subject matter teachers
  • Between subject area teachers and business

74
Findings
  • English/Language Arts
  • Lower ranking to oral skills
  • Higher ranking to expository and persuasive
    writing

75
4. Greatest Variations
CESA 6 Wisconsin Composite State and Subgroup
Rankings of Essential Skills
Subgroup Rankings Subgroup Rankings Subgroup Rankings Subgroup Rankings
National Essential Skills Study (NESS) English Language Arts Topic Statements Business/ Industry Other Non-Educators English LA Educators Other Educators
Give clear and concise oral directions. 4 4 23 5
Assess the validity, reliability, authenticity, quality, and accuracy of an informational or literary text. 25 19 7 15
76
Findings
  • Mathematics
  • Lower rankings to metrics, Problem Solving and
    rounding
  • Higher ranking to Pythagorean Theorem, linear
    equations and graphing slope

77
Findings
  • Social Studies
  • Lower ranking to economic related areas
  • Higher ranking to historical related areas

78
Findings
  • 5. Consider elimination of low-priority
    standards

79
5. Eliminate Low-Priority Standards
CESA 6 Wisconsin Rankings Compared to National
Results
Rankings Rankings
National Essential Skills Study (NESS) English Language Arts Topic Statements CESA 6 WI Rank National Rank
Understand the effect of sounds, words, imagery, repetition, rhyme, and rhythm patterns in language, including poetry and orations, on the speaker or audience. 44 44
Listen for language cues that demonstrate a speaker's patterns of organization in formal presentations. 45 46
Research information about viewing by evaluating personal and societal viewing habits. 46 49
Create an original piece of literature or poetry for personal enjoyment or to share with other readers. 47 45
Write a biographical or autobiographical sketch. 48 47
Interpret literature for an audience by reading out loud with appropriate expression. 49 48
Understand and apply film and theatrical terms and techniques to an analysis and evaluation of films and plays. 50 50
80
5. Eliminate Low-Priority Standards
Rankings Rankings
National Essential Skills Study (NESS) Mathematics Topic Statements CESA 6 WI Rank National Rank
Use derivatives and the process of differentiation to determine slopes of tangent lines, maxima and minima, velocity, and acceleration. 64 61
Find the graphic solution of systems of linear inequalities (i.e., graph the solution set or region of the coordinate plane common to both inequalities). 65 65
Know how to sketch basic conic sections (e.g., circles, parabolas) by using their equations and solve systems of non-linear equations graphically. 66 66
Apply step and piecewise functions, including greatest integer and absolute value functions. 67 67
Apply summation notation to take the sum of an expression using limits (e.g., take the sum of 3i 1 from i 1 to 5). 68 69
Apply transformation concepts to examine two-dimensional aspects or representations of three-dimensional figures (e.g., isometries and nets). 69 68
Understand and apply the binomial theorem (e.g., explore the relationship of the binomial theorem with Pascals triangle and the Fibonacci sequence. 70 70
81
5. Eliminate Low-Priority Standards
Rankings Rankings
National Essential Skills Study (NESS) Science Topic Statements CESA 6 WI Rank National Rank
Examine the chemical reactions involved in cell functions and the role of enzymes in facilitating the breakdown and synthesis of molecules. 80 77
Know the processes involved in the rock cycle and examine the environmental factors necessary for rock formation, recognizing that sedimentary, igneous, and metamorphic rocks contain evidence of the minerals, temperatures, and forces that created them. 81 80
Determine geologic history and age by examining the rock record and/or fossil sequencing and understand the technique of measuring geologic ages by absolute dating of rocks/fossils using known decay rates of radioactive isotopes. 82 83
Understand the concept and interpretation of the mole and the gram atomic mass, gram molecular mass, and molar volume of a gas. 83 82
Know characteristics of the erosional-depositional system by differentiating between an erosional process and a depositional process. 84 85
Know the history of the geocentric and heliocentric solar system models and how they are used to explain celestial and/or terrestrial objects or events. 85 84
82
5. Eliminate Low-Priority Standards
Rankings Rankings
National Essential Skills Study (NESS) Social Studies Topic Statements CESA 6 WI Rank National Rank
Examine and explain the characteristics of early civilizations (4000-1000 BCE) in Eurasia and Africa and the emergence and spread of agrarian and militaristic societies. 56 56
Recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. 57 57
Examine and explain the processes that led to the emergence of the earliest agricultural communities around the world. 58 58
Relate the physical processes that shape the Earths surface to the spatial distribution of ecosystems. 59 60
Evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors use of evidence and the distinctions between sound generalization and misleading oversimplification. 60 59
83
Knowledge and Skill Requirements
  • 1. National Essential Skills Study
  • 2. Lexile Study

84
Literacy is Key
85
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
86
16 Career ClustersDepartment of Education
87
Reading RequirementsFindings
  • Entry-level
  • Highest in 6/16
  • Second Highest in 7/16
  • Consistent Across Country

88
Human Services
 
89
Construction
 
90
Manufacturing
 
91
ProficiencyGrade 4 Reading
Proficient Required NAEP Score
North Carolina 82
Texas 81
Ohio 77
Florida 71
Massachusetts 48
California 48
South Carolina 35
92
ProficiencyGrade 4 Reading
Proficient Required NAEP Score
North Carolina 82 183
Texas 81 190
Ohio 77 199
Florida 71 202
Massachusetts 48 234
California 48 210
South Carolina 35 228
93
ProficiencyGrade 8 Reading
Proficient Required NAEP Score
North Carolina 88
Texas 83
Ohio 80
Florida 44
California 39
South Carolina 30
94
ProficiencyGrade 8 Reading
Proficient Required NAEP Score
North Carolina 88 217
Texas 83 225
Ohio 80 241
Florida 44 265
California 39 262
South Carolina 30 276
95
ProficiencyGrade 4 Mathematics
Proficient Required NAEP Score
North Carolina 91
Texas 82
Michigan 73
Ohio 65
Florida 63
California 51
South Carolina 39
Massachusetts 39
96
ProficiencyGrade 4 Mathematics
Proficient Required NAEP Score
North Carolina 91 203
Texas 82 219
Michigan 73 222
Ohio 65 233
Florida 63 230
California 51 231
South Carolina 39 246
Massachusetts 39 255
97
ProficiencyGrade 8 Mathematics
Proficient Required NAEP Score
North Carolina 84
Ohio 63
Texas 61
Michigan 61
Florida 58
Massachusetts 42
South Carolina 24
98
ProficiencyGrade 8 Mathematics
Proficient Required NAEP Score
North Carolina 84 247
Ohio 63 274
Texas 61 273
Michigan 61 269
Florida 58 269
Massachusetts 42 301
South Carolina 24 305
99
Lexile Framework - Student Profile Matt - Age
15, Grade 10, Lexile 1090, GPA 3.0
1600
1400
1200
Text Lexile Measure (L)
1000
910
800
600
Matt
Source of National Test Data MetaMetrics
100
Lexile Framework - Student Profile
1600
1600
1400
1400
1200
1200
Text Lexile Measure (L)
1000
1000
800
800
600
600
Matt
High School Literature
College Literature
High School Textbooks
College Textbooks
Military
Personal Use
Entry-Level Occupations
SAT 1, ACT, AP
High School Literature
High School Textbooks
Entry-Level Occupations
Military
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
SAT 1, ACT, AP
College Textbooks
Personal Use
College Literature
Source of National Test Data MetaMetrics
101
Knowledge and Skill Requirements
  • 1. National Essential Skills Study
  • 2. Lexile Study
  • 3. Quantile Study

102
Quantile Framework
  • Numbers and Operations
  • Algebra / Patterns Functions
  • Data Analysis Probability
  • Measurement
  • Geometry

103
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
104
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
105
Not on the Test
106
Agenda
  • 1. Larger Context
  • 2. Changing Knowledge and Skill Requirements
  • 3. Successful Practices

107
Successful Practices
  1. Efficient and Effective Framework

108
Efficient and Effective Framework
High Cost
Low Cost
109
Efficient and Effective Framework
High Student Performance
Ef fec t iveness
High Cost
Low Cost
Low Student Performance
110
Efficient and Effective Framework
High Student Performance
Ef fec t iveness
C D A B
High Cost
Low Cost
Low Student Performance
111
Efficient and Effective Framework
High Student Performance
High Cost High Performance
Low Cost High Performance
C D A B
High Cost
Low Cost
Low Cost Low Performance
High Cost Low Performance
Low Student Performance
112
Successful Practices
  • Efficient and Effective Framework
  • Rigor and Relevance Framework

113
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
114
Successful Practices
  • Efficient and Effective Framework
  • Rigor and Relevance Framework
  • 3. Curriculum Matrix

115
Ohio English Language ArtsLearning Standards
Tested
116
Career Technical Education Ohio English Language Arts Benchmarks/Indicators Grade 10 OTG Agriculture, Food Natural Resources Agriculture, Food Natural Resources Agriculture, Food Natural Resources Agriculture, Food Natural Resources Agriculture, Food Natural Resources Agriculture, Food Natural Resources Agriculture, Food Natural Resources Architecture Construction Architecture Construction Architecture Construction
Career Technical Education Ohio English Language Arts Benchmarks/Indicators Grade 10 OTG Food Products Processing Systems Agribusiness Systems Power, Structural Technical Systems Environmental Service Systems Plant Systems Natural Resource Systems Animal Systems Design/ Pre- Construction Construction Maintenance/ Operations
1. Define unknown words through context clues and the authors use of comparison, contrast and cause and effect. H ? ? ? ? ? ? ? ? ? ?
2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships. L ? ? ? ? ? ? ? ?
3. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns. H ? ? ? ? ? ? ? ?
4. Analyze the ways that historical events influenced the English language. H
5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). H ? ? ? ? ? ? ? ?
6. Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars. M ? ? ? ? ? ? ? ? ? ?
1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. H ? ? ? ? ? ? ? ? ? ?
117
Ohio Arts Education
Ohio English Language Arts Benchmarks/Indicators Grade 6 National Essential Skills Study (NESS) Rankings Grade 6 Achievement Test Visual Arts Dance Music Theatre
1. Define the meaning of unknown words by using context clues and the authors use of definition, restatement and example. E5 H ? ?
1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems. E2 E12 H ? ? ? ?
2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text. E12 E13 H ? ? ?
3. Make critical comparisons across texts, noting authors style as well as literal and implied content of text. E24 H ? ? ?
4. Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions. E2 E9 H ? ? ?
5. Select, create and use graphic organizers to interpret textual information. E6 E22 E31 M ? ? ?
6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. E2 H ? ? ? ?
118
Wisconsin Career and Technical Education
 
Wisconsin English Language Arts Objectives/Subskills/Descriptors WKCE/WMAS Alignment Grade 10 NESS Rank WKCE-CT Agriculture, Food Natural Resources Agriculture, Food Natural Resources Agriculture, Food Natural Resources Agriculture, Food Natural Resources Agriculture, Food Natural Resources Agriculture, Food Natural Resources Agriculture, Food Natural Resources Architecture Construction Architecture Construction Architecture Construction Arts, A/V Technology Communications Arts, A/V Technology Communications Arts, A/V Technology Communications Arts, A/V Technology Communications Arts, A/V Technology Communications Arts, A/V Technology Communications
Wisconsin English Language Arts Objectives/Subskills/Descriptors WKCE/WMAS Alignment Grade 10 NESS Rank WKCE-CT Food Products Processing Systems Agribusiness Systems Power, Structural Technical Systems Environmental Service Systems Plant Systems Natural Resource Systems Animal Systems Design/ Pre-Construction Construction Maintenance/ Operations Performing Arts Visual Arts Printing Technology Journalism Broadcasting A/V Technology Film Telecommunications
10.1.2. Use knowledge of word structure to determine the meaning of words and phrases. Content Standard A.1 Use effective reading strategies to achieve their purposes in reading. E5 L ? ? ? ? ? ? ? ? ? ? ? ? ? ?
10.1.3. Use word reference materials to determine the meaning of words and phrases. Content Standard A.1 Use effective reading strategies to achieve their purposes in reading. E4 M ? ? ? ? ? ? ? ? ? ? ? ? ? ?
10.2.1. Demonstrate understanding of literal meaning by identifying stated information in literary text. Content Standards A.1 Use effective reading strategies to achieve their purposes in reading A.2 Read, interpret, and critically analyze literature. A.3 Read and discuss literary and nonliterary texts in order to understand human experience. E2 L ? ?
119
Arts Education
Wisconsin English Language Arts Reading Frameworks Objectives/Subskills/Descriptors Aligned to WMAS 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 Standard A.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 Standard A.1 Use effective reading strategies to achieve their purposes in reading. E5 M ? ? ? ?
120
Successful Practices
  • Efficient and Effective Framework
  • Rigor and Relevance Framework
  • 3. Curriculum Matrix
  • Gold Seal Lessons

121
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
122
Gold Seal Lessons
123
Successful Practices
  • Efficient and Effective Framework
  • Rigor and Relevance Framework
  • 3. Curriculum Matrix
  • Gold Seal Lessons
  • Professional Development

124
Successful Practices
  • Efficient and Effective Framework
  • Rigor and Relevance Framework
  • 3. Curriculum Matrix
  • Gold Seal Lessons
  • Professional Development
  • 6. Organizational configurations

125
Survey Tools for Rigor, Relevance and
Relationships
  • We Learn Student Survey
  • We Teach Instructional Staff Survey
  • We Lead Whole Staff Survey

126
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
127
Teacher vs. Student Comparison
T Students in my classroom engage in hands-on activities. 88
S We do lots of hands-on activities in my classes. 45
128
Teacher vs. Student Comparison
T I encourage students to explore career pathways. 80
S My teachers encourage me to explore different careers. 49
129
Teacher vs. Student Comparison
T I make learning exciting for my students. 84
S My teachers make learning exciting. 40
130
Teacher vs. Student Comparison
T I encourage students to use multiple resources when solving problems. 93
S My teachers encourage me to use many resources to solve problems. 65
131
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
132
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
133
Teacher vs. Student Comparison
T I know my students academic interests and goals. 84
S My teachers know my academic interests and goals. 35
134
Teacher vs. Student Comparison
T I know what my students are passionate about. 78
S My teachers know what I love to do outside of school. 28
135
Survey Tools for Rigor, Relevance and
Relationships
  • We Learn Student Survey
  • We Teach Instructional Staff Survey
  • We Lead Leadership Survey

136
Create a Culture
  • 1. White Papers
  • 2. Keynoters to Present
  • 3. DVDs

137
Create a Culture
Research and Data
Tools, Strategies, and Professional Development
Network to Successful Schools
138
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
139
16 Career ClustersDepartment of Education
140
Reading Requirements Findings
  • Entry-level
  • Highest in 6/16
  • Second Highest in 7/16
  • Consistent Across Country

141
Human Services
 
142
Construction
 
143
Manufacturing
 
144
TAKS English LAStudent Expectations Tested
145
Ohio English Language ArtsLearning Standards
Tested
146
Texas Career and Technical Education
Texas English Language Arts Essential Knowledge and Skills/ Student Expecations English II - 10th Grade English III - 11th Grade (Exit) TAKS TAKS Ag Services Construction Advertising Health Science Machinist
Texas English Language Arts Essential Knowledge and Skills/ Student Expecations English II - 10th Grade English III - 11th Grade (Exit) 10th 11th Ag Services Construction Advertising Health Science Machinist
(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
147
Texas Arts Education
Texas Mathematics Essential Knowledge and Skills/ Student Expectations 7th 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
148
Survey Tools for Rigor, Relevance and
Relationships
  • We Learn Student Survey
  • We Teach Instructional Staff Survey
  • We Lead Leadership Survey

149
Student Survey Percentages
Survey Statement Total Male Female
I enjoy being at school 50.2 47.4 53.2
Teachers make school an exciting place to learn 33.0 32.9 32.6
School is boring 45.5 49.9 41.5
Teachers have fun at school 38.5 39.8 37.6
Learning can be fun 63.5 59.0 69.3
150
Student Survey Percentages
Survey Statement Total Male Female
At school I am encouraged to be creative 58.8 56.4 61.3
My classes help me understand what is happening in my everyday life 39.8 39.3 40.9
I learn new things that are interesting to me at school 66.3 63.8 69.9
151
Student Survey Percentages
Survey Statement Total Male Female
School is a welcoming and friendly place 62.8 62.9 63.0
Teachers care about my problems and feelings 45.6 43.5 48.3
I am proud of my school 48.8 47.8 50.8
152
Student Survey Percentages
Survey Statement Total Male Female
Students respect teachers 39.1 41.5 36.9
Teachers respect students 54.2 53.8 55.7
Students respect each other 29.4 31.8 27.3
153
Student Survey Percentages
Survey Statement Total Male Female
Teachers care about me as an individual 51.0 50.1 52.7
Teachers care if I am absent from school 49.5 47.7 52.1
154
Survey Tools for Rigor, Relevance and
Relationships
  • We Learn Student Survey
  • We Teach Instructional Staff Survey
  • We Lead Leadership Survey

155
Needs Assessment
  • By the numbers
  • Onsite visit
  • Strategic plan
  • Tactorial plan

156
Research and Data
  • 1. Lexile Study
  • 2. Quantile Study
  • 3. NESS
  • 4. Student Surveys
  • 5. Needs Assessments
  • 6. White Papers

157
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
158
Instructional Tools and Strategies
  • Professional Development
  • Rigor and Relevance
  • Integration of Academics and CTE
  • Use of Data
  • Development of 21st Century Skills
  • Gold Seal Lessons
  • Instructional Kits

159
Mark Your Calendar!
17th Annual Model Schools Conference June 28-
July 1, 2009 Atlanta
Visit www.LeaderEd.com for more information
160
Successful Practices Network
  • Mission
  • Rigor, Relevance, and Relationship for ALL
    Learners
  • Good to Great
  • Best Practices
  • Sustainability

161
Create a Culture
Research and Data
Tools, Strategies, and Professional Development
Network to Successful Schools
162
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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