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Creating Schools We Need Where Best Practices Meet Next Practices

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Creating Schools We Need Where Best Practices Meet Next Practices Willard R. Daggett, Founder and Chairman August 24, 2012 * * * * * * * * * * Foundation Learning ... – PowerPoint PPT presentation

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Title: Creating Schools We Need Where Best Practices Meet Next Practices


1
Creating Schools We Need Where Best
Practices Meet Next Practices
  • Willard R. Daggett, Founder and Chairman
  • August 24, 2012

2
Factors to Consider
  • Most Successful Practices
  • Research
  • CCSS/NGA
  • Change Theory

3
Factors to Consider
  • Most Successful Practices

4
Growing Gap
School Improvement
5
Growing Gap
Changing World
School Improvement
6
Growing Gap
Changing World
School Improvement
7
Growing Gap
School Improvement
Changing World
8
Factors to Consider
  • Most Successful Practices
  • Research

9
Agenda
RESEARCH
10
Agenda
RESEARCH
MODEL SCHOOLS
11
Agenda
RESEARCH
MODEL SCHOOLS
STRUCTURE
12
Agenda
RESEARCH
MODEL SCHOOLS
STRUCTURE
BEST PRACTICES
13
Agenda
RESEARCH
MODEL SCHOOLS
STRUCTURE
ACTION PLAN
BEST PRACTICES
14
Agenda
RESEARCH
MODEL SCHOOLS
STRUCTURE
ACTION PLAN
BEST PRACTICES
15
Focus
  • What is effective?

16
Research on Effectiveness
  • Data-rich, analysis-poor
  • Meta-analysis

17
Research on Effectiveness
  • Data-rich, analysis-poor
  • Meta-analysis
  • Visible Learning by John Hattie
  • 52,637
  • 800 meta-analyses

18
Focus
  • What is effective?
  • What you can impact?
  • What is most efficient?

19
Effectiveness and Efficiency Framework
High Cost
Low Cost
20
Effectiveness and Efficiency Framework
High Student Performance
Ef fec t iveness
High Cost
Low Cost
Low Student Performance
21
Effectiveness and Efficiency Framework
High Student Performance
Ef fec t iveness
C D A B
High Cost
Low Cost
Low Student Performance
22
Student Teacher Relationship
Efficient
Effective
23
Application of Knowledge
Effective
Efficient
24
Professional Development
Efficient
Effective
25
Teacher Expectations and Clarity
Effective
Efficient
26
Plan Instruction based on how Students Learn
Effective
Efficient
1.28
27
Assessment to Inform and Differentiate Instruction
Efficient
Effective
28
Literacy Strategies
Effective
Efficient
29
Peer Tutoring
Effective
Efficient
30
What is less effective and efficient
31
Class Size
Effective
Efficient
32
Summer School
Effective
Efficient
33
PD
Peer Tutor
Student Teacher
Prior Achieve
Form. Eval.
Teacher Clarity
Meta Strats.
Literacy Strats.
Class Size
Ability Group
Teach Test
Summer School
34
Factors to Consider
  • Most Successful Practices
  • Research
  • CCSS/NGA

35
Challenges
  • Standards will be higher




36
Reading Study Summary
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
37
2005 Proficiency Grade 4 Reading
Proficient Required NAEP Score
Mississippi 88
Georgia 87
Wisconsin 83
Texas 81
Ohio 77
Florida 71
California 48
Massachusetts 48
38
2009 Proficiency Grade 4 Reading
Proficient Required NAEP Score
Georgia 87
Texas 84
Ohio 82
Wisconsin 82
Florida 74
California 60
Massachusetts 54
Mississippi 52
39
2005 Proficiency Grade 4 Reading
Proficient Required NAEP Score
Mississippi 88 161
Georgia 87 175
Wisconsin 82 189
Texas 81 190
Ohio 77 199
Florida 71 202
California 48 210
Massachusetts 48 234
40
2009 Proficiency Grade 4 Reading
Proficient Required NAEP Score
Georgia 87 178
Texas 84 188
Ohio 82 192
Wisconsin 82 189
Florida 74 206
California 60 202
Massachusetts 54 234
Mississippi 52 210
41
2009 Proficiency Grade 4 Reading
Proficient Required NAEP Score
Georgia 87 (0) 178 (3)
Texas 84 (3) 188 (-2)
Ohio 82 (5) 192 (-7)
Wisconsin 82 (-1) 189 (0)
Florida 74 (3) 206 (4)
California 60 (12) 202 (-8)
Massachusetts 54 (6) 234 (0)
Mississippi 52 (-36) 210 (49)
42
2009 Proficiency Grade 4 Mathematics
Proficient Required NAEP Score
Texas 85 (3) 214 (-5)
Wisconsin 81 (7) 219 (-16)
Mississippi 58 (-21) 223 (17)
Georgia 75 (0) 218 (3)
Ohio 78 (13) 219 (-14)
Florida 75 (12) 225 (-5)
California 65 (14) 220 (-11)
Massachusetts 48 (9) 255 (0)
43
Comparison of NAEP and California State Test
Proficiency in 2011
NAEP California State
Grade 4 - Reading 25 64
Grade 8 - Reading 24 57

Grade 4 - Math 34 71
Grade 8 - Math 25 47



44
National Essential Skills Study (NESS)
45
NESS Study Subgroup 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
46
NESS Study Subgroup 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
47
NESS Study Subgroup 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
48
NESS Study Subgroup 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
49
Challenges
  1. Standards will be higher
  2. Standards will be different

50
Challenges
  1. Standards will be higher
  2. Standards will be different

51
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

52
Knowledge Taxonomy
  1. Awareness
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis
  6. Evaluation

53
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

54
Levels
Blooms
1 2 3 4 5
55
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
56
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
57
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.
Calculate percentages of advertising in a
newspaper. Tour the school building and identify
examples of parallel and perpendicular lines,
planes, and angles. Determine the median and
mode of real data displayed in a histogram.
Organize and display collected data, using
appropriate tables, charts, or graphs.
Analyze the graphs of the perimeters and areas of
squares having different-length sides. Determine
the largest rectangular area for a fixed
perimeter. Identify coordinates for ordered pairs
that satisfy an algebraic relation or
function. Determine and justify the similarity or
congruence for two geometric shapes.
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
58
D
C
B
A
59
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
60
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
61
Item Exemplars Performance Task
Performance Task drawn from the Ohio Performance
Assessment Project.
Available at, www.ModelSchoolsConference.com/hando
uts12.html
62
Factors to Consider
  • Most Successful Practices
  • Research
  • CCSS/NGA
  • Change Theory

63
Evolution of Change Model
1 Incremental Change (Improving Core
Practices) 2 Innovative Change
(Fundamental Change of Core Practice) 3
Transformational Change (Affect Entire
System)
64
Transportation
1 Saddle 2 Horse and Wagon 3
Car
65
Information is Everywhere
A Look to the Future
66
Smart Technology
1 Google Search
67
Semantic Web
  • Analyze Documents
  • Keywords and Headers (Google)
  • Meaning / Concepts
  • Wolfram Alpha
  • Complete Task

68
2 2
gdp france
what is the gdp of france?
what is the gdp of france / italy
internet users in europe
Weather Springfield
Integrate x2 sin3 x dx
springfield
69
Implications
  • Homework

70
Implications
  • Homework
  • Term Paper

71
(No Transcript)
72
(No Transcript)
73
SPOT
  • Integrated Projection
  • Projection Keyboard

74
Projection Keyboard
75
Projection Keyboard and Monitor
76
Smart Technology
1 Google Search 2 Google Glasses
77
Project Glass
Technology should work for youto be there when
you need it and get out of your way when you
dont. 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.
78
Download any movie, website, or piece of
information into your glasses or contact lenses
79
In the Near Future
  • Students will be able to surf the Internet via
    their contact lenses.
  • How will you deal with this in your schools?

80
Todays students live in a hyper-connected
world, except in school OR are they also
connected in school but we just dont know it?
81
Information is everywhere. In this changing
world, sense-making and the ability to evaluate
the credibility of information are paramount.
82
Smart Technology
1 Google Search 2 Google Glasses
3 Google Car
83
Online Instruction
84
Online Learning Facts
  • 30 states have full-time online schools
  • 96 of LEAs have students enrolled in distance
    education courses at the HS level

85
US Average per Pupil Expenditures
  • Fully online model - 6,400
  • Blended-learning model - 8,900
  • Traditional school model - 10,000

86
K-12 Education High Impact Factors
87
Growing Gap
Changing World
School Improvement
88
Growing Gap
Changing World
School Improvement
89
Growing Gap
School Improvement
Changing World
90
K-12 Education High Impact Factors
  • Gaming
  • Online Instruction
  • Blended Learning

91
Gaming is increasingly being built based upon
brain research.
92
Gaming is increasingly being built based upon
brain research. What is the implication to
education?
93
Angry Birds
  • 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

94
Game Theory in Education
1 Sushi Monster
95
Game-based Programs
  • Continuous improvement
  • Immediate feedback
  • Addictive

96
How do you feel about students being addicted to
learning?
97
Game-based Programs
  • Continuous improvement
  • Immediate feedback
  • Addictive
  • Todays education games are often a
    technologically enhanced version of drill and
    practice
  • Enabling more personalized learning

98
650,000 Apps in the App Store
99
Technology Provides
  • Personalization

100
Technology Provides
  • Personalization
  • Repetition
  • Volume

Critical to Move from Working to Stored Memory
Needed for Fluency
101
MCAT
102
Blended Model
103
Teachers
104
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

105
Guiding Principles
  • Responsibility
  • Contemplation
  • Initiative
  • Perseverance
  • Optimism
  • Courage
  • Respect
  • Compassion
  • Adaptability
  • Honesty
  • Trustworthiness
  • Loyalty

106
Online Instruction
107
Online Learning Facts
  • 30 states have full-time online schools
  • 96 of LEAs have students enrolled in distance
    education courses at the HS level

108
US Average per Pupil Expenditures
  • Fully online model - 6,400
  • Blended-learning model - 8,900
  • Traditional school model - 10,000

109
Game Theory in Education
1 Sushi Monster (FASTT MATH) 2 iRead
Math 180 3 Online Game-based
Learning
110
Technology in Schools
1 Computer Labs 2 One-to-One
Computing 3 Bring Your Own Technology
(BYOT)
111
Pencil Budget
112
Technology needs to do to education what it has
done to countless other industries Disrupt It
113
Instruction
1 Project-based Learning 2 Flipped
Classroom 3 Online Game-based
System
114
Grading of Papers
1 Training all teachers to grade
essays 2 Computer grading of
essays 3 Computer-based grading
and immediate instruction based on
performance
115
Learning
1 Learning Together
116
Professional Development
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
117
Take off the plate
118
Next Network
119
1
2
3
4
5
120
Road Map
  • State Standards to State Test

121
A
A
122
MEAP/MIME English LA Grade Level Content
Expectations Tested
123
A
124
National Essential Skills Study (NESS)
125
NESS Study Subgroup 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
126
NESS Study Subgroup 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
127
NESS Study Subgroup 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
128
NESS Study Subgroup 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
129
Proficiency
130
Reading Study Summary
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
131
A
132
A
133
Road Map
  • State Standards to State Test
  • State Standards to Research
  • State Standards to CCSS
  • CCSS to State Standard

134
Road Map
  • State Standards to State Test
  • State Standards to Research
  • State Standards to CCSS
  • CCSS to State Standard
  • State Test to CCSS
  • Samples to NGA

135
Road Map
  • State Standards to State Test
  • State Standards to Research
  • State Standards to CCSS
  • CCSS to State Standard
  • State Test to CCSS
  • Samples to NGA

136
Item Exemplars Performance Task
Performance Task drawn from the Ohio Performance
Assessment Project.
Available at, www.ModelSchoolsConference.com/hando
uts12.html
137
State Test
NGA
Create a large spinner for a game that has at
least eight sectors. Each sector should be
assigned a different prize. Prizes should range
in value from most appealing to least
appealing. Vary the sectors so that the
probability to win a desired prize is much less
that the probability to win a lesser desired
prize. Calculate the theoretical probability of
landing on each prize. Conduct multiple trials
with the spinner and determine the experimental
probability of landing on each prize. Which price
has the greatest probability and which prize has
the least probability?
138
D
A
139
Gold Seal Lessons
140
Gold Seal Lessons
141
Gold Seal Lessons
142
Gold Seal Lessons
143
Michigan Arts Education
Michigan English Language Arts Strands/Grade Level Content Expectations Grade 5 Curriculum Survey of Essential Skills National Rankings MEAP Visual Arts Dance Music Theatre
READING
Word Study
R.WS.05.01 Explain when to use and apply word structure, sentence structure, and prediction (semantics) to aid in decoding words and understanding meaning of words encountered in context. e9 M M M H H
R.WS.05.02 Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words (e.g., letter/sound, rimes, base words, affixes, syllabication). e9 H M M H H
R.WS.05.03 Automatically recognize frequently encountered words in print, with the number of words that can be read fluently increasing steadily across the school year. e5 M H H H H
R.WS.05.04 Know the meanings of words encountered frequently in grade level reading and oral language contexts. e5 M H H H H
144
Michigan Career and Technical Education
Michigan English Language Arts Strands/High School Content Expectations NESS Rank MME 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
Michigan English Language Arts Strands/High School Content Expectations NESS Rank MME 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
CE 1.1.1 Demonstrate flexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts. E4 E6 E7 E9 E22 M ? ? ? ? ? ? ? ? ? ? ? ?
CE 1.1.2 Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing). E4 E6 M ? ? ? ? ? ? ? ? ? ?
CE 1.1.3 Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g., letter to editor, proposal, poem, or digital story). E8 E9 E18 E45 M ? ? ? ? ? ? ? ? ? ? ?
CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre. E1 E7 E26 E45 M ? ? ? ? ? ? ? ? ? ? ?
145
Focused and Sustained Professional Development
A Look to the Future
146
D
A
147
CCSS NGA
1 Curriculum Matrix 2 Next Network
3 Online Game-based System
148
Our Mission
1 Teaching 2 Learning 3
Personalization of Learning
149
Will Require a Comprehensive Solution
A Look to the Future
150
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151
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152
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153
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154
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155
Organizational Leadership
Culture
Culture
156
Organizational Leadership
Culture
Culture
157
The Changing Landscape
  • Technology
  • Financial

158
(No Transcript)
159
Borrowing 41 of every dollar it is spending.
2011 US Federal Budget
160
The Changing Landscape
  • Technology
  • Financial
  • Globalization

161
The Changing Landscape
  • Technology
  • Financial
  • Globalization
  • Demographics

162
1950
2010
2050
Female
Male
163
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164
Teaching
Rigor and Relevance
Rigor and Relevance
165
Teaching
Relationships
Relationships
Rigor and Relevance
166
Organizational Leadership
Vision
Vision
Culture
167
Learning Criteria
  • Foundation Learning (Achievement in the core
    subjects of English language arts, math and
    science, and others identified by the school)

168
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)

169
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)

170
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)

171
Guiding Principles
  • Responsibility
  • Contemplation
  • Initiative
  • Perseverance
  • Optimism
  • Courage
  • Respect
  • Compassion
  • Adaptability
  • Honesty
  • Trustworthiness
  • Loyalty

172
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)

173
Rubrics
174
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175
Instructional Leadership
High Expectations
High expectations
176
Instructional Leadership
Curriculum
Curriculum
High expectations
177
Instructional Leadership
Literacy and Math
Literacy and math
Curriculum
High expectations
178
Instructional Leadership
Data-driven
Literacy and math
Data-driven
Curriculum
High expectations
179
Instructional Leadership
Provide Professional Growth
Literacy and math
Data-driven
Curriculum
Provide professional growth
High expectations
180
Organizational Leadership
Structure and Systems
Structure and systems
Vision
Culture
181
Organizational Leadership
Build Leadership
Structure and systems
Build leadership
Vision
Culture
182
Top-down support for bottom-up success
183
Empower Leadership Teams
184
  • Practical strategies to support school and
    district leaders
  • Supporting teachers in changing instruction to
    meet the requirements of the Common Core State
    Standards and Next Generation Assessments
  • Approaching evaluation from the broader
    perspective of selection, support, and evaluation
    of all educators
  • Providing meaningful Teacher Evaluations even
    with limited time and resources

185
Organizational Leadership
Selection, Support, Evaluation
Selection, support, evaluation
Structure and systems
Build leadership
Vision
Culture
186
Organizational Leadership
Selection, Support, Evaluation
Selection, support, evaluation
Structure and systems
Build leadership
Vision
Culture
187
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)

188
Organizational Leadership
Data Systems
Selection, support, evaluation
Structure and systems
Build leadership
Vision
Data systems
Culture
189
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190
Teaching
Content
Content
Relationships
Rigor and Relevance
191
Teaching
How Students Learn
How students learn
Content
Relationships
Rigor and Relevance
192
D
C
B
A
193
How Students Learn
194
D
C
B
A
195
Teaching
Instructional Strategies
How students learn
Content
Instructional strategies
Relationships
Rigor and Relevance
196
Teaching
Assessment to Guide Instruction
How students learn
Content
Instructional strategies
Relationships
Assessment to guide instruction
Rigor and relevance
197
International Center for Leadership in Education
1587 Route 146 Rexford, NY 12148 Phone (518)
399-2776 Fax (518) 399-7607 E-mail
info_at_LeaderEd.com www.LeaderEd.com
198
Compton Unified School District
  • Willard R. Daggett, Founder and Chairman
  • August 22, 2012

199
Growing Gap
Changing World
School Improvement
Readiness
200
Growing Gap
Changing World
School Improvement
201
Growing Gap
Changing World
School Improvement
202
Growing Gap
School Improvement
Changing World
203
Challenges
  1. Standards will be higher

204
Reading Study Summary
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
205
2005 Proficiency Grade 4 Reading
Proficient Required NAEP Score
Mississippi 88
Georgia 87
Wisconsin 83
Texas 81
Ohio 77
Florida 71
California 48
Massachusetts 48
206
2009 Proficiency Grade 4 Reading
Proficient Required NAEP Score
Georgia 87
Texas 84
Ohio 82
Wisconsin 82
Florida 74
California 60
Massachusetts 54
Mississippi 52
207
2005 Proficiency Grade 4 Reading
Proficient Required NAEP Score
Mississippi 88 161
Georgia 87 175
Wisconsin 82 189
Texas 81 190
Ohio 77 199
Florida 71 202
California 48 210
Massachusetts 48 234
208
2009 Proficiency Grade 4 Reading
Proficient Required NAEP Score
Georgia 87 178
Texas 84 188
Ohio 82 192
Wisconsin 82 189
Florida 74 206
California 60 202
Massachusetts 54 234
Mississippi 52 210
209
2009 Proficiency Grade 4 Reading
Proficient Required NAEP Score
Georgia 87 (0) 178 (3)
Texas 84 (3) 188 (-2)
Ohio 82 (5) 192 (-7)
Wisconsin 82 (-1) 189 (0)
Florida 74 (3) 206 (4)
California 60 (12) 202 (-8)
Massachusetts 54 (6) 234 (0)
Mississippi 52 (-36) 210 (49)
210
2009 Proficiency Grade 4 Mathematics
Proficient Required NAEP Score
Texas 85 (3) 214 (-5)
Wisconsin 81 (7) 219 (-16)
Mississippi 58 (-21) 223 (17)
Georgia 75 (0) 218 (3)
Ohio 78 (13) 219 (-14)
Florida 75 (12) 225 (-5)
California 65 (14) 220 (-11)
Massachusetts 48 (9) 255 (0)
211
Comparison of NAEP and California State Test
Proficiency in 2011
NAEP California State
Grade 4 - Reading 25 64
Grade 8 - Reading 24 57

Grade 4 - Math 34 71
Grade 8 - Math 25 47



212
Challenges
  1. Standards will be higher
  2. Standards will be different

213
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

214
Knowledge Taxonomy
  1. Awareness
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis
  6. Evaluation

215
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

216
Levels
Blooms
1 2 3 4 5
217
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
218
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
219
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.
Calculate percentages of advertising in a
newspaper. Tour the school building and identify
examples of parallel and perpendicular lines,
planes, and angles. Determine the median and
mode of real data displayed in a histogram.
Organize and display collected data, using
appropriate tables, charts, or graphs.
Analyze the graphs of the perimeters and areas of
squares having different-length sides. Determine
the largest rectangular area for a fixed
perimeter. Identify coordinates for ordered pairs
that satisfy an algebraic relation or
function. Determine and justify the similarity or
congruence for two geometric shapes.
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
220
D
C
B
A
221
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
222
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
223
Item Exemplars Performance Task
Performance Task drawn from the Ohio Performance
Assessment Project.
Available at, www.ModelSchoolsConference.com/hando
uts12.html
224
Take off the plate
225
Next Network
226
1
2
3
4
5
227
Road Map
  • State Standards to State Test

228
A
A
229
CA STAR / CAHSEE English LA Benchmarks Tested
230
A
231
National Essential Skills Study (NESS)
232
NESS Study Subgroup 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
233
NESS Study Subgroup 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
234
NESS Study Subgroup 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
235
NESS Study Subgroup 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
236
Proficiency
237
Reading Study Summary
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
238
A
239
A
240
Road Map
  • State Standards to State Test
  • State Standards to Research
  • State Standards to CCSS
  • CCSS to State Standard

241
Road Map
  • State Standards to State Test
  • State Standards to Research
  • State Standards to CCSS
  • CCSS to State Standard
  • State Test to CCSS
  • Samples to NGA

242
Road Map
  • State Standards to State Test
  • State Standards to Research
  • State Standards to CCSS
  • CCSS to State Standard
  • State Test to CCSS
  • Samples to NGA

243
State Test
NGA
Create a large spinner for a game that has at
least eight sectors. Each sector should be
assigned a different prize. Prizes should range
in value from most appealing to least
appealing. Vary the sectors so that the
probability to win a desired prize is much less
that the probability to win a lesser desired
prize. Calculate the theoretical probability of
landing on each prize. Conduct multiple trials
with the spinner and determine the experimental
probability of landing on each prize. Which price
has the greatest probability and which prize has
the least probability?
244
Item Exemplars Performance Task
Performance Task drawn from the Ohio Performance
Assessment Project.
Available at, www.ModelSchoolsConference.com/hando
uts12.html
245
D
A
246
Gold Seal Lessons
247
Gold Seal Lessons
248
Gold Seal Lessons
249
Gold Seal Lessons
250
California Career and Technical Education
California Curriculum Content Standards English/Language Arts Grades 9 and 10 CAHSEE STAR Agriculture Natural Resources Agriculture Natural Resources Agriculture Natural Resources Agriculture Natural Resources Agriculture Natural Resources Agriculture Natural Resources Agriculture Natural Resources Arts, Media, Entertainment Arts, Media, Entertainment Arts, Media, Entertainment Building Trades Construction Building Trades Construction Building Trades Construction Building Trades Construction
California Curriculum Content Standards English/Language Arts Grades 9 and 10 CAHSEE STAR Agriculture Business Agriculture Mechanics Agriscience Forestry Natural Resources Animal Science Ornamental Horticulture Plant Soil Science Media Design Arts Performing Arts Production managerial Arts Cabinetmaking Wood Products Engineering Heavy Construction Mechanical Construction Residential Commercial Construction
1.1 Identify and use the literal and figurative meanings of words and understand word derivations. H H ? ? ? ? ? ? ? ?
1.2 Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words. H H ? ? ? ? ? ? ? ?
1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo). L M ? ? ? ?
2.8 Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material). H H ? ? ? ? ? ? ? ? ?
3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue). H M ?
251
California Arts Education
California Mathematics Standards/Benchmarks 5th Grade CA Standards Test Visual Arts Dance Music Theatre
2.4 Understand the concept of multiplication and division of fractions. M H H H H
2.5 Compute and perform simple multiplication And division of fractions and apply these procedures to solving problems. M H H H H
1.1 Use information taken from a graph or equation to answer questions about a problem situation. M M M M M
1.4 Identify and graph ordered pairs in the four quadrants of the coordinate plane. H M L L L
1.5 Solve problems involving linear functions With integer values write the equation and graph The resulting ordered pairs of integers on a grid. H H L L L
1.2 Construct a cube and rectangular box from two-dimensional patterns and use these patterns to Compute the surface area for these objects. H H L L H
1.3 Understand the concept of volume and use the appropriate units in common measuring systems (i.e., cubic centimeter cm3, cubic meter m3, cubic inch in3, cubic yard yd3) to compute the volume of rectangular solids. H H L L H
252
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253
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254
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255
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256
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257
Learning Criteria
  • Foundation Learning (Achievement in the core
    subjects of English language arts, math and
    science, and others identified by the school)

258
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)

259
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)

260
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)

261
Guiding Principles
  • Responsibility
  • Contemplation
  • Initiative
  • Perseverance
  • Optimism
  • Courage
  • Respect
  • Compassion
  • Adaptability
  • Honesty
  • Trustworthiness
  • Loyalty

262
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)

263
Guiding Principles
  • Responsibility
  • Contemplation
  • Initiative
  • Perseverance
  • Optimism
  • Courage
  • Respect
  • Compassion
  • Adaptability
  • Honesty
  • Trustworthiness
  • Loyalty

264
International Center for Leadership in Education
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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