Post on 26-Mar-2015
International Center for Leadership in Education
Dr. Willard R. Daggett
Cumberland County Schools
January 20, 2011
First to the Top
First in Nation
but
a scary place to be
First to the Top
• Opportunities
• Challenges
• Action Plan
Schools are Improving
School Improvement
Schools are Improving
School Improvement
Changing World
Skills GapSkills Gap
Schools are Improving
School Improvement
Changing World
School Improvement
Changing World
Schools are Improving
School
Impro
vement
Changing World
Schools are Improving
1919thth Annual Annual
Model Schools ConferenceModel Schools Conference
June 26 – 29, 2011
www.ModelSchoolsConference.com
Why – What - How Why – What - How
You need a Three Year Transition Plan
Why – WHAT - How Why – WHAT - How
Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• 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.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the
perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
• 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.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• 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.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram.
• Organize and display collected data, using appropriate tables, charts, or graphs.
1
2
3
1 2 3 4 5
A B
DC
• Calculate with numbers, including decimals, ratios, percents, and fractions.
• Understand two-dimensional motion and trajectories by separating the motion of an object into x and y components.
1
2
3
1 2 3 4 5
A B
DC
• Know the characteristics and phenomena of sound waves and light waves.
• Understand the effect of sounds, words, and imagery on a listening audience.
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
WHY – What - How WHY – What - How
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Tennessee 88 %
North Carolina 82 %
Texas 81 %
Iowa 77 %
Florida 71 %
Massachusetts 48 %
California 48 %
Tennessee on NAEP
4th Grade Reading 41st
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Tennessee 88 % 170
North Carolina 82 % 183
Texas 81 % 190
Iowa 77 % 197
Florida 71 % 202
Massachusetts 48 % 234
California 48 % 210
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 %
Tennessee 87 %
Iowa 80 %
Michigan 73 %
Florida 63 %
California 51 %
South Carolina 39 %
Massachusetts 39 %
Tennessee on NAEP
4th Grade Reading 41st
4th Grade Math 46th
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 % 203
Tennessee 87 % 200
Iowa 80 % 219
Michigan 73 % 222
Florida 63 % 230
California 51 % 231
South Carolina 39 % 246
Massachusetts 39 % 255
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 %
Tennessee 87 %
Iowa 72 %
Florida 44 %
California 39 %
South Carolina 30 %
Tennessee on NAEP
4th Grade Reading 41st
4th Grade Math 46th
8th Grade Reading 39th
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 % 217
Tennessee 87 % 222
Iowa 72 % 250
Florida 44 % 265
California 39 % 262
South Carolina 30 % 276
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
Tennessee 88 %
North Carolina 84 %
Iowa 76 %
Texas 61 %
Michigan 61 %
Florida 58 %
Massachusetts 42 %
Tennessee on NAEP
4th Grade Reading 41st
4th Grade Math 46th
8th Grade Reading 39th
8th Grade Math 42nd
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
Tennessee 88 % 230
North Carolina 84 % 247
Iowa 76 % 262
Texas 61 % 273
Michigan 61 % 269
Florida 58 % 269
Massachusetts 42 % 301
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
100 % 18 Year Olds
Entry Requirements
Range of Proficiency
2010 High School Graduation Rates
• U.S. 70%
• Denmark 96%
• Japan 93%
• Poland 92%
100 % 18 Year Olds
Entry Requirements
Range of Proficiency
70 % High School Graduate
100 % 18 Year Olds
90+ % College Eligible
Entry Requirements
Range of Proficiency
70 % High School Graduate
40% of College Students40% of College Studentsneed need
RemediationRemediation
100 % 18 Year Olds
90+ % College Eligible
Entry Requirements
Range of Proficiency
70 % High School Graduate
55-60% College Ready
100 % 18 Year Olds
Entry Requirements
Range of Proficiency
70 % High School Graduate
90% Work : Minimal Wage
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
100 % 18 Year Olds
Entry Requirements
Range of Proficiency
70 % High School Graduate
90% Work : Minimal Wage
60-65% Work : Livable Wage
100 % 18 Year Olds
90+ % College Eligible
Entry Requirements
Range of Proficiency
70 % High School Graduate
55-60% College Ready
90% Work : Minimal Wage
60-65% Work : Livable Wage
23% of High School 23% of High School Graduates not eligible Graduates not eligible
for the Militaryfor the Military
100 % 18 Year Olds
90+ % College Eligible
Entry Requirements
Range of Proficiency
70 % High School Graduate
50 % Military Ready
55-60% College Ready
90% Work : Minimal Wage
60-65% Work : Livable
100 % 18 Year Olds
90+ % College Eligible
Entry Requirements
Range of Proficiency
70 % High School Graduate
50 % Military Ready
90% Work : Minimal Wage
60-65% Work : Livable
55-60% College Ready
Create a CultureCreate a Culture
The Changing Landscape
• Technology
Semantic WebSemantic Web
Analyze DocumentsAnalyze Documents Key words and headers (Google)Key words and headers (Google)
Meaning / ConceptsMeaning / Concepts Wolfram AlphaWolfram Alpha
Complete TaskComplete Task
Implications
Home WorkHome Work Term PaperTerm Paper
What will our Students need to:What will our Students need to:
KnowKnow DoDo
SPOTSPOT
• Integrated ProjectionIntegrated Projection
• Projection KeyboardProjection Keyboard
Projection KeyboardProjection Keyboard
Projection Keyboard and ProjectorProjection Keyboard and Projector
LEARN to DO LEARN to DO
vs.vs.
DO to LEARNDO to LEARN
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
Time Spent Online 2.7 hrs/wk
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
Time Spent Online 2.7 hrs/wk 18 hrs/wk
How Much Are Times ChangingHow Much Are Times Changing2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
Time Spent Online 2.7 hrs/wk 18 hrs/wk
CD Sales Revenue $ 943 m
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
Time Spent Online 2.7 hrs/wk 18 hrs/wk
CD Sales Revenue $ 943 m $ 427.9 m
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
Time Spent Online 2.7 hrs/wk 18 hrs/wk
CD Sales Revenue $ 943 m $ 427.9 m
iTunes Downloads 0
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
Time Spent Online 2.7 hrs/wk 18 hrs/wk
CD Sales Revenue $ 943 m $ 427.9 m
iTunes Downloads 0 10 b Sou
rce:
New
swee
k –
July
26,
201
0
The Changing Landscape
• Technology
• Globalization
Equity
Excellence
Wal Mart
Source: The Post-American World
• Largest Corporation
• 8 times Size of Microsoft
• 2 % of GDP
• 1.4 Million Employees
• More Employees than:
• GM, Ford, G.E. and IBM Combined
“China today exports in a single day more than exported
in all of 1978.”
Source: The Rise of India and China . . .
U.S. – 2nd Half of 20th Century
• Only Superpower
• Highest per Capita Income
• 1st in Economic Growth
• 5% of Population > 24% of Consumption
Source: National Academy of Science
Elementary Schools6 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
Chinese Science
Why – What - HOW Why – What - HOW
1919thth Annual Annual
Model Schools ConferenceModel Schools Conference
June 26 – 29, 2011
www.ModelSchoolsConference.com
You need a Three Year Transition Plan
8 COMPONENTS8 COMPONENTS
1. Create a Culture1. Create a Culture
8 COMPONENTS8 COMPONENTS
The Changing Landscape
• Technology
• Globalization
1. Create a Culture1. Create a Culture
2. Shared Vision/Data2. Shared Vision/Data
8 COMPONENTS8 COMPONENTS
Criteria
• Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
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)
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)
• 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)
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)
• 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)
Guiding PrinciplesGuiding Principles
ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage
RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness LoyaltyLoyalty
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)
• 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)
Survey Tools for Rigor, Relevance and Relationships
We Learn Student Survey
We Teach Instructional Staff Survey
We Lead Whole Staff Survey
Teacher vs. Student Comparison
T – Students can apply what I am teaching to their everyday lives.
92%
S – I can apply what I learn to my everyday life.
58%
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%
Teacher vs. Student Comparison
T – I make learning exciting for my students. 84%
S – My teachers make learning exciting. 40%
Teacher vs. Student Comparison
T – I am aware of my students’ interests outside of school.
87%
S – My teachers know my interests outside of school.
30%
Teacher vs. Student Comparison
T – I recognize students when they demonstrate positive behavior in school.
95%
S – Good citizenship is rewarded in this school.
40%
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)
• 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)
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
8 COMPONENTS8 COMPONENTS
• Coherent Vision
• Empowerment
Leadership FocusLeadership Focus
C o n t r o l
Vision Driven
Quad D Leadership Quad D Leadership FrameworkFramework
Low
HighLow
High
C o n t r o l
Vision Driven
AA
Quad D Leadership Quad D Leadership FrameworkFramework
Low
HighLow
High
C o n t r o l
Vision Driven
AA BB
Quad D Leadership Quad D Leadership FrameworkFramework
Low
HighLow
High
C o n t r o l
Vision Driven
AA BB
CC
Quad D Leadership Quad D Leadership FrameworkFramework
Low
HighLow
High
C o n t r o l
Vision Driven
AA BB
DDCC
Quad D Leadership Quad D Leadership FrameworkFramework
Low
HighLow
High
LeadershipLeadership
AA
CC DD
BB
Rules
Results
LeadershipLeadership
AA
CC DD
BB
Control
Empower
Rules
Results
LeadershipLeadership
AA
CC DD
BB
Teaching / Teachers
Learning / Students
Rules Control
Results Empower
LeadershipLeadership
AA
CC DD
BB
Compliance
Engaged
Rules Control Teaching/Teachers
Results Empower Learning / Students
LeadershipLeadership
AA
CC DD
BB
Inputs
Outputs
Compliance Rules Control Teaching/Teachers
Engage Results Empower Learning / Students
Vision Driven LeadershipVision Driven Leadership
AA
CC DD
BB
Rules Control Teaching/Teachers Compliance Inputs
Results Empower Learning / Students Engaged Outputs
C o n t r o l
Vision Driven
AA BB
DDCC
Quad D Leadership Quad D Leadership FrameworkFramework
Low
HighLow
High
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
4. Clear Expectations4. Clear Expectations
8 COMPONENTS8 COMPONENTS
STANDARDS FORENGLISH LANGUAGE ARTS
&LITERACY IN HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL SUBJECTS
JUNE 2010
State Performance IndicatorNot
Aligned to Common Core State Standards
ELA Mathematics
27.5% 42.6%
The NavigatorThe Navigator
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
TCAP / EOC English LAContent Standards / SPIs Tested
High Medium Low
Grade 3 26 31 0
Grade 4 21 37 0
Grade 5 18 44 0
Grade 6 10 66 0
Grade 7 6 75 0
Grade 8 10 72 0
English II 83 5 0
TCAP / EOC Mathematics Content Standards / SPIs Tested
High Medium Low
Grade 3 5 31 0
Grade 4 5 28 0
Grade 5 6 20 0
Grade 6 5 26 0
Grade 7 4 3 0
Grade 8 3 0 0
Algebra I 29 0 0
StateTests
StateStandards
AA
AA
StateTests
StateStandards
Now
National Essential Skills Study
NESS StudySubgroup Rankings
ELA Skill: Write clear and concise directions or procedures.
Group Rank
Overall 9
Business/Industry 2
Other Non-educators 10
English Language Arts Teachers 25
Other Educators 8
NESS StudySubgroup Rankings
ELA Skill: Give clear and concise oral directions.
Group Rank
Overall 7
Business/Industry 3
Other Non-educators 9
English Language Arts Teachers 28
Other Educators 7
NESS StudySubgroup Rankings
Math Skill: Apply the Pythagorean Theorem to right triangles.
Group Rank
Overall 20
Business/Industry 29
Other Non-educators 31
Mathematics Teachers 4
Other Educators 24
NESS StudySubgroup Rankings
Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error.
Group Rank
Overall 12
Business/Industry 3
Other Non-educators 10
Mathematics Teachers 30
Other Educators 8
NESS StudySubgroup Rankings
Social Studies Skill (Economics): Investigate how a cost/benefit analysis can influence decisions based on profits and losses.
Group Rank
Overall 22
Business/Industry 3
Other Non-educators 15
Social Studies Teachers 57
Other Educators 18
NESS StudySubgroup Rankings
Social Studies Skill (History): Analyze major global occurrences from 1000 BCE – 1914 CE (onset of World War I) and describe the causes, consequences, or results.
Group Rank
Overall 21
Business/Industry 24
Other Non-educators 21
Social Studies Teachers 8
Other Educators 23
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
State Performance IndicatorNot
Aligned to Common Core State Standards
ELA Mathematics
27.5% 42.6%
NESSStateTests
StateStandards
CC
AA CC
NESSStateTests
StateStandards
AA CC
NESSStateTests
StateStandards
Today we should address both A and C
AA
CC
Common Core State Standards
Fewer, Clearer, Higher
CommonCore
StandardsNESS
StateTests
StateStandards
CC
CommonCore
StandardsNESS
StateTests
StateStandards
CCAA
CommonCore
StandardsNESS
StateTests
StateStandards
ConsortiumAssessment
CommonCore
StandardsNESS
StateTests
StateStandards
ConsortiumAssessment
3 Years
DD
NESSStateTests
StateStandards
Now
AA
CC
CommonCore
StandardsNESS
StateTests
StateStandards
ConsortiumAssessment
3 Years
DDCC
Federal Legislation
Formula
Grants
CommonCore
StandardsNESS
StateTests
StateStandards
ConsortiumAssessment
CommonCore
StandardsNESS
StateTests
StateStandards
ConsortiumAssessment
DDAA
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
4. Clear Expectations4. Clear Expectations
5. Focus on Instruction5. Focus on Instruction
8 COMPONENTS8 COMPONENTS
We are now Evaluated as a School
• AYP
CommonCore
StandardsNESS
StateTests
StateStandards
ConsortiumAssessment
Now
We will soon be Evaluated at the Teacher Level
• AYP• Teacher Evaluation
CommonCore
StandardsNESS
StateTests
StateStandards
ConsortiumAssessment
3 Years
AA BB
DDCC
Gold Seal Lessons
What
• AYP• Teacher Evaluation• 3 Year Transition Plan
State Performance IndicatorNot
Aligned to Common Core State Standards
ELA Mathematics
27.5% 42.6%
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
The NavigatorThe Navigator
Tennessee Arts EducationTennessee Arts Education
Tennessee Language Arts Standards/Learning
Expectations/Accomplishments High School English II
Curriculum Survey of Essential
SkillsNational Rankings
End-of-Course
Test
Visual Arts
Dance Music Theatre
1.08 Develop organized pieces of writing containing focused, well-developed ideas.
e12e54
H H H H H
1.09 Demonstrate effective writing style by the use of vivid words, a variety of sentence structures, and appropriate transitions.
e12e54
H H H H H
1.10 Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.
e14e41e62
H M M M M
1.11 Recognize and demonstrate appropriate use of standard English: usage, mechanics and standard spelling, and sentence structure.
e1e7
H H H H H
1.12 Identify and use a variety of resources to revise and edit writing.
e21 H M M M M
1.13 Research information to prepare presentations or reports which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries.
e3e36a
L
Tennessee Career and Technical EducationTennessee Career and Technical Education
Tennessee English Language Arts
Content Standards/State Performance Indicators
English II
NESSRank
TC
AP
/ EO
C
Agriculture, Food& Natural Resources
Architecture& Construction
Arts, A/V Technology& Communications
Food P
roducts & P
rocessing Systems
Agribusiness System
s
Pow
er, Structural & T
echnical System
s
Environm
ental Service Systems
Plant System
s
Natural R
esource Systems
Anim
al Systems
Design/
Pre-C
onstruction
Construction
Maintenance/ O
perations
Perform
ing Arts
Visual A
rts
Printing T
echnology
Journalism &
Broadcasting
A/V
Technology
& F
ilm
Telecom
munications
Standard 2—Communication
SPI 3002.2.1 Identify the thesis and main points of a challenging speech.
E2E34
H
SPI 3002.2.2 Distinguish between a summary and a paraphrase.
E20E28
H
SPI 3002.2.3 Distinguish between a critique and a summary.
E20E28
H
SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect).
E17E22
H
SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes).
E37E44
H
SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).
E8 H
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
4. Clear Expectations4. Clear Expectations
5. Focus on Instruction 5. Focus on Instruction
6. Structure6. Structure
8 COMPONENTS8 COMPONENTS
Lessons LearnedLessons Learned
1. Looping
Lessons LearnedLessons Learned
1. Looping2. 9th Grade Academy
Lessons LearnedLessons Learned
1. Looping2. 9th Grade Academy
3. Interdisciplinary Department Chairpersons
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
4. Clear Expectations4. Clear Expectations
5. Focus on Instruction 5. Focus on Instruction
6. Structure6. Structure
7. Assessment7. Assessment
8 COMPONENTS8 COMPONENTS
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
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1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
Matt
* Source of National Test Data: MetaMetrics
910
Lexile Framework® - Student Profile
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Matt600
800
1000
1400
1600
1200
HighSchool
LiteratureCollege
Literature
HighSchool
TextbooksCollege
Textbooks
Military
PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
1st
Quarter2nd
Quarter3rd
Quarter4th
Quarter
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
4. Clear Expectations4. Clear Expectations
5. Focus on Instruction 5. Focus on Instruction
6. Structure6. Structure
7. Assessment7. Assessment
8. Monitor/Refine8. Monitor/Refine
8 COMPONENTS8 COMPONENTS
You need a Three Year Transition Plan
Successful Practices Network• Mission
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1919thth Annual Annual
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