Post on 26-Mar-2015
International Center for Leadership in Education
Dr. Willard R. Daggett
El Paso Independent School District
July 14, 2009
International Center Finding
• Nation’s top performing
• Nation’s most rapidly improving
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
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.
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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
• 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.
Components of School ExcellenceComponents of School Excellence
Components of School ExcellenceComponents of School Excellence
1. Create a Culture to Support RR & RFor ALL Students
The Financial ChallengesThe Financial Challenges
1.1. Global competitionGlobal competition
2.2. TechnologyTechnology
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 . . .
Savings RateSavings Rate
1.1. India -- 25%India -- 25%
2. Japan -- 28%2. Japan -- 28%
3. Korea -- 30%3. Korea -- 30%
4. China -- 50%4. China -- 50%
5. United States -- (-4%)5. United States -- (-4%)
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
Global CompetitionGlobal Competition
Outsourcing enable U.S. companies to:Outsourcing enable U.S. companies to:– Gain hiring flexibilityGain hiring flexibility
– Cut hiring cost (40%)Cut hiring cost (40%)
– Cut overheadCut overhead
– Increasingly more skilled workforceIncreasingly more skilled workforce
International Competition
• Large Market
• Resources
• Well Educated
• Low Labor Cost
Global SocietyGlobal Society
Who will stay and who will leave
ConsequencesConsequences
• Job creation has slowedJob creation has slowed
• GDP growth slowedGDP growth slowed
• Per capita income slowedPer capita income slowed
• Trade deficit is increasingTrade deficit is increasing
• Multinational Corp leave countryMultinational Corp leave country
The Financial ChallengesThe Financial Challenges
1.1. Global competitionGlobal competition
2.2. TechnologyTechnology
Emerging TechnologiesEmerging Technologies
1. Smaller
Hierarchy of Length Scales
Nanotubes
1 nanometer (nm) diameter of
nanotube
Penny
190,000,000 nm
Snowflake
3,000,000 nm
Human Red Blood Cell
6,000 nm
Visible Light Wavelength
300 – 800 nm
Virus
100 nm
SPOTSPOT
• Integrated ProjectionIntegrated Projection
• Projection KeyboardProjection Keyboard
Projection KeyboardProjection Keyboard
Projection Keyboard and ProjectorProjection Keyboard and Projector
Emerging TechnologiesEmerging Technologies
1. Smaller
2. Faster
Emerging TechnologiesEmerging Technologies
1. Smaller
2. Faster
3. Stronger
Emerging TechnologiesEmerging Technologies
1. Smaller
2. Faster
3. Stronger
4. Mobile
Teens Use of Cell Phones in ClassJune 18, 2009
Source: USAToday/Common Sense Media
• Store information to look at during test – 26%
• Texts friends answers – 25%
• Search Webs for answers – 20%
• Take photo of test to send friends – 17%
Future Technologies
• Cloud Computing
• Nanotechnology
• Genomics
• Green Related
The Challenges The Challenges
We are preparing students for a world fundamentally different than the world schools were designed to
prepare students for
AND
A world we were not prepared for
HOW WELL ARE OUR HOW WELL ARE OUR STUDENTS PREPARED?STUDENTS PREPARED?
MUSEUMSMUSEUMS
The Good NewsThe Good News
A growing number of successful schools, teachers and students are experiencing success rates most did
not think could be obtained
Components of School ExcellenceComponents of School Excellence
Components of School ExcellenceComponents of School Excellence
1. Create a Culture to Support RR & RFor ALL Students
Components of School ExcellenceComponents of School Excellence
1. Create a Culture to Support RR & RFor ALL Students
2. Build and Use Data to Guide Whole-School /District Reform
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)
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 encourage students to explore career pathways.
80%
S – My teachers encourage me to explore different careers.
49%
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 encourage students to use multiple resources when solving problems.
93%
S – My teachers encourage me to use many resources to solve problems.
65%
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%
Teacher vs. Student Comparison
T – I know my students’ academic interests and goals.
84%
S – My teachers know my academic interests and goals.
35%
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%
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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)
Components of School ExcellenceComponents of School Excellence
1. Create a Culture to Support RR & RFor ALL Students
2. Build and Use Data to Guide Whole-School /District Reform
3. Create and Support Leadership Teams
K-12 Fall SymposiumK-12 Fall SymposiumOctober 23-25, 2009October 23-25, 2009
San DiegoSan Diego
reFOCUS rePOSITION reINVENT
www.LeaderEd.comwww.LeaderEd.com
Leadership Leadership AcademyAcademy
January 29-31, 2010January 29-31, 2010New OrleansNew Orleans
www.LeaderEd.com
Components of School ExcellenceComponents of School Excellence
1. Create a Culture to Support RR & RFor ALL Students
2. Build and Use Data to Guide Whole-School /District Reform
3. Create and Support Leadership Teams
4. Define Student Learning Expectations
TAKS English LAStudent Expectations Tested
High Medium Low
Grade 3 12 2 60
Grade 4 10 2 50 Grade 5 11 12 49 Grade 6 10 12 47 Grade 7 19 8 40 Grade 8 16 6 45 Grade 9 24 0 46 Grade 10 25 4 42
Grade 11 25 4 39
Grade Subject TX NC
3 ELA 74 38Math 43 27
4 ELA 62 40Math 43 27
Grade TX NC CA CO FL MA MI MN
3 74 38 51 17 65 40 55 47
English Language Arts Comparison
Grade TX NC CA CO FL MA MI MN
3 74 38 51 17 65 40 55 47
4 62 40 53 34 60 40 54 51
English Language Arts Comparison
Grade TX NC CA CO FL MA MI MN
3 74 38 51 17 65 40 55 47
4 62 40 53 34 60 40 54 51
5 62 40 43 34 57 29 54 53
English Language Arts Comparison
Grade TX NC CA CO FL MA MI MN
3 74 38 51 17 65 40 55 47
4 62 40 53 34 60 40 54 51
5 62 40 43 34 57 29 54 53
6 69 26 51 33 56 52 51 56
English Language Arts Comparison
Grade TX NC CA CO FL MA MI MN
3 74 38 51 17 65 40 55 47
4 62 40 53 34 60 40 54 51
5 62 40 43 34 57 29 54 53
6 69 26 51 33 56 52 51 56
7 67 26 46 38 58 31 51 60
English Language Arts Comparison
Grade TX NC CA CO FL MA MI MN
3 74 38 51 17 65 40 55 47
4 62 40 53 34 60 40 54 51
5 62 40 43 34 57 29 54 53
6 69 26 51 33 56 52 51 56
7 67 26 46 38 58 31 51 60
8 67 26 49 35 60 59 51 63
English Language Arts Comparison
Grade TX NC CA CO FL MA MI MN
3 74 38 51 17 75 40 55 47
4 62 40 53 34 80 40 54 51
5 62 40 43 34 77 29 54 53
6 69 26 51 33 76 52 51 56
7 67 26 46 38 78 31 51 60
8 67 26 49 35 80 59 51 63
9 70 NA 53 36
81 74
English Language Arts Comparison
Grade TX NC CA CO FL MA MI MN
3 74 38 51 17 65 40 55 47
4 62 40 53 34 60 40 54 51
5 62 40 43 34 57 29 54 53
6 69 26 51 33 56 52 51 56
7 67 26 46 38 58 31 51 60
8 67 26 49 35 60 59 51 63
9 70 NA 53 36
81 7410 73 NA 54 36 81 46
English Language Arts Comparison
Grade TX NC CA CO FL MA MI MN
3 74 38 51 17 65 40 55 47
4 62 40 53 34 60 40 54 51
5 62 40 43 34 57 29 54 53
6 69 26 51 33 56 52 51 56
7 67 26 46 38 58 31 51 60
8 67 26 49 35 60 59 51 63
9 70 NA 53 36
81 7410 73 NA 54 36 81 46
11 71 29 45
English Language Arts Comparison
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Georgia 87 %
North Carolina 82 %
Texas 81 %
Florida 71 %
Massachusetts 48 %
California 48 %
South Carolina 35 %
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Georgia 87 % 175
North Carolina 82 % 183
Texas 81 % 190
Florida 71 % 202
Massachusetts 48 % 234
California 48 % 210
South Carolina 35 % 228
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 %
Texas 83 %
Georgia 83 %
Florida 44 %
California 39 %
South Carolina 30 %
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 % 217
Texas 83 % 225
Georgia 83 % 224
Florida 44 % 265
California 39 % 262
South Carolina 30 % 276
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 %
Texas 82 %
Georgia 75 %
Ohio 65 %
Florida 63 %
California 51 %
South Carolina 39 %
Massachusetts 39 %
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 % 203
Texas 82 % 219
Georgia 75 % 215
Ohio 65 % 233
Florida 63 % 230
California 51 % 231
South Carolina 39 % 246
Massachusetts 39 % 255
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
North Carolina 84 %
Iowa 76 %
Georgia 69 %
Michigan 61 %
Florida 58 %
Massachusetts 42 %
South Carolina 24 %
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
North Carolina 84 % 247
Iowa 76 % 262
Georgia 69 % 255
Michigan 61 % 269
Florida 58 % 269
Massachusetts 42 % 301
South Carolina 24 % 305
Proficiency Levels Proficiency Levels
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%)
Texas Lexile StudySummary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
High School
Textbooks
CollegeLiterature
Comm.College
Textbooks
Military Adult Role/Personal
Use
Entry-Level
Occupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Comm./TechCollege
Textbooks
4-Year.College
Textbooks
Texas Lexile StudySummary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
High School
Textbooks
CollegeLiterature
Comm.College
Textbooks
Military Adult Role/Personal
Use
Entry-Level
Occupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Comm./TechCollege
Textbooks
4-Year.College
Textbooks
Texas Lexile StudySummary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
High School
Textbooks
CollegeLiterature
Comm.College
Textbooks
Military Adult Role/Personal
Use
Entry-Level
Occupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Comm./TechCollege
Textbooks
4-Year.College
Textbooks
Texas Lexile StudySummary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
High School
Textbooks
CollegeLiterature
Comm.College
Textbooks
Military Adult Role/Personal
Use
Entry-Level
Occupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Comm./TechCollege
Textbooks
4-Year.College
Textbooks
Texas Lexile StudySummary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
High School
Textbooks
CollegeLiterature
Comm.College
Textbooks
Military Adult Role/Personal
Use
Entry-Level
Occupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Comm./TechCollege
Textbooks
4-Year.College
Textbooks
Texas Lexile StudySummary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
High School
Textbooks
CollegeLiterature
Comm.College
Textbooks
Military Adult Role/Personal
Use
Entry-Level
Occupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Comm./TechCollege
Textbooks
4-Year.College
Textbooks
Texas Lexile StudySummary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
High School
Textbooks
CollegeLiterature
Comm.College
Textbooks
Military Adult Role/Personal
Use
Entry-Level
Occupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Comm./TechCollege
Textbooks
4-Year.College
Textbooks
Texas Lexile StudySummary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
High School
Textbooks
CollegeLiterature
Comm.College
Textbooks
Military Adult Role/Personal
Use
Entry-Level
Occupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Comm./TechCollege
Textbooks
4-Year.College
Textbooks
Texas Lexile StudySummary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
High School
Textbooks
CollegeLiterature
Comm.College
Textbooks
Military Adult Role/Personal
Use
Entry-Level
Occupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Comm./TechCollege
Textbooks
4-Year.College
Textbooks
Texas Lexile StudySummary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
High School
Textbooks
CollegeLiterature
Comm.College
Textbooks
Military Adult Role/Personal
Use
Entry-Level
Occupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Comm./TechCollege
Textbooks
4-Year.College
Textbooks
16 Career Clusters16 Career ClustersDepartment of EducationDepartment of Education
Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications
Business and Administration Architecture and Construction
Education and Training Finance
Health Science Hospitality and Tourism
Human Services Information Technology
Law and Public Safety Manufacturing
Government and Public Administration Retail, Wholesale, and Service
Scientific Research and Engineering Transportation, Distribution, and Logistics
Texas Lexile StudyBlue Collar and White Collar Entry-Level Jobs
Q1
Blue 1078
White 1050
Texas Lexile StudyBlue Collar and White Collar Entry-Level Jobs
Q1 Median
Blue 1078 1170
White 1050 1200
Texas Lexile StudyBlue Collar and White Collar Entry-Level Jobs
Q1 Median Q3
Blue 1078 1170 1270
White 1050 1200 1330
16 Career Clusters16 Career ClustersDepartment of EducationDepartment of Education
Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications
Business and Administration Architecture and Construction
Education and Training Finance
Health Science Hospitality and Tourism
Human Services Information Technology
Law and Public Safety Manufacturing
Government and Public Administration Retail, Wholesale, and Service
Scientific Research and Engineering Transportation, Distribution, and Logistics
Reading RequirementsReading RequirementsFindingsFindings
Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16
Consistent Across CountryConsistent Across Country
Ad
van
ced
Lexile Reading Level Range: 850-930
Inte
rmed
iate
Lexile Reading Level Range: 940-1090
En
try
Lev
el
Lexile Reading Level Range: 1000-1140
Human ServicesHuman Services
A
dva
nce
d
Lexile Reading Level Range: 1310-1390
Inte
rmed
iate
Lexile Reading Level Range: 1250-1340
En
try
Lev
el
Lexile Reading Level Range: 1310-1350
ConstructionConstruction
Ad
van
ced
Lexile Reading Level Range: 1310-1440
Inte
rmed
iate
Lexile Reading Level Range: 1280-1310
En
try
Lev
el
Lexile Reading Level Range: 1280-1330
ManufacturingManufacturing
High School READ 180TAKS Passing Rates2006-07 and 2007-08
13
61
6
53
19
65
3
31
0
27
8
33
0
10
20
30
40
50
60
70
Cypress Springs Jersey Village CYF Air Cypress Falls Langham Creek Cypress Ridge
Middle School READ 180TAKS Passing Rates2006-07 and 2007-08
23
85
3
66
3
64
35
89
9
55
22
68
0
10
20
30
40
50
60
70
80
90
Goodson Truitt Arnold Hamilton Dean Watkins
Eight Implementation Steps to ExcellenceEight Implementation Steps to Excellence
5. Concentrate on Effective Instructional Practices
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
Gold Seal Lessons
Texas Career and Technical Education
Texas English Language ArtsStrands/Learning Standards
English I
NE
SS
Ran
k
TAKS
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
Reading
(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;
E5 H
(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;
E5 H
(C) produce analogies that describe a function of an object or its description; E5 H
(D) describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo); and
E5 H
Texas Arts Education
Texas MathematicsEssential Knowledge and Skills/
Student Expectations7th 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
Not on the Test
Eight Implementation Steps to ExcellenceEight Implementation Steps to Excellence
6. Address Organizational Structures
5. Concentrate on Effective Instructional Practices
Eight Implementation Steps to ExcellenceEight Implementation Steps to Excellence
6. Address Organizational Structures
7. Monitor Student Progress
5. Concentrate on Effective Instructional Practices
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%)
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
Eight Implementation Steps to ExcellenceEight Implementation Steps to Excellence
6. Address Organizational Structures
7. Monitor Student Progress
5. Concentrate on Effective Instructional Practices
8. Review and Refine Process
K-12 Fall SymposiumK-12 Fall SymposiumOctober 23-25, 2009October 23-25, 2009
San DiegoSan Diego
reFOCUS rePOSITION reINVENT
www.LeaderEd.comwww.LeaderEd.com
Leadership Leadership AcademyAcademy
January 29-31, 2010January 29-31, 2010New OrleansNew Orleans
www.LeaderEd.com
Example
• Class Size– 25 to 24
– 4 % increase
– Payroll Equals 80 %
– Total Cost = 3.2 % of Budget
• Professional Development
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
CC DD
AA BB
EEffffeeccttiivveenneessss
Example
• Class Size– 25 to 24
– 4 % increase
– Payroll Equals 80 %
– Total Cost = 3.2 % of Budget
• Professional Development
TAKS English LAStudent Expectations Tested
High Medium Low
Grade 3 12 2 60
Grade 4 10 2 50 Grade 5 11 12 49 Grade 6 10 12 47 Grade 7 19 8 40 Grade 8 16 6 45 Grade 9 24 0 46 Grade 10 25 4 42
Grade 11 25 4 39
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
Gold Seal Lessons
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
Focused Professional Focused Professional DevelopmentDevelopment
Reduce Reduce Class SizeClass Size
Empower StaffEmpower Staff
A Defined and Inflexible SystemA Defined and Inflexible System
• Bells• Calendar• Contracts• Tests• Rules and Regulations
Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
2.2. Given group of students Given group of students
Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
2.2. Given group of students Given group of students
3.3. Agree to their present performanceAgree to their present performance
Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
2.2. Given group of students Given group of students
3.3. Agree to their present performanceAgree to their present performance
4. Give total budget (fixed and 4. Give total budget (fixed and variable)variable)
Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers 2.2. Given group of students Given group of students 3.3. Agree to their present performanceAgree to their present performance4. Give total budget (fixed and 4. Give total budget (fixed and
variable)variable)5. Give % of savings if student 5. Give % of savings if student
performance improvesperformance improves
Successful ExamplesSuccessful Examples
Teachers in teams with
a group of students
They get 50% of reduced cost if students maintain student
performance. If they dramatically improve student performance they get
80% of reduced cost
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
Teacher-Designed Teacher-Designed ProgramProgram
X
XExisting Existing ProgramProgram
ExamplesExamples
1.1. Department ChairsDepartment Chairs
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
Interdisciplinary Interdisciplinary ChairsChairs
ExamplesExamples
1.1. Department ChairsDepartment Chairs
2.2. Looping Looping
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
LoopingLooping
ExamplesExamples
1.1. Department ChairsDepartment Chairs
2.2. Looping Looping
3.3. Electives to 9Electives to 9thth Grade Grade
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
Electives to Electives to 99thth Grade Grade
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
SPNetworkSPNetwork
Technology
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
READ 180READ 180
High School READ 180TAKS Passing Rates2006-07 and 2007-08
13
61
6
53
19
65
3
31
0
27
8
33
0
10
20
30
40
50
60
70
Cypress Springs Jersey Village CYF Air Cypress Falls Langham Creek Cypress Ridge
Middle School READ 180TAKS Passing Rates2006-07 and 2007-08
23
85
3
66
3
64
35
89
9
55
22
68
0
10
20
30
40
50
60
70
80
90
Goodson Truitt Arnold Hamilton Dean Watkins
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
I CAN LearnI CAN Learn
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
On-line On-line InstructionInstruction
The Good NewsThe Good News
A growing number of successful schools, teachers and students are experiencing success rates most did
not think could be obtained
Brockton High SchoolBrockton High School
White 27.5 %
Black 52.2 %
Hispanic 9.7 %
Asian 2.2 %
Other 8.4 %
Free/Reduced Lunch
65.5 %
Racial / Ethical Composition
Brockton High SchoolBrockton High School
10th Grade
Black Students
94 % of all State
White Students
10th Grade
Hispanic Students
94 % of all State
White Students
DELAYDELAYis is
DENIALDENIAL
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - info@LeaderEd.com
www.LeaderEd.com
International Center for Leadership in Education, Inc.