International Center for Leadership in Education Dr. Willard R. Daggett Granite School District...

International Center for Leadership in Education

Dr. Willard R. Daggett

Granite School District

January 16, 2009

International Center Finding

• Nation’s top performing

• Nation’s most rapidly improving

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

WHY – what - how

Culture to Support Change• 10 lbs. Loss

Challenges

• Globalization

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 2007

Challenges

• Globalization

• Technology

Information TechnologyInformation Technology

• ProcessingProcessing

• CommunicationsCommunications

1983 – A Nation at Risk

• E-mail• Web pages• Google• iPODs• Laptops• Digital cameras• Doppler radar• Cell phones

• Blogs

• Wikis

• Tagging

• Text messaging

• MySpace

• Podcasts

• PDAs

2000

E-Mail

• Adult use often

E-Mail

• Adult use often

• 14% of teens use often

Content Creation & Social Media

• Facebook

• MySpace

• Flickr

• YouTube

• Blogs

• Personal Web Pages

Use of Social Media Among Online Teens

Source: Pew/Internet & American Life Project, Teens and Social Media, 2007

Teens from single-parent or lower-income households are more likely to blog than affluent teens in more traditional households.

SPOTSPOT

• MicrosoftMicrosoft– CitizenCitizen– FossilFossil– SuuncoSuunco

SPOTSPOT

• Integrated ProjectionIntegrated Projection

• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

Language TranslationLanguage Translation

Translation GogglesTranslation Goggles

Emotiv

• 16 embedded sensors

• Detect facial expressions and emotions

• Push, pull, lift, and drop

http://emotiv.com/INDS_3/inds_3.html

Bio TechnologyBio Technology

• Biological ScienceBiological Science

• Practical ApplicationPractical Application

Nano TechnologyNano Technology

• Atom UpAtom Up

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20002000

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20082008

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20122012

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

Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline





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





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 median and mode of real data displayed in a histogram






1

2

3

4

5

6

1 2 3 4 5

A B

DC
















• Determine the median and mode of real data displayed in a histogram.


1

2

3

4

5

6

1 2 3 4 5

A B

DC


• Convert fractions, percents and decimals.













• Identify examples of parallel and perpendicular lines, planes and angles in this room.

• Calculate the volume of internal airspace to select an air conditioner.

• Calculate fertilizer needs to cover an odd shaped lawn.

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


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.

Utah Core Assessment – CRTELA Objectives Tested

High Medium Low

Grade 3 5 4 10 Grade 4 6 4 10 Grade 5 5 5 10 Grade 6 5 5 10 Grade 7 3 2 4 Grade 8 3 2 4 Grade 9 3 2 4 Grade 10 3 1 5 Grade 11 4 1 4 UBSCT 37 0 0

Utah Career & Technical Education

Utah Core English Language ArtsStandards/Objectives

Grade 9CRT

Agriculture & Natural Resources

Architecture & Construction

Arts, AV Tech & Communicatio

ns

Ag P

roduction

Ag Services

(Ag B

usiness)

Ag M

echanics

Natural

Resources

Architecture

Surveying &

Drafting

Construction

Visual A

rts &

Design

Perform

ing A

rts

Com

munications

Objective 1 (Word Analysis, Vocabulary Development): Determine word meaning through word parts, definitions, and context clues.

M H H H H H H H H H H

Objective 2 (Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., web pages, newspapers, magazines, encyclopedias, maps, schedules).

H H H H H H H H H H H

Objective 3 (Comprehension of Literary Text): Comprehend literature by evaluating the contribution to meaning of several literary elements within a work of literature.

H M M M M M M M M M M

Objective 1 (Writing to Learn): Compare multiple ideas and perspectives to extend thinking through writing.

L H H H H H H H H H H

Objective 2 (Written Communication of Inquiry): Write to analyze multiple points of view.


Utah Arts Education

MathematicsObjectives7th Grade

Tested 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;

M 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

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%)

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 Requirements FindingsReading Requirements Findings

Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16

Consistent Across CountryConsistent Across Country

A

dvan

ced

Lexile Reading Level Range: 850-930

Inte

rmed

iate


En

try

Lev

el


Human ServicesHuman Services

A

dvan

ced


Inte

rmed

iate


En

try

Lev

el


ConstructionConstruction

A

dvan

ced


Inte

rmed

iate


En

try

Lev

el


ManufacturingManufacturing

• On State Test ---- 50.5%On State Test ---- 50.5%

• NAEP ---32.0%NAEP ---32.0%

Proficient in 4Proficient in 4thth Grade Reading Grade Reading

Quantile FrameworkQuantile Framework

Numbers and OperationsNumbers and Operations

Algebra / Patterns & FunctionsAlgebra / Patterns & Functions

Data Analysis & ProbabilityData Analysis & Probability

MeasurementMeasurement

Geometry

500

600

700

900

1000

800Qu

anti

le M

easu

re (

Q)

Personal Use Employment High School First-Year College

1200

1100

1300

1500

1400


2005-06 Quantile Framework® for Math

8th

10th11th

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


why - what - HOW

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


The issue is The issue is InstructionInstruction not notStructureStructure

Nation’s Most Nation’s Most Successful SchoolsSuccessful Schools

Look like the Instructional Practices Look like the Instructional Practices found in found in

Career & Technical EducationCareer & Technical Education ProgramsPrograms

Nation’s Most Nation’s Most Successful SchoolsSuccessful Schools

Improving Student Performancein

Times of Declining Resources

Bases of ICLE Position

• International Center with Nation’s most Successful Schools

• Funding Student Learning – Report

• States– Florida– New Jersey

Point of Departure

• Collective Bargaining Agreement

• Categorical Funding

Or• Student Learning

A Shift in Focus

• Inputs

to

• Outputs

Framework Vs. Index

Efficient and Effective Framework

• Tool vs. Formula

• Guide Decision Making


• Guide Local Decision Making

• Repository of Successful Practices

• Guide Policy Development


High High CostCost

Low Low CostCost


High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

EEffffeeccttiivveenneessss


High High CostCost

Low Low CostCost



CC DD

AA BB

EEffffeeccttiivveenneessss


High High CostCost

Low Low CostCost



CC DD

AA BB

High CostHigh CostHigh PerformanceHigh Performance

Low CostLow CostHigh PerformanceHigh Performance

Low CostLow CostLow PerformanceLow Performance

High CostHigh CostLow PerformanceLow Performance

Example

• Class Size– 25 to 24

– 4 % increase

– Payroll Equals 80 %

– Total Cost = 3.2 % of Budget

• Professional Development– 1 %


High High CostCost

Low Low CostCost



Focused Professional Focused Professional DevelopmentDevelopment

X

XReduce Reduce Class SizeClass Size

Successful Examples

1. 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.

2. On-line – Best Practices

On-line and Best Practices

1. 3 credit hours = 45 contact hours2. 6 hour days = 7.5 days(45 contact

hours)3. Cost of course $300 = $40 per day4. Salary and fringe benefits of $36,000

for 180 day year = $200 per day

Cost of Graduate Programs

1. Temple University

-$573 per credit hour ($837 out of state)

2. State University of New York at Albany

-$338 per credit hour ($573 out of state) OR $6880 per semester

3. RPI

- $1285 per credit hour

On-line and Best Practices

5. Teams teachers with the nations most successful practices

6. Require development of materials for classrooms around district priorities (Gold Seal Lessons for B/D, Focus instruction on standards on test, etc.)

7. Teachers get Graduate Credit or even master’s at no cost to them.

8. District get focused high impact Professional Development for less than 1/5 the cost

17th Annual Model Schools Conference17th Annual Model Schools ConferenceJune 28- July 1, 2009June 28- July 1, 2009

Atlanta Atlanta

Visit www.LeaderEd.com for more informationVisit www.LeaderEd.com for more information

Mark Your Calendar!

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


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



SAT 1,ACT,AP*


Matt

• A Great Solution

• Overcome CTE image problem

• CTE to think out of the box

CTE

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


Create a Create a CultureCulture

Research Research and Dataand Data

Tools, Tools, Strategies, and Strategies, and

Professional Professional DevelopmentDevelopment

Network to Network to Successful Successful

SchoolsSchools

1. White Papers1. White Papers2. Keynoters to Present2. Keynoters to Present3. DVD’s3. DVD’s

Create a CultureCreate a Culture






SchoolsSchools

Utah Core Assessment – CRTELA Objectives Tested

High Medium Low

Grade 3 5 4 10 Grade 4 6 4 10 Grade 5 5 5 10 Grade 6 5 5 10 Grade 7 3 2 4 Grade 8 3 2 4 Grade 9 3 2 4 Grade 10 3 1 5 Grade 11 4 1 4 UBSCT 37 0 0

Utah Career & Technical Education

Utah Core English Language ArtsStandards/Objectives

Grade 9CRT

Agriculture & Natural Resources

Architecture & Construction

Arts, AV Tech & Communicatio

ns

Ag P

roduction

Ag Services

(Ag B

usiness)

Ag M

echanics

Natural

Resources

Architecture

Surveying &

Drafting

Construction

Visual A

rts &

Design

Perform

ing A

rts

Com

munications

Objective 1 (Word Analysis, Vocabulary Development): Determine word meaning through word parts, definitions, and context clues.

M H H H H H H H H H H

Objective 2 (Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., web pages, newspapers, magazines, encyclopedias, maps, schedules).

H H H H H H H H H H H

Objective 3 (Comprehension of Literary Text): Comprehend literature by evaluating the contribution to meaning of several literary elements within a work of literature.

H M M M M M M M M M M

Objective 1 (Writing to Learn): Compare multiple ideas and perspectives to extend thinking through writing.


Objective 2 (Written Communication of Inquiry): Write to analyze multiple points of view.


Utah Arts Education

MathematicsObjectives7th Grade

Tested 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;

M 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

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



SAT 1,ACT,AP*








SchoolsSchools

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


• Professional DevelopmentProfessional Development– Rigor and RelevanceRigor and Relevance– Integration of Academics and CTEIntegration of Academics and CTE– Use of DataUse of Data– Development of 21Development of 21stst Century Skills Century Skills

• Gold Seal LessonsGold Seal Lessons• Instructional KitsInstructional Kits

Instructional Tools and StrategiesInstructional Tools and Strategies






SchoolsSchools


Atlanta Atlanta


Mark Your Calendar!

Successful Practices NetworkMission

• Rigor, Relevance, and Relationship for ALL Learners

• Good to Great

• Best Practices

• Sustainability






SchoolsSchools

Discussion QuestionsDiscussion Questions1.1. Do you have a Culture that will support change?Do you have a Culture that will support change?

5.5. indergarten - Averageindergarten - Average






SchoolsSchools

Discussion QuestionsDiscussion Questions1.1. Do you have a Culture that will support change?Do you have a Culture that will support change?

2. Do you have adequate data and research?2. Do you have adequate data and research?







SchoolsSchools

Discussion QuestionsDiscussion Questions1.1. Do you have a Culture that will support Do you have a Culture that will support

change?change?

2. Do you have adequate data and research?2. Do you have adequate data and research?

3. Do you have adequate tools, strategies and 3. Do you have adequate tools, strategies and professional development?professional development?






SchoolsSchools

Discussion QuestionsDiscussion Questions1.1. Do you have a Culture that will support changeDo you have a Culture that will support change

2. Parent Education – Above Average2. Parent Education – Above Average

3. Parent Employment – Above Average3. Parent Employment – Above Average

4. Pre-School – Below Average4. Pre-School – Below Average

5.5. Kindergarten – AverageKindergarten – Average

6.6. EEL – multiple issesEEL – multiple isses







SchoolsSchools


Atlanta Atlanta


Mark Your Calendar!

WHY - WHAT - HOW

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

[email protected]

www.LeaderEd.com

International Center for Leadership in Education, Inc.

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