International Center for Leadership in Education
Dr. Willard R. Daggett
Rigor & Relevance for ALL Students
August 17, 2010
Schools are Improving
School Improvement
Schools are Improving
School Improvement
Changing World
Skills GapSkills Gap
Schools are Improving
School Improvement
Changing World
Schools are Improving
School Improvement
Changing World
Schools are Improving
School
Impro
vement
Changing World
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
Schools are Improving
School Improvement
Changing World
Schools are Improving
School Improvement
Changing World
Schools are Improving
School
Impro
vement
Changing World
Why – What - How
Why – WHAT - How
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.
Why – What - HOW
Fewer, Clearer, Higher
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
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
What is Proficiency?
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
North Carolina 82 %
Texas 81 %
Iowa 77 %
Florida 71 %
Massachusetts 48 %
California 48 %
South Carolina 35 %
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
North Carolina 82 % 183
Texas 81 % 190
Iowa 77 % 197
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 %
Iowa 72 %
Florida 44 %
California 39 %
South Carolina 30 %
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 % 217
Texas 83 % 225
Iowa 72 % 250
Florida 44 % 265
California 39 % 262
South Carolina 30 % 276
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 %
Texas 82 %
Iowa 80 %
Michigan 73 %
Florida 63 %
California 51 %
South Carolina 39 %
Massachusetts 39 %
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 % 203
Texas 82 % 219
Iowa 80 % 219
Michigan 73 % 222
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 %
Texas 61 %
Michigan 61 %
Florida 58 %
Massachusetts 42 %
South Carolina 24 %
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
North Carolina 84 % 247
Iowa 76 % 262
Texas 61 % 273
Michigan 61 % 269
Florida 58 % 269
Massachusetts 42 % 301
South Carolina 24 % 305
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%)
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
Gold Seal Lessons
WHY – What - How
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
Bio Tech
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 . . .
• China
• India
• Brazil
• Russia
• Mexico
60% of world Economic Growth in Next Five Years
Source: Carnegie International Study
• Viet Nam
• Argentina
• Brazil
• Indonesia
• Panama
World 5 Fastest Growing Economies
Source: Carnegie International Study
Population (Billions)
0
0.2
0.4
0.6
0.8
1
1.2
1.4
Debt (Trillions)
0
2
4
6
8
10
12
14
Debt / Person
$51,424
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
Debt / Person
$59,435$51,424
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
Debt / Person
$43,355
$59,435$51,424
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
Debt / Person
$261$191
$43,355
$59,435$51,424
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
Debt / Person
$261$191
$43,355
$63,294
$78,382
$148,291
$59,435$51,424
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
German
y
France
U.K.
Debt / Person
$261$191
$43,355
$620$1,075
$294 $147
$63,294
$78,382
$148,291
$59,435$51,424
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
Germ
any
France
U.K.
Bangla
desh
Brazil
Pakist
an
Indo
nesia
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
The Changing Landscape
• Technology
• Globalization
• Cliff
Downs & Ups of the Federal Budget
Source: USA Today (2.10.10)
At the Federal level this year we will borrow 42% of every
dollar spent.
ArrA Stimulus
The Economy and our Schools
Base Funding
08 09 10 11 12
Recession
The Cliff
1. Back to School1. Back to School
2. Local Column2. Local Column
3. “Where will I ever use….”3. “Where will I ever use….”
4. Business Community4. Business Community
Create a CultureCreate a Culture
1. Create a Culture1. Create a Culture
2. Shared Vision/Data2. Shared Vision/Data
Rigor and Relevance for ALLRigor and Relevance for ALL
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 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 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%
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)
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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
Texas Career and Technical Education
Texas English Language ArtsStrands/Learning Standards
English I
Reading
NE
SS
TA
KS
Agriculture, Food and Natural Resources
Animal Systems Agribusiness
Prin
ciples of A
gri., Food
, & N
atural
Resou
rces
Eq
uin
e Scien
ce/L
ivestock P
rodu
ction/
Sm
all An
imal M
gmt.
Veterin
ary Med
ical Ap
plication
s
Ad
vanced
An
imal S
cience
Practicu
m in
Agri., F
ood, &
Natu
ral R
esources
Prin
ciples of A
gri., Food
, & N
atural
Resou
rces
Pro. S
tand
ards in
Agrib
usin
ess
Agrib
usin
ess Man
agemen
t & M
arketin
g
Math
ematical A
pp
lications in
Agricu
lture
(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
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.
E5 L
Expert Space Expert Space
Tied to Standards
Multiple Reading Scaffolds
Lexile Level:Lexile Level:600-800600-800
Lexile Level:Lexile Level:800-1000800-1000
Lexile Level:Lexile Level:1000-12001000-1200
Spanish TranslationsSpanish Translations
EXPERT SPACE – IncludesEXPERT SPACE – Includes
• Updated• Cross Curricular• 21st Century• Project Based• Electronic Portfolio• 24/7 Learning• Parent Involvement
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
Successful Practices Network• Mission
• Rigor, Relevance, and Relationship for ALL Learners
• Good to Great
• Best Practices
• Sustainability
October 22-24, 2010Washington DC
K-12 School Reinvention Symposium
Where Best Practices Meet Next Practices
www.LeaderEd.com
Effective and Efficient Framework
High High CostCost
Low Low CostCost
Effective and Efficient Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
EEffffeeccttiivveenneessss
Effective and Efficient Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
CC DD
AA BB
EEffffeeccttiivveenneessss
Yellow Sheets
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - [email protected]
www.LeaderEd.com
International Center for Leadership in Education, Inc.
Top Related