International Center for Leadership in Education Dr. Willard R. Daggett Rigor & Relevance for ALL...

International Center for Leadership in Education

Dr. Willard R. Daggett

Rigor & Relevance for ALL Students

April 15, 2009

International Center Finding

• Nation’s top performing

• Nation’s most rapidly improving

Improving Student Performancein

Times of Declining Resources

Bases of ICLE Position

• International Center with Nation’s most Successful Schools

• Funding Student Learning – Report

Framework Vs. Index

Efficient and Effective Framework

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



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

WHY – what - how

why - WHAT - how

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 median and mode of real data displayed in a histogram






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.


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.

RelationshipsRelationships

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


Gold Seal Lessons

State ComparisonState ComparisonStandards, Benchmarks, Standards, Benchmarks,

Expectations, etc.Expectations, etc.

Grade Subject OR NC

3 ELA 73 38Math 57 27

Grade Subject OR NC

3 ELA 73 38Math 57 27

4 ELA 66 40Math 62 27

Grade OR NC CA CO FL MA MI MN

3 73 38 51 17 65 40 55 47

English Language Arts Comparison


3 73 38 51 17 65 40 55 47

4 66 40 53 34 60 40 54 51



3 73 38 51 17 65 40 55 47

4 66 40 53 34 60 40 54 51

5 73 40 43 34 57 29 54 53



3 73 38 51 17 65 40 55 47

4 66 40 53 34 60 40 54 51

5 73 40 43 34 57 29 54 53

6 72 26 51 33 56 52 51 56



3 73 38 51 17 65 40 55 47

4 66 40 53 34 60 40 54 51

5 73 40 43 34 57 29 54 53

6 72 26 51 33 56 52 51 56

7 72 26 46 38 58 31 51 60



3 73 38 51 17 65 40 55 47

4 66 40 53 34 60 40 54 51

5 73 40 43 34 57 29 54 53

6 72 26 51 33 56 52 51 56

7 72 26 46 38 58 31 51 60

8 74 26 49 35 60 59 51 63



3 73 38 51 17 75 40 55 47

4 66 40 53 34 80 40 54 51

5 73 40 43 34 77 29 54 53

6 72 26 51 33 76 52 51 56

7 72 26 46 38 78 31 51 60

8 74 26 49 35 80 59 51 63

9 NA NA 53 36

81 74



3 73 38 51 17 65 40 55 47

4 66 40 53 34 60 40 54 51

5 73 40 43 34 57 29 54 53

6 72 26 51 33 56 52 51 56

7 72 26 46 38 58 31 51 60

8 74 26 49 35 60 59 51 63

9 NA NA 53 36

81 7410 90 NA 54 36 81 46



3 73 38 51 17 65 40 55 47

4 66 40 53 34 60 40 54 51

5 73 40 43 34 57 29 54 53

6 72 26 51 33 56 52 51 56

7 72 26 46 38 58 31 51 60

8 74 26 49 35 60 59 51 63

9 NA NA 36

81 7410 90 NA 54 81 46

11 NA 29


Oregon Statewide Assessment System – Language Arts

High Medium Low

Grade 3 33 0 40 Grade 2 33 0 33 Grade 5 37 0 36 Grade 6 36 0 36 Grade 7 42 0 30 Grade 8 39 0 35 Grade 10 42 0 48

Oregon Statewide Assessment System – Mathematics

High Medium Low


Students Need To:

1. Obtain Information / Data

2. Evaluate Information / Data

3. Use Information / Data

Texas NESS StudySubgroup Rankings

ELA Skill: Give clear and concise oral directions.

Group Rank

Overall Texas 7

Business/Industry 3

Other Non-educators 9

English Language Arts Teachers 28

Other Educators 7


ELA Skill: Write clear and concise directions or procedures.

Group Rank

Overall Texas 9

Business/Industry 2



Other Educators 8


ELA Skill: Prepare and deliver individual speeches that address the needs of the target audience by gathering information, rehearsing, making eye contact, speaking loudly enough, and delivering information in a well-organized fashion.

Group Rank

Overall Texas 10

Business/Industry 6



Other Educators 9


ELA Skill: Evaluate an author’s uses of language, literary devices, and text characteristics (plot, setting, theme, character, point of view, genre, etc.) to evoke a response in a reader.

Group Rank

Overall Texas 30

Business/Industry 40



Other Educators 32


ELA Skill: Evaluate an author’s uses of language (metaphors, analogies, etc.) and text characteristics (boldface, italics, parentheses, etc.) to aid comprehension.

Group Rank

Overall Texas 36




Other Educators 38


Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall Texas 20



Mathematics Teachers 4

Other Educators 24


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 Texas 12

Business/Industry 3



Other Educators 8


Math Skill: Solve quadratic equations by applying various tools or techniques.

Group Rank

Overall Texas 41




Other Educators 47


Social Studies Skill (Economics): Investigate how a cost/benefit analysis can influence decisions based on profits and losses.

Group Rank

Overall Texas 22

Business/Industry 3


Social Studies Teachers 57

Other Educators 18


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 Texas 21



Social Studies Teachers 8

Other Educators 23

Students Need To:

1. Obtain Information / Data

2. Evaluate Information / Data

3. Use Information / Data

Oregon Career and Technical Education

Oregon English Language ArtsStandards/Benchmarks

CIM

Curriculum Survey of Essential

Skills National Rankings

StateTest

Agriculture & Natural Resources

Architecture & Construction

Arts, AV Tech & Communications

AgP

roduction

Ag Services

(Ag B

usiness)

Ag M

echanics

Natural

Resources

Architecture

Surveying&

Drafting

Construction

Visual A

rts &D

esign

Perform

ingA

rts

Com

mu

nication

s

Determine meanings of words using contextual and structural clues.

e9 H H H H H H H H H H H

Identify and use the literal and figurative meanings of words and phrases.

e9e80

H M H M H H M M H H H

Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words.

e9e80

H L L L L L L L L M M

Use general dictionaries, specialized dictionaries, glossaries, thesauruses, or related references to increase vocabulary.

e9e21

L H H H H H H H H H H

Understand technical vocabulary in subject area reading.

e26 L H H H H H H H H H H

Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; new stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.

e6e26e28

L H H H H H H H H H H

Analyze the structure and format of job and consumer-related materials, including the graphics and headers, and explain how the features support the intended purposes.

e68 H M H M H H M M H M H

Oregon Art and Music Education

Oregon English Language ArtsStandards/Benchmarks

Grade 8

Curriculum Survey of Essential

Skills National Rankings

Oregon Statewide

Assessment System

Visual Arts Dance Music Theatre

Determine meanings of words using contextual and structural clues.

e9 H H H H H

Analyze idioms and comparisons, such as analogies, metaphors, and similes, to infer the literal and figurative meanings of phrases.

e9e80

H H H H H

Verify the meaning of a word in its context, even when its meaning is not directly stated, through the use of definition, restatement, example, comparison, or contrast.

e9e80

H H H H H

Determine pronunciations, meanings, alternate word choices, parts of speech, or etymologies of words, using dictionaries and thesauruses.

e9e21

L

Synthesize information found in various parts of charts, tables, diagrams, glossaries, or related grad-level text to reach supported conclusions.

e68e82

H H H H H

Understand and explain the use of a complex mechanical device by following technical directions.

e6e35

L

Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.

e24e46

H H H H H

Clarify understanding of informational texts by creating detailed outlines, graphic organizers, diagrams, logical notes, or summaries.

e40 L


High High CostCost

Low Low CostCost



CC DD

AA BB





Example

• Class Size– 25 to 24

– 4 % increase

– Payroll Equals 80 %

– Total Cost = 3.2 % of Budget

• Professional Development– 1 %

Oregon Statewide Assessment System – Language Arts

High Medium Low


Gold Seal Lessons

Improving Student Performancein

Times of Declining Resources

Bases of ICLE Position

• International Center with Nation’s most Successful Schools

• Funding Student Learning – Report

Framework Vs. Index


High High CostCost

Low Low CostCost


High High CostCost

Low Low CostCost



CC DD

AA BB



High High CostCost

Low Low CostCost



Focused Professional Focused Professional DevelopmentDevelopment

X

XReduce Reduce Class SizeClass Size

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




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)



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 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


High High CostCost

Low Low CostCost



Teacher-Designed Teacher-Designed ProgramProgram

X

XExisting Existing ProgramProgram

ExamplesExamples

1.1. Department ChairsDepartment Chairs


High High CostCost

Low Low CostCost



Interdisciplinary Interdisciplinary ChairsChairs

ExamplesExamples


2.2. Looping Looping


High High CostCost

Low Low CostCost



LoopingLooping

ExamplesExamples


2.2. Looping Looping

3.3. Electives to 9Electives to 9thth Grade Grade


High High CostCost

Low Low CostCost



Electives to Electives to 99thth Grade Grade

Technology


High High CostCost

Low Low CostCost



I CAN LearnI CAN Learn


High High CostCost

Low Low CostCost



READ 180READ 180

ExamplesExamples

Coordinate Professional Development Coordinate Professional Development with Graduate Degrees with Graduate Degrees

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!

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - [email protected]

www.LeaderEd.com

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International Center for Leadership in Education Dr. Willard R. Daggett Rigor & Relevance for ALL...

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