International Center for Leadership in Education

Dr. Willard R. Daggett

Successful SchoolsSuccessful SchoolsWhat Makes Them WorkWhat Makes Them Work

Archived Information

International Center for Leadership in Education

Dr. Willard R. Daggett

Successful SchoolsSuccessful SchoolsWhat Makes Them WorkWhat Makes Them Work

Rigor/Relevance - AllRigor/Relevance - All

WhyWhy

Do We Need Do We Need

to Changeto Change

Schools?Schools?

WhatWhat

Needs to Needs to

Be Done?Be Done?

HowHow

Do We DoDo We Do

It?It?

Schools DoSchools Do

Make aMake a

DifferenceDifference

CharacteristicsCharacteristics

1. Small Learning Communities1. Small Learning Communities

Small Learning CommunitiesSmall Learning Communities• Other ConditionsOther Conditions

• Hawthorne EffectHawthorne Effect

CharacteristicsCharacteristics

1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations

• Especially in LiteracyEspecially in Literacy

CharacteristicsCharacteristics

1.1. Small Learning CommunitiesSmall Learning Communities

2. High Expectations2. High Expectations

3. 93. 9thth Grade Grade

CharacteristicsCharacteristics

1.1. Small Learning CommunitiesSmall Learning Communities

2. High Expectations2. High Expectations

3. 93. 9thth Grade Grade

4. 124. 12thth Grade Grade

99th th & 12 & 12thth Grades Grades

MS HS HE

129

CharacteristicsCharacteristics

1.1. Small Learning CommunitiesSmall Learning Communities

2. High Expectations2. High Expectations

3. 93. 9thth Grade Grade

4. 124. 12thth Grade Grade5. Data5. Data

Grade EquivalentGrade Equivalent

Semantic DifficultySemantic Difficulty

Syntactic ComplexitySyntactic Complexity

Lexile FrameworkLexile Framework

Semantic DifficultySemantic Difficulty

Syntactic ComplexitySyntactic Complexity

Medical AcademyMedical Academy

1600

1500Students

CoreTextbooks

SpecialtyTextbook

Post HighSchool

Requirement

1400

1300

1200

1100

1000

900

800

Lexile Range

Visual Arts & Design AcademyVisual Arts & Design Academy

1600

1500Students

CoreTextbooks

SpecialtyTextbook

Post HighSchool

Requirement

1400

1300

1200

1100

1000

900

800

Lexile Range

State/Regents English LAPerformance Indicators Tested

High Medium Low

Grade 4 18 4 15

Grade 8 16 2 19

Grade 11 22 5 9

Career and Technical EducationCareer and Technical Education

 

New York Language Arts Standards/Performance Indicators

Commencement – Grade 11

New York State

Regents

Entrepre-neurship

Computer Network

Processing

Visual Arts & Design

Direct Patient Care

Ag Production

Synthesize information from diverse sources and identify complexities and discrepancies in the information.

H H H H H H

Write and present research reports, feature articles, and thesis support papers on a variety of topics related to all school subjects

H H H H H H

Make effective use of language and style to connect the message with the audience and context.

L M M M M M

Study the social conventions and language conventions of writers from other groups and cultures and use those conventions to communicate with members of those groups.

L L L M L L

Arts EducationArts Education

New Jersey Language Arts LiteracyStandards/Strands/Learning Expectations

Grades 9-12

HSPAGrade 11

Visual Arts

Dance Music Theatre

1. Read developmentally appropriate materials (at an independent level) with accuracy and speed.

H H H H H

3. Read a variety of genres and types of text with fluency and comprehension. H M M M H

7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.

H M M M H

7. Interpret how literary devices affect reading emotions and understanding. H L L L H

CharacteristicsCharacteristics

1.1. Small Learning CommunitiesSmall Learning Communities

2. High Expectations2. High Expectations

3. 93. 9thth Grade Grade

4. 124. 12thth Grade Grade

6. Curriculum6. Curriculum5. Data5. Data

CurriculumCurriculum • Status Across AmericaStatus Across America• Curriculum to InstructionCurriculum to Instruction

CurriculumCurriculum

• Right ContentRight Content• Right FrameworkRight Framework• Right InstructionRight Instruction

Rigor/Relevance Rigor/Relevance FrameworkFramework

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

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

2. Application within discipline2. Application within discipline3. Application across 3. Application across

disciplinesdisciplines4. Application to real-world 4. Application to real-world

predictable situationspredictable situations5. Application to real-world 5. Application to real-world

unpredictable situationsunpredictable situations

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

NutritionNutrition

1 2 3 4 5

456

321

Bloom’s

Application

ListList

NutritionNutrition

1 2 3 4 5

456

321

Bloom’s

Application

ChartChart

NutritionNutrition

1 2 3 4 5

456

321

Bloom’s

Application

Compare Compare

and and

ContrastContrast

NutritionNutrition

1 2 3 4 5

456

321

Bloom’s

Application

CreateCreate

InformationInformation

1 2 3 4 5

456

321

Bloom’s

Application

DefineDefine

InformationInformation

1 2 3 4 5

456

321

Bloom’s

Application

FollowFollow

DirectionsDirections

InformationInformation

1 2 3 4 5

456

321

Bloom’s

Application

Compare Compare

and and

ContrastContrast

InformationInformation

1 2 3 4 5

456

321

Bloom’s

Application

TroubleTrouble

ShootShoot

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

CultureCulture • Protect Instruction Bell to BellProtect Instruction Bell to Bell• Best Work – First Time and On TimeBest Work – First Time and On Time• Less is MoreLess is More• Continuous ImprovementContinuous Improvement

CharacteristicsCharacteristics

1.1. Small Learning CommunitiesSmall Learning Communities

2. High Expectations2. High Expectations

3. 93. 9thth Grade Grade

4. 124. 12thth Grade Grade

6. Curriculum6. Curriculum5. Data5. Data

7. Relationships / Reflective Thought7. Relationships / Reflective Thought

RelationshipsRelationships• The 3The 3rdrd “R” “R”• Driven by Guiding PrinciplesDriven by Guiding Principles

Guiding PrinciplesGuiding Principles ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness LoyaltyLoyalty

CurriculumCurriculum• RigorRigor• RelevanceRelevance• RelationshipsRelationships

• Reflective ThoughtReflective Thought

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade

6. Curriculum6. Curriculum5. Data5. Data

7. Relationships / Reflective Thought7. Relationships / Reflective Thought8. Professional Development8. Professional Development

CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade

6. Curriculum6. Curriculum5. Data5. Data

7. Relationships / Reflective Thought7. Relationships / Reflective Thought8. Professional Development8. Professional Development

9. Leadership9. Leadership

LeadershipLeadership• Problem is more people than TechnicalProblem is more people than Technical• Not Charismatic Not Charismatic • EntrepreneurialEntrepreneurial vs. Bureaucraticvs. Bureaucratic• Performance vs. CompliancePerformance vs. Compliance• Department ChairsDepartment Chairs• Focus on InstructionFocus on Instruction

Rigor/Relevance - AllRigor/Relevance - All

WhyWhy

Do We Need Do We Need

to Changeto Change

Schools?Schools?

WhatWhat

Needs to Needs to

Be Done?Be Done?

HowHow

Do We DoDo We Do

It?It?

Next StepsNext Steps• NetworkNetwork• Work with select group of schoolsWork with select group of schools

International Center for International Center for Leadership in Education, IncLeadership in Education, Inc..1587 Route 1461587 Route 146

Rexford, NY 12148Rexford, NY 12148

Phone (518) 399-2776Phone (518) 399-2776

Fax (518) 399-7607Fax (518) 399-7607

E-mail - info@LeaderEd.comE-mail - info@LeaderEd.com

www.LeaderEd.comwww.LeaderEd.com