Take Charge of Preparing Students for their Future Willard R. Daggett, CEO November 18, 2011.

Take Charge of Preparing Students for their Future

Willard R. Daggett, CEO

November 18, 2011

School Improvement

Schools are Improving


School Improvement

Changing World

Skills Gap

School Improvement

Changing World


School

Impro

vement

Changing World


WHY – WHAT - HOW

The Changing Landscape

• Technology

Semantic Web

• Analyze Documents—Key words and headers (Google)

• Meaning / Concepts—Wolfram Alpha

• Complete Task

2 + 2Integrate x^2 sin^3 x dxgdp francewhat is the gdp of france?what is the gdp of france / italyinternet users in europespringfieldweather springfield

Implications Homework Term Paper

-Wolfram Alpha-

• Will search all language and give you response in your language

• Will respond in writing or verbally (in your language)

SPOTSPOT

• Integrated ProjectionIntegrated Projection• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector


• Technology• Financial


• Technology• Financial• Demographics


• Technology• Financial• Demographics• Globalization

Skills Gap

The Issue

It is notSkilled vs. Unskilled

It isRoutine vs. Non-Routine

Where are the JobsNon-Routine

Routine• Rules Driven• Problem Solving• Less Innovation/Creativity• Less People Intensive• Business Operations

• Results Driven• Decision Making• More Innovation / Creativity• More People Intensive• Business Development

1980 2011

Where are the JobsNon-Routine

Routine• Write an Algorithm• Can be Digitized• Can be Outsourced

• Cannot Write an Algorithm• Cannot be Digitized• Cannot be Outsourced

1980 2011

Non-Routine• Teachers• School Administrators• Senior Level Executives• Barbers• Construction Site Supervisors• Trial Lawyers• Direct Patient Care

Routine• Law Clerks• Retail Clerks• Accountants• Assembly Line Workers• Office Workers

Shifting Labor Market

Public vs. Private Sector

why – WHAT - how

Common Core State Standards

Common Core State Standards College and Career Ready


• Fewer• Clearer• Higher• Different

why – what - HOW


• Fewer• Clearer• Higher

Reading Study Summary

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%)

2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Colorado 87 % (+1) 183 (-3)

Texas 84 % (+3) 188 (-2)

Washington 73 % (-7) 205 (+8)

New York 77 % (+6) 200 (-7)

Connecticut 70 % (+4) 208 (-4)

Arkansas 70 % (+17) 200 (-17)

California 60 % (+12) 202 (-8)

Massachusetts 54 % (+6) 234 (0)


• Fewer• Clearer• Higher• Different

Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable

situations5. Application to real-world unpredictable

situations

Knowledge Taxonomy1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation

Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable

situations5. Application to real-world unpredictable

situations

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/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• 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


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



1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321


Levels

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.


AA BB

DDCC

1 2 3 4 5

Bloom’sBloom’s

AA

456

321


Levels

1 2 3 4 5

Bloom’sBloom’s

BB

456

321


Levels

1 2 3 4 5

Bloom’sBloom’s

CC456

321


Levels

1 2 3 4 5

Bloom’sBloom’s

DD456

321


Levels

Next Navigator

1 2 3 4 5

Road Map

• State Standards to State Test

State WASL Reading/WritingGrade Level Expectations Tested

High Medium Low Grade 3 42 0 19 Grade 4 42 0 18 Grade 5 43 0 16 Grade 6 42 0 17 Grades 7 42 0 17 Grade 8 42 0 18 Grades 9/10 42 0 15

StateTests

StateStandards

AA

AA

Road Map

• State Standards to State Test• State Standards to Research

National Essential Skills Study (NESS)

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


ELA Skill: Give clear and concise oral directions.

Group Rank

Overall 7

Business/Industry 3


English Language Arts Teachers 28

Other Educators 7


Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall 20

Business/Industry 29


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 12

Business/Industry 3


Mathematics Teachers 30

Other Educators 8

Proficiency

Reading Study Summary

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%)

NESS &

Lexile

StateTests

StateStandards

CC

AA CC

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

CCAA

WA Standards CCSS

CCSS WA Standards

Road Map

• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard

Road Map

• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard• State Test to CCSS• Samples to NGA

State Test NGACreate a large spinner for a game that has at least eight sectors. Each sector should be assigned a different ‘prize’. Prizes should range in value from most appealing to least appealing.

Vary the sectors so that the probability to win a desired prize is much less that the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize.

Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which price has the greatest probability and which prize has the least probability?

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

ConsortiumAssessment

DDAA

Road Map

• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard• State Test to CCSS• Samples to NGA• NGA to CCSS

1 2 3 4 5

AA BB

DDCC

Gold Seal Lessons

Organizational Changes

• Looping


• Looping• Interdisciplinary Chairs


• Looping• Interdisciplinary Chairs• Electives to 9th Grade

System-wide approach

1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail: [email protected]

International Center for Leadership in Education

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)




• Learner 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)



• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

Guiding Principles

ResponsibilitResponsibilityy

ContemplatioContemplationn

InitiativeInitiative PerseverancPerseveranc

ee OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthineTrustworthine

ssss LoyaltyLoyalty

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%


T – Students in my classroom engage in hands-on activities.

88%

S – We do lots of hands-on activities in my classes.

45%


T – I make learning exciting for my students.

84%

S – My teachers make learning exciting.

40%


T – I recognize students when they demonstrate positive behavior in school.

95%

S – Good citizenship is rewarded in this school.

40%

Those things that are easy to measure are least important

Those things that are most important are hardest to measure

Rubrics• AASA• NEA• AFT• NASSP• NSBA• CCSSO• NASBE• ASCD• AIR• Gates Foundation

C o n t r o l

Vision Driven

Quadrant D Leadership Framework

Low

HighLow

High

1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail: [email protected]

International Center for Leadership in Education

Take Charge of Preparing Students for their Future Willard R. Daggett, CEO November 18, 2011.

Documents

Transcript of Take Charge of Preparing Students for their Future Willard R. Daggett, CEO November 18, 2011.