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International Center for Leadership in Education Dr. Willard R. Daggett Scholastic Superintendents Leadership Summit October 9, 2009.

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Presentation on theme: "International Center for Leadership in Education Dr. Willard R. Daggett Scholastic Superintendents Leadership Summit October 9, 2009."— Presentation transcript:

1 International Center for Leadership in Education Dr. Willard R. Daggett Scholastic Superintendents Leadership Summit October 9, 2009

2 STIMULUS Should short term funding be used to stimulate long term improvement OR To maintain what exist

3 The Cliff

4 International Center Finding Nations top performing Nations most rapidly improving

5 What Works Evidenced Based Research Based

6 Effective and Efficient Framework

7 Bases of ICLE Position International Center with Nations most Successful Schools Funding Student Learning – Report

8 Framework Vs. Index

9 Effective and Efficient Framework High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

10 Effective and Efficient Framework High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

11 Effective and Efficient Framework High Cost Low Cost

12 Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

13 Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance CDCDABABCDCDABAB EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

14 Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance CDCDABABCDCDABAB High Cost High Performance Low Cost High Performance Low Cost Low Performance High Cost Low Performance

15 Effective and Efficient Framework High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

16 Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

17 Rigor/Relevance For All Students

18 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Knowledge Taxonomy Knowledge Taxonomy

19 Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

20 Levels CDCDABABCDCDABAB Blooms Application

21 A B D C 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.

22 A B D C Rigor/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.

23 A B D C 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.

24 Levels CDCDABABCDCDABAB Blooms Application

25 A B D C 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.

26 A B D C Know the characteristics and phenomena of sound waves and light waves. Understand the effect of sounds, words, and imagery on a listening audience.

27 Relationships Relationships

28 Implications 1. Department Chairs

29 Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance Interdisciplinary Chairs

30 Implications 1.Department Chairs 2.Class Size

31 Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance Reduce Class Size

32 Implications 1.Department Chairs 2.Class Size 3. Technology

33

34

35 SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

36 Projection Keyboard

37 Projection Keyboard and Projector

38

39 Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance READ 180

40 What Works - Read System 44 - Expert 21

41 Implications 1.Department Chairs 2.Class Size 3. Technology 4. Looping

42 Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance Looping

43 Survey Tools for Rigor, Relevance and Relationships We Learn Student Survey We Teach Instructional Staff Survey We Lead Whole Staff Survey

44 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%

45 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%

46 Teacher vs. Student Comparison T – I encourage students to explore career pathways. 80% S – My teachers encourage me to explore different careers. 49%

47 Teacher vs. Student Comparison T – I make learning exciting for my students.84% S – My teachers make learning exciting.40%

48 Teacher vs. Student Comparison T – I encourage students to use multiple resources when solving problems. 93% S – My teachers encourage me to use many resources to solve problems. 65%

49 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%

50 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%

51 Teacher vs. Student Comparison T – I know my students academic interests and goals. 84% S – My teachers know my academic interests and goals. 35%

52 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%

53 Implications 1.Department Chairs 2.Class Size 3. Technology 4. Looping 5. Share Best Practices

54 Levels CDCDABABCDCDABAB Blooms Application

55 Gold Seal Lessons

56

57

58

59 Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance Gold Seal Lessons

60 Implications 1.Department Chairs 2.Class Size 3. Technology 4. Looping 5. Best Practices 6. Less is More

61 TAKS English LA Student Expectations Tested

62 ISTEP+ / ECA English LA Learning Expectations Tested

63 TCAP / EOC English LA Accomplishments / Additional SPIs Tested

64 Alabama English LA Strands / Objectives ARMT/AHSGE

65 NESS Study Subgroup Rankings ELA Skill: Write clear and concise directions or procedures. GroupRank Overall9 Business/Industry2 Other Non-educators10 English Language Arts Teachers25 Other Educators8

66 NESS Study Subgroup Rankings ELA Skill: Give clear and concise oral directions. GroupRank Overall7 Business/Industry3 Other Non-educators9 English Language Arts Teachers28 Other Educators7

67 NESS Study Subgroup Rankings Math Skill: Apply the Pythagorean Theorem to right triangles. GroupRank Overall20 Business/Industry29 Other Non-educators31 Mathematics Teachers4 Other Educators24

68 NESS Study Subgroup Rankings Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error. GroupRank Overall12 Business/Industry3 Other Non-educators10 Mathematics Teachers30 Other Educators8

69 NESS Study Subgroup Rankings Social Studies Skill (Economics): Investigate how a cost/benefit analysis can influence decisions based on profits and losses. GroupRank Overall22 Business/Industry3 Other Non-educators15 Social Studies Teachers57 Other Educators18

70 NESS Study Subgroup 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. GroupRank Overall21 Business/Industry24 Other Non-educators21 Social Studies Teachers8 Other Educators23

71 Implications 1.Department Chairs 2.Class Size 3. Technology 4. Looping 5. Gold Seal Lessons 6.Less is More 7.Literacy

72 Lexile Framework ® for Reading Study Summary of Text Lexile Measures Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

73 Implications 1.Department Chairs 2.Class Size 3. Technology 4. Looping 5. Best Practices 6.Less is More 7.Literacy 8.Maintain vs. Reposition

74 STIMULUS Should short term funding be used to stimulate long term improvement OR To maintain what exist

75 Secretary Duncan The first question, I promise you, will be what did you do with the stabilization money to drive reform and improve achievement? If there isnt a good answer to that, they might as well just tear up the form. June 2, 2009

76 The Cliff

77 1587 Route 146 Rexford, NY Phone (518) Fax (518) International Center for Leadership in Education, Inc.


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