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Understanding the Classroom Implications of the Transition to CCSS and NGAs Bill Daggett, Founder and Chairman February 15, 2013.

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Presentation on theme: "Understanding the Classroom Implications of the Transition to CCSS and NGAs Bill Daggett, Founder and Chairman February 15, 2013."— Presentation transcript:

1 Understanding the Classroom Implications of the Transition to CCSS and NGAs Bill Daggett, Founder and Chairman February 15, 2013

2 School Improvement Growing Gap Readiness Changing World

3 School Improvement Growing Gap Changing World

4 School Improvement Growing Gap Changing World

5 School Improvement Growing Gap Changing World

6 Common Core State Standards

7 College and Career Ready Common Core State Standards

8 College AND Career Ready Common Core State Standards

9 Fewer Clearer Higher Common Core State Standards

10 Create a Culture Action Items

11 Culture Trumps Strategy

12 70%

13 Eligible for the Military Lack High School Diploma Can Not Pass Basic Literacy Test Obesity Drugs Prison

14 70% -Is Increasing at 1% Per Year-

15 70% Are they employable?

16 70% Are they headed to public assistance?

17 Technology Financial Globalization Demographics The Changing Landscape

18 Create a Culture Instructional Program Action Items

19 Create a Culture Instructional Program Professional Development Action Items

20 College AND Career Ready Common Core State Standards

21 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 Reading Study Summary Interquartile Ranges Shown (25% - 75%)

22 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Mississippi 88 % Georgia 87 % Wisconsin 83 % Texas 81 % Ohio 77 % Arkansas 53 % Massachusetts 48 % South Carolina 35 %

23 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 % Texas 84 % South Carolina 84 % Wisconsin 82 % Florida 74% Arkansas 70 % Massachusetts 54 % Mississippi 52 %

24 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Mississippi 88 %161 Georgia 87 %175 Wisconsin 83 %189 Texas 81 %190 Ohio 77 %199 Arkansas 53 %217 Massachusetts 48 %234 South Carolina 35 %228

25 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 %178 Texas 84 %188 South Carolina 84 %194 Wisconsin 82 %189 Florida 74%206 Arkansas 70 %200 Massachusetts 54 %234 Mississippi 52 %210

26 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 % (0)178 (+3) Texas 84 % (+3)188 (-2) South Carolina 84 % (+49)194 (-34) Wisconsin 82 % (-1)189 (0) Florida 74% (+3)206 (+4) Arkansas 70 % (+17)200 (-17) Massachusetts 54 % (+6)234 (0) Mississippi 52 % (-36)210 (+49)

27 2009 Proficiency Grade 8 Reading Proficient Required NAEP Score Texas 94 % (+11)201 (-24) Wisconsin 85 % (-1)232 (+3) Georgia 77 % (-6)209 (-15) South Carolina 71 % (+41)245 (-31) Arkansas 71 % (+14)241 (-13) Florida 54 % (+10)262 (-3) Mississippi 48 % (-10)254 (+7) California 48 % (+9)259 (-3)

28 2009 Proficiency Grade 4 Mathematics Proficient Required NAEP Score Texas 85 % (+3)214 (-5) Wisconsin 81 % (+7)219 (+4) Georgia 75 % (0)218 (+3) South Carolina 69 % (+30)215 (-31) Florida 75 % (+12)225 (-5) Arkansas 78 % (+25)216 (-20) Mississippi 58 % (-21)223 (+17) Massachusetts 48 % (+9)255 (0)

29 2009 Proficiency Grade 8 Mathematics Proficient Required NAEP Score Texas 83 % (+22)254 (-19) Illinois 82 % (+28)251 (-25) New York 80 % (+24)249 (-26) Wisconsin 79 % (+4)262 (-1) Florida 66 % (+8)266 (-3) Mississippi 54 % (+1)264 (+2) Massachusetts 49 % (+7)300 (-1) Missouri 47 % (+32)287 (-24)

30 Fewer Clearer Higher Different Common Core State Standards

31 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 Application Model

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

33 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 Application Model

34 Levels Blooms CDCDABABCDCDABAB Application

35 Rigor/Relevance Framework A B D C 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.

36 Rigor/Relevance Framework A B D C 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.

37 Rigor/Relevance Framework A B D C 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.

38 Levels Blooms CDCDABABCDCDABAB Application

39 Blooms Application Test Rigor/Relevance Framework

40 Blooms Application Test CTE/ Jobs Rigor/Relevance Framework

41 Blooms Application Test CTE/ Jobs College Ready Rigor/Relevance Framework

42 Blooms Application Test CTE/ Jobs Career Ready College Ready Rigor/Relevance Framework

43 Quad D Skills and Knowledge Decision Making Innovation/Creativity Goal Setting/Results Driven Multi Tasking Work with others

44 Levels Blooms CDCDABABCDCDABAB Application

45 iKnow My Class Survey

46 Relevance I have personal goals for my learning in this class. I see how this class relates to my other classes. I understand how I can apply what I am learning in my everyday life. In this class we discuss issues that are important to me. I believe what I am learning in this class is important for my future. The teacher relates our learning to current events.

47 Relevance

48 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. Rigor/Relevance Framework

49 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. Rigor/Relevance Framework

50 Relationships The teacher cares if I am absent from class. The teacher knows my hopes and dreams. The teacher develops positive relationships with students. My ideas and thoughts are valued and respected by the teacher. I respect the teacher. The teacher enjoys working with students. The teacher inspires me to do my best.

51 Relationships

52 Quad D Skills and Knowledge Decision Making Innovation/Creativity Goal Setting/Results Driven Multi Tasking Work with others

53 iKnow Survey – Quad D I evaluate and improve my work on a regular basis. I have an opportunity to influence my classmates thinking. It is important that I share my knowledge to help others. I am able to communicate what I have learned in relevant ways to different people. I explore issues, events, and problems from different perspectives. This class challenges my thinking. The teacher is willing to learn from the students.

54 iKnow Survey – Quad D

55 How Students Learn

56 A B D C

57 A B D C

58 1.Common Core State Standards 2.Next Generation Assessment Challenges

59 The two-second rule is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown. As the speed of the cars increases, the minimum following distance also increases. Explain how the two-second rule leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour. 2 Second Rule

60 Performance Task drawn from the Ohio Performance Assessment Project. Available at,

61 A B D C Standards

62 A B D C Assessments

63 School Improvement Growing Gap Changing World

64 Purpose of 5 th Grade Math College Ready

65 Academics

66 Layers of non-sequential but increasingly complex knowledge

67 College Ready

68 Disciplines Vertical Integration K-12 System - CULTURE

69 Rules K-12 Culture

70 Rules Regulation K-12 Culture

71 Rules Regulation Certification K-12 Culture

72 Rules Regulation Certification Tenure K-12 Culture

73 Rules Regulation Certification Tenure Contracts K-12 Culture

74 Rules Regulation Certification Tenure Contracts Teachers Trained K-12 Culture

75 Rules Regulation Certification Tenure Contracts Teachers Trained Physical Plant K-12 Culture

76 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 Career Ready

77

78 College Ready

79 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 Reading Study Summary Interquartile Ranges Shown (25% - 75%)

80 Career Ready

81

82 Requires Both Vertical and Horizontal Integration Career Ready

83

84 College Ready A B D C

85 A B D C Career Ready

86 21 st Annual Model Schools Conference Effective and efficient practices for improving student achievement in times of decreasing resources and increasing expectations Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations Providing effective instructional approaches for special populations June 30 – July 3 | Washington, D.C.

87 Looping Organizational Changes

88 Looping Interdisciplinary Chairs Organizational Changes

89 Looping Interdisciplinary Chairs 9 th Grade Electives Organizational Changes

90 Take off the plate

91 Next Network

92 State Standards to State Tests Road Map

93 Wisconsin English LA Achievement Frameworks Subskills/Descriptors Knowledge and Concepts Exam - CRT (WKCE)

94 State Tests State Standards

95 Road Map State Standards to State Test State Standards to Research

96 National Essential Skills Study (NESS)

97 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

98 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

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

100 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

101 Proficiency

102 Reading Study Summary 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%)

103 NESS & Lexile State Tests State Standards

104 Gold Seal Lessons NESS & Lexile State Tests State Standards A

105 Gold Seal Lessons

106 Gold Seal Lessons NESS & Lexile State Tests State Standards Consortium Assessment

107 The two-second rule is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown. As the speed of the cars increases, the minimum following distance also increases. Explain how the two-second rule leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour. 2 Second Rule

108 Performance Task drawn from the Ohio Performance Assessment Project. Available at,

109 Wisconsin Curriculum Matrix for Social Studies Wisconsin History and Social Science Learning Standards Grade 9-12 Excerpt National Essential Skills Study (NESS) Rankings Rank CRTNESSPriority Standard A: Geography A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region, employing such concepts as climate, plate tectonics, volcanism, and landforms, and to describe the human attributes, employing such concepts as demographics, birth and death rates, doubling time, emigration, and immigration SS1 Employ geographic tools (maps, globes, photographs, models, satellite images, charts, databases, GPS, etc.) and other visual images (physical, mental, and electronic representations) to acquire, process, and report information about people, places, and environments from a spatial perspective. HHH SS22 Analyze the causes and effects of population change on the characteristics, distribution, and complexity of Earths diverse populations and cultures, including the impact of demographics and the fact that they are constantly shifting. A.12.2 Analyze information generated from a computer about a place, including statistical sources, aerial and satellite images, and three- dimensional models SS1 Employ geographic tools (maps, globes, photographs, models, satellite images, charts, databases, GPS, etc.) and other visual images (physical, mental, and electronic representations) to acquire, process, and report information about people, places, and environments from a spatial perspective. HHH Standard D: Economics D.12.1 Explain how decisions about spending and production made by households, businesses, and governments determine the nation's levels of income, employment, and prices SS10 Explain how changes in supply or demand cause relative prices to change and, in turn, affect the purchasing and sales incentives of buyers and sellers. MHH SS24 Describe how buyers and sellers interact to create market forces whereby market prices are determined and scarce goods and services are allocated. SS39 Analyze how a nations overall levels of income, employment, and price for goods are determined by the interaction of spending and production decisions made by all households, firms, government agencies, and others in the economy.

110 Arts Education Wisconsin English Language Arts Reading Frameworks Objectives/Subskills/Descriptors Aligned to WMAS Content Standard A Grade 7 National Essential Skills Study (NESS) Rankings WKCE- CRT Visual Arts DanceMusicTheatre 7.1. Determine the meaning of words and phrases in context Use context clues to determine the meaning of words and phrases. Use context clues to determine the meaning of unfamiliar words. Understand the meaning of words and phrases used figuratively. Use context clues to determine the meaning of multiple- meaning words. Use knowledge of synonyms and antonyms to determine the meaning of words. Identify analogies to demonstrate understanding of word meaning. Understand connotative and denotative meaning of words. Content Standard A.1 Use effective reading strategies to achieve their purposes in reading. E5H Use knowledge of word structure to determine the meaning of words and phrases. Identify the meaning of a word with an affix. Use knowledge of root words to determine the meaning of a word. Content Standard A.1 Use effective reading strategies to achieve their purposes in reading. E5M

111 A Look to the Future Focused and Sustained Professional Development

112 Culture Trumps Strategy

113 70%

114 The Changing Landscape Technology

115 Analyze Documents o Keywords and Headers (Google) Meaning / Concepts o Wolfram Alpha Complete Task Semantic Web

116 2 + 2 Integrate x^2 sin^3 x dx gdp francewhat is the gdp of france?what is the gdp of france / italyinternet users in europe springfield Weather Springfield

117 Homework Implications

118 Homework Term Paper Implications

119

120

121 Integrated Projection Projection Keyboard SPOT

122 Projection Keyboard

123 Projection Keyboard and Monitor

124 Technology should work for youto be there when you need it and get out of your way when you dont. Google X started Project Glass to build this kind of technology, one that helps you explore and share your world, putting you back in the moment. Project Glass

125 Download any movie, website, or piece of information into your glasses or contact lenses

126 Todays students live in a hyper-connected world, except in school OR are they also connected in school but we just dont know it?

127 Information is everywhere. In this changing world, sense-making and the ability to evaluate the credibility of information are paramount.

128 Technology Financial The Changing Landscape

129

130

131

132

133 2011 US Federal Budget -borrowing 41% of every dollar it is spending

134 Federal Obligations $534,000 per household More than 5 times Mortgages Car Loans College Loans Credit Cards

135 Technology Financial Globalization The Changing Landscape

136

137

138

139

140

141 Shenzhen Fishing Village

142 Only Superpower Highest per Capita Income 1 st in Economic Growth 5 % of Population Greater than 24 % of Consumption U.S. – 2 nd Half of 20 th Century Source: National Academy of Science

143 PISA Shanghai-China556 2 Korea539 3 Finland536 4 Hong Kong-China533 5 Singapore526 6 Canada524 7 New Zealand521 8 Japan520 9 Australia Netherlands United States Germany Ireland France United Kingdom Spain Russian Federation Mexico Brazil Indonesia402 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average

144 PISA 2009 Overall Math Scale Significantly Above OECD Average Not Significantly Different (OECD Average 496) Significantly below OECD Average 1 Shanghai-China600 2 Singapore562 3 Hong Kong-China555 4 Korea546 6 Finland541 9 Japan Canada Netherlands New Zealand Australia Germany France United Kingdom United States Ireland Spain Russian Federation Mexico Brazil Indonesia371

145 PISA 2009 Overall Science Scale Significantly Above OECD Average Not Significantly Different (OECD Average 501) Significantly below OECD Average 1 Shanghai-China575 2 Finland554 3 Hong Kong-China549 4 Singapore542 5 Japan539 6 Korea538 7 New Zealand532 8 Canada Australia Netherlands Germany United Kingdom Ireland United States France Spain Russian Federation Mexico Brazil Indonesia383

146 Technology Financial Globalization Demographics The Changing Landscape

147 Population FemaleMale

148 Create a Culture Instructional Program Professional Development Action Items

149 Common Core State Standards and Next Generation Assessments for Leaders Bill Daggett, Founder and Chairman February 15, 2013

150 Common Core State Standards, Next Generation Assessments and Teacher Evaluation Three Central Challenges

151 Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress Three Central Challenges

152 Schools must find new and innovative ways to improve student performance with increasingly fewer resources.

153 Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress Change Three Central Challenges

154 Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress Change Needs to be Evolutionary Not Revolutionary Three Central Challenges

155 Create a Culture Instructional Program Professional Development Action Items

156 School Improvement Growing Gap Changing World

157 School Improvement Growing Gap Changing World

158 School Improvement Growing Gap Changing World

159 Effectiveness and Efficiency Framework High Cost Low Cost

160 High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst Effectiveness and Efficiency Framework

161 High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst Effectiveness and Efficiency Framework CDCDABABCDCDABAB

162 Class Size EffectiveEfficient

163 Summer School EffectiveEfficient

164 Student-Teacher Relationship Effective Efficient

165 Application of Knowledge EffectiveEfficient

166 Professional Development Effective Efficient

167 Teacher Expectations and Clarity EffectiveEfficient

168 Assessment to Inform and Differentiate Instruction Effective Efficient

169 Literacy Strategies Effective Efficient

170 Student Teacher PD Prior Achieve Form. Eval. Teacher Clarity Meta Strats. Literacy Strats. Peer Tutor Class Size Ability Group Teach Test Summer School

171 Greatest Impact Culture of High Expectations Relevance of Instruction Strong Relationships

172 No Formula

173

174

175

176

177

178

179 Culture Organizational Leadership

180 70%

181 Technology Financial Globalization Demographics The Changing Landscape

182 Culture Vision Organizational Leadership

183 Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Learning Criteria

184 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) Learning Criteria

185 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) Learning Criteria

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

187 Guiding Principles Responsibility Contemplation Initiative Perseverance Optimism Courage Respect Compassion Adaptability Honesty Trustworthiness Loyalty

188 Culture Vision Structure and systems Organizational Leadership

189 Looping Organizational Changes

190 Looping Interdisciplinary Chairs Organizational Changes

191 Looping Interdisciplinary Chairs 9 th Grade Electives Organizational Changes

192 Culture Vision Structure and systems Organizational Leadership Build leadership

193 Top-down support for bottom-up success

194 Empower Leadership Teams

195 ControlControl Vision Driven Quadrant D Leadership Framework Low HighLow High

196 ControlControl Vision Driven A Low HighLow High Quadrant D Leadership Framework

197 ControlControl Vision Driven A B Low HighLow High Quadrant D Leadership Framework

198 ControlControl Vision Driven A B C Low HighLow High Quadrant D Leadership Framework

199 ControlControl Vision Driven A B D C Low HighLow High Quadrant D Leadership Framework

200 Leadership A CD B Rules Results

201 Leadership A CD B Control Empower Rules Results

202 Leadership A CD B Teaching / Teachers Learning / Students Rules Control Results Empower

203 Leadership A CD B Compliance Engaged Rules Control Teaching/Teachers Results Empower Learning / Students

204 Leadership A CD B Inputs Outputs Compliance Rules Control Teaching/Teachers Engage Results Empower Learning / Students

205 Vision Driven Leadership A CD B Rules Control Teaching/Teachers Compliance Inputs Results Empower Learning / Students Engaged Outputs

206 ControlControl Vision Driven A B D C Quadrant D Leadership Framework Low HighLow High

207 Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Build leadership

208 Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Build leadership

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

210 Culture Vision Structure and systems Selection, support, evaluation Data systems Build leadership Organizational Leadership

211 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%)

212 Lexile Framework ® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA Text Lexile Measure (L) Matt 910 * Source of National Test Data: MetaMetrics

213 Lexile Framework ® - Student Profile 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 Matt High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter

214

215 High expectations Instructional Leadership

216 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 Reading Study Summary Interquartile Ranges Shown (25% - 75%)

217 High expectations Curriculum Instructional Leadership

218 High expectations Curriculum Literacy and math Instructional Leadership

219 High expectations Curriculum Literacy and math Data-driven Instructional Leadership

220 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%)

221 Lexile Framework ® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA Text Lexile Measure (L) Matt 910 * Source of National Test Data: MetaMetrics

222 Lexile Framework ® - Student Profile 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 Matt High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter

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

224 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%

225 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

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

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

228 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

229 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

230 High expectations Curriculum Literacy and math Data-driven Provide professional growth Instructional Leadership

231

232 Rigor and Relevance Teaching

233 Levels Blooms CDCDABABCDCDABAB Application

234 A B D C

235 Rigor and Relevance Relationships Teaching

236 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. Rigor/Relevance Framework

237 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. Rigor/Relevance Framework

238 Rigor and Relevance Relationships Content Teaching

239 Rigor and Relevance Relationships Content Teaching How students learn

240 Levels Blooms CDCDABABCDCDABAB Application

241 A B D C

242 How Students Learn

243 A B D C

244 Rigor and Relevance Relationships Content Teaching How students learn Instructional strategies

245 Take off the plate

246 Next Network

247 Gold Seal Lessons NESS & Lexile State Tests State Standards Consortium Assessment

248 Rigor and relevance Relationships Content How students learn Instructional strategies Assessment to guide instruction Teaching

249 21 st Annual Model Schools Conference Effective and efficient practices for improving student achievement in times of decreasing resources and increasing expectations Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations Providing effective instructional approaches for special populations June 30 – July 3 | Washington, D.C.

250 A Look to the Future

251 Technology needs to do to education what it has done to countless other industries: Disrupt It

252 Gaming is increasingly being built based upon brain research.

253 Gaming is increasingly being built based upon brain research. What is the implication to education?

254

255 Downloaded 1 billion times Average of 800 bird launches per download Collectively 800 billion birds launched Over 600 million minutes played per day 400,000 years of time played Angry Birds

256

257

258 School Improvement Growing Gap Changing World

259 Blended Model

260 – Incremental Change (Improving Core Practices) 2 – Innovative Change ( Fundamental Change of Core Practice) 3 – Transformational Change ( Affect Entire System) Evolution of Change Model

261 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT) Technology in Schools

262 Pencil Budget

263 – Training all teachers to grade essays 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance Grading of Papers

264 1 1 – Learning Together Learning

265 – Student-run technology P.D. (survey/3 levels) 2 – Teachers are given technology IEP with students as their mentors 3 – Top 1/3 rd students and teachers create alternative instructional delivery system Professional Development

266 1587 Route 146 Rexford, NY Phone (518) Fax (518)

267 21 st Annual Model Schools Conference Effective and efficient practices for improving student achievement in times of decreasing resources and increasing expectations Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations Providing effective instructional approaches for special populations June 30 – July 3 | Washington, D.C.

268 1587 Route 146 Rexford, NY Phone (518) Fax (518) International Center for Leadership in Education

269 Close Bill Daggett, Founder and Chairman February 15, 2013

270 School Improvement Growing Gap Changing World

271 21 st Annual Model Schools Conference Effective and efficient practices for improving student achievement in times of decreasing resources and increasing expectations Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations Providing effective instructional approaches for special populations June 30 – July 3 | Washington, D.C.

272 – Incremental Change (Improving Core Practices) 2 – Innovative Change ( Fundamental Change of Core Practice) 3 – Transformational Change ( Affect Entire System) Evolution of Change Model

273 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT) Technology in Schools

274 Pencil Budget

275 – Training all teachers to grade essays 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance Grading of Papers

276 1 1 – Learning Together Learning

277 – Student-run technology P.D. (survey/3 levels) 2 – Teachers are given technology IEP with students as their mentors 3 – Top 1/3 rd students and teachers create alternative instructional delivery system Professional Development

278 A Look to the Future

279 Technology needs to do to education what it has done to countless other industries: Disrupt It

280 Gaming is increasingly being built based upon brain research.

281 Gaming is increasingly being built based upon brain research. What is the implication to education?

282

283 Downloaded 1 billion times Average of 800 bird launches per download Collectively 800 billion birds launched Over 600 million minutes played per day 400,000 years of time played Angry Birds

284

285

286 School Improvement Growing Gap Changing World

287 Blended Model

288 Gaming Online Instruction Blended Learning K-12 Education – High Impact Factors

289 – Teaching 2 – Learning 3 – Personalization of Learning Our Mission

290 Recommendations

291 Seeing is believing

292 21 st Annual Model Schools Conference Effective and efficient practices for improving student achievement in times of decreasing resources and increasing expectations Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations Providing effective instructional approaches for special populations June 30 – July 3 | Washington, D.C.

293 Recommendations Seeing is believing Barrier Study

294 23 Successful Practices

295 A focus on college AND career ready Successful Practices

296 A focus on college AND career ready A common vision Successful Practices

297 A focus on college AND career ready A common vision A culture of high expectations Successful Practices

298 A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Successful Practices

299 A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Rigor and Relevance for ALL students Successful Practices

300 A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Rigor and Relevance for ALL students A culture of continuous improvement Successful Practices

301 A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Rigor and Relevance for ALL students A culture of continuous improvement Leadership across all levels Successful Practices

302 A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Rigor and Relevance for ALL students A culture of continuous improvement Leadership across all levels Focused and sustained professional development Successful Practices

303 23 Successful Practices

304 Successful Practices Network -Barrier Study-

305 Level of Establishment Firmly Established Partially Established In Planning Stage Not Evident Best Practices

306 Technical Cultural Political Insufficient Support Insufficient Budget Insufficient Personnel Barriers

307 Technical – Cultural – is greatest barrier in 18 of the 23 successful practices Political Insufficient Support Insufficient Budget Insufficient Personnel Barriers

308 Technical – is greatest in 4 of the 23 successful practices Cultural – is greatest barrier in 18 of the 23 successful practices Political Insufficient Support Insufficient Budget Insufficient Personnel Barriers

309 Technical – is greatest in 4 of 23 the successful practice Cultural – is greatest barrier in 18 of the 23 successful practices Political Insufficient Support Insufficient Budget – is greatest in 1 of the 23 successful practices Insufficient Personnel Barriers

310 Successful Practices Network -Barrier Study-

311 Recommendations Seeing is believing Barrier Study Culture

312 70%

313 Recommendations Seeing is believing Barrier Study Culture Next Network

314 Common Core Standards NESS & Lexile State Tests State Standards Consortium Assessment DA

315 Recommendations Seeing is believing Barrier Study Needs Assessment Next Network Leadership Team

316 Doctor

317 Pilot

318

319

320 21 st Annual Model Schools Conference Effective and efficient practices for improving student achievement in times of decreasing resources and increasing expectations Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations Providing effective instructional approaches for special populations June 30 – July 3 | Washington, D.C.

321 1587 Route 146 Rexford, NY Phone (518) Fax (518) International Center for Leadership in Education


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