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

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Preparing for the Challenges and Opportunities for the Next Three Years Willard R. Daggett, CEO November 21, 2011.

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Presentation on theme: "Take Charge of Preparing Students for their Future Willard R. Daggett, CEO November 18, 2011."— Presentation transcript:

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

2 School Improvement Schools are Improving

3 School Improvement Changing World

4 Skills Gap

5 School Improvement Changing World Schools are Improving

6 School Improvement Changing World Schools are Improving

7 School Improvement Changing World Schools are Improving

8 WHY – WHAT - HOW

9 WHY

10 The Changing Landscape Technology

11 Semantic Web Analyze Documents Key words and headers (Google) Meaning / Concepts Wolfram Alpha Complete Task

12 2 + 2 Integrate x^2 sin^3 x dx gdp france what is the gdp of france? what is the gdp of france / italyinternet users in europe springfieldweather springfield

13 Implications Homework Term Paper

14 -Wolfram Alpha- Will search all language and give you response in your language Will respond in writing or verbally (in your language)

15

16 SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

17 Projection Keyboard

18 Projection Keyboard and Projector

19 The Changing Landscape Technology Financial

20 The Changing Landscape Technology Financial Demographics

21 The Changing Landscape Technology Financial Demographics Globalization

22 Skills Gap

23 The Issue It is not Skilled vs. Unskilled It is Routine vs. Non-Routine

24 Where are the Jobs Non-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

25 Where are the Jobs Non-Routine Routine Write an Algorithm Can be Digitized Can be Outsourced Cannot Write an Algorithm Cannot be Digitized Cannot be Outsourced

26 Where are the Jobs Non-Routine Routine Write an Algorithm Can be Digitized Can be Outsourced Cannot Write an Algorithm Cannot be Digitized Cannot be Outsourced

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

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

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

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

31 Shifting Labor Market Public vs. Private Sector

32 why – WHAT - how

33 Common Core State Standards

34 College and Career Ready

35 Common Core State Standards Fewer Clearer Higher Different

36 why – what - HOW

37 Common Core State Standards Fewer Clearer Higher

38 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%)

39 2009 Proficiency Grade 4 Reading Proficient Required 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)

40 Common Core State Standards Fewer Clearer Higher Different

41 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

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

43 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

44 Blooms CDCDABABCDCDABAB Application Levels

45 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.

46 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. Rigor/Relevance Framework

47 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. Rigor/Relevance Framework

48 Blooms CDCDABABCDCDABAB Application Levels

49 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

50 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

51 A B D C

52 Blooms A Application Levels

53 Blooms B Application Levels

54 Blooms C Application Levels

55 Blooms D Application Levels

56 Next Navigator

57 12345

58 Road Map State Standards to State Test

59 State WASL Reading/Writing Grade Level Expectations Tested

60 State Tests State Standards A A

61 Road Map State Standards to State Test State Standards to Research

62 National Essential Skills Study (NESS)

63 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

64 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

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

66 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

67 Proficiency

68 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%)

69 NESS & Lexile State Tests State Standards C A C

70 Common Core Standards NESS & Lexile State Tests State Standards C A

71 WA Standards CCSS

72 CCSS WA Standards

73 Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard

74 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

75 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

76 State Test NGA Create 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?

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

78 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

79 12345

80 A B D C

81 Gold Seal Lessons

82 Organizational Changes Looping

83 Organizational Changes Looping Interdisciplinary Chairs

84 Organizational Changes Looping Interdisciplinary Chairs Electives to 9th Grade

85

86 System-wide approach

87 1587 Route 146 Rexford, NY Phone (518) Fax (518) International Center for Leadership in Education

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

89 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)

90 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)

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

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

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

94 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%

95 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%

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

97 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%

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

99 Those things that are easy to measure are least important Those things that are most important are hardest to measure

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

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

102 ControlControl Vision Driven Quadrant D Leadership Framework Low HighLow High

103

104 1587 Route 146 Rexford, NY Phone (518) Fax (518) International Center for Leadership in Education


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