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

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School Improvement Schools are Improving

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School Improvement Changing World

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Skills Gap

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School Improvement Changing World Schools are Improving

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School Improvement Changing World Schools are Improving

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School Improvement Changing World Schools are Improving

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WHY – WHAT - HOW

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WHY

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The Changing Landscape Technology

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

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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

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Implications Homework Term Paper

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

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SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

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Projection Keyboard

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Projection Keyboard and Projector

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The Changing Landscape Technology Financial

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The Changing Landscape Technology Financial Demographics

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The Changing Landscape Technology Financial Demographics Globalization

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Skills Gap

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

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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

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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

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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

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

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

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Routine Law Clerks Retail Clerks Accountants Assembly Line Workers Office Workers

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Routine Law Clerks Retail Clerks Accountants Assembly Line Workers Office Workers

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Shifting Labor Market Public vs. Private Sector

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why – WHAT - how

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Common Core State Standards

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College and Career Ready

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Common Core State Standards Fewer Clearer Higher Different

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why – what - HOW

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Common Core State Standards Fewer Clearer Higher

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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%)

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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)

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Common Core State Standards Fewer Clearer Higher Different

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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

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

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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

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Blooms CDCDABABCDCDABAB Application Levels

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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.

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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

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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

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Blooms CDCDABABCDCDABAB Application Levels

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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

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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

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A B D C

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Blooms A Application Levels

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Blooms B Application Levels

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Blooms C Application Levels

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Blooms D Application Levels

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Next Navigator

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Road Map State Standards to State Test

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State WASL Reading/Writing Grade Level Expectations Tested

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State Tests State Standards A A

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Road Map State Standards to State Test State Standards to Research

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National Essential Skills Study (NESS)

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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

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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

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

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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

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Proficiency

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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%)

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NESS & Lexile State Tests State Standards C A C

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

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WA Standards CCSS

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CCSS WA Standards

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

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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

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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

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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?

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

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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

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A B D C

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Gold Seal Lessons

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Organizational Changes Looping

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Organizational Changes Looping Interdisciplinary Chairs

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Organizational Changes Looping Interdisciplinary Chairs Electives to 9th Grade

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System-wide approach

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

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

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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)

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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)

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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)

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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

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

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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%

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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%

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

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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%

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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)

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

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

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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)

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ControlControl Vision Driven Quadrant D Leadership Framework Low HighLow High

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

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