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International Center for Leadership in Education Dr. Willard R. Daggett Granite School District January 15, 2009.

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Presentation on theme: "International Center for Leadership in Education Dr. Willard R. Daggett Granite School District January 15, 2009."— Presentation transcript:

1 International Center for Leadership in Education Dr. Willard R. Daggett Granite School District January 15, 2009

2 International Center Finding Nations top performing Nations most rapidly improving

3 WHY - WHAT - HOW

4 WHY – what - how

5 Why do we…. 1. Keyboarding

6 Why do we…. 1.Keyboarding 2.Reading

7 Why do we…. 1. Keyboarding 2.Reading 3. Foreign Language

8 Why do we…. 1. Keyboarding 2.Reading 3. Foreign Language 4. Science

9 Why do we…. 1. Keyboarding 2.Reading 3. Foreign Language 4. Science 5. Summers off

10 Why do we… 1. Department Chair

11 Why do we… 1. Department Chairs 2.Looping

12 Why do we… 1. Department Chairs 2.Looping 3.Electives in 12 th Grade

13 Why do we… 1. Department Chairs 2.Looping 3.Electives in 12 th Grade 4. Start the day so early for High Schools

14 Quality Counts Report Utah 1. Family Income – Above Average 5.indergarten - Average

15 Quality Counts Report Utah 1. Family Income – Above Average 2. Parent Education – Above Average 5.indergarten - Average

16 Quality Counts Report Utah 1. Family Income – Above Average 2. Parent Education – Above Average 3. Parent Employment – Above Average 5.indergarten - Average

17 Quality Counts Report Utah 1. Family Income – Above Average 2. Parent Education – Above Average 3. Parent Employment – Above Average 4. Pre-School – Below Average 5.indergarten - Average

18 Quality Counts Report Utah 1. Family Income – Above Average 2. Parent Education – Above Average 3. Parent Employment – Above Average 4. Pre-School – Below Average 5.Kindergarten – Average 5.indergarten - Average

19 Quality Counts Report Utah 1. Family Income – Above Average 2. Parent Education – Above Average 3. Parent Employment – Above Average 4. Pre-School – Below Average 5.Kindergarten – Average 6. EEL – multiple issues 7.indergarten - Average

20 Quality Counts Report Utah Per Pupil Expenditure – 46 out of 50 Per Pupil Expenditure – 46 out of 50

21 On State Test %On State Test % NAEP %NAEP % Proficient in 4 th Grade Reading

22 On State Test %On State Test % NAEP %NAEP % Proficient in 8 th Grade Mathematics

23 Identification of 21 st Skills in the press and by the advocates 1.Affective Domain (Guiding Principles) 2.Application of Academics (PS/DM/Innovation/Design) 3.Academics

24 Identification of 21 st Skills by Successful Schools 1.Academics -Reading -Writing -Mathematics -Science -Technology 2. Application of Academics (PS/DM/Innovation/Design) 3. Affective Domain (Guiding Principles)

25 A Great Solution Overcome CTE image problem CTE to think out of the box CTE

26 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%)

27 16 Career Clusters Department of Education

28 Reading Requirements Findings Entry-level Entry-level Highest in 6/16 Highest in 6/16 Second Highest in 7/16 Second Highest in 7/16 Consistent Across Country Consistent Across Country

29 Human Services

30 Construction

31 Manufacturing

32 On State Test %On State Test % NAEP %NAEP % Proficient in 4 th Grade Reading

33 Quantile Framework Numbers and Operations Numbers and Operations Algebra / Patterns & Functions Algebra / Patterns & Functions Data Analysis & Probability Data Analysis & Probability Measurement Measurement Geometry

34 Quantile Measure (Q) Personal Use Employment High School First-Year College Interquartile Ranges Shown (25% - 75%) Quantile Framework ® for Math 8th 10th 11th

35 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

36 why - WHAT - how

37 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

38 Rigor/Relevance For All Students

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

40 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

41 Levels CDCDABABCDCDABAB Blooms Application

42 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.

43 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.

44 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.

45 A B D C Rigor/Relevance Framework Convert fractions, percents and 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. Identify examples of parallel and perpendicular lines, planes and angles in this room. Calculate the volume of internal airspace to select an air conditioner. Calculate fertilizer needs to cover an odd shaped lawn.

46 Levels CDCDABABCDCDABAB Blooms Application

47 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.

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.

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.

50 Utah Core Assessment – CRT ELA Objectives Tested

51 Utah Career & Technical Education Utah Core English Language Arts Standards/Objectives Grade 9 CRT Agriculture & Natural Resources Architecture & Construction Arts, AV Tech & Communicatio ns Ag Production Ag Services(Ag Business) Ag Mechanics Natural Resources Architecture Surveying& Drafting Construction Visual Arts& Design PerformingArts Communications Objective 1 (Word Analysis, Vocabulary Development): Determine word meaning through word parts, definitions, and context clues. MHHHHHHHHHH Objective 2 (Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., web pages, newspapers, magazines, encyclopedias, maps, schedules). HHHHHHHHHHH Objective 3 (Comprehension of Literary Text): Comprehend literature by evaluating the contribution to meaning of several literary elements within a work of literature. HMMMMMMMMMM Objective 1 (Writing to Learn): Compare multiple ideas and perspectives to extend thinking through writing. LHHHHHHHHHH Objective 2 (Written Communication of Inquiry): Write to analyze multiple points of view. LHHHHHHHHHH

52 Utah Arts Education Mathematics Objectives 7 th Grade Tested Visual ArtsDanceMusicTheatre (A) represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers; HHHHH (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; HHHHH (D) use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio; HMMMM (B) use properties to classify shapes including triangles, quadrilaterals, pentagons, and circles; MHMLH (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; HHHHH

53 why - what - HOW

54 The issue is Instruction not Structure Nations Most Successful Schools

55 Look like the Instructional Practices found in Career & Technical Education Programs Nations Most Successful Schools

56 Improving Student Performance in Times of Declining Resources

57 Bases of ICLE Position International Center with Nations most Successful Schools Funding Student Learning – Report States –Florida –New Jersey

58 Point of Departure Collective Bargaining Agreement Categorical Funding Or Student Learning

59 A Shift in Focus Inputs to Outputs

60 Framework Vs. Index

61 Efficient and Effective Framework Tool vs. Formula Guide Decision Making

62 Efficient and Effective Framework Guide Local Decision Making Repository of Successful Practices Guide Policy Development

63 Efficient and Effective Framework High Cost Low Cost

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

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

66 Efficient and Effective 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

67 1587 Route 146 Rexford, NY Phone (518) Fax (518) International Center for Leadership in Education, Inc.


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