Presentation is loading. Please wait.

Presentation is loading. Please wait.

Common Core State Standards Next Generation Assessments The Why and What Bill Daggett, Founder and Chairman November 16, 2012.

Similar presentations


Presentation on theme: "Common Core State Standards Next Generation Assessments The Why and What Bill Daggett, Founder and Chairman November 16, 2012."— Presentation transcript:

1 Common Core State Standards Next Generation Assessments The Why and What Bill Daggett, Founder and Chairman November 16, 2012

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 23 Successful Practices WHAT

8 College and Career Ready Fewer Clearer Higher

9 600 800 1000 1400 1600 1200 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%)

10 College and Career Ready Fewer Clearer Higher Different

11 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

12 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

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

14 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

15 1 2 3 4 5 6 12345 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.

16 1 2 3 4 5 6 12345 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

17 1 2 3 4 5 6 12345 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

18 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

19 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

20 Rigor/Relevance Framework

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

22 School Improvement Growing Gap Changing World

23 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. www.modelschoolsconference.com

24 23 Successful Practices WHY

25 The Changing Landscape Technology

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

27 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

28 Homework Implications

29 Homework Term Paper Implications

30

31

32 Integrated Projection Projection Keyboard SPOT

33 Projection Keyboard

34 Projection Keyboard and Monitor

35 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

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

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

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

39 Technology Financial The Changing Landscape

40

41

42

43 2011 US Federal Budget -borrowing 41% of every dollar it is spending

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

45 Technology Financial Globalization The Changing Landscape

46 PISA 2009 1 Shanghai-China556 2 Korea539 3 Finland536 4 Hong Kong-China533 5 Singapore526 6 Canada524 7 New Zealand521 8 Japan520 9 Australia515 10 Netherlands508 17 United States500 20 Germany497 21 Ireland496 22 France496 25 United Kingdom494 33 Spain481 43 Russian Federation459 48 Mexico425 53 Brazil412 57 Indonesia402 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average

47 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 Japan529 10 Canada527 11 Netherlands526 13 New Zealand519 15 Australia514 16 Germany513 22 France497 28 United Kingdom492 31 United States487 32 Ireland487 34 Spain483 38 Russian Federation468 51 Mexico419 57 Brazil386 61 Indonesia371

48 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 Canada529 10 Australia527 11 Netherlands522 13 Germany520 16 United Kingdom514 20 Ireland508 23 United States502 27 France498 36 Spain488 39 Russian Federation478 50 Mexico416 53 Brazil405 60 Indonesia383

49 Technology Financial Globalization Demographics The Changing Landscape

50 Population FemaleMale 1950 2010 2050

51 School Improvement Growing Gap Changing World

52 23 Successful Practices WHAT

53 Next Generation Assessments

54 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

55 School Improvement Growing Gap Changing World

56 23 Successful Practices HOW did they do it?

57 No Formula

58

59

60

61

62

63 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. www.modelschoolsconference.com

64 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail: info@LeaderEd.com www.LeaderEd.com International Center for Leadership in Education

65 Common Core State Standards Next Generation Assessments The How Bill Daggett, Founder and Chairman November 16, 2012

66 School Improvement Growing Gap Changing World

67 School Improvement Growing Gap Changing World

68 School Improvement Growing Gap Changing World

69 No Formula

70 SUCCESS BY DESIGN NOT BY CHANCE

71

72

73

74

75

76 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. www.modelschoolsconference.com

77 Culture Organizational Leadership

78 Technology Financial Globalization Demographics The Changing Landscape

79 Culture Vision Organizational Leadership

80 College and Career Ready Fewer Clearer Higher

81 Academics

82 Layers of non-sequential but increasingly complex knowledge

83 College Ready 1 2 3 4 5 4 5 6 3 2 1

84 Academics

85 Rules K-12 Culture

86 Rules Regulation K-12 Culture

87 Rules Regulation Certification K-12 Culture

88 Rules Regulation Certification Tenure K-12 Culture

89 Rules Regulation Certification Tenure Contracts K-12 Culture

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

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

92 Career Ready

93 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

94 College and Career Ready Fewer Clearer Higher Different

95 Career Ready

96 College Ready

97 600 800 1000 1400 1600 1200 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%)

98 Career Ready

99

100 Requires Both Vertical and Horizontal Integration Career Ready

101

102 Levels 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application

103 College Ready A B D C

104 A B D C Career Ready

105 Culture Vision Structure and systems Organizational Leadership

106 Looping Organizational Changes

107 Looping Interdisciplinary Chairs Organizational Changes

108 Looping Interdisciplinary Chairs 9 th Grade Electives Organizational Changes

109 Culture Vision Structure and systems Organizational Leadership Build leadership

110 Top-down support for bottom-up success

111 Empower Leadership Teams

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

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

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

115

116 High expectations Instructional Leadership

117 600 800 1000 1400 1600 1200 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%)

118 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Mississippi 88 % Georgia 87 % Wisconsin 83 % Texas 81 % Ohio 77 % Florida 71% Arkansas 53 % Massachusetts 48 %

119 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Mississippi 88 %161 Georgia 87 %175 Wisconsin 83 %189 Texas 81 %190 Ohio 77 %199 Florida 71%202 Arkansas 53 %217 Massachusetts 48 %234

120 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 % Texas 84 % Ohio 82 % Wisconsin 82 % Florida 74% Arkansas 70 % Massachusetts 54 % Mississippi 52 %

121 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 %178 Texas 84 %188 Ohio 82 %192 Wisconsin 82 %189 Florida 74%206 Arkansas 70 %200 Massachusetts 54 %234 Mississippi 52 %210

122 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 % (0)178 (+3) Texas 84 % (+3)188 (-2) Ohio 82 % (+5)192 (-7) 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)

123 2009 Proficiency Grade 8 Reading Proficient Required NAEP Score Texas 94 % (+11)201 (-24) Wisconsin 85 % (-1)232 (+3) Georgia 77 % (-6)209 (-15) Ohio 72 % (-8)251 (+10) Arkansas 71 % (+14)241 (-13) Florida 54 % (+10)262 (-3) Mississippi 48 % (-10)254 (+7) California 48 % (+9)259 (-3)

124 2009 Proficiency Grade 4 Mathematics Proficient Required NAEP Score Texas 85 % (+3)214 (-5) Wisconsin 81 % (+7)219 (+4) Mississippi 58 % (-21)223 (+17) Georgia 75 % (0)218 (+3) Ohio 78 % (+13)219 (-14) Florida 75 % (+12)225 (-5) Arkansas 78 % (+25)216 (-20) Massachusetts 48 % (+9)255 (0)

125 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) Ohio 71 % (+8)265 (-9) Oklahoma 59 % (-8)269 (+11) Mississippi 54 % (+1)264 (+2) Massachusetts 49 % (+7)300 (-1) Missouri 47 % (+3)287 (-2)

126 High expectations Curriculum Instructional Leadership

127 High expectations Curriculum Literacy and math Instructional Leadership

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

129 Take off the plate

130 Next Network

131 12345

132 Road Map State Standards to State Test

133 Ohio English Language Arts Indicators Tested

134 State Tests State Standards A A

135 NESS & Lexile State Tests State Standards A

136 National Essential Skills Study (NESS)

137 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

138 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

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

140 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

141 Proficiency

142 Reading Study Summary 600 800 1000 1400 1600 1200 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%)

143 NESS & Lexile State Tests State Standards A

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

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

146 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

147 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

148 Performance Task drawn from the Ohio Performance Assessment Project. Available at, www.ModelSchoolsConference.com/handouts12.html

149 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?

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

151 Gold Seal Lessons

152 Career & Technical Education Ohio English Language Arts Benchmarks/Indicators Grade 10 OTG Agriculture, Food & Natural Resources Architecture & Construction Food Products & Processing Systems Agribusiness Systems Power, Structural & Technical Systems Environmental Service Systems Plant Systems Natural ResourceSystems Animal Systems Design/ Pre-Construction Maintenance/ Operations 1. Define unknown words through context clues and the authors use of comparison, contrast and cause and effect. H 2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships. L 3. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns. H 4. Analyze the ways that historical events influenced the English language. H 5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). H 6. Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars. M 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. H

153 Ohio Arts Education Ohio English Language Arts Benchmarks/Indicators Grade 6 NESS Grade 6 Achievement Test Visual Arts DanceMusicTheatre 1. Define the meaning of unknown words by using context clues and the authors use of definition, restatement and example. E5H 1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems. E2 E12 H 2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text. E12 E13 H 3. Make critical comparisons across texts, noting authors style as well as literal and implied content of text. E24H 4. Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions. E2 E9 H 5. Select, create and use graphic organizers to interpret textual information. E6 E22 E31 M 6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. E2H

154 Net Network Resources Professional Development

155 Net Network Resources Professional Development Verb Analyzer -continuous improvement

156 Net Network Resources Professional Development Verb Analyzer -continuous improvement Video Cast

157 Net Network Resources Professional Development Verb Analyzer -continuous improvement Video Cast Case Studies

158 Net Network Resources Professional Development Verb Analyzer -continuous improvement Video Cast Case Studies Bulletins/Updates

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

160 A focus on college AND career ready Successful Practices

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

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

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

164 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

165 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

166 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

167 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

168 23 Successful Practices

169 Successful Practices Network -Barrier Study-

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

171 Technical Cultural Political Insufficient Support Insufficient Budget Insufficient Personnel Barriers

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

173 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

174 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

175

176 Career Ready Network

177 3 2 1 K-12 Education – High Impact Factors

178 3 2 1 1 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT) Technology in Schools

179 Pencil Budget

180 3 2 1 1 – Training all teachers to grade essays 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance Grading of Papers

181 1 1 – Learning Together Learning

182 3 2 1 1 – 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

183 3 2 1 1 – Project-based Learning 2 – Flipped Classroom 3 – Online Game-based System Instruction

184 Rigor and Relevance Teaching

185 Levels 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application

186 Rigor/Relevance Framework

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

188 Rigor and Relevance Relationships Teaching

189 1 2 3 12345 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

190 1 2 3 12345 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

191 Rigor and Relevance Relationships Content Teaching

192 Rigor and Relevance Relationships Content Teaching How students learn

193 A B D C

194 How Students Learn

195 A B D C

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

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

198

199

200 Doctor Pilot

201 3 2 1 1 – Teaching 2 – Learning 3 – Personalization of Learning Our Mission

202 Recommendations

203 1.Self Reflection -Barrier Study Recommendations

204 A focus on college AND career ready A culture of high expectations Literacy across the curriculum A culture of continuous improvement A common vision Leadership across all levels Focused and sustained professional development 23 Best Practices

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

206 Technical Cultural Political Insufficient Support Insufficient Budget Insufficient Personnel Barriers

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

208 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

209 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

210 1.Self Reflection -Barrier Study Recommendations

211 1.Self Reflection -Barrier Study -ICLE we analyze and suggest actions that should be taken Recommendations

212 1.Self Reflection -Barrier Study -We Surveys Recommendations

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

214 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% Teacher vs. Student Comparison

215 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

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

217 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

218 1.Self Reflection 2.Needs Assessment Recommendations

219 1.Self Reflection 2.Needs Assessment 3.Strategic Plan Recommendations

220 SUCCESS BY DESIGN NOT BY CHANCE

221 1.Self Reflection 2.Needs Assessment 3.Strategic Plan -Comprehensive Recommendations

222

223 CULTURE DRIVES STRATEGY

224 1.Self Reflection 2.Needs Assessment 3.Strategic Plan -Comprehensive -Coaching Recommendations

225 1.Self Reflection 2.Needs Assessment 3.Strategic Plan -Comprehensive -Coaching -Professional Development Recommendations

226 1.Self Reflection 2.Needs Assessment 3.Strategic Plan -Comprehensive -Coaching -Professional Development -Tools Recommendations

227 Take off the plate

228 Next Network

229 12345

230 1.Self Reflection 2.Needs Assessment 3.Strategic Plan -Comprehensive -Coaching -Professional Development -Tools 4. Career Ready Network Recommendations


Download ppt "Common Core State Standards Next Generation Assessments The Why and What Bill Daggett, Founder and Chairman November 16, 2012."

Similar presentations


Ads by Google