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International Center for Leadership in Education Dr. Willard R. Dagget 21 st Century Skills & Your Leadership February 23, 2011.

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Presentation on theme: "International Center for Leadership in Education Dr. Willard R. Dagget 21 st Century Skills & Your Leadership February 23, 2011."— Presentation transcript:

1 International Center for Leadership in Education Dr. Willard R. Dagget 21 st Century Skills & Your Leadership February 23, 2011

2 Schools are Improving School Improvement

3 Schools are Improving School Improvement Changing World

4 Skills Gap

5 Schools are Improving School Improvement Changing World

6 School Improvement Changing World Schools are Improving

7 School Improvement Changing World Schools are Improving

8 1. Create a Culture 2. Shared Vision 3. Leadership 4. Clear Expectations 5. Focus on Instruction 6. Structure 7. Assessment 8. Monitor/Refine 8 COMPONENTS

9 3. Leadership 8 COMPONENTS

10 Coherent Vision Empowerment Leadership Focus

11 ControlControl Vision Driven Quad D Leadership Framework Low HighLow High

12 ControlControl Vision Driven A Quad D Leadership Framework Low HighLow High

13 ControlControl Vision Driven A B Quad D Leadership Framework Low HighLow High

14 ControlControl Vision Driven A B C Quad D Leadership Framework Low HighLow High

15 ControlControl Vision Driven A B D C Quad D Leadership Framework Low HighLow High

16 Leadership A CD B Rules Results

17 Leadership A CD B Control Empower Rules Results

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

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

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

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

22 ControlControl Vision Driven A B D C Quad D Leadership Framework Low HighLow High

23 1. Create a Culture 8 COMPONENTS

24 Culture Drives Strategy

25 Financial Challenges Larger Context

26 New York 15.2% State Shortfalls

27 Alabama 8.6% State Shortfalls

28 Tennessee 9.8% Alabama 8.6% State Shortfalls

29 Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

30 Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

31 New York15.2% Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

32 Colorado21.6% New York15.2% Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

33 California21.6% Colorado21.6% New York15.2% Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

34 Georgia26.2% California21.6% Colorado21.6% New York15.2% Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

35 Illinois41.5% Georgia26.2% California21.6% Colorado21.6% New York15.2% Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

36 Nevada54% Illinois41.5% Georgia26.2% California21.6% Colorado21.6% New York15.2% Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

37 THE CLIFF State Shortfalls State Shortfalls Stimulus Stimulus -$100 Billion -$100 Billion - $4 Billion - $4 Billion

38 Federal Legislation Formula Grants

39 Population (Billions)

40 Debt (Trillions)

41 Debt / Person

42

43

44

45 GermanyFrance U.K.

46 Debt / Person Germany France U.K. Bangladesh Brazil PakistanIndonesia

47 Effective and Efficient Framework High Cost Low Cost

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

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

50 Financial Challenges Technology Larger Context

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

52 Implications Home Work Home Work Term Paper Term Paper

53

54

55 SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

56 Projection Keyboard

57 Projection Keyboard and Projector

58 LEARN to DO

59 LEARN to DO vs. DO to LEARN

60 How Much Are Times Changing How Much Are Times Changing Daily Google Search

61 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m

62 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b

63 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12,000

64 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m

65 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m

66 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m

67 How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400,000

68 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400, b

69 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400, b Daily Newspaper 4,480

70 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400, b Daily Newspaper 4,4801,302

71 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400, b Daily Newspaper 4,4801,302 Time Spent Online 2.7 hrs/wk

72 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400, b Daily Newspaper 4,4801,302 Time Spent Online 2.7 hrs/wk18 hrs/wk

73 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400, b Daily Newspaper 4,4801,302 Time Spent Online 2.7 hrs/wk18 hrs/wk CD Sales Revenue $ 943 m

74 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400, b Daily Newspaper 4,4801,302 Time Spent Online 2.7 hrs/wk18 hrs/wk CD Sales Revenue $ 943 m$ m

75 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400, b Daily Newspaper 4,4801,302 Time Spent Online 2.7 hrs/wk18 hrs/wk CD Sales Revenue $ 943 m$ m iTunes Downloads 0

76 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400, b Daily Newspaper 4,4801,302 Time Spent Online 2.7 hrs/wk18 hrs/wk CD Sales Revenue $ 943 m$ m iTunes Downloads 010 b Source: Newsweek – July 26, 2010

77 What will our Students need to: Know Know Do Do

78 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%)

79 On-the Job Lexile Requirements Construction 1,500 1,400 1,300 1,200 1,100 1, Lexile CraftsmanNurseSalesSecretary National Adult Literacy Study 1992 International Center for Leadership in Education 2009

80 100 % 18 Year Olds Entry Requirements Range of Proficiency

81 2010 High School Graduation Rates U.S.70% Denmark96% Japan93% Poland92%

82 100 % 18 Year Olds Entry Requirements Range of Proficiency 70 % High School Graduate

83 100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate

84 40% of College Students need Remediation

85 100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate 55-60% College Ready

86 100 % 18 Year Olds Entry Requirements Range of Proficiency 70 % High School Graduate 90% Work : Minimal Wage

87 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%)

88 100 % 18 Year Olds Entry Requirements Range of Proficiency 70 % High School Graduate 90% Work : Minimal Wage 60-65% Work : Livable Wage

89 100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate 55-60% College Ready 90% Work : Minimal Wage 60-65% Work : Livable Wage

90 23% of High School Graduates not eligible for the Military

91 100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate 50 % Military Ready 55-60% College Ready 90% Work : Minimal Wage 60-65% Work : Livable

92 100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate 50 % Military Ready 90% Work : Minimal Wage 60-65% Work : Livable 55-60% College Ready

93 Financial Challenges Technology Globalization Larger Context

94 Equity Excellence

95 Wal Mart Source: The Post-American World Largest Corporation 8 times Size of Microsoft 2 % of GDP 1.4 Million Employees More Employees than: GM, Ford, G.E. and IBM Combined

96 China today exports in a single day more than exported in all of Source: The Rise of India and China...

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

98 Work to Worker

99 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

100 PISA 2009 Overall Math Scale Significantly Above OECD Average Not Significantly Different (OECD Average 496) Significantly below OECD Average 1Shanghai-China600 2Singapore562 3Hong Kong-China555 4Korea546 6Finland541 9Japan529 10Canada527 11Netherlands526 13New Zealand519 15Australia514 16Germany513 22France497 28United Kingdom492 31United States487 32Ireland487 34Spain Russian Federation468 51Mexico419 57Brazil386 61Indonesia371

101 PISA 2009 Overall Science Scale Significantly Above OECD Average Not Significantly Different (OECD Average 501) Significantly below OECD Average 1Shanghai-China575 2Finland554 3Hong Kong-China549 4Singapore542 5Japan539 6Korea538 7New Zealand532 8Canada529 10Australia527 11Netherlands522 13Germany520 16United Kingdom514 20Ireland508 23United States502 27France498 36Spain488 39Russian Federation478 50Mexico416 53Brazil405 60Indonesia383

102 Elementary Schools 6 Years Integrated Science Biology / ChemistryGrade 7 Biology / PhysicsGrade 8 Physics / ChemistryGrade 9 Integrated ScienceGrades Source: Ed Week 6/6/07 Chinese Science

103 1. Create a Culture 2. Shared Vision/Data 8 COMPONENTS

104 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

105 Rigor/Relevance For All Students

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

107 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

108 Levels CDCDABABCDCDABAB Blooms Application

109 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.

110 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.

111 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.

112 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.

113 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.

114 Levels CDCDABABCDCDABAB Blooms Application

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

116 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)

117 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) Student 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)

118 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) Student 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)

119 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

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

121 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%

122 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%

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

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

125 Teacher vs. Student Comparison T – I am aware of my students interests outside of school. 87% S – My teachers know my interests outside of school. 30%

126 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%

127 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) Student 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)

128 1. Create a Culture 2. Shared Vision 3. Leadership 8 COMPONENTS

129 ControlControl Vision Driven A B D C Quad D Leadership Framework Low HighLow High

130 1. Create a Culture 2. Shared Vision 3. Leadership 4. Clear Expectations 8 COMPONENTS

131 Common Core State Standards Fewer, Clearer, Higher

132 We will soon be Evaluated at the Teacher Level AYP Teacher Evaluation

133 Ohio English Language Arts Indicators Tested

134 State Tests State Standards

135 State Tests State Standards Now

136 State Tests State Standards A A

137 National Essential Skills Study

138 State Standards to CCSS Existing State Standards New Common Core State Standards

139 State Standards to CCSS Existing State Standards New Common Core State Standards Grade New York - English Language Arts 5.88% - Mathematics 26.62%

140 Percentage of State Standards Not Aligned to Common Core Standards ELAMathematics FL HI3.433 IN KY MS NC NY OH OK TN3248

141 Proficiency

142 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%)

143 Proficiency Grade 4 Reading Proficiency Grade 4 Reading Proficient Required NAEP Score North Carolina 82 % Texas 81 % Ohio 77 % Florida 71 % Massachusetts 48 % California 48 % South Carolina 35 %

144 Proficiency Grade 4 Reading Proficiency Grade 4 Reading Proficient Required NAEP Score North Carolina 82 %183 Texas 81 %190 Ohio 77 %199 Florida 71 %202 Massachusetts 48 %234 California 48 %210 South Carolina 35 %228

145 Proficiency Grade 8 Reading Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 % Texas 83 % Ohio 80 % Florida 44 % California 39 % South Carolina 30 %

146 Proficiency Grade 8 Reading Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 %217 Texas 83 %225 Ohio 80 %241 Florida 44 %265 California 39 %262 South Carolina 30 %276

147 Proficiency Grade 4 Mathematics Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 % Texas 82 % Michigan 73 % Ohio 65 % Florida 63 % California 51 % South Carolina 39 % Massachusetts 39 %

148 Proficiency Grade 4 Mathematics Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 %203 Texas 82 %219 Michigan 73 %222 Ohio 65 %233 Florida 63 %230 California 51 %231 South Carolina 39 %246 Massachusetts 39 %255

149 Proficiency Grade 8 Mathematics Proficiency Grade 8 Mathematics Proficient Required NAEP Score North Carolina 84 % Ohio 63 % Texas 61 % Michigan 61 % Florida 58 % Massachusetts 42 % South Carolina 24 %

150 Proficiency Grade 8 Mathematics Proficiency Grade 8 Mathematics Proficient Required NAEP Score North Carolina 84 %247 Ohio 63 %274 Texas 61 %273 Michigan 61 %269 Florida 58 %269 Massachusetts 42 %301 South Carolina 24 %305

151 NESS & Lexile State Tests State Standards C A C

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

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

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

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

156 1. Create a Culture 2. Shared Vision 3. Leadership 4. Clear Expectations 8 COMPONENTS

157 Common Core State Standards Fewer, Clearer, Higher

158 A B D C

159 1. Create a Culture 2. Shared Vision 3. Leadership 4. Clear Expectations 8 COMPONENTS

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

161 The Navigator The Navigator

162 1. Create a Culture 2. Shared Vision 3. Leadership 4. Clear Expectations 5. Focus on Instruction 8 COMPONENTS

163 Instruction NOT Structure Instruction NOT Structure

164 Gold Seal Lessons

165 Levels CDCDABABCDCDABAB Blooms Application

166 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

167 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

168 Levels CDCDABABCDCDABAB Blooms Application

169 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Teacher Works StudentThinks Student Thinks and Works StudentWorks High Low Teacher/Student Roles

170 Rigor and Relevance Handbook

171 Instructional Strategy for Quadrant D Lessons

172 Selection of Strategies Based on Rigor/ Relevance Framework

173 Instructional Strategies: How to Teach for Rigor and Relevance

174 What AYP Teacher Evaluation 3 Year Transition Plan

175 1. Create a Culture 2. Shared Vision 3. Leadership 4. Clear Expectations 5. Focus on Instruction 6. Structure 8 COMPONENTS

176 Lessons Learned 1. Looping

177 Lessons Learned 1.Looping 2.9 th Grade Academy

178 Lessons Learned 1.Looping 2.9 th Grade Academy 3.Interdisciplinary Department Chairpersons

179 1. Create a Culture 2. Shared Vision 3. Leadership 4. Clear Expectations 5. Focus on Instruction 6. Structure 7. Assessment 8 COMPONENTS

180 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%)

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

182 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

183 1. Create a Culture 2. Shared Vision 3. Leadership 4. Clear Expectations 5. Focus on Instruction 6. Structure 7. Assessment 8. Monitor/Refine 8 COMPONENTS

184 Brain Research

185 Sight Connections / Pathways Prefrontal Cortex Hearing Association Area

186 19 th Annual Model Schools Conference June 26 – 29, 2011

187 Effective and Efficient Framework High Cost Low Cost

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

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

190 1587 Route 146 Rexford, NY Phone (518) Fax (518) International Center for Leadership in Education, Inc.


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