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Preparing Title I Eligible Students for the Challenges and Opportunities of the Common Core State Standards Willard R. Daggett, Founder and Chairman March.

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Presentation on theme: "Preparing Title I Eligible Students for the Challenges and Opportunities of the Common Core State Standards Willard R. Daggett, Founder and Chairman March."— Presentation transcript:

1 Preparing Title I Eligible Students for the Challenges and Opportunities of the Common Core State Standards Willard R. Daggett, Founder and Chairman March 23, 2012

2 Point of Departure Common Core State Standards

3 Major Changes Impacting Title I Eligible Students Fewer Standards

4 Major Changes Impacting Title I Eligible Students Fewer Standards Higher Standards

5 Point of Departure Common Core State Standards Next Generation Assessments

6 Major Changes Impacting Title I Eligible Students Fewer Standards Higher Standards Application Based Assessments

7 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

8 Created the Rigor / Relevance Framework ® Point of Reference

9 Created the Rigor / Relevance Framework ® Became framework for CCSS and NGA Point of Reference

10 Created the Rigor / Relevance Framework ® Became framework for CCSS and NGA Lexile, Quantile and NESS research is helping define proficiency in NGA Point of Reference

11 Created the Rigor / Relevance Framework ® Became framework for CCSS and NGA Lexile, Quantile and NESS research is helping define proficiency in NGA 5-year study with CCSSO and Gates Foundation Point of Reference

12 School Improvement Schools Are Improving

13 School Improvement Changing World

14 Skills Gap

15 School Improvement Changing World Schools Are Improving

16 School Improvement Changing World Schools Are Improving

17 School Improvement Changing World Schools Are Improving

18 Created the Rigor / Relevance Framework ® Became framework for CCSS and NGA Lexile, Quantile and NESS research is helping define proficiency in NGA 5-year study with CCSSO and Gates Foundation Work with the early implementers (RttT) Point of Reference

19 WHY – WHAT - HOW

20 WHY

21 Schools Are Improving School Improvement Changing World

22 The Changing Landscape for Title I Eligible Students Technology

23 The Changing Landscape for Title I Eligible Students Technology Globalization

24 The Changing Landscape for Title I Eligible Students Technology Globalization Financial

25 The Changing Landscape for Title I Eligible Students Technology Globalization Financial Demographics

26 why – WHAT - how

27 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%)

28 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

29 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 Japan Canada Netherlands New Zealand Australia Germany France United Kingdom United States Ireland Spain Russian Federation Mexico Brazil Indonesia371

30 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 Canada Australia Netherlands Germany United Kingdom Ireland United States France Spain Russian Federation Mexico Brazil Indonesia383

31 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Mississippi 88 % Georgia 87 % North Carolina 82 % Texas 81 % Ohio 77 % New York 71% Arkansas 53 % Massachusetts 48 %

32 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 % Texas 84 % Ohio 82 % Wisconsin 82 % New York 77 % North Carolina 69 % Massachusetts 54 % Mississippi 52 %

33 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Mississippi 88 %161 Georgia 87 %175 North Carolina 82 %183 Texas 81 %190 Ohio 77 %199 New York 71%207 Arkansas 53 %217 Massachusetts 48 %234

34 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 %178 Texas 84 %188 Ohio 82 %192 Wisconsin 82 %189 New York 77 %200 North Carolina 69 %204 Massachusetts 54 %234 Mississippi 52 %210

35 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) New York 77% (+6)200 (-7) North Carolina 69 % (-13)204 (+21) Massachusetts 54 % (+6)234 (0) Mississippi 52 % (-36)210 (+49)

36 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) New York 68 % (+19)247 (-21) Florida 54 % (+10)262 (-3) Mississippi 48 % (-10)254 (+7) California 48 % (+9)259 (-3)

37 2009 Proficiency Grade 4 Mathematics Proficient Required NAEP Score New York 87 % (0)207 (0) North Carolina 81 % (-10)220 (+17) 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)

38 2009 Proficiency Grade 8 Mathematics Proficient Required NAEP Score Texas 83 % (+22)254 (-19) New York 80 % (+12)249 (-26) North Carolina 80 % (-4)253 (+6) Florida 66 % (+8)266 (-3) Ohio 59 % (+8)269 (-9) Arkansas 61 % (+27)267 (-21) Mississippi 54 % (+1)264 (+2) Massachusetts 49 % (+7)300 (-1)

39 Common Core State Standards Fewer Clearer Higher Different

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

42 Blooms CDCDABABCDCDABAB Application Levels

43 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.

44 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

45 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

46 Blooms CDCDABABCDCDABAB Application Levels

47 Where Are the Jobs Non-Routine Routine Rules Driven Problem Solving Less Innovation/Creativity Results Driven Decision Making More Innovation / Creativity

48 Where Are the Jobs Write an Algorithm Can be Digitized Can be Outsourced Cannot Write an Algorithm Cannot be Digitized Cannot be Outsourced Non-Routine Routine

49 Quad D Skills and Knowledge for Title I Eligible Students Decision Making Innovation/Creativity Goal Setting/Results Driven Multi Tasking Work with Others

50 Common Core State Standards Fewer Clearer Higher Different

51 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Title I Eligible Students TEACHER Works Title I Eligible Student Thinks Title I Eligible Student Thinks AND Works Title I Eligible Student Works High Low Teacher/Title I Eligible Student Roles

52 Performance Task drawn from the Ohio Performance Assessment Project.

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56 Interpreting distance-time graphs in a real- world context Realizing to the left is faster Understanding points of intersection in that context (theyre tied at the moment) Interpreting the horizontal line segment Putting all this together in an explanation

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64 why – what - HOW

65 1587 Route 146 Rexford, NY Phone (518) Fax (518)


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