# International Center for Leadership in Education Dr. Willard R. Daggett Nations Most Successful Secondary Schools Lessons Learned January 9, 2009.

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International Center for Leadership in Education Dr. Willard R. Daggett Nations Most Successful Secondary Schools Lessons Learned January 9, 2009

International Center Finding Nations top performing Nations most rapidly improving

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

(26 th )

WHY - WHAT - HOW

Rigor/Relevance For All Students

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

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

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

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.

1 2 3 4 5 6 12345 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.

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.

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

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.

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.

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.

21 st Century Workers The Millennials: Dont want to work independently Want to socialize with their boss Dont see work as a central issue in their life Want to make contributions to society Neal Howe – Millennials in the Workplace (2008)

The 21 st Century Worker 84% of Millennials believe their generation will have a Bill Gates 66% believe they will know that person 25% believe they are that person Source – Gallup Survey

The 21 st Century Worker 6 of 10 workers ages 21 to 30 say they are losing motivation in the workplace because their boss isnt giving enough praise. Source – Leadership IO, 2007

The 21 st Century Worker 82% wrote job security as the most important characteristic of a job Higher than salary and opportunity for promotion Source – Monster Trek, 2007

WHY - WHAT - HOW

Successful Practices - Instruction vs Structure

Successful Practices - Instruction vs Structure - Interdisciplinary Departments

TAKS English LA Student Expectations Tested

Texas Career and Technical Education Texas English Language Arts Essential Knowledge and Skills/ Student Expecations English II - 10 th Grade English III - 11 th Grade (Exit) TAKS Ag Services Carpentry Adm. Assist. Health Science Mach inist 10t h 11t h (C) organize ideas in writing to ensure coherence, logical progression, and support for ideas. HHHMHHM (G) analyze strategies that writers in different fields use to compose. LLLLMLL (G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience]; HHHMHHH (D) interpret the possible influences of the historical context on a literary work. HHMLMML (B) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility; HHHHHHH

Texas Arts Education Texas Mathematics Essential Knowledge and Skills/ Student Expectations 7 th Grade TAKS 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; LHMLH (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

Successful Practices - Instruction vs Structure - Interdisciplinary Departments - Looping

Successful Practices - Instruction vs Structure - Interdisciplinary Departments - Looping - Electives to grades 7-9

Successful Practices - Instruction vs Structure - Interdisciplinary Departments - Looping - Electives to grades 7-9 - Multiple Discipline Exams

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

Teacher vs. Student Comparison T – Instruction in my class is student centered. 93% S – Instruction in class is student centered. 59%

Teacher vs. Student Comparison T – Student literacy levels are measured continuously at this school. 70% S – My reading ability is measured regularly. 39%

Teacher vs. Student Comparison T – I use assessments to plan and adjust my instruction. 88% S – My teachers use test results to adjust their instruction. 55%

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%

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%

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

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

Teacher vs. Student Comparison T – I encourage students to use multiple resources when solving problems. 93% S – My teachers encourage me to use many resources to solve problems. 65%

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%

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%

Teacher vs. Student Comparison T – I know my students academic interests and goals. 84% S – My teachers know my academic interests and goals. 35%

Teacher vs. Student Comparison T – I know what my students are passionate about. 78% S – My teachers know what I love to do outside of school. 28%

Teacher vs. Student Comparison A – The school administration clearly communicates the goals of the school to staff. 69% T – I know the goals my school is working on this year. 46%

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

Technology and Schools Professional Development Online within Courses Online Courses Traditional Courses Online SchoolsOnline within Schools Online Learners

Successful Practices Network Mission Rigor, Relevance, and Relationship for ALL Learners Good to Great Best Practices Sustainability