1. International Center for Leadership in Education Dr. Willard R. Daggett Rigor & Relevance for ALL Students August 17, 2010

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. Schools are Improving School Improvement Changing World

7. Schools are Improving School Improvement Changing World

8. 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

9. Schools are Improving School Improvement Changing World

10. Schools are Improving School Improvement Changing World

11. Schools are Improving School Improvement Changing World

12. Why – What - How

13. Why – WHAT - How

14. Rigor/Relevance For All Students

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

16. 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

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

18. 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.

19. 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.

20. 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.

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

22. 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.

23. 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.

24. 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.

25. Why – What - HOW

26. Fewer, Clearer, Higher

27. TAKS English LA Student Expectations Tested

28. National Essential Skills Study

29. 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

30. 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

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

32. 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

33. NESS Study Subgroup Rankings Social Studies Skill (Economics): Investigate how a cost/benefit analysis can influence decisions based on profits and losses. GroupRank Overall22 Business/Industry3 Other Non-educators15 Social Studies Teachers57 Other Educators18

34. NESS Study Subgroup Rankings Social Studies Skill (History): Analyze major global occurrences from 1000 BCE – 1914 CE (onset of World War I) and describe the causes, consequences, or results. GroupRank Overall21 Business/Industry24 Other Non-educators21 Social Studies Teachers8 Other Educators23

35. What is Proficiency?

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

37. Proficiency Grade 4 Reading Proficiency Grade 4 Reading Proficient Required NAEP Score North Carolina 82 %183 Texas 81 %190 Iowa 77 %197 Florida 71 %202 Massachusetts 48 %234 California 48 %210 South Carolina 35 %228

38. Proficiency Grade 8 Reading Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 % Texas 83 % Iowa 72 % Florida 44 % California 39 % South Carolina 30 %

39. Proficiency Grade 8 Reading Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 %217 Texas 83 %225 Iowa 72 %250 Florida 44 %265 California 39 %262 South Carolina 30 %276

40. Proficiency Grade 4 Mathematics Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 % Texas 82 % Iowa 80 % Michigan 73 % Florida 63 % California 51 % South Carolina 39 % Massachusetts 39 %

41. Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 %203 Texas 82 %219 Iowa 80 %219 Michigan 73 %222 Florida 63 %230 California 51 %231 South Carolina 39 %246 Massachusetts 39 %255

42. Proficiency Grade 8 Mathematics Proficiency Grade 8 Mathematics Proficient Required NAEP Score North Carolina 84 % Iowa 76 % Texas 61 % Michigan 61 % Florida 58 % Massachusetts 42 % South Carolina 24 %

43. Proficiency Grade 8 Mathematics Proficiency Grade 8 Mathematics Proficient Required NAEP Score North Carolina 84 %247 Iowa 76 %262 Texas 61 %273 Michigan 61 %269 Florida 58 %269 Massachusetts 42 %301 South Carolina 24 %305

44. Lexile Framework ® for Reading Study Summary of Text Lexile Measures 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%)

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

46. Gold Seal Lessons

47. WHY – What - How

48. Create a Culture

49. The Changing Landscape Technology

50. 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

51. Implications Home Work Home Work Term Paper Term Paper

52. What will our Students need to: Know Know Do Do

55. SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

56. Projection Keyboard

57. Projection Keyboard and Projector

58. LEARN to DO vs. DO to LEARN

60. Bio Tech

61. The Changing Landscape Technology Globalization

62. Equity Excellence

63. 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

64. China today exports in a single day more than exported in all of 1978. Source: The Rise of India and China...

65. China India Brazil Russia Mexico 60% of world Economic Growth in Next Five Years Source: Carnegie International Study

66. Viet Nam Argentina Brazil Indonesia Panama World 5 Fastest Growing Economies Source: Carnegie International Study

67. Population (Billions)

68. Debt (Trillions)

69. Debt / Person

73. GermanyFrance U.K.

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

75. 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

76. Elementary Schools 6 Years Integrated Science Biology / ChemistryGrade 7 Biology / PhysicsGrade 8 Physics / ChemistryGrade 9 Integrated ScienceGrades 10 - 12 Source: Ed Week 6/6/07 Chinese Science

77. The Changing Landscape Technology Globalization Cliff

78. Downs & Ups of the Federal Budget Source: USA Today (2.10.10)

79. At the Federal level this year we will borrow 42% of every dollar spent.

80. ArrA Stimulus The Economy and our Schools Base Funding 0809 1011 12 Recession The Cliff

81. 1. Back to School 2. Local Column 3. Where will I ever use…. 4. Business Community Create a Culture

82. 1. Create a Culture 2. Shared Vision/Data Rigor and Relevance for ALL

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

84. 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)

85. 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)

86. 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)

87. 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

88. 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)

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

90. 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%

91. 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%

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

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

94. 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%

95. 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%

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

97. 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%

98. 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)

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

100. 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

101. Texas Career and Technical Education Texas English Language Arts Strands/Learning Standards English I Reading NESS TAKS Agriculture, Food and Natural Resources Animal SystemsAgribusiness Principles of Agri., Food,& Natural Resources Equine Science/Livestock Production/Small Animal Mgmt. Veterinary MedicalApplications Advanced Animal Science Practicum in Agri., Food,& Natural Resources Principles of Agri., Food,& Natural Resources Pro. Standards inAgribusiness Agribusiness Management& Marketing Mathematical Applicationsin Agriculture (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; E5H (B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words; E5H (C) produce analogies that describe a function of an object or its description; E5H (D) describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo); and E5H (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. E5L

102. Expert Space Expert Space Tied to Standards

103. Multiple Reading Scaffolds

104. Lexile Level: 600-800 600-800

105. 800-1000 800-1000

106. 1000-1200 1000-1200

107. Spanish Translations

108. EXPERT SPACE – Includes Updated Cross Curricular 21 st Century Project Based Electronic Portfolio 24/7 Learning Parent Involvement

109. Lexile Framework ® for Reading Study Summary of Text Lexile Measures 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%)

110. Lexile Framework ® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0 600 800 1000 1400 1600 1200 Text Lexile Measure (L) Matt * Source of National Test Data: MetaMetrics 910

111. Lexile Framework ® - Student Profile 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 Matt 600 800 1000 1400 1600 1200 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

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

113. October 22-24, 2010 Washington DC K-12 School Reinvention Symposium Where Best Practices Meet Next Practices www.LeaderEd.com

114. Effective and Efficient Framework High Cost Low Cost

115. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

116. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance CDCDABABCDCDABAB EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

117. Yellow Sheets

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