Rigor & Relevance for ALL Students Willard R. Daggett, CEO January 18, 2012

Rigor & Relevance for ALL Students

Willard R. Daggett, CEOJanuary 18, 2012

Point of Departure

•Common Core State Standards

Point of Departure

•Common Core State Standards

•Next Generation Assessments

Point of Departure

•Common Core State Standards

•Next Generation Assessments

•Teacher Evaluation

School Improvement

Schools are Improving

Schools are Improving

School Improvement

Changing World

Skills Gap

School Improvement

Changing World

Schools are Improving

School Improvement

Changing World

Schools are Improving

School

Impro

vement

Changing World

Schools are Improving

WHY – WHAT - HOW

What Works

RESEARCH

MODELSCHOOLS

ACTION PLAN

BEST PRACTICES

STRUCTURE

Focus

•What is effective?

Research on Effectiveness• Data-rich, analysis-poor

– 52,637

Research on Effectiveness• Data-rich, analysis-poor

– Meta-analysis

Research on Effectiveness• Data-rich, analysis-poor

– Meta-analysis

• Visible Learning by John Hattie– 52,637– 800 meta-analyses

Research on Effectiveness• Data-rich, analysis-poor

– Meta-analysis

• Visible Learning by John Hattie– 52,637– 800 meta-analyses

Focus

•What is effective?

Focus

•What is effective?•What is most efficient?

Effectiveness and Efficiency Framework

High

Cost

Low

Cost

Effectiveness and Efficiency Framework

High

Cost

Low

Cost

High Student Performance

Low Student Performance

EEffffeeccttiivveenneessss

Effectiveness and Efficiency Framework

High Cost

Low Cost

High Student Performance

Low Student Performance

CC DD

AA BB

EEffffeeccttiivveenneessss

Application of Knowledge

0.65

0

0.2

0.4

0.6

0.8

1

0.80

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Student Teacher Relationship

0.72

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Teacher Expectations and Clarity

0.75

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Literacy Strategies

0.61

0

0.2

0.4

0.6

0.8

1

0.65

0

0.2

0.4

0.6

0.8

1

Effective Efficient

0.7

2

0.9

0

0.6

2

0.7

5

0.4

0

0.6

7

0.9

0

0.6

0

0.7

5

0.9

0

0.6

9

0.8

0

0.6

0 0.6

5

0.5

5

0.7

5

0.2

1

0.2

0

0.3

00

.55

0.2

2

0.9

0

0.2

3

0.2

0

Stu

den t

Teach

e r

PD

Pri

or

Ach

iev e

Form

.

Eva

l.

Teach

e r

Cla

rity

Meta

Str

ats

.

Lit

era

c y

Str

ats

.P

eer

Tu

tor

Cla

ss

Siz

e

Ab

ilit

y

Gro

up

Teach

Test

Su

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Sch

ool

Greatest Impact

• Culture of High Expectations• Relevance of Instruction• Strong Relationships• System-wide Focus on Literacy• Focused and Sustained PD

What Works

RESEARCH

School

Impro

vement

Changing World

Schools are Improving

What Works

RESEARCHMODEL

SCHOOLS

What Works

RESEARCHMODEL

SCHOOLSSTRUCTURE

What Works

RESEARCHMODEL

SCHOOLS

BEST PRACTICES

STRUCTURE

What Works

RESEARCHMODEL

SCHOOLS

ACTION PLAN

BEST PRACTICES

STRUCTURE

WHY – WHAT - HOW

WHY

Teacher Expectations and Clarity

0.75

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Literacy Strategies

0.61

0

0.2

0.4

0.6

0.8

1

0.65

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Reading Study Summary

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Mississippi 88 %

Georgia 87 %

Wisconsin 83 %

Texas 81 %

Ohio 77 %

Florida 71%

Arkansas 53 %

Massachusetts 48 %

2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Georgia 87 %

Texas 84 %

Ohio 82 %

Wisconsin 82 %

Florida 74%

Arkansas 70 %

Massachusetts 54 %

Mississippi 52 %

2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

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

2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

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

2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

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)

2009 Proficiency2009 ProficiencyGrade 8 ReadingGrade 8 Reading

ProficientRequired

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)

2009 Proficiency2009 ProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

Texas 85 % (+3) 214 (-5)

Wisconsin 81 % (+7) 219 (-6)

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)

2009 Proficiency2009 ProficiencyGrade 8 MathematicsGrade 8 Mathematics

ProficientRequired

NAEP Score

Texas 83 % (+22) 254 (-19)

Georgia 81 % (+12) 247 (-8)

Wisconsin 79 % (+4) 262 (-1)

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)

Application of Knowledge

0.65

0

0.2

0.4

0.6

0.8

1

0.80

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable

situations5. Application to real-world unpredictable

situations

The Changing Landscape

• Technology

Semantic Web

• Analyze Documents—Key words and headers (Google)

• Meaning / Concepts—Wolfram Alpha

• Complete Task

Implications Homework Term Paper

-Wolfram Alpha-

• Will search all language and give you response in your language

• Will respond in writing or verbally (in your language)

SPOTSPOT

• Integrated ProjectionIntegrated Projection• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

Consumer Electronics Confernce

Contacts Chips in devices to external

to devices Medical examples

The Changing Landscape

• Technology• Financial

2011 US Federal Budget2011 US Federal Budget

-borrowing 41% of -borrowing 41% of every dollar it is every dollar it is

spending spending

The Changing Landscape

• Technology• Financial• Globalization

Equityand

Excellence

Wal Mart• Largest Corporation

• 8 times Size of Microsoft

• 2 % of GDP

• 1.4 Million Employees

• More Employees than:

— GM, Ford, G.E. and IBM Combined

“China today exports in a single day more than it exported in all of 1978.”

Source: The Rise of India and China . . .

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

Source: National Academy of Science

The Changing Landscape

• Technology• Financial• Globalization• Demographics

Population

FemaleMale

1950

2010

2050

Our Changing World

1970 - 60 %1980 - 50 %2010 - 43 %

College Degrees to Men

Our Changing World

Women = 44 %

Men = 6 %

Growth in Earnings in Real Dollars

(1970-2010)

Our Changing World

2010 - 40 %2011 - 43 %

Out of Wedlock Birthrate

Our Changing World

2010

Women - 47 %Men - 39 %

Attend Church Regularly

“Today, 18 to 34 year-old men spend more time

playing video games a day than do 12 to 17 year-old boys.”

“The End of Men”

-Hanna Rosin

The 20th Century American Education System was NOT

Designed to Prepare Students for the 21st Century

why – WHAT - how

Common Core State Standards

• Fewer• Clearer• Higher

Reading Study Summary

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

2009 Proficiency2009 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

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)

2009 Proficiency2009 ProficiencyGrade 8 ReadingGrade 8 Reading

ProficientRequired

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)

2009 Proficiency2009 ProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

Texas 85 % (+3) 214 (-5)

Wisconsin 81 % (+7) 219 (-16)

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)

2009 Proficiency2009 ProficiencyGrade 8 MathematicsGrade 8 Mathematics

ProficientRequired

NAEP Score

Texas 83 % (+22) 254 (-19)

Georgia 81 % (+12) 247 (-8)

Wisconsin 79 % (+4) 262 (-1)

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)

Common Core State Standards

• Fewer• Clearer• Higher• Different

Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable

situations5. Application to real-world unpredictable

situations

Where are the JobsNon-Routine

Routine• Rules Driven• Problem Solving• Less Innovation/Creativity• Less People Intensive• Business Operations

• Results Driven• Decision Making• More Innovation / Creativity• More People Intensive• Business Development

1980 2011

Where are the Jobs

• Write an Algorithm• Can be Digitized• Can be Outsourced

• Cannot Write an Algorithm• Cannot be Digitized• Cannot be Outsourced

1980 2011

Non-Routine

Routine

Knowledge Taxonomy1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation

Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable

situations5. Application to real-world unpredictable

situations

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

1

2

3

4

5

6

1 2 3 4 5

A B

DC

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

1 2 3 4 5

A B

DC• 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

1

2

3

4

5

6

1 2 3 4 5

A B

DC• 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

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

1

2

3

1 2 3 4 5

A B

DC

• 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

1

2

3

1 2 3 4 5

A B

DC

• 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

Quad DSkills and Knowledge

• Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with others

why – what - HOW

AA BB

DDCC

Next Navigator

1 2 3 4 5

Road Map

• State Standards to State Test

Wisconsin English LA Achievement Frameworks Subskills/Descriptors

Knowledge and Concepts Exam - CRT (WKCE) High Medium Low Grade 3 4 3 11 Grade 4 4 3 11 Grade 5 3 1 14 Grade 6 5 5 8 Grade 7 4 6 8 Grade 8 6 4 8 Grade 9 3 7 8

Grade 10 4 6 8 Grade 11 4 6 8 Grade 12 4 5 9

StateTests

StateStandards

AA

AA

Road Map

• State Standards to State Test• State Standards to Research

National Essential Skills Study (NESS)

NESS StudySubgroup Rankings

ELA Skill: Write clear and concise directions or procedures.

Group Rank

Overall 9

Business/Industry 2

Other Non-educators 10

English Language Arts Teachers 25

Other Educators 8

NESS StudySubgroup Rankings

ELA Skill: Give clear and concise oral directions.

Group Rank

Overall 7

Business/Industry 3

Other Non-educators 9

English Language Arts Teachers 28

Other Educators 7

NESS StudySubgroup Rankings

Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall 20

Business/Industry 29

Other Non-educators 31

Mathematics Teachers 4

Other Educators 24

NESS StudySubgroup Rankings

Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error.

Group Rank

Overall 12

Business/Industry 3

Other Non-educators 10

Mathematics Teachers 30

Other Educators 8

Proficiency

Reading Study Summary

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

NESS &

Lexile

StateTests

StateStandards

CC

AA CC

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

CCAA

Wisconsin Standards CCSS

CCSS Wisconsin Standards

Road Map

• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard

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

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

State Test NGACreate 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?

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

ConsortiumAssessment

DDAA

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• NGA to CCSS

1 2 3 4 5

AA BB

DDCC

Gold Seal Lessons

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