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International Center for Leadership in Education
Dr. Willard R. Daggett
CESA 6April 2, 2009
International Center Finding
• Nation’s top performing
• Nation’s most rapidly improving
Improving Student Performancein
Times of Declining Resources
Bases of ICLE Position
• International Center with Nation’s most Successful Schools
• Funding Student Learning – Report
• States– Florida– New Jersey
Framework Vs. Index
Efficient and Effective Framework
High High CostCost
Low Low CostCost
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
EEffffeeccttiivveenneessss
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
CC DD
AA BB
EEffffeeccttiivveenneessss
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
CC DD
AA BB
High CostHigh CostHigh PerformanceHigh Performance
Low CostLow CostHigh PerformanceHigh Performance
Low CostLow CostLow PerformanceLow Performance
High CostHigh CostLow PerformanceLow Performance
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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
Rigor/Relevance FrameworkRigor/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
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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.
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
READING
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Wisconsin 83 %
Texas 81 %
Iowa 77 %
Florida 71 %
Massachusetts 48 %
California 48 %
South Carolina 35 %
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Wisconsin 83 % 189
Texas 81 % 190
Iowa 77 % 197
Florida 71 % 202
Massachusetts 48 % 234
California 48 % 210
South Carolina 35 % 228
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 %
Wisconsin 86 %
Iowa 72 %
Florida 44 %
California 39 %
South Carolina 30 %
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 % 217
Wisconsin 86 % 229
Iowa 72 % 250
Florida 44 % 265
California 39 % 262
South Carolina 30 % 276
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 %
Texas 82 %
Wisconsin 74 %
Michigan 73 %
Florida 63 %
California 51 %
South Carolina 39 %
Massachusetts 39 %
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 % 203
Texas 82 % 219
Wisconsin 74 % 225
Michigan 73 % 222
Florida 63 % 230
California 51 % 231
South Carolina 39 % 246
Massachusetts 39 % 255
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
North Carolina 84 %
Iowa 76 %
Wisconsin 75 %
Michigan 61 %
Florida 58 %
Massachusetts 42 %
South Carolina 24 %
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
North Carolina 84 % 247
Iowa 76 % 262
Wisconsin 75 % 263
Michigan 61 % 269
Florida 58 % 269
Massachusetts 42 % 301
South Carolina 24 % 305
Findings
Findings
1. Consistent with nation
Findings
2. Generally consistent between groups
Findings
3. The top-ranked topics tend to be those that are skill based as opposed to conceptual. These topics typically depict the application of knowledge.
Findings
4. Greatest variations are: Subject matter teachers Between subject area teachers and business
Findings
English/Language Arts Lower ranking to oral skills Higher ranking to expository and persuasive
writing
4. Greatest Variations
Subgroup Rankings
National Essential Skills Study (NESS)
English Language Arts Topic Statements
Business/
Industry
Other Non-Educators
English LA Educators
Other Educators
Give clear and concise oral directions. 4 4 23 5Assess the validity, reliability, authenticity, quality, and accuracy of an informational or literary text.
25 19 7 15
CESA 6 – Wisconsin Composite State and Subgroup Rankings of Essential Skills
Findings
Mathematics Lower rankings to metrics, Problem Solving
and rounding Higher ranking to Pythagorean Theorem,
linear equations and graphing slope
4. Greatest VariationsSubgroup Rankings
National Essential Skills Study (NESS)
Mathematics Topic Statements
Business/
Industry
Other Non-Educators
Math Educators
Other Educators
Understand and apply basic algebraic properties (commutative and associative laws of addition and multiplication, distributive law of multiplication over addition, and identities and inverses).
3 2 17 2
Solve problems using units of metric measure and convert between metric and English/customary units.
7 4 22 3
Compute the distance between two points on a coordinate plane (length of a line segment) and determine the midpoint of a line segment between two points.
7 25 29 19
Know and apply the six basic trigonometric functions and ratios and solve right triangles using basic trigonometric ratios (sine, cosine, tangent).
51 23 9 27
Solve and graphically sketch problems involving two variables that exhibit direct and indirect variation.
25 51 53 53
Findings
Science Lower ranking to force/motion, water cycle,
and work/power to energy Higher ranking to presentation of data and
impact of chemical reactions
Findings
Social Studies Lower ranking to economic related areas Higher ranking to historical related areas
Findings
5. Consider elimination of low-priority standards
5. Eliminate Low-Priority Standards
Rankings
National Essential Skills Study (NESS)
English Language Arts Topic Statements
CESA 6 WI
Rank
National Rank
Understand the effect of sounds, words, imagery, repetition, rhyme, and rhythm patterns in language, including poetry and orations, on the speaker or audience.
44 44
Listen for language cues that demonstrate a speaker's patterns of organization in formal presentations.
45 46
Research information about viewing by evaluating personal and societal viewing habits.
46 49
Create an original piece of literature or poetry for personal enjoyment or to share with other readers.
47 45
Write a biographical or autobiographical sketch. 48 47Interpret literature for an audience by reading out loud with appropriate expression.
49 48
Understand and apply film and theatrical terms and techniques to an analysis and evaluation of films and plays.
50 50
CESA 6 – Wisconsin Rankings Compared to National Results
5. Eliminate Low-Priority StandardsRankings
National Essential Skills Study (NESS)
Mathematics Topic Statements
CESA 6 WI
Rank
National Rank
Use derivatives and the process of differentiation to determine slopes of tangent lines, maxima and minima, velocity, and acceleration.
64 61
Find the graphic solution of systems of linear inequalities (i.e., graph the solution set or region of the coordinate plane common to both inequalities).
65 65
Know how to sketch basic conic sections (e.g., circles, parabolas) by using their equations and solve systems of non-linear equations graphically.
66 66
Apply step and piecewise functions, including greatest integer and absolute value functions.
67 67
Apply summation notation to take the sum of an expression using limits (e.g., take the sum of 3i + 1 from i = 1 to 5).
68 69
Apply transformation concepts to examine two-dimensional aspects or representations of three-dimensional figures (e.g., isometries and nets).
69 68
Understand and apply the binomial theorem (e.g., explore the relationship of the binomial theorem with Pascal’s triangle and the Fibonacci sequence.
70 70
5. Eliminate Low-Priority StandardsRankings
National Essential Skills Study (NESS)
Science Topic Statements
CESA 6 WI
Rank
National Rank
Examine the chemical reactions involved in cell functions and the role of enzymes in facilitating the breakdown and synthesis of molecules.
80 77
Know the processes involved in the rock cycle and examine the environmental factors necessary for rock formation, recognizing that sedimentary, igneous, and metamorphic rocks contain evidence of the minerals, temperatures, and forces that created them.
81 80
Determine geologic history and age by examining the rock record and/or fossil sequencing and understand the technique of measuring geologic ages by absolute dating of rocks/fossils using known decay rates of radioactive isotopes.
82 83
Understand the concept and interpretation of the mole and the gram atomic mass, gram molecular mass, and molar volume of a gas.
83 82
Know characteristics of the erosional-depositional system by differentiating between an erosional process and a depositional process.
84 85
Know the history of the geocentric and heliocentric solar system models and how they are used to explain celestial and/or terrestrial objects or events.
85 84
5. Eliminate Low-Priority StandardsRankings
National Essential Skills Study (NESS)
Social Studies Topic Statements
CESA 6 WI
Rank
National Rank
Examine and explain the characteristics of early civilizations (4000-1000 BCE) in Eurasia and Africa and the emergence and spread of agrarian and militaristic societies.
56 56
Recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.
57 57
Examine and explain the processes that led to the emergence of the earliest agricultural communities around the world.
58 58
Relate the physical processes that shape the Earth’s surface to the spatial distribution of ecosystems.
59 60
Evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalization and misleading oversimplification.
60 59
Findings
6. Good correlation between priorities in math, science, and social studies and the state standards/test.
Wisconsin English LA Achievement Frameworks Subskills/Descriptors
Knowledge and Concepts Exam - CRT (WKCE)
High Medium Low Grade 3 11 1 0 Grade 4 11 1 0 Grade 5 8 4 0 Grade 6 10 2 0 Grade 7 10 2 0 Grade 8 9 3 0 Grade 10 8 1 3
Wisconsin Mathematics Achievement Frameworks Subskills/Descriptors
Knowledge and Concepts Exam - CRT (WKCE)
High Medium Low Grade 3 36 6 0 Grade 4 37 10 0 0 Grade 5 46 12 0 Grade 6 59 5 0 Grade 7 61 5 0 Grade 8 67 5 0 Grade 10 23 12 2
TAKS English LAStudent Expectations Tested
High Medium Low
Grade 3 12 2 60
Grade 4 10 2 50 Grade 5 11 12 49 Grade 6 10 12 47 Grade 7 19 8 40 Grade 8 16 6 45 Grade 9 24 0 46 Grade 10 25 4 42
Grade 11 25 4 39
CA STAR / CAHSEE English LABenchmarks Tested
High Medium Low Grade 3 23 9 19 Grade 4 21 10 22 Grade 5 21 5 17 Grade 6 22 8 21 Grade 7 24 4 18 Grade 8 26 1 22 Grade 9 24 0 29 Grade 10 25 9 29 Grade 11 23 3 29 CAHSEE 28 0 17
29
FCAT English LABenchmarks Tested
High Medium Low
Grade 3 22 0 53
Grade 4 40 0 40
Grade 5 20 0 57
Grade 6 14 0 62
Grade 7 14 0 64
Grade 8 26 0 54
Grade 9-10 33 0 48
ISAT/PSAE English LABenchmarks Tested
High Medium Low
Grade 3 14 24 17 Grade 4 24 16 20 Grade 5 26 17 20 Grade 6 27 12 20 Grade 7 26 12 20 Grade 8 27 11 20 Grade 11 Data not available
MEAP English LA Grade Level Content Expectations Tested
High Medium Low
Grade 3 35 12 8 Grade 4 22 0 32 Grade 5 26 0 28 Grade 6 26 0 25 Grade 7 26 0 25 Grade 8 0 0 51 High School 49 11 31
Findings
Survey Tools for Rigor, Relevance and Relationships
We Learn Student Survey
We Teach Instructional Staff Survey
We Lead Whole Staff Survey
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 exciting. 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%
International Center Finding
• Nation’s top performing
• Nation’s most rapidly improving
Example
• Class Size– 25 to 24
– 4 % increase
– Payroll Equals 80 %
– Total Cost = 3.2 % of Budget
• Professional Development
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
Wisconsin Career and Technical EducationWisconsin Career and Technical Education
Wisconsin English Language Arts Objectives/Subskills/Descriptors
WKCE/WMAS AlignmentGrade 10
NE
SS
Ran
k
WK
CE
-CT
Agriculture, Food& Natural Resources
Architecture&
Construction
Arts, A/V Technology& Communications
Food P
roducts & P
rocessing Systems
Agribusiness System
s
Pow
er, Structural & T
echnical System
s
Environm
ental Service Systems
Plant System
s
Natural R
esource Systems
Anim
al Systems
Design/
Pre-C
onstruction
Construction
Maintenance/ O
perations
Perform
ing Arts
Visual A
rts
Printing T
echnology
Journalism &
Broadcasting
A/V
Technology
& F
ilm
Telecom
munications
10.1.2. Use knowledge of word structure to determine the meaning of words and phrases.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.
E5 L
10.1.3. Use word reference materials to determine the meaning of words and phrases.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.
E4 M
10.2.1. Demonstrate understanding of literal meaning by identifying stated information in literary text. Content StandardsA.1 Use effective reading strategies to achieve their purposes in readingA.2 Read, interpret, and critically analyze literature.A.3 Read and discuss literary and nonliterary texts in order to understand human experience.
E2 L
Arts Education
Wisconsin English Language Arts Reading Frameworks
Objectives/Subskills/Descriptors Aligned toWMAS Content Standard A
Grade 7
National Essential
Skills Study
(NESS)Rankings
WKCE-CRT
Visual Arts
Dance Music Theatre
7.1. Determine the meaning of words and phrases in context.7.1.1. Use context clues to determine the meaning of words and phrases.• Use context clues to determine the meaning of unfamiliar words.• Understand the meaning of words and phrases used figuratively.• Use context clues to determine the meaning of multiple-meaning words.• Use knowledge of synonyms and antonyms to determine the meaning of words.• Identify analogies to demonstrate understanding of word meaning.• Understand connotative and denotative meaning of words.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.
E5 H
7.1.2. Use knowledge of word structure to determine the meaning of words and phrases.•Identify the meaning of a word with an affix.•Use knowledge of root words to determine the meaning of a word.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.
E5 M
Gold Seal Lessons
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
Focused Professional Focused Professional DevelopmentDevelopment
Reduce Reduce Class SizeClass Size
Empower StaffEmpower Staff
Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
2.2. Given group of students Given group of students
Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
2.2. Given group of students Given group of students
3.3. Agree to their present performanceAgree to their present performance
Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
2.2. Given group of students Given group of students
3.3. Agree to their present performanceAgree to their present performance
4. Give total budget (fixed and 4. Give total budget (fixed and variable)variable)
Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
2.2. Given group of students Given group of students 3.3. Agree to their present performanceAgree to their present performance4. Give total budget (fixed and 4. Give total budget (fixed and
variable)variable)5. Give % of savings if student 5. Give % of savings if student
performance improvesperformance improves
Successful Examples
1. Teachers in teams with a group of students --- They get 50% of reduced cost if students maintain student performance. If they dramatically improve student performance they get 80% of reduced cost
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
Teacher-Designed Teacher-Designed ProgramProgram
X
XExisting Existing ProgramProgram
ExamplesExamples
1.1. Department ChairsDepartment Chairs
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
Interdisciplinary Interdisciplinary ChairsChairs
ExamplesExamples
1.1. Department ChairsDepartment Chairs
2.2. Looping Looping
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
LoopingLooping
ExamplesExamples
1.1. Department ChairsDepartment Chairs
2.2. Looping Looping
3.3. Electives to 9Electives to 9thth Grade Grade
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
Electives to Electives to 99thth Grade Grade
Technology
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
I CAN LearnI CAN Learn
Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
READ 180READ 180
ExamplesExamples
Coordinate Professional Development Coordinate Professional Development with Graduate Degrees with Graduate Degrees
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - [email protected]
www.LeaderEd.com
International Center for Leadership in Education, Inc.