International Center for Leadership in Education Dr. Willard R. Daggett Cumberland County Schools January 20, 2011

International Center for Leadership in Education

Dr. Willard R. Daggett

Cumberland County Schools

January 20, 2011

First to the Top

First in Nation

but

a scary place to be

First to the Top

• Opportunities

• Challenges

• Action Plan

Schools are Improving

School Improvement


School Improvement

Changing World

Skills GapSkills Gap


School Improvement

Changing World

School Improvement

Changing World


School

Impro

vement

Changing World


1919thth Annual Annual

Model Schools ConferenceModel Schools Conference

June 26 – 29, 2011

www.ModelSchoolsConference.com

Why – What - How Why – What - How

You need a Three Year Transition Plan

Why – WHAT - How Why – WHAT - How

Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

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 median and mode of real data displayed in a histogram






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 median and mode of real data displayed in a histogram.


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.

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.

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


WHY – What - How WHY – What - How

ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Tennessee 88 %

North Carolina 82 %

Texas 81 %

Iowa 77 %

Florida 71 %

Massachusetts 48 %

California 48 %

Tennessee on NAEP

4th Grade Reading 41st


ProficientRequired

NAEP Score

Tennessee 88 % 170

North Carolina 82 % 183

Texas 81 % 190

Iowa 77 % 197

Florida 71 % 202

Massachusetts 48 % 234

California 48 % 210

ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

North Carolina 91 %

Tennessee 87 %

Iowa 80 %

Michigan 73 %

Florida 63 %

California 51 %

South Carolina 39 %

Massachusetts 39 %

Tennessee on NAEP


4th Grade Math 46th


ProficientRequired

NAEP Score


Tennessee 87 % 200

Iowa 80 % 219

Michigan 73 % 222

Florida 63 % 230

California 51 % 231

South Carolina 39 % 246



ProficientRequired

NAEP Score

North Carolina 88 %

Tennessee 87 %

Iowa 72 %

Florida 44 %

California 39 %

South Carolina 30 %

Tennessee on NAEP


4th Grade Math 46th

8th Grade Reading 39th


ProficientRequired

NAEP Score


Tennessee 87 % 222

Iowa 72 % 250

Florida 44 % 265

California 39 % 262

South Carolina 30 % 276


ProficientRequired

NAEP Score

Tennessee 88 %

North Carolina 84 %

Iowa 76 %

Texas 61 %

Michigan 61 %

Florida 58 %

Massachusetts 42 %

Tennessee on NAEP


4th Grade Math 46th

8th Grade Reading 39th

8th Grade Math 42nd


ProficientRequired

NAEP Score

Tennessee 88 % 230


Iowa 76 % 262

Texas 61 % 273

Michigan 61 % 269

Florida 58 % 269


Lexile Framework® for Reading Study Summary of Text Lexile Measures

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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%)

100 % 18 Year Olds

Entry Requirements

Range of Proficiency

2010 High School Graduation Rates

• U.S. 70%

• Denmark 96%

• Japan 93%

• Poland 92%

100 % 18 Year Olds

Entry Requirements


70 % High School Graduate

100 % 18 Year Olds

90+ % College Eligible

Entry Requirements



40% of College Students40% of College Studentsneed need

RemediationRemediation

100 % 18 Year Olds


Entry Requirements



55-60% College Ready

100 % 18 Year Olds

Entry Requirements



90% Work : Minimal Wage


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HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*



100 % 18 Year Olds

Entry Requirements




60-65% Work : Livable Wage

100 % 18 Year Olds


Entry Requirements





60-65% Work : Livable Wage

23% of High School 23% of High School Graduates not eligible Graduates not eligible

for the Militaryfor the Military

100 % 18 Year Olds


Entry Requirements



50 % Military Ready



60-65% Work : Livable

100 % 18 Year Olds


Entry Requirements



50 % Military Ready


60-65% Work : Livable


Create a CultureCreate a Culture

The Changing Landscape

• Technology

Semantic WebSemantic Web

Analyze DocumentsAnalyze Documents Key words and headers (Google)Key words and headers (Google)

Meaning / ConceptsMeaning / Concepts Wolfram AlphaWolfram Alpha

Complete TaskComplete Task

Implications

Home WorkHome Work Term PaperTerm Paper

What will our Students need to:What will our Students need to:

KnowKnow DoDo

SPOTSPOT

• Integrated ProjectionIntegrated Projection

• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

LEARN to DO LEARN to DO

vs.vs.

DO to LEARNDO to LEARN

How Much Are Times ChangingHow Much Are Times Changing

2000 2010

Daily Google Search


2000 2010

Daily Google Search 100 m


2000 2010

Daily Google Search 100 m 2 b


2000 2010


Active Blogs 12,000


2000 2010


Active Blogs 12,000 141 m


2000 2010



Daily E-mails 12 m


2000 2010



Daily E-mails 12 m 247 m


2000 2010




Text Messages 400,000


2000 2010




Text Messages 400,000 4.5 b


2000 2010





Daily Newspaper 4,480


2000 2010





Daily Newspaper 4,480 1,302


2000 2010






Time Spent Online 2.7 hrs/wk


2000 2010






Time Spent Online 2.7 hrs/wk 18 hrs/wk

How Much Are Times ChangingHow Much Are Times Changing2000 2010







CD Sales Revenue $ 943 m


2000 2010







CD Sales Revenue $ 943 m $ 427.9 m


2000 2010








iTunes Downloads 0


2000 2010








iTunes Downloads 0 10 b Sou

rce:

New

swee

k –

July

26,

201

0


• Technology

• Globalization

Equity

Excellence

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

“China today exports in a single day more than 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

Elementary Schools6 Years Integrated Science

Biology / Chemistry Grade 7

Biology / Physics Grade 8

Physics / Chemistry Grade 9

Integrated Science Grades 10 - 12

Source: Ed Week 6/6/07

Chinese Science

Why – What - HOW Why – What - HOW



June 26 – 29, 2011



8 COMPONENTS8 COMPONENTS

1. Create a Culture1. Create a Culture



• Technology

• Globalization


2. Shared Vision/Data2. Shared Vision/Data


Criteria

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

Criteria


• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

Criteria



• 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)

Criteria




• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

Guiding PrinciplesGuiding Principles

ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness LoyaltyLoyalty

Criteria





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%


T – Students in my classroom engage in hands-on activities.

88%

S – We do lots of hands-on activities in my classes.

45%


T – I make learning exciting for my students. 84%

S – My teachers make learning exciting. 40%


T – I am aware of my students’ interests outside of school.

87%

S – My teachers know my interests outside of school.

30%


T – I recognize students when they demonstrate positive behavior in school.

95%

S – Good citizenship is rewarded in this school.

40%

Criteria






2. Shared Vision2. Shared Vision

3. Leadership3. Leadership


• Coherent Vision

• Empowerment

Leadership FocusLeadership Focus

C o n t r o l

Vision Driven

Quad D Leadership Quad D Leadership FrameworkFramework

Low

HighLow

High

C o n t r o l

Vision Driven

AA


Low

HighLow

High

C o n t r o l

Vision Driven

AA BB


Low

HighLow

High

C o n t r o l

Vision Driven

AA BB

CC


Low

HighLow

High

C o n t r o l

Vision Driven

AA BB

DDCC


Low

HighLow

High

LeadershipLeadership

AA

CC DD

BB

Rules

Results


AA

CC DD

BB

Control

Empower

Rules

Results


AA

CC DD

BB

Teaching / Teachers

Learning / Students

Rules Control

Results Empower


AA

CC DD

BB

Compliance

Engaged

Rules Control Teaching/Teachers

Results Empower Learning / Students


AA

CC DD

BB

Inputs

Outputs

Compliance Rules Control Teaching/Teachers

Engage Results Empower Learning / Students

Vision Driven LeadershipVision Driven Leadership

AA

CC DD

BB

Rules Control Teaching/Teachers Compliance Inputs

Results Empower Learning / Students Engaged Outputs

C o n t r o l

Vision Driven

AA BB

DDCC


Low

HighLow

High




4. Clear Expectations4. Clear Expectations


STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL STUDIES,

SCIENCE, AND TECHNICAL SUBJECTS

JUNE 2010

State Performance IndicatorNot

Aligned to Common Core State Standards

ELA Mathematics

27.5% 42.6%

The NavigatorThe Navigator

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


TCAP / EOC English LAContent Standards / SPIs Tested

High Medium Low

Grade 3 26 31 0

Grade 4 21 37 0

Grade 5 18 44 0

Grade 6 10 66 0

Grade 7 6 75 0

Grade 8 10 72 0

English II 83 5 0

TCAP / EOC Mathematics Content Standards / SPIs Tested

High Medium Low

Grade 3 5 31 0

Grade 4 5 28 0

Grade 5 6 20 0

Grade 6 5 26 0

Grade 7 4 3 0

Grade 8 3 0 0

Algebra I 29 0 0

StateTests

StateStandards

AA

AA

StateTests

StateStandards

Now

National Essential Skills Study

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


ELA Skill: Give clear and concise oral directions.

Group Rank

Overall 7

Business/Industry 3


English Language Arts Teachers 28

Other Educators 7


Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall 20

Business/Industry 29


Mathematics Teachers 4

Other Educators 24


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


Mathematics Teachers 30

Other Educators 8


Social Studies Skill (Economics): Investigate how a cost/benefit analysis can influence decisions based on profits and losses.

Group Rank

Overall 22

Business/Industry 3


Social Studies Teachers 57

Other Educators 18


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.

Group Rank

Overall 21

Business/Industry 24


Social Studies Teachers 8

Other Educators 23


600

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HighSchool

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CollegeTextbooks



SAT 1,ACT,AP*





ELA Mathematics

27.5% 42.6%

NESSStateTests

StateStandards

CC

AA CC

NESSStateTests

StateStandards

AA CC

NESSStateTests

StateStandards

Today we should address both A and C

AA

CC

Common Core State Standards

Fewer, Clearer, Higher

CommonCore

StandardsNESS

StateTests

StateStandards

CC

CommonCore

StandardsNESS

StateTests

StateStandards

CCAA

CommonCore

StandardsNESS

StateTests

StateStandards

ConsortiumAssessment

CommonCore

StandardsNESS

StateTests

StateStandards


3 Years

DD

NESSStateTests

StateStandards

Now

AA

CC

CommonCore

StandardsNESS

StateTests

StateStandards


3 Years

DDCC

Federal Legislation

Formula

Grants

CommonCore

StandardsNESS

StateTests

StateStandards


CommonCore

StandardsNESS

StateTests

StateStandards


DDAA





5. Focus on Instruction5. Focus on Instruction


We are now Evaluated as a School

• AYP

CommonCore

StandardsNESS

StateTests

StateStandards


Now

We will soon be Evaluated at the Teacher Level

• AYP• Teacher Evaluation

CommonCore

StandardsNESS

StateTests

StateStandards


3 Years

AA BB

DDCC

Gold Seal Lessons

What

• AYP• Teacher Evaluation• 3 Year Transition Plan



ELA Mathematics

27.5% 42.6%

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


The NavigatorThe Navigator

Tennessee Arts EducationTennessee Arts Education

Tennessee Language Arts Standards/Learning

Expectations/Accomplishments High School English II

Curriculum Survey of Essential

SkillsNational Rankings

End-of-Course

Test

Visual Arts

Dance Music Theatre

1.08 Develop organized pieces of writing containing focused, well-developed ideas.

e12e54

H H H H H

1.09 Demonstrate effective writing style by the use of vivid words, a variety of sentence structures, and appropriate transitions.

e12e54

H H H H H

1.10 Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.

e14e41e62

H M M M M

1.11 Recognize and demonstrate appropriate use of standard English: usage, mechanics and standard spelling, and sentence structure.

e1e7

H H H H H

1.12 Identify and use a variety of resources to revise and edit writing.

e21 H M M M M

1.13 Research information to prepare presentations or reports which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries.

e3e36a

L

Tennessee Career and Technical EducationTennessee Career and Technical Education

Tennessee English Language Arts

Content Standards/State Performance Indicators

English II

NESSRank

TC

AP

/ EO

C

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

Standard 2—Communication

SPI 3002.2.1 Identify the thesis and main points of a challenging speech.

E2E34

H

SPI 3002.2.2 Distinguish between a summary and a paraphrase.

E20E28

H

SPI 3002.2.3 Distinguish between a critique and a summary.

E20E28

H

SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

E17E22

H

SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes).

E37E44

H

SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

E8 H





5. Focus on Instruction 5. Focus on Instruction

6. Structure6. Structure


Lessons LearnedLessons Learned

1. Looping


1. Looping2. 9th Grade Academy


1. Looping2. 9th Grade Academy

3. Interdisciplinary Department Chairpersons







7. Assessment7. Assessment


LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s



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CollegeTextbooks



SAT 1,ACT,AP*



Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0

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Matt


910

Lexile Framework® - Student Profile

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HighSchool

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CollegeTextbooks



SAT 1,ACT,AP*


Matt600

800

1000

1400

1600

1200

HighSchool

LiteratureCollege

Literature

HighSchool

TextbooksCollege

Textbooks

Military

PersonalUse


SAT 1,ACT,AP*

1st

Quarter2nd

Quarter3rd

Quarter4th

Quarter







7. Assessment7. Assessment

8. Monitor/Refine8. Monitor/Refine



Successful Practices Network• Mission

• Rigor, Relevance, and Relationship for ALL Learners

• Good to Great

• Best Practices

• Sustainability



June 26 – 29, 2011


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.