CTE at a CrossroadsCTE at a Crossroads

July 18, 2011

Dr. Willard R. Daggett

“Th h B f Ti“These are the Best of Times ‐

These are the Worst of Times”These are the Worst of Times

These are the Best of TimesThese are the Best of Times

These are the Worst of TimesThese are the Worst of Times

The ChallengesThe Challenges

• Common Core State Standards (CCSS)

The ChallengesThe Challenges

• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)( )

The ChallengesThe Challenges

• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)( )• Teacher effectiveness based on student 

performanceperformance

The ChallengesThe Challenges

• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)( )• Teacher effectiveness based on student 

performanceperformance• Prepare students for the world beyond 

schoolschool

CrossroadsCrossroads

• Job Specific vs. Applied Academic• Specialization vs. Collaborationp

The ChallengeThe Challenge

CCSS/NGA/Teacher Evaluation into CTE OROR

CTE into CCSS/NGA/Teacher Evaluation

The ChallengeThe ChallengeB t A d i d CTE‐ Between Academic and CTE

‐Within CTE

WHY WHAT HOWWHY – WHAT ‐ HOW

WHYWHY 

Schools are ImprovingSchools are Improving

Schools are ImprovingSchools are Improving

Skills GapSkills Gap

Schools are ImprovingSchools are Improving

Schools are ImprovingSchools are Improving

Schools are ImprovingSchools are Improving

Semantic WebSemantic Web

•Analyze Documents—Key words and headers (Google)Key words and headers (Google)

•Meaning / Concepts—Wolfram Alpha

•Complete Taskp

ImplicationsImplications

k Homework Term Papere ape

‐Wolfram Alpha‐Wolfram Alpha

• will search all language and give you  response in your languageresponse in your language

• will respond in writing or verbally (in your l )language)

SPOTSPOTSPOTSPOT

•• Integrated ProjectionIntegrated Projection•• Projection KeyboardProjection Keyboard•• Projection KeyboardProjection Keyboard

Projection KeyboardProjection KeyboardProjection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and ProjectorProjection Keyboard and ProjectorProjection Keyboard and Projector

Information TechnologyInformation Technology

• Availability of Information

Moore’s Law – Doubles Every 2 YearsComputing

CapacityCapacity

1991 2011 2021

What they needWhat they need

Lexile  Framework® for Reading Study Summary of Text Lexile MeasuresSummary of Text Lexile Measures1600

Interquartile Ranges Shown (25% - 75%)

1400

sure

(L)

1000

1200

exile

Mea

s

800Text

Le

600High

SchoolCollege

LiteratureHigh

SchoolCollege

TextbooksMilitary Personal

UseEntry-LevelOccupations

SAT 1,ACTSchool

LiteratureLiterature School

TextbooksTextbooks Use Occupations ACT,

AP*

* Source of National Test Data: MetaMetrics

FinancialFinancial

2011 U S Federal Budget2011 U.S. Federal Budget

• Borrowing 41% of every dollar it i diis spending

Federal ObligationsFederal Obligations

•Medicare            24.8T•Social Security 21.4TSocial Security   21.4T•Debt                    9.4T•Retirements     5.6T •Other 0.4TOther                  0.4TTOTAL                61.6T

Federal ObligationsFederal Obligations•$534,000 per household•More than 5 timesMore than 5 times

—Mortgages C L—Car Loans

—College Loans—Credit Cards

D fi i1,000

Deficitns

)in

Bill

ion

Dol

lars

(

240

125

US

D

104 125

JapanEarthquake

EducationStimulus

States’ BudgetShortfall

PublicPension Fund

why WHAT howwhy – WHAT ‐ how

What WorksWhat Works

RESEARCH

What WorksWhat Works 

RESEARCHMODELSCHOOLSSCHOOLS

What WorksWhat Works

RESEARCHMODELSCHOOLS

STRUCTURESCHOOLS

What WorksWhat Works

RESEARCHMODELSCHOOLS

STRUCTURESCHOOLS

BESTBEST PRACTICES

What WorksWhat Works 

RESEARCHMODELSCHOOLS

STRUCTURESCHOOLS

ACTION BESTACTION PLAN

BEST PRACTICES

What WorksWhat Works

MODELSCHOOLS

STRUCTURE

RESEARCHSCHOOLS

ACTION BESTACTION PLAN

BEST PRACTICES

1 S d d D i i1 Standard Deviation

• Students do better than 84% of t d t t i th t i iti tistudents not in that initiative

1 S d d D i i1 Standard Deviation

• Students do better than 84% of t d t t i th t i iti tistudents not in that initiative

• Typically represent 2 years growth in one year

FocusFocus

•What is effective?

Application of KnowledgeApplication of KnowledgeEffective

0.8

1

.65  SD = 1.30 Years

G th Y0.65

0.6

Growth per Year

0.2

0.4

0

Student Teacher RelationshipStudent Teacher RelationshipEffective

1.72  SD = 1.44 Years

G th Y0.720.6

0.8 Growth per Year

0.2

0.4

0

Literacy StrategiesLiteracy StrategiesEffective

1

Effective.61  SD = 1.22 Years

G th Y0.8

1 Growth per Year

0.610.4

0.6

0

0.2

FocusFocus

•What is effective?Wh t i t?•What you can impact?

Socioeconomic StatusSocioeconomic Status

1

Effective

0 6

0.8

0.570.4

0.6

0

0.2

You Cannot Change WhereYou Cannot Change Where YOUR STUDENTS CAME FROMYOUR STUDENTS CAME FROM

HoweverHowever

Y C Ch Wh YOURYou Can Change Where YOURSTUDENTS ARE GOINGSTUDENTS ARE GOING

FocusFocus

•What is effective?Wh t i t?•What you can impact?

•What is most efficient?What is most efficient?

Effectiveness and Efficiency Framework

High Cost

Low Cost

Effectiveness and Efficiency FrameworkHigh Student Performance

EEEEffffee

High Cost

Low Cost

eeccttiivveenneessss

Low Student Performance

Effectiveness and Efficiency FrameworkHigh Student Performance

EE

CC DDEEffffee

High Cost

Low Cost

CC DDeeccttii

AA BBvveennAA BBeessss

Low Student Performance

Class SizeClass SizeEffective Efficient

1

0 8

1

0.6

0.8

0.6

0.8

0.2

0.4

0.2

0.4

0.210

0.200

Summer SchoolSummer SchoolEffective Efficient

1

0 8

1

0.6

0.8

0.6

0.8

0.2

0.4

0.2

0.4

0.230

0.200

00 00

720.

90

0.75

0.90

0.75

0.9 0

0.80

0.75

0.90

0.7

0.620.

67

0.60

0

0.69

0.60

0.65

0.55

0.55

0.40

0

0.21

0.20

0.30

0.220.23

0.20

udent

acher

PD

Prior

chieve

orm.

Eval.

acher

larity

Meta

trats.

teracy

trats.

Peer

Tutor

Class

Size

bility

roup

Teach

Test

mmer

hool

Stu

TeP

Ac Fo E Te ClM StLit St TC S Ab

G Te T

Sum

Sch

Greatest ImpactGreatest Impact

• What is effective?Wh t i t?• What you can impact?

• What is most efficient?

Greatest ImpactGreatest Impact

• Culture of High ExpectationsR l f I t ti• Relevance of Instruction

• Strong Relationshipsg p

FindingsFindings

•Teachers are our greatest hope.

Student Teacher RelationshipStudent Teacher RelationshipEffective Efficient

1 1

Effective Efficient

0.720.6

0.8 0.90

0.6

0.8

0 2

0.4

0 2

0.4

0

0.2

0

0.2

Application of KnowledgeApplication of KnowledgeEffective Efficient

0 8

1

0 8

1

0.650.6

0.8

0.800.6

0.8

0.2

0.4

0.2

0.4

0 0

Professional DevelopmentProfessional DevelopmentEffective Efficient

0 8

1

0 8

1

0.62

0.6

0.8

0.750.6

0.8

0.62

0.2

0.4

0.2

0.4

0 0

Teacher Expectations and ClarityTeacher Expectations and ClarityEffective Efficient

1 1

0.750.6

0.8 0.90

0.6

0.8

0 2

0.4

0 2

0.4

0

0.2

0

0.2

Assessment to Inform and Differentiate Instruction

1 1

Effective Efficient

0.8

0.80

0.8

0.650.4

0.6

0.80

0.4

0.6

0.2 0.2

0 0

Meta‐Cognitive StrategiesMeta Cognitive StrategiesEffective Efficient

1 1

Effective Efficient

0.690.6

0.8

0.800.6

0.8

0 2

0.4

0 2

0.4

0

0.2

0

0.2

Literacy StrategiesLiteracy StrategiesEffective Efficient

1 1

Effective Efficient

0.6

0.8

0.6

0.8

0.610.4

0.650.4

0

0.2

0

0.2

why what HOWwhy – what ‐ HOW

Plan Instruction based on how Students LearnPlan Instruction based on how Students Learn

Effective Efficient1.28

0 8

1

0 8

1

1.28

0.6

0.8

0.700.6

0.8

0.2

0.4

0.2

0.4

0 0

Application ModelApplication Model1 Knowledge in one discipline1. Knowledge in one discipline2. Application within discipline3 li i di i li3. Application across disciplines4. Application to real‐world predictable 

situations5. Application to real‐world unpredictable pp p

situations

Knowledge TaxonomyKnowledge Taxonomy1 Awareness1. Awareness2. Comprehension 3. Application4 Analysis4. Analysis5. Synthesis 6. Evaluation

Application ModelApplication Model1 Knowledge in one discipline1. Knowledge in one discipline2. Application within discipline3 li i di i li3. Application across disciplines4. Application to real‐world predictable 

situations5. Application to real‐world unpredictable pp p

situations

LevelsBloom’sBloom’s

CC DD6 CC DD56

43

AA BB32

1 2 3 4 5

AA BB1

1 2 3 4 5ApplicationApplication

Rigor/Relevance Framework6

DC• Analyze the graphs of the 

perimeters and areas of squares having different‐length sides.

• Determine the largest rectangular

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.  

• Test consumer products and illustrate the

45 DC

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• 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. 

3

4 • Determine and justify the similarity or congruence for two geometric shapes.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

C l l f d i i i

2

A B• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.C l l l f i l h

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. 

1 A B• Calculate volume of simple three‐dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 

, p , g• 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 5g

Rigor/Relevance Framework6

DC• Analyze the graphs of the 

perimeters and areas of squares having different‐length sides.

• Determine the largest rectangular

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.  

• Test consumer products and illustrate the•Express probabilities as fractions, percents, 

d i l

45 DC

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• 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. 

or decimals.•Classify triangles according to angle size and/or length of sides.

3

4 • Determine and justify the similarity or congruence for two geometric shapes.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

C l l f d i i i

•Calculate volume of simple three‐dimensional shapes.

•Given the coordinates of a quadrilateral

2

A B• Calculate percentages of advertising in a 

newspaper.• Tour the school building and identify 

examples of parallel and perpendicular lines, planes, and angles. 

•Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 

1 A B, p , g• 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

Rigor/Relevance Framework6

DC• Analyze the graphs of the 

perimeters and areas of squares having different‐length sides.

• Determine the largest rectangular

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.  

• Test consumer products and illustrate the

• Calculate percentages of advertising in a newspaper.

45 DC

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• 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. 

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. 

3

4 • Determine and justify the similarity or congruence for two geometric shapes.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

lines, planes, and angles.• Determine the median and mode of real data displayed in a histogram. 

• Organize and display collected data

2

A B• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.C l l l f i l h

• Organize and display collected data, using appropriate tables, charts, or graphs.

1 A B• Calculate volume of simple three‐dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 

1 2 3 4 5g

LevelsBloom’sBloom’s

CC DD6 CC DD56

43

AA BB32

1 2 3 4 5

AA BB1

1 2 3 4 5ApplicationApplication

Rigor/Relevance Framework

3DC

3A B

2• Calculate with numbers, including decimals, ratios, percents and fractionspercents, and fractions.

• Understand two‐dimensional motion and 

j i b i h

1trajectories by separating the motion of an object into x and y components.

1 2 3 4 5

Rigor/Relevance Framework

3DC

3A B

2• Know the characteristics and phenomena of sound waves and light wavesand light waves.

• Understand the effect of sounds, words, and imagery 

li i di

1on a listening audience.

1 2 3 4 5

DDCC DDCC

AA BBAA BB

International Center forInternational Center for Leadership in Education, Inc.

1587 Route 1461587 Route 146Rexford, NY  12148Ph (518) 399 2776Phone (518) 399‐2776Fax (518) 399‐7607E‐mail ‐ info@LeaderEd.comwww.LeaderEd.comwww.LeaderEd.com