"Leading for the Common Core" in Support of the Academic Achievement of Title I Eligible Students Willard R. Daggett, Founder and Chairman March 23, 2012

"Leading for the Common Core" in Support of the Academic Achievement of

Title I Eligible Students

Willard R. Daggett, Founder and ChairmanMarch 23, 2012

why – what - HOW

HOW

• Interdisciplinary Chairs

HOW

• Interdisciplinary Chairs• Looping

HOW

• Interdisciplinary Chairs• Looping• 9th Grade Electives

HOW

• Interdisciplinary Chairs• Looping• 9th Grade Electives• Technology

Technology

Schools that adopt technology do old things in new ways.

Technology

Schools that internalize technology create entirely new

things.

AA BB

DDCC

• Summative Assessment Components:– Performance-Based Assessment (PBA) administered as close to the end of the

school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools

– End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items

• Formative Assessment Components:– Early Assessment designed to be an indicator of student knowledge and skills

so that instruction, supports and professional development can be tailored to meet student needs

– Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component

Next Navigator

1 2 3 4 5

Road Map

• State Standards to State Test

NYS Assessment English LAPerformance Indicators Tested

High Medium Low Grade 3 71 30 14 Grade 4 77 26 13 Grade 5 64 20 17 Grade 6 77 28 16 Grade 7 67 25 21 Grade 8 72 10 22 Grade 9 52 10 40 Grade 10 51 10 29 Grade 11 37 10 27

NYS Assessment MathematicsPerformance Indicators Tested

High Medium Low

Grade 3 27 25 62 Grade 4 48 8 63 Grade 5 46 21 60 Grade 6 55 9 61 Grade 7 54 10 56 Grade 8 47 1 56 Integrated Algebra 86 3 51 Geometry 67 7 47 Algebra 2 / Trigonometry 103 2 51

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


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

Proficiency for Title I Eligible Students

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

AA

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

AA

NY Standards CCSS

CCSS NY 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

AA BB

DDCC

Gold Seal Lessons

Gold Seal Lessons

Gold Seal Lessons

Gold Seal Lessons

New York Arts Education

New York MathematicsKey Ideas/Performance Indicators

Grade 8

New York State

Assessment

Visual Arts

Dance Music Theatre

8.N.3 Read, write, and identify percents less than 1% and greater than 100%

H M M M M

8.N.6 Justify the reasonableness of answers using estimation

H H H H H

8.A.2 Write verbal expressions that match given mathematical expressions H H H H H

8.A.3 Describe a situation involving relationships that matches a given graph M M M M M

8.A.4 Create a graph given a description or an expression for a situation involving a linear or nonlinear relationship

M M L L L

New York

Career and Technical Education Curriculum Matrix for English Language Arts

New York English Language ArtsLearning Standards/

Performance IndicatorsGrade 9Excerpt

NY

Regen

ts Com

preh

ensive

En

glish E

xam

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/ P

re-Construction

Construction

Maintenance/ O

perations

Perform

ing Arts

Visual A

rts

Printing T

echnology

Journalism &

Broadcasting

A/V

Technology

& F

ilm

Telecom

munications

•Use specialized reference sources, such as glossaries and directories

H

•Read and follow written, complex directions and procedures to solve problems and accomplish tasks-demonstrate task awareness by employing flexible strategies

H

•Skim texts to gain an overall impression and scan texts for particular information-focus on key words and phrases to generate research questions

H

•Recognize the defining features and structures of informational texts

H

•Read, view, and interpret texts and performances in every medium from a wide variety of authors, subjects, and genres (e.g., short stories, novels, plays, film and video productions, poems, and essays)

H

•Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives

H

School Needs Assessment for Title I Eligible Students

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Organ

izational

Lead

ersh

ip

StudentAchievement

Culture

Organizational Leadership

The Changing Landscape for Title I Eligible Students

• Technology

Semantic Web

• Analyze Documents—Key words and headers (Google)

• Meaning / Concepts—Wolfram Alpha

• Complete Task

2 + 2Integrate x^2 sin^3 x dxgdp francewhat is the gdp of france?what is the gdp of france / italyinternet users in europespringfieldweather springfield

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


• Technology• Globalization


• Technology• Globalization• Financial

The Changing Landscapefor Title I Eligible Students

• Technology• Globalization• Financial• Demographics

Culture

Vision


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)




• Learner 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• Foundation Learning (Achievement in the core

subjects of English language arts, math and science and others identified by the school)



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

Guiding Principles

ResponsibilitResponsibilityy

ContemplatioContemplationn

InitiativeInitiative PerseverancPerseveranc

ee OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthineTrustworthine

ssss LoyaltyLoyalty

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 recognize students when they demonstrate positive behavior in school.

95%

S – Good citizenship is rewarded in this school.

40%






Those things that are easy to measure are least important

Those things that are most important are hardest to measure

Rubrics• AASA• NEA• AFT• NASSP• NSBA• CCSSO• NASBE• ASCD• AIR• Gates Foundation






Culture

Vision

Structure and

systems


Organizational Changes to Support Title I Eligible Students

• Looping

Organizational Changes to support Title I Eligible Students

• Looping• Interdisciplinary Chairs

Culture

Vision

Structure and

systems


Bui

ld le

ader

ship

Top-down support for bottom-up success

… for Title I Eligible Students

Empower Leadership Teams

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n


Bui

ld le

ader

ship

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n


Bui

ld le

ader

ship






Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n


Bui

ld le

ader

ship

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Data

syste

msB

uild

lead

ersh

ip


Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Title I Eligible Student

Achievement

Rigor and Relevance

Teaching

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

Rigor and Relevance

Relationships

Teaching

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

Rigor and Relevance

Relationships

Content

Teaching

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

AA BB

DDCC

How Title I Eligible Students Learn

AA BB

DDCC

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Rigor and relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Asses

smen

t to

guid

e

inst

ruct

ion

97

98

• Interpreting distance-time graphs in a real-world context

• Realizing “to the left” is faster

• Understanding points of intersection in that context (they’re tied at the moment)

• Interpreting the horizontal line segment

• Putting all this together in an explanation

Teaching

Instructional

Leadership


Achievement

High expectations

Instructional Leadership

Common Core State Standards

• Fewer• Clearer• Higher

2009 Proficiency2009 ProficiencyGrade 8 MathematicsGrade 8 Mathematics

ProficientRequired

NAEP Score

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

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

North Carolina 80 % (-4) 253 (+6)

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)

High expectations

Curriculum


High expectations

Curriculum

Literacy and math


High expectations

Curriculum

Literacy and math

Dat

a-dr

iven


Next Navigator

North Carolina Arts EducationNorth Carolina English Language Arts

Strands/Goals/ObjectivesGrade 8

National Essential

Skills Study (NESS)

Rankings

N.C.End-of-

Grade Test

Visual Arts

Dance Music Theatre

Strands: Oral Language, Written Language, and Other Media/Technology

Competency Goal 1The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.

1.01 Narrate a personal account which:creates a coherent, organizing structure appropriate to purpose, audience, and context.establishes a point of view and sharpens focus.uses remembered feelings.selects details that best illuminate the topic.connects events to self/society.

E7E9

E25E45

H H H H H

1.02 Analyze expressive materials that are read, heard, and/or viewed by:monitoring comprehension for understanding of what is read, heard and/or viewed.reviewing the characteristics of expressive works.determining the importance of literary effects on the reader/viewer/listener.making connections between works, self and related topicsdrawing inferences.generating a learning log or journal.maintaining an annotated list of works that are read or viewed, including personal reactions.taking an active role in and/or leading formal/informal book/media talks.

E2E10E24E25

H H H H H

Career and Technical Education

North Carolina English Language Arts

Strands/Goals/ObjectivesEnglish 1

NE

SS

)R

ank

En

d-of-C

ourse T

est

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

2.01 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus

E2E12E21E23E35

H

2.02 Explain commonly used terms and concepts E2E9

E37E38E43

L

2.03 Instruct an audience in how to perform specific operations or procedures

E8E11E14E15E17

L

2.04 Form and refine a question for investigation, using a topic of personal choice, and answer that question

E8E9

E14E15E40

L

High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Provid

e

prof

essio

nal g

rowth


Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership


Achievement

1587 Route 146Rexford, NY 12148

Phone (518) 399-2776Fax (518) 399-7607

E-mail - [email protected]