common core state standards next generation assessments the why and what bill daggett, founder and...
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Common Core State Standards Next Generation Assessments
The Why and What Bill Daggett, Founder and Chairman
November 16, 2012
School Improvement
Growing Gap
Readiness
Changing World
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
Common Core State Standards
23 Successful PracticesWHAT
College and Career Ready
• Fewer• Clearer• Higher
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
Reading Study SummaryInterquartile Ranges Shown (25% - 75%)
College and Career Ready
• 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
Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable
situations5. Application to real-world unpredictable
situations
Knowledge Taxonomy1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation
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
The “two-second rule” is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown.
As the speed of the cars increases, the minimum following distance also increases. Explain how the “two-second rule” leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour.
2 Second Rule
Rigor/Relevance Framework
• Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with others
Quad D – Skills and Knowledge
School Improvement
Growing Gap
Changing World
21st Annual
Model Schools Conference• Effective and efficient practices for improving student achievement in times of decreasing
resources and increasing expectations
• Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations
• Providing effective instructional approaches for special populations
•June 30 – July 3 | Washington, D.C.www.modelschoolsconference.com
23 Successful PracticesWHY
The Changing Landscape
• Technology
• Analyze Documentso Keywords and Headers
(Google)• Meaning / Concepts
o Wolfram Alpha• Complete Task
Semantic Web
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
• Homework
Implications
• Homework• Term Paper
Implications
• Integrated Projection• Projection Keyboard
SPOT
Projection Keyboard
Projection Keyboard and Monitor
Technology should work for you—to be there when you need it and get out of your way when you don’t.
Google X started Project Glass to build this kind of technology, one that helps you explore and share your world, putting you back in the moment.
Project Glass
Download any movie, website, or piece of information into your glasses or
contact lenses
Today’s students live in a hyper-connected world,
except in school OR
are they also connected in school but we just don’t know it?
Information is everywhere. In this changing world, sense-making and
the ability to evaluate the credibility of information are paramount.
• Technology• Financial
The Changing Landscape
2011 US Federal Budget2011 US Federal Budget
-borrowing 41% of -borrowing 41% of every dollar it is every dollar it is
spending spending
Federal Obligations•$534,000 per household•More than 5 times
—Mortgages —Car Loans—College Loans—Credit Cards
• Technology• Financial• Globalization
The Changing Landscape
PISA 2009
1 Shanghai-China 556
2 Korea 539
3 Finland 536
4 Hong Kong-China 533
5 Singapore 526
6 Canada 524
7 New Zealand 521
8 Japan 520
9 Australia 515
10 Netherlands 508
17 United States 500
20 Germany 497
21 Ireland 496
22 France 496
25 United Kingdom 494
33 Spain 481
43 Russian Federation 459
48 Mexico 425
53 Brazil 412
57 Indonesia 402
•Overall Reading
Scale
Significantly Above OECD Average
Not Significantly Different
(OECD Average 493)
Significantly below OECD Average
PISA 2009
•Overall Math Scale
Significantly Above OECD Average
Not Significantly Different
(OECD Average 496)
Significantly below OECD Average
1 Shanghai-China 600
2 Singapore 562
3 Hong Kong-China 555
4 Korea 546
6 Finland 541
9 Japan 529
10 Canada 527
11 Netherlands 526
13 New Zealand 519
15 Australia 514
16 Germany 513
22 France 497
28 United Kingdom 492
31 United States 487
32 Ireland 487
34 Spain 483
38 Russian Federation 468
51 Mexico 419
57 Brazil 386
61 Indonesia 371
PISA 2009
•Overall Science Scale
Significantly Above OECD Average
Not Significantly Different
(OECD Average 501)
Significantly below OECD Average
1 Shanghai-China 575
2 Finland 554
3 Hong Kong-China 549
4 Singapore 542
5 Japan 539
6 Korea 538
7 New Zealand 532
8 Canada 529
10 Australia 527
11 Netherlands 522
13 Germany 520
16 United Kingdom 514
20 Ireland 508
23 United States 502
27 France 498
36 Spain 488
39 Russian Federation 478
50 Mexico 416
53 Brazil 405
60 Indonesia 383
• Technology• Financial• Globalization• Demographics
The Changing Landscape
Population
FemaleMale
1950
2010
2050
School Improvement
Growing Gap
Changing World
23 Successful PracticesWHAT
Next Generation Assessments
The “two-second rule” is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown.
As the speed of the cars increases, the minimum following distance also increases. Explain how the “two-second rule” leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour.
2 Second Rule
School Improvement
Growing Gap
Changing World
23 Successful PracticesHOW did they do it?
No Formula
21st Annual
Model Schools Conference• Effective and efficient practices for improving student achievement in times of decreasing
resources and increasing expectations
• Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations
• Providing effective instructional approaches for special populations
•June 30 – July 3 | Washington, D.C.www.modelschoolsconference.com
• 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
Common Core State Standards Next Generation Assessments
The How Bill Daggett, Founder and Chairman
November 16, 2012
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
No Formula
SUCCESS BY DESIGN NOT BY CHANCE
21st Annual
Model Schools Conference• Effective and efficient practices for improving student achievement in times of decreasing
resources and increasing expectations
• Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations
• Providing effective instructional approaches for special populations
•June 30 – July 3 | Washington, D.C.www.modelschoolsconference.com
Culture
Organizational Leadership
• Technology• Financial• Globalization• Demographics
The Changing Landscape
Culture
Vision
Organizational Leadership
College and Career Ready
• Fewer• Clearer• Higher
Academics
Layers of non-sequential but increasingly complex
knowledge
College Ready
1 2 3 4 5
456
321
Academics
• Rules
K-12 Culture
• Rules• Regulation
K-12 Culture
• Rules• Regulation • Certification
K-12 Culture
• Rules• Regulation • Certification• Tenure
K-12 Culture
• Rules• Regulation • Certification• Tenure• Contracts
K-12 Culture
• Rules• Regulation • Certification• Tenure• Contracts• Teachers Trained
K-12 Culture
• Rules• Regulation • Certification• Tenure• Contracts• Teachers Trained• Physical Plant
K-12 Culture
Career Ready
1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world
predictable situations5. Application to real-world
unpredictable situations
Career Ready
College and Career Ready
• Fewer• Clearer• Higher• Different
Career Ready
College Ready
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
Reading Study SummaryInterquartile Ranges Shown (25% - 75%)
Career Ready
Career Ready
Requires Both Vertical and Horizontal Integration
Career Ready
Career ReadyCareer Ready
Levels
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
College Ready
AA BB
DDCC
AA BB
DDCC
Career Ready
Culture
Vision
Structure and
systems
Organizational Leadership
• Looping
Organizational Changes
• Looping• Interdisciplinary Chairs
Organizational Changes
• Looping• Interdisciplinary Chairs• 9th Grade Electives
Organizational Changes
Culture
Vision
Structure and
systems
Organizational Leadership
Bui
ld le
ader
ship
Top-down support for bottom-up success
Empower Leadership Teams
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Organizational Leadership
Bui
ld le
ader
ship
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Organizational Leadership
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
Organizational Leadership
High expectations
Instructional Leadership
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
Reading Study SummaryInterquartile 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 %
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 %
Texas 84 %
Ohio 82 %
Wisconsin 82 %
Florida 74%
Arkansas 70 %
Massachusetts 54 %
Mississippi 52 %
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 (+4)
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)
Illinois 82 % (+28) 251 (-25)
New York 80 % (+24) 249 (-26)
Ohio 71 % (+8) 265 (-9)
Oklahoma 59 % (-8) 269 (+11)
Mississippi 54 % (+1) 264 (+2)
Massachusetts 49 % (+7) 300 (-1)
Missouri 47 % (+3) 287 (-2)
High expectations
Curriculum
Instructional Leadership
High expectations
Curriculum
Literacy and math
Instructional Leadership
High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Instructional Leadership
Take off the plate
Next Network
1 2 3 4 5
Road Map
• State Standards to State Test
Ohio English Language ArtsIndicators Tested
High Medium Low Grade 3 20 9 72 Grade 4 36 29 19 Grade 5 24 8 51 Grade 6 23 8 51 Grade 7 43 25 13 Grade 8 21 7 51 Grade 9 58 6 12 Grade 10 58 0 12
StateTests
StateStandards
AA
AA
NESS &
Lexile
StateTests
StateStandards
AA
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
AA
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
AA
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
Performance Task drawn from the Ohio Performance Assessment Project.
Available at, www.ModelSchoolsConference.com/handouts12.html
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
Gold Seal Lessons
Career & Technical Education
Ohio English Language ArtsBenchmarks/Indicators
Grade 10
OTG
Agriculture, Food& Natural Resources
Architecture& Construction
Food P
roducts & P
rocessing Systems
Agribusiness System
s
Pow
er, Structural & T
echnical Systems
Environm
ental Service System
s
Plant System
s
Natural R
esource System
s
Anim
al Systems
Design/ P
re-C
onstruction
Construction
Maintenance/
Operations
1. Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.
H
2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.
L
3. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.
H
4. Analyze the ways that historical events influenced the English language. H
5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).
H
6. Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.
M
1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
H
Ohio Arts EducationOhio English Language Arts
Benchmarks/IndicatorsGrade 6
NESSGrade 6
Achievement Test
Visual Arts
Dance Music Theatre
1. Define the meaning of unknown words by using context clues and the author’s use of definition, restatement and example.
E5 H
1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.
E2E12
H
2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text.
E12E13
H
3. Make critical comparisons across texts, noting author’s style as well as literal and implied content of text.
E24 H
4. Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions.
E2E9
H
5. Select, create and use graphic organizers to interpret textual information.
E6E22E31
M
6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
E2 H
Net Network Resources
• Professional Development
Net Network Resources
• Professional Development• Verb Analyzer -continuous improvement
Net Network Resources
• Professional Development• Verb Analyzer -continuous improvement • Video Cast
Net Network Resources
• Professional Development• Verb Analyzer -continuous improvement • Video Cast• Case Studies
Net Network Resources
• Professional Development• Verb Analyzer -continuous improvement • Video Cast• Case Studies• Bulletins/Updates
High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Provid
e
prof
essio
nal g
rowth
Instructional Leadership
• A focus on college AND career ready
Successful Practices
• A focus on college AND career ready• A common vision
Successful Practices
• A focus on college AND career ready• A common vision• A culture of high expectations
Successful Practices
• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum
Successful Practices
• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students
Successful Practices
• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement
Successful Practices
• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement• Leadership across all levels
Successful Practices
• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement• Leadership across all levels • Focused and sustained professional
development
Successful Practices
23 Successful Practices
Successful Practices Network-Barrier Study-
• Level of Establishment• Firmly Established• Partially Established• In Planning Stage• Not Evident
Best Practices
• Technical• Cultural• Political• Insufficient Support• Insufficient Budget• Insufficient Personnel
Barriers
• Technical – • Cultural – is greatest barrier in 18
of the 23 successful practices• Political• Insufficient Support• Insufficient Budget • Insufficient Personnel
Barriers
• Technical – is greatest in 4 of the 23 successful practices
• Cultural – is greatest barrier in 18 of the 23 successful practices
• Political• Insufficient Support• Insufficient Budget • Insufficient Personnel
Barriers
• Technical – is greatest in 4 of 23 the successful practice
• Cultural – is greatest barrier in 18 of the 23 successful practices
• Political• Insufficient Support• Insufficient Budget – is greatest in
1 of the 23 successful practices • Insufficient Personnel
Barriers
Career Ready Network
32
1
K-12 Education – High Impact Factors
32
1
1 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT)
Technology in Schools
Pencil Budget
32
1
1 – Training all teachers to grade essays 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance
Grading of Papers
1
1 – Learning Together
Learning
32
1
1 – Student-run technology P.D. (survey/3 levels)
2 – Teachers are given technology IEP with students as their mentors
3 – Top 1/3rd students and teachers create alternative instructional delivery system
Professional Development
32
1
1 – Project-based Learning 2 – Flipped Classroom 3 – Online Game-based System
Instruction
Rigor and Relevance
Teaching
Levels
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
Rigor/Relevance Framework
Quad DSkills and Knowledge
• Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with others
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 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 H
ow s
tude
nts
lear
n
Inst
ruct
iona
l stra
tegi
es
Asses
smen
t to
guid
e
inst
ruct
ion
Teaching
Doctor
Pilot
32
1
1 – Teaching 2 – Learning 3 – Personalization of Learning
Our Mission
Recommendations
1. Self Reflection -Barrier Study
Recommendations
• A focus on college AND career ready• A culture of high expectations • Literacy across the curriculum• A culture of continuous improvement• A common vision• Leadership across all levels • Focused and sustained professional
development
23 Best Practices
• Level of Establishment• Firmly Established• Partially Established• In Planning Stage• Not Evident
Best Practices
• Technical• Cultural• Political• Insufficient Support• Insufficient Budget• Insufficient Personnel
Barriers
• Technical – • Cultural – is greatest barrier in 18
of the 23 successful practices• Political• Insufficient Support• Insufficient Budget • Insufficient Personnel
Barriers
• Technical – is greatest in 4 of the 23 successful practices
• Cultural – is greatest barrier in 18 of the 23 successful practices
• Political• Insufficient Support• Insufficient Budget • Insufficient Personnel
Barriers
• Technical – is greatest in 4 of 23 the successful practice
• Cultural – is greatest barrier in 18 of the 23 successful practices
• Political• Insufficient Support• Insufficient Budget – is greatest in
1 of the 23 successful practices • Insufficient Personnel
Barriers
1. Self Reflection -Barrier Study
Recommendations
1. Self Reflection -Barrier Study -ICLE we analyze and
suggest actions that should be
taken
Recommendations
1. Self Reflection -Barrier Study -We Surveys
Recommendations
Survey Tools for Rigor, Relevance and
RelationshipsWE™ Learn Student Survey
WE™ Teach Instructional Staff Survey
WE™ Lead Whole Staff Survey
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 make learning exciting for my students.
84%
S – My teachers make learning exciting.
40%
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
1. Self Reflection2. Needs Assessment
Recommendations
1. Self Reflection2. Needs Assessment3. Strategic Plan
Recommendations
SUCCESS BY DESIGN NOT BY CHANCE
1. Self Reflection2. Needs Assessment3. Strategic Plan -Comprehensive
Recommendations
CULTURE DRIVES STRATEGY
1. Self Reflection2. Needs Assessment3. Strategic Plan -Comprehensive -Coaching
Recommendations
1. Self Reflection2. Needs Assessment3. Strategic Plan -Comprehensive -Coaching -Professional Development
Recommendations
1. Self Reflection2. Needs Assessment3. Strategic Plan -Comprehensive -Coaching -Professional Development -Tools
Recommendations
Take off the plate
Next Network
1 2 3 4 5
Next Network
1.Self Reflection
2.Needs Assessment
3.Strategic Plan
-Comprehensive
-Coaching
-Professional Development
-Tools
4. Career Ready Network
• Recommendations