preparing students for the 21 st century
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Preparing Students for the 21 st Century. Bill Daggett, Founder and Chairman August 21, 2013. Growing Gap. Changing World. School Improvement. Growing Gap. Changing World. School Improvement. Growing Gap. School Improvement. Changing World. What is your desired outcome?. - PowerPoint PPT PresentationTRANSCRIPT
Preparing Students for the 21st Century
Bill Daggett, Founder and ChairmanAugust 21, 2013
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
School Improvement
Growing Gap
Changing World
Begin with the end in mind
What is your desired outcome?
What is your goal?
• State Standards
What is your goal?
• State Standards• State Assessments
What is your goal?
• State Standards• State Assessments• Graduation
What is your goal?
• State Standards• State Assessments• Graduation• College Admission
Questions
What is your goal?
• State Standards• State Assessments• Graduation• College Admission • College and Career Ready
College and Career Ready
School Improvement
Growing Gap
Changing World
WHY – WHAT - HOW
WHY
70%
Eligible for the Military• Lack High School Diploma• Can Not Pass Basic Literacy
Test• Obesity• Drugs• Prison
70%-Is Increasing at 1% Per Year-
70%Are they employable?
70%Are they headed to public
assistance?
Population
FemaleMale
1950
Retirement Age
Male
Female
Life Expectancy Vs. the Social Security Retirement Age
1940 1960 1980 2000 2020 2040 2060
60
65
70
75
80
85
90
Source: 2004 Annual Reports of the Board of Trustees of Social Security and Medicare
Birth Rates, 1920- 2010Births Per 1,000 women ages 15-44
1920 1930 1940 1950 1960 1970 1980 1990 2000 20100
20
40
60
80
100
120
140
Source: National Center For Health Statistics Pew Research Center
Population
FemaleMale
Two-Year Colleges in 3 years – 29.1%
Four-Year Colleges in 5 years – 36.6%
Average Graduation Rate1983-2012
Source: ACT
Texas 4 Year Public College
Texas 2 Year Public College
Career Ready
BUT
3.8 million jobs in theU.S.
remain unfilled
13 Million Americans are Unemployed
Job Shares by Skill Group, 1980-2010
Sources: NY Fed Calculations, U.S. Census Bureau
High-skill Upper-middle Lower-middle Low-skill
100
80
60
40
20
0 12.7
18.9
47.1
21.3
1980
16.2
25.4
37.7
20.7
2010 2040
Percent
College is a means to anend
NOT the end
53.6% of Bachelor’s degree holders under 25
are jobless or underemployed
Source: USDOL – March, 2013
• Technology
The Changing Landscape
What is different here?
Pope Benedict XVI Pope Francis
• Analyze Documentso Keywords and Headers (Google)
• Meaning / Conceptso Wolfram Alpha
• Complete Task
Semantic Web
• Technology• Financial• Globalization• Demographics
The Changing Landscape
WHAT
SAT, ACT, AP
• Fewer
Expectations
TAKS English LAStudent Expectations Tested
High Medium Low Grade 3 20 0 60 Grade 4 36 0 32 Grade 5 11 16 51 Grade 6 9 17 49 Grade 7 20 19 34 Grade 8 9 17 47 English I 16 23 37 English II 16 24 37 English III 21 18 35
StateTests
StateStandards
• Fewer• Higher
Expectations
SAT, ACT, AP
600
800
1000
1400
1600
1200
Text
Lex
ile 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%)
Grade 4 Reading Proficiency
TN170
MA234
TX188
Grade 8 Reading Proficiency
TX201
MO267
Grade 4 Math Proficiency
TN195
MA255
TX214
Grade 8 Math Proficiency
TN229
MA300
TX254
NESS &
Lexile
StateTests
StateStandards
A
• Fewer• Higher • Different
Expectations
1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world
predictable situations5. Application to real-world
unpredictable situations
Application Model
1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
Knowledge Taxonomy
Levels
1 2 3 4 5
Bloom’s
C D
A B456
321
Application
Rigor/Relevance Framework
1
23456
1 2 3 4 5
A B
DCExpress 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
23456
1 2 3 4 5
A B
DCAnalyze 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
23456
1 2 3 4 5
A B
DCExpress 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.
A B
DC
Quad DSkills and Knowledge • Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with others
• Fewer• Higher • Different
Expectations
Nextpert
Levels
1 2 3 4 5
Bloom’s
C D
A B456
321
Application
Gold Seal Lessons
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
HOW
Top-down support for bottom-up success
Empower Leadership Teams
Doctor
Pilot
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Creating A Culture
College and Career Ready
• Technology• Globalization
The Changing Landscape
• Technology• Globalization• Demographics• Financial
The Changing Landscape
National Debt Clock
2011 US Federal Budget
-borrowing 41% of every dollar it is spending
Interest per person per year - $9,298
Social Security- $ 16,390 TrillionPrescription Drug - $ 21,685 TrillionMedicare- $ 86,237 TrillionTotal unfunded Liabilities- $ 124, 312 Trillion
Liabilities per taxpayer- $1,093,312
U.S. Liabilities
• Technology• Financial• Globalization• Demographics
The Changing Landscape