preparing students to be college and career ready

Preparing Students to be College and Career Ready

Bill Daggett, Founder and ChairmanMarch 21, 2014

School Improvement

Growing Gap

School Improvement

Growing Gap

Changing World

Questions

School Improvement

Growing Gap

Changing World

WHY – WHAT - HOW

Culture Trumps Strategy

Eligible for the Military

• Lack High School Diploma• Cannot Pass Basic Literacy

Test• Obesity• Drugs• Incarceration

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

• Technology

The Changing Landscape

What is different here?

Pope Benedict XVI Pope Francis

• Merging of on line providers and gaming

Emerging Trends

• Technology• Globalization


• Technology• Globalization• Demographics


For every 100 women enrolled in college, 77 men are enrolled.

For every 100 girls diagnosed with a special education disability, 217 boys are diagnosed with a special education disability.

For every 100 girls diagnosed with emotional disturbance, 324 boys are diagnosed with emotional disturbance

For every 100 females ages 15 to 19 that commit suicide, 549 males in the same range commit suicide.

For every 100 women ages 18 to 21 in correctional facilities, 1430 men are in correctional facilities .

100 Girls Project

• Technology• Globalization• Demographics• Financial


Begin with the end in mind

What is your desired outcome?

1.Two Year College – 51.7%2.Four Year College – 19.9%

Freshmen NeedingRemediation

Are our Students College and Career Ready?

- High School Teachers - 89%- College Instructors – 26%

Source: ACT survey

College FreshmanWell or Very Well Prepared

Two-Year Colleges – 55.5%

Four-Year Colleges – 65.2%

College Retention Rate2013

First to Second Year

Source: ACT

Two-Year Colleges – 44.5%

Four-Year Colleges – 34.8%

College Dropout Rate2013

First to Second Year

Source: ACT

Two-Year Colleges in 3 years – 29.1%

Four-Year Colleges in 5 years – 36.6%

Average Graduation Rate1984-2013

Source: ACT

Maryland 4 Year Public College

Maryland 2 Year Public School

Career Ready

BUT

3.8 million jobs in theU.S.

remain unfilled

13 Million Americans are Unemployed

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

Your Major MattersA LOT

1. Business2. General Studies3. Social Science and History4. Psychology5. Health Professions6. Education7. Visual and Performing Arts8. Engineering and Technology9. Communications and Journalism10. Computer and Information Science

Bachelor’s Degrees

Source: National Center for Education Statistics

1. Business (1)2. General Studies (10)3. Social Science and History (6)4. Psychology (9)5. Health Professions (4)6. Education (5)7. Visual and Performing Arts (8)8. Engineering and Technology (2)9. Communications and Journalism (7)10. Computer and Information Science (3)

Bachelor’s–Competing Nations

Source: National Center for Education Statistics

Source: Bureau of Labor Statistics

48% of employed 4-year college graduates are in

jobs that require less than a 4-year degree

Source: Bureau of Labor Statistics

37% of employed 4-year college graduates are in

jobs that require less than a high school diploma

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

• Telemarketers - 99%

source: The Future of Employment C. Frey and M. Osborne

Lost Jobs

• Telemarketers - 99%• Secretarial/Adm. Assistant - 96%


Lost Jobs

• Telemarketers - 99%• Secretarial/Adm. Assistant - 96%• Accountant/Auditors – 94%


Lost Jobs

• Telemarketers - 99%• Secretarial/Adm. Assistant - 96%• Accountant/Auditors – 94%• Retail Salespersons – 92%


Lost Jobs

• Telemarketers - 99%• Secretarial/Adm. Assistant - 96%• Accountant/Auditors – 94%• Retail Salespersons – 92%• Technical Writers – 89% source: The Future of Employment C. Frey and M. Osborne

Lost Jobs

• Machinists – 65%

source: The Future of Employment C.Frey and M. Osborne

Lost Jobs

• Machinists – 65%• Pilots – 55%


Lost Jobs

• Machinists – 65%• Pilots – 55%• Economist – 43%


Lost Jobs

• Machinists – 65%• Pilots – 55%• Economist – 43%• Health Technologists – 40%


Lost Jobs

1.Success of Graduates2.Cost

College Challenges

College tuition rates have increased on average at twice the rate of inflation in the past

17 years

Source: ACT

2013 college grad average loan debt was $35,200

Source: ACT

1980 1990 2000 2010

200%

400%

600%

800%

1,000%

0

1,200%

Percent Change Since January 1978• Food• Consume Price Index• Shelter• Medicare• College

The Growing CallFor

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

Application Model

Poh, M.Z., Swenson, N.C., Picard, R.W.

4:00 PM 7:00 PM 9:00 PM 12:00 AM 3:00 AM 6:00 AM 9:00 AM 12:00 PM 3:00 PM

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’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

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800

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High SchoolLiterature

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 %

North Carolina 82 %

Maryland 82 %

New York 71 %

Louisiana 65 %

Oklahoma 52 %

Massachusetts 48 %

Wyoming 47 %


ProficientRequired

NAEP Score

Kansas 88 %

Maryland 87 %

New York 77 %

Washington 73 %

Louisiana 71 %

North Carolina 69 %

Massachusetts 54 %

Mississippi 52 %

2005 Proficiency 2005 Proficiency Grade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Mississippi 88 % 161

North Carolina 82 % 183

Maryland 82 % 187

New York 71 % 207

Louisiana 65 % 198

Oklahoma 52 % 182

Massachusetts 48 % 234

Wyoming 47 % 228


ProficientRequired

NAEP Score

Kansas 88 % 186

Maryland 87 % 187

New York 77 % 200

Washington 73 % 205

Louisiana 71 % 192

North Carolina 69 % 204

Massachusetts 54 % 234

Mississippi 52 % 210

2009 Proficiency 2009 Proficiency Grade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Kansas 88 % (+10) 186 (-6)

Maryland 87 % (+5) 187 (0)

New York 77 % (+6) 200 (-7)

Washington 73 % (-7) 205 (+8)

Louisiana 71 % (+6) 192 (-6)

North Carolina 69 % (-13) 204 (+19)

Massachusetts 54 % (+6) 234 (0)

Mississippi 52 % (-36) 210 (+49)

Grade 4 Reading Proficiency

TN170

MA234

MD187


ProficientRequired

NAEP Score

Texas 94 % (+11) 201 (-24)

Wisconsin 85 % (-1) 232 (+3)

Maryland 80 % (+12) 237 (-8)

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)

Grade 8 Reading ProficiencyMO267

TX201

MD237

2009 Proficiency2009 ProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

Maryland 89 % (+11) 208 (-7)

Texas 85 % (+3) 214 (-5)

Wisconsin 81 % (+7) 219 (-16)

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)

Grade 4 Math Proficiency

TN195

MA255

MD208

2009 Proficiency2009 ProficiencyGrade 8 MathematicsGrade 8 Mathematics

ProficientRequired

NAEP Score

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

Illinois 82 % (+28) 251 (-15)

Ohio 71 % (+8) 265 (-9)

Maryland 66 % (+13) 271 (-5)

Oklahoma 59 % (+8) 269 (-9)

Mississippi 54 % (+1) 264 (+2)

Massachusetts 49 % (+7) 300 (-1)

Missouri 47 % (+32) 287 (-24)

Grade 8 Math Proficiency

TN229

MA300MD

271

Model Schools Conference

Register Today! www.modelschoolsconference.com

22nd Annual

Focusing on the end goal: preparing all students for successful futures

Taking control rather than being controlled by the short term agenda Preparing teachers to provide rigorous and relevant instruction for higher standards Strategically using technology to maximize the learning experience for all students Using data to monitor improvement efforts and adjust course nimbly for maximum impact

Leading Change During Challenging Times-Lessons Learned from Our Nation’s Most Rapidly Improving

Schools

Bill Daggett, Founder and ChairmanMarch 21, 2014

System

Culture

Organizational Leadership

High expectations

Instructional Leadership

600

800

1000

1400

1600

1200

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CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*



Grade 8 Reading ProficiencyMO267

TX201

MD237

Rigor and Relevance

Teaching

Levels

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321


Rigor/Relevance Framework

1

2

3

4

5

6

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.


1

2

3

4

5

6

1 2 3 4 5

A B

DCAnalyze 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


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.


1

2

3

4

5

6

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 median and mode of real data displayed in a histogram.


Levels

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321


Decision MakingInnovation/Creativity Goal Setting/Results DrivenMulti TaskingWork with others

Quad D – Skills and Knowledge

AA BB

DDCC

StandardsStandards

AA BB

DDCC

AssessmentsAssessments

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

SAT, ACT, AP

Rigor and Relevance

Relationships

Teaching

Guiding Principles

ResponsibilitResponsibilityy

ContemplatioContemplationn

InitiativeInitiative PerseverancPerseveranc

ee OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthineTrustworthine

ssss LoyaltyLoyalty

• 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)

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

Learning Criteria

Rubrics

Culture

Vision

Structure and

systems

Organizational Leadership

• Looping

Organizational Changes

• Looping• Interdisciplinary Chairs


• Looping• Interdisciplinary Chairs• 9th Grade Electives


Recommendations

Recommendations

• Create a Culture

Recommendations

• Create a Culture• Needs Assessments

Needs Assessment

Focus

•What is effective?•What can you impact?•What is most efficient?

Effectiveness and Efficiency Framework

High Cost

Low Cost


High Cost

Low Cost

High Student Performance

Low Student Performance

EEffffeeccttiivveenneessss


High Cost

Low Cost

High Student Performance

CC DD

AA BBLow Student Performance

EEffffeeccttiivveenneessss

Recommendations

• Create a Culture• Needs Assessments – 20 Day Plan

Recommendations

• Create a Culture• Needs Assessments – 20 Day Plan• Model Schools Conference

Model Schools Conference

Register Today! www.modelschoolsconference.com

22nd Annual

Focusing on the end goal: preparing all students for successful futures

Taking control rather than being controlled by the short term agenda Preparing teachers to provide rigorous and relevant instruction for higher standards Strategically using technology to maximize the learning experience for all students Using data to monitor improvement efforts and adjust course nimbly for maximum impact

Recommendations

• Create a Culture• Needs Assessments – 20 Day Plan• Model Schools Conference• Focus on Literacy and

Rigor/Relevance

Levels

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321


600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)


CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*



Recommendations

• Create a Culture• Needs Assessments – 20 Day Plan• Model Schools Conference• Focus on Literacy and

Rigor/Relevance• Nextpert

Packed with high-rigor, high-relevance resources – and still growing

250 Next Generation Assessment Items 200 Model Lessons

2000 Lesson Starters (formerly Gold Seal Lessons)

300 Lesson Plans Thousands of additional resources – white papers, videos, courses, tech bulletins, case

studies.

Available for purchase as a site license (school-wide or district-wide)Visit leadered.com/nextpert

Recommendations• Create a Culture• Needs Assessments – 20 Day Plan• Model Schools Conference• Focus on Literacy and

Rigor/Relevance• Nextpert• We Surveys

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%

Recommendations• Create a Culture• Needs Assessments – 20 Day Plan• Model Schools Conference• Focus on Literacy and

Rigor/Relevance• Nextpert• We Surveys• Yellow Sheets

1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) [email protected]

International Center for Leadership in Education, Inc.

preparing students to be college and career ready

Documents

acttwoyear colleges

preparedtwoyear colleges

students college

fouryear colleges

college instructors

year public collegemaryland

college dropout rate2013first

women ages