International Center for International Center for
Leadership in EducationLeadership in Education
Dick JonesDick Jones
Data is Powerful
Assess the current and future needs of students
Decide what to change Determine if goals are being met Engage in continuous school improvement Identify root causes of problems Promote accountability
Barriers
Lack of training in data use No uniform data collection Lack of leadership at the school
and district level Outdated technology Unclear priorities Distrust of data use
Types of Data Example
Type of Data Literacy
Curriculum
Demographics
Student Learning Performance on •State Test
Processes
Perceptions of Quality
Types of Data Example
Type of Data Literacy
Curriculum Level of Reading Comprehension on •State Test•Real World•Postsecondary Learning
Demographics Incoming Student Reading Levels
Student Learning Performance on •State Test•Local Assessment
Processes Reading Levels of •Textbooks•Teaching Materials•Success of Reading Practices
Perceptions of Quality
Student Surveys
Suggestions for Using Data
Be Careful What you Count Look At Distribution Rather than
Averages Disaggregate Look at Trends Collect Data to Answer Questions Make Data Understandable Analyze Deeper
Student Achievement
Training - group processes, software, definitions
Disaggregate Do item analysis Ask Questions Dig for Root Causes (Don’t accept
excuses) Use multiple sources
Evaluate lesson plans/curriculum for standards alignment
Revise plans/curriculum to ensure standards alignment
Identify at-risk students Develop academic intervention plan
Recognize need for professional development to support standards
and strengthen instructional strategies
Identify students meeting or exceeding standards
International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Curriculum MatrixCurriculum Matrix
Curriculum Survey
?? What should be priority??Language Arts, Math, Science20,000 surveysDistricts across U.SSchool and CommunitySelect 35 priority content topicsSub-group analysis
Curriculum Survey
Top Ranked - skill and content based Low Ranked - more strategy Educators and Community similar except
subject specialists Basic skills low ranked by subject area
specialists Top Ranked English could be
responsibility of all
ICLE Curriculum SurveyLanguage Arts - Top 10 Topics
Apply in writing the rules of grammar, punctuation and spelling Gather, analyze and summarize information from a variety of
sources Give oral directions that are clear and understood Follow oral directions Identify and select pertinent information while reading Follow written directions carefully and accurately Understand rules of grammar, usage, punctuation, and spelling Develop processes for understanding and remembering Prepare and deliver individual speeches Know how to decipher unfamiliar words
Perform operations with numbers include, decimals, ratios, percents and fractions
Understand characteristics of parallel, perpendicular, and intersecting lines
Understand basic algebraic properties Understand characteristics of angles Understand best procedures for statistical data collection,
organization and display Understand basic geometry ( point, line, plane) Understand and use variables in expressions Use correct order for performing algebraic expressions Compute the distance between two points Understand properties of circles
ICLE Curriculum SurveyMathematics - Top 10 Topics
Understand how and why rotation and revolution of earth affect day, seasons and weather
Understand systems of human body Understand nutrition Know the metric system and conversion Make observation of the local environment using senses and
instruments Understand technology changes environment Know processes in water cycle Understand reproduction of living things from cells to species Understand cells and functions Understand human impact on environment and ways to improve
ICLE Curriculum SurveyScience - Top 10 Topics
Curriculum MatrixState StandardRelated Essential
Skills and priority
Priority on State Test
Overall Priority
State/Regents ELAState/Regents ELACurriculum Survey of Essential SkillsCurriculum Survey of Essential Skills
High Medium Low
Grade 4 19 7 11
Grade 8 16 9 12
Grade 11 19 8 9
State/Regents ELAState/Regents ELAPerformance Indicators TestedPerformance Indicators Tested
High Medium Low
Grade 4 18 4 15
Grade 8 16 2 19
Grade 11 22 5 9
State/Regents MathState/Regents MathPerformance Indicators TestedPerformance Indicators Tested
High Medium Low
Grade 4 16 12 12
Grade 8 12 27 8
Grade 11 13 9 10
State/Regents ScienceState/Regents SciencePerformance Indicators TestedPerformance Indicators Tested
High Medium Low
Grade 4 23 8 4
Grade 8 43 3 30
Earth Science 39 16 3
Biology 29 0 0
Chemistry 4 18 26
Physics 4 19 22
International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Career and Technical Career and Technical EducationEducation
CTE MatrixState StandardRelated Essential
Skills and priorityPriority on State Test
AppropriatenessFor Integration
Using CTE Matrix
Curricular Mapping Prioritize Instruction
Integrated (Interdisciplinary Instruction) PR--Validate CTE Program Options for Students Accountability--CTE Program
International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
ARTSARTS
ARTS MatrixState Standard
Related Essential Skills and priority
Priority on State Test
AppropriatenessFor Integration
Options
Adding Rigor and Relevance to your instruction
Theme-based Units taught by multiple teachers
Including other Standards in your instruction
AssimilationAssimilationof knowledgeof knowledge
Acquisition Acquisition of knowledgeof knowledge
Thinking Thinking ContinuumContinuum
1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
Basic Nutrition
1 Label food by nutritional groups 2 Explain nutritional value of foods3 Use nutrition guidelines in planning meals4 Examine success in achieving nutrition
goals5 Develop personal nutrition goals6 Appraise results of personal eating habits
over time
Knowledge Taxonomy
AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action ContinuumAction Continuum
Application Model
1 Knowledge of one discipline2 Application within discipline3 Application across disciplines4 Application to real-world
predictable situations5 Application to real-world
unpredictable situations
Basic Nutrition
1 Label food by nutrition groups 2 Rank foods by nutritional value3 Make cost comparison of foods
considering nutritional value4 Develop nutritional plan for a health
problem affected by food5 Devise a sound nutritional plan for a
group of 3 year-olds who are “picky” eaters
Application Model
1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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
Rigor/Relevance FrameworkRigor/Relevance Framework• 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.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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
Rigor/Relevance FrameworkRigor/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.
• 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.
• 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.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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.
• 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.
• 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.
Decision TreeIs it Application?
If NO
Application Model
Level 1Level 1
International Center for Leadership in Education 1997
Decision TreeIs it Application?
If NO
If YES - Is it real world? If NO and one discipline If NO and interdisciplinary
Application Model
Level 1Level 1Level 2Level 2Level 3Level 3
International Center for Leadership in Education 1997
Decision TreeIs it Application?
If NO
If YES - Is it real world? If NO and one discipline If NO and interdisciplinary
If YES - Is it unpredictable? If NO If YES
Application Model
Level 1Level 1Level 2Level 2Level 3Level 3Level 4Level 4
Level 5Level 5
International Center for Leadership in Education 1997
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
AcquisitionAcquisition ApplicationApplication
AdaptationAdaptationAssimilationAssimilation
Rigor/Relevance FrameworkRigor/Relevance Framework
Quadrant CRead and analyze 3
original newspaper articles from WW II and identify reasons for opposition to US entry into the war.
Quadrant DRead pertinent information
related to El Nino weather patterns and propose possible summer vacation destinations.
Rigor/Relevance Framework
1. Awareness
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
1. Knowledge of one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real world predictable situations
5. Application to real world unpredictable
situations
Knowledge Application
R/R and Assessment Determine the level of Rigor and Relevance
on state tests. Develop your tests to parallel state tests when
preparing for them. Use performance assessment when you want
Quadrant D achievement Keep level of assessment consistent with
expectation for performance.
Lexile FrameworkLexile Framework
Independent measureIndependent measure
200 to 2000200 to 2000
Books, Tests, StudentsBooks, Tests, Students
www.lexile.com
Lexile FrameworkLexile Framework
Semantic DifficultySemantic Difficulty
Syntactic ComplexitySyntactic Complexity
Lexile Literature1500 - On Ancient Medicine1400 - The Scarlet Letter1300 - Brown vs. Board of Ed.1200 - War and Peace1100 - Pride and Prejudice1000 - Black Beauty 900 - Tom Swift in the Land of Wonders 800 - The Adventures of Pinocchio 700 - Bunnicula: A Rabbit Tale of Mystery 600 - A Baby Sister for Frances 500 - The Magic School Bus Inside the Earth 400 - Frog and Toad are Friends 300 - Clifford’s Manners
Last GradeCompletedLa
st G
rade
Com
plet
ed
181716151413121110 9 8 7 6 5 4 3 2
400 600 800 1000 1200 1400 1600 1800
2+3+45
6
7
89
10
11
HS+GEDVocational
College<2
Assoc +>2
BA
Postgrad
••
••
••
••
••
••
•
•
Data: National Adult Literacy Study (1992)
Reader measure (in Lexiles)
Reading Requirements ResearchReading Requirements Research
Analyze actual reading Analyze actual reading materialsmaterials
16 Clusters and sub clusters16 Clusters and sub clusters3 Levels of Workers3 Levels of Workers
Reading Requirements ResearchReading Requirements ResearchAg/Natural Resources 1510Transportation/Distr./Log. 1370Architecture/Construction 1350Manufacturing 1330Retail/Wholesale 1320Business and Admin. 1300Law/Public Safety 1300Scientific Research/Engr. 1260Arts/AV Tech/Comm. 1200Health Services 1200Human Services 1140Information Tech 1100
Culinary Arts Academy
Students Core
Textbooks Specialty Textbook
Post Highs School
Requirement 1600
1500
1400
1300
1200
1100
1000 Lexile Range
Tourism, Hospitality & Resort Management
Students Core
Textbooks Specialty Textbook
Post Highs School
Requirement 1600
1500
1400
1300
1200
1100
1000 Lexile Range
Environmental Science & Field Research
Students Core
Textbooks Specialty Textbook
Post Highs School
Requirement 1600
1500
1400
1300
1200
1100
1000 Lexile Range
International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
DeterminingDeterminingRoot CausesRoot Causes
Fishbone Diagram
StudentAbsenteeism
People
Procedures Public Physical Plant
Policies
No teacher follow-up
Increase in illness
Parents don’t support
No rewards
Policy unclear
Lack of business supportUninteresting
teaching
No health servicesOpen campus
Lack of security
Limited facilities
Resources for Data Driven Curriculum
Decision Resource
Which Standards? Aligning Standards Kit
NCLB Kit
Special Ed Kit
Which Standards to Integrate?
CTE Resource Kit
Arts Kit
How to Teach for Relevance? R/R Handbook
Strategies
Gold Seal Lessons
How do we address adolescent literacy?
Leading w/ Reading Kit
Reading in the Content Area
Data References Bernhardt, V. L. The school portfolio toolkit: A
planning, implementation, and evaluation guide for continuous school improvement. Larchmont, NY: Eye On Education. 2002.
Preuss, Paul G. Root Cause Analysis: School Leader’s Guide to Using Data to Dissolve Problems. Larchmont, NY: Eye on Education, 2003.
Love, Nancy. Using Data/Getting Results: A Practical Guide for School Improvement in Mathematics and Science Norwood, MA: Christopher-Gordon Publishers. 2001.
Toolbelt. 10 Feb. 2002 <http://www.ncrel.org/toolbelt/>
COSN <http://3d2know.cosn.org/other.html>.