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International Center for Leadership in Education
Dr. Willard R. Daggett
Granite School District
January 15, 2009
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International Center Finding
• Nation’s top performing
• Nation’s most rapidly improving
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WHY - WHAT - HOW
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WHY – what - how
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Why do we….Why do we….
1.1. KeyboardingKeyboarding
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Why do we….Why do we….
1.1. KeyboardingKeyboarding
2.2. ReadingReading
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Why do we….Why do we….
1.1. KeyboardingKeyboarding
2.2. Reading Reading
3. Foreign Language3. Foreign Language
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Why do we….Why do we….
1.1. KeyboardingKeyboarding
2.2. Reading Reading
3. Foreign Language3. Foreign Language
4. Science4. Science
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Why do we….Why do we….
1.1. KeyboardingKeyboarding
2.2. Reading Reading
3. Foreign Language3. Foreign Language
4. Science4. Science
5. Summers off 5. Summers off
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Why do we…Why do we…
1.1. Department ChairDepartment Chair
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Why do we…Why do we…
1.1. Department ChairsDepartment Chairs
2.2. Looping Looping
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Why do we…Why do we…
1.1. Department ChairsDepartment Chairs
2.2. Looping Looping
3.3. Electives in 12Electives in 12thth Grade Grade
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Why do we…Why do we…
1.1. Department ChairsDepartment Chairs
2.2. Looping Looping
3.3. Electives in 12Electives in 12thth Grade Grade
4. Start the day so early for High 4. Start the day so early for High SchoolsSchools
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Quality Counts Report Quality Counts Report UtahUtah
1.1. Family Income – Above AverageFamily Income – Above Average
5.5. indergarten - Averageindergarten - Average
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Quality Counts Report Quality Counts Report UtahUtah
1.1. Family Income – Above AverageFamily Income – Above Average
2. Parent Education – Above Average2. Parent Education – Above Average
5.5. indergarten - Averageindergarten - Average
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Quality Counts Report Quality Counts Report UtahUtah
1.1. Family Income – Above AverageFamily Income – Above Average
2. Parent Education – Above Average2. Parent Education – Above Average
3. Parent Employment – Above Average3. Parent Employment – Above Average
5.5. indergarten - Averageindergarten - Average
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Quality Counts Report Quality Counts Report UtahUtah
1.1. Family Income – Above AverageFamily Income – Above Average
2. Parent Education – Above Average2. Parent Education – Above Average
3. Parent Employment – Above Average3. Parent Employment – Above Average
4. Pre-School – Below Average4. Pre-School – Below Average
5.5. indergarten - Averageindergarten - Average
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Quality Counts Report Quality Counts Report UtahUtah
1.1. Family Income – Above AverageFamily Income – Above Average
2. Parent Education – Above Average2. Parent Education – Above Average
3. Parent Employment – Above Average3. Parent Employment – Above Average
4. Pre-School – Below Average4. Pre-School – Below Average
5.5. Kindergarten – AverageKindergarten – Average
5.5. indergarten - Averageindergarten - Average
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Quality Counts Report Quality Counts Report UtahUtah
1.1. Family Income – Above AverageFamily Income – Above Average
2. Parent Education – Above Average2. Parent Education – Above Average
3. Parent Employment – Above Average3. Parent Employment – Above Average
4. Pre-School – Below Average4. Pre-School – Below Average
5.5. Kindergarten – AverageKindergarten – Average
6.6. EEL – multiple issuesEEL – multiple issues
7.7. indergarten - Averageindergarten - Average
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Quality Counts Report Quality Counts Report UtahUtah
Per Pupil Expenditure – 46 out of 50Per Pupil Expenditure – 46 out of 50
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• On State Test ---- 50.5%On State Test ---- 50.5%
• NAEP ---32.0%NAEP ---32.0%
Proficient in 4Proficient in 4thth Grade Reading Grade Reading
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• On State Test ---- 75.4%On State Test ---- 75.4%
• NAEP --- 35.9%NAEP --- 35.9%
Proficient in 8Proficient in 8thth Grade Mathematics Grade Mathematics
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Identification of 21st Skills in the press and by the advocates
1. Affective Domain (Guiding
Principles)
2. Application of Academics (PS/DM/Innovation/Design)
3. Academics
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Identification of 21st Skills by Successful Schools
1. Academics -Reading -Writing -Mathematics -Science -Technology2. Application of Academics
(PS/DM/Innovation/Design)3. Affective Domain (Guiding Principles)
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• A Great Solution
• Overcome CTE image problem
• CTE to think out of the box
CTE
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Lexile Framework® for Reading Study Summary of Text Lexile Measures
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%)
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16 Career Clusters16 Career ClustersDepartment of EducationDepartment of Education
Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications
Business and Administration Architecture and Construction
Education and Training Finance
Health Science Hospitality and Tourism
Human Services Information Technology
Law and Public Safety Manufacturing
Government and Public Administration Retail, Wholesale, and Service
Scientific Research and Engineering Transportation, Distribution, and Logistics
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Reading Requirements FindingsReading Requirements Findings
Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16
Consistent Across CountryConsistent Across Country
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A
dvan
ced
Lexile Reading Level Range: 850-930
Inte
rmed
iate
Lexile Reading Level Range: 940-1090
En
try
Lev
el
Lexile Reading Level Range: 1000-1140
Human ServicesHuman Services
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A
dvan
ced
Lexile Reading Level Range: 1310-1390
Inte
rmed
iate
Lexile Reading Level Range: 1250-1340
En
try
Lev
el
Lexile Reading Level Range: 1310-1350
ConstructionConstruction
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A
dvan
ced
Lexile Reading Level Range: 1310-1440
Inte
rmed
iate
Lexile Reading Level Range: 1280-1310
En
try
Lev
el
Lexile Reading Level Range: 1280-1330
ManufacturingManufacturing
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• On State Test ---- 50.5%On State Test ---- 50.5%
• NAEP ---32.0%NAEP ---32.0%
Proficient in 4Proficient in 4thth Grade Reading Grade Reading
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Quantile FrameworkQuantile Framework
Numbers and OperationsNumbers and Operations
Algebra / Patterns & FunctionsAlgebra / Patterns & Functions
Data Analysis & ProbabilityData Analysis & Probability
MeasurementMeasurement
Geometry
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500
600
700
900
1000
800Qu
anti
le M
easu
re (
Q)
Personal Use Employment High School First-Year College
1200
1100
1300
1500
1400
Interquartile Ranges Shown (25% - 75%)
2005-06 Quantile Framework® for Math
8th
10th11th
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Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
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why - WHAT - how
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Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
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Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
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1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
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Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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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.
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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.
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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.
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Convert fractions, percents and 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.
• Identify examples of parallel and perpendicular lines, planes and angles in this room.
• Calculate the volume of internal airspace to select an air conditioner.
• Calculate fertilizer needs to cover an odd shaped lawn.
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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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.
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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.
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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.
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Utah Core Assessment – CRTELA Objectives Tested
High Medium Low
Grade 3 5 4 10 Grade 4 6 4 10 Grade 5 5 5 10 Grade 6 5 5 10 Grade 7 3 2 4 Grade 8 3 2 4 Grade 9 3 2 4 Grade 10 3 1 5 Grade 11 4 1 4 UBSCT 37 0 0
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Utah Career & Technical Education
Utah Core English Language ArtsStandards/Objectives
Grade 9CRT
Agriculture & Natural Resources
Architecture & Construction
Arts, AV Tech & Communicatio
ns
Ag P
roduction
Ag Services
(Ag B
usiness)
Ag M
echanics
Natural
Resources
Architecture
Surveying &
Drafting
Construction
Visual A
rts &
Design
Perform
ing A
rts
Com
munications
Objective 1 (Word Analysis, Vocabulary Development): Determine word meaning through word parts, definitions, and context clues.
M H H H H H H H H H H
Objective 2 (Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., web pages, newspapers, magazines, encyclopedias, maps, schedules).
H H H H H H H H H H H
Objective 3 (Comprehension of Literary Text): Comprehend literature by evaluating the contribution to meaning of several literary elements within a work of literature.
H M M M M M M M M M M
Objective 1 (Writing to Learn): Compare multiple ideas and perspectives to extend thinking through writing.
L H H H H H H H H H H
Objective 2 (Written Communication of Inquiry): Write to analyze multiple points of view.
L H H H H H H H H H H
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Utah Arts Education
MathematicsObjectives7th Grade
Tested Visual Arts Dance Music Theatre
(A) represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers;
H H H H H
(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;
H H H H H
(D) use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;
H M M M M
(B) use properties to classify shapes including triangles, quadrilaterals, pentagons, and circles;
M H M L H
(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
H H H H H
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why - what - HOW
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The issue is The issue is InstructionInstruction not notStructureStructure
Nation’s Most Nation’s Most Successful SchoolsSuccessful Schools
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Look like the Instructional Practices Look like the Instructional Practices found in found in
Career & Technical EducationCareer & Technical Education ProgramsPrograms
Nation’s Most Nation’s Most Successful SchoolsSuccessful Schools
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Improving Student Performancein
Times of Declining Resources
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Bases of ICLE Position
• International Center with Nation’s most Successful Schools
• Funding Student Learning – Report
• States– Florida– New Jersey
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Point of Departure
• Collective Bargaining Agreement
• Categorical Funding
Or• Student Learning
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A Shift in Focus
• Inputs
to
• Outputs
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Framework Vs. Index
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Efficient and Effective Framework
• Tool vs. Formula
• Guide Decision Making
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Efficient and Effective Framework
• Guide Local Decision Making
• Repository of Successful Practices
• Guide Policy Development
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Efficient and Effective Framework
High High CostCost
Low Low CostCost
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Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
EEffffeeccttiivveenneessss
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Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
CC DD
AA BB
EEffffeeccttiivveenneessss
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Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
CC DD
AA BB
High CostHigh CostHigh PerformanceHigh Performance
Low CostLow CostHigh PerformanceHigh Performance
Low CostLow CostLow PerformanceLow Performance
High CostHigh CostLow PerformanceLow Performance
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1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
www.LeaderEd.com
International Center for Leadership in Education, Inc.