international center for leadership in education dr. willard r. daggett community choices for...
TRANSCRIPT
International Center for Leadership in Education
Dr. Willard R. Daggett
Community Choices forWisconsin’s Young Children
March 17, 2010
Schools are Improving
School Improvement
Schools are Improving
Students are Less Prepared
School Improvement
Changing World
WHY - WHAT - HOW
WHY - what - how
ChallengesChallenges
1.1. TechnologyTechnology
LEARN to DO LEARN to DO
vs. vs.
DO to LEARNDO to LEARN
SPOTSPOT
• Integrated ProjectionIntegrated Projection
• Projection KeyboardProjection Keyboard
Projection KeyboardProjection Keyboard
Projection Keyboard and ProjectorProjection Keyboard and Projector
ChallengesChallenges
1.1. TechnologyTechnology
2.2. GlobalizationGlobalization
Downs & Ups of the Federal Budget
Source: USA Today (2.10.10)
International Center Finding
• Nation’s top performing
• Nation’s most rapidly improving
why - WHAT - how
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
Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
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
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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.
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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.
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.
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.
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
Gold Seal Lessons
Criteria
• Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
Criteria
• 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)
Criteria
• 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)
• Student 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)
Criteria
• 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)
• Student 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)
Guiding PrinciplesGuiding Principles
ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage
RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness LoyaltyLoyalty
Criteria
• 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)
• Student 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)
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Wisconsin 83 %
Texas 81 %
Iowa 77 %
Florida 71 %
Massachusetts 48 %
California 48 %
South Carolina 35 %
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Wisconsin 83 % 189
Texas 81 % 190
Iowa 77 % 197
Florida 71 % 202
Massachusetts 48 % 234
California 48 % 210
South Carolina 35 % 228
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 %
Wisconsin 86 %
Iowa 72 %
Florida 44 %
California 39 %
South Carolina 30 %
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 % 217
Wisconsin 86 % 229
Iowa 72 % 250
Florida 44 % 265
California 39 % 262
South Carolina 30 % 276
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 %
Texas 82 %
Wisconsin 74 %
Michigan 73 %
Florida 63 %
California 51 %
South Carolina 39 %
Massachusetts 39 %
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 % 203
Texas 82 % 219
Wisconsin 74 % 225
Michigan 73 % 222
Florida 63 % 230
California 51 % 231
South Carolina 39 % 246
Massachusetts 39 % 255
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
North Carolina 84 %
Iowa 76 %
Wisconsin 75 %
Michigan 61 %
Florida 58 %
Massachusetts 42 %
South Carolina 24 %
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
North Carolina 84 % 247
Iowa 76 % 262
Wisconsin 75 % 263
Michigan 61 % 269
Florida 58 % 269
Massachusetts 42 % 301
South Carolina 24 % 305
why - what - HOW
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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, Inc.