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Transcript of International Center for Leadership in Education Dr. Willard R. Daggett Academics and CTE at a...
International Center for Leadership in Education
Dr. Willard R. Daggett
Academics and CTE at a CrossroadsAcademics and CTE at a Crossroads
June 21, 2007June 21, 2007
WhyWhy WhatWhat HowHow
Change ProcessChange Process
Essential SkillsEssential Skills
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
1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
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
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RightRightAnswerAnswer
Did Students Get it Right?Did Students Get it Right?
RationalRationalAnswerAnswer
RightRightQuestionsQuestions
RightRightProcedureProcedure
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherWorkWork
Teacher/Student RolesTeacher/Student Roles
StudentStudentThinkThink
StudentStudentThink & WorkThink & Work
StudentStudentWorkWork
High
HighLow
Low
DataData
Wisconsin English LA Achievement Frameworks Subskills/Descriptors
Knowledge and Concepts Exam - CRT (WKCE)
High Medium Low Grade 3 12 0 0 Grade 4 12 0 0 Grade 5 12 0 0 Grade 6 12 0 0 Grade 7 12 0 0 Grade 8 12 0 0 Grade 10 12 0 0
Wisconsin Mathematics Achievement Frameworks Subskills/Descriptors
Knowledge and Concepts Exam - CRT (WKCE)
High Medium Low Grade 3 41 0 0 Grade 4 47 0 0 Grade 5 58 0 0 Grade 6 63 0 0 Grade 7 48 18 0 Grade 8 47 25 0 Grade 10 25 12 0
Wisconsin Career and Technical EducationWisconsin Career and Technical Education
Wisconsin English Language Arts Subskills/Descriptors
Grade 10
Curriculum Survey of Essential
SkillsNational
Rank
WKCE
Agriculture & Natural ResourcesArchitecture & Construction
Arts, AV Tech & Communications
Ag P
roduction
Ag Services
(Ag B
usiness)
Ag M
echanics
Natural R
esources
Architecture
Surveying &
Drafting
Construction
Visual A
rts &
Design
Perform
ing Arts
Com
munications
10.1.1. Use context clues to determine the meaning of words and phrases.
e7 H H H H H H H H H H H
10.1.2. Use knowledge of word structure to determine the meaning of words and phrases.
e7 H H H H H H H H H H H
10.1.3. Use word reference materials to determine the meaning of words and phrases.
e21 H H H H H H H H H H H
10.2.1. Demonstrate understanding of literal meaning by identifying stated information in literary text.
e5, e15 H L L L L L L L L M M
10.2.2. Demonstrate understanding of literal meaning by identifying stated information in informational text.
e5 H H H H H H H H H H H
Arts Education
Wisconsin English Language Arts Subskills/Descriptors
Grade 10WKCE Visual Arts Dance Music Theatre
10.1.1. Use context clues to determine the meaning of words and phrases. H H H H H
10.1.2. Use knowledge of word structure to determine the meaning of words and phrases. H H H H H
10.3.1. Analyze literary text. H H H H H
10.3.2. Analyze informational text. H H H H H
10.3.3. Analyze author’s use of language in literary and informational text. H H H H H
USA Missouri Wisconsin Texas Florida New York
11 10 10 10 15 29
Topic Statement: Write clear and concise directions or procedures.
USA Missouri Wisconsin Texas Florida New York
16 15 6 13 19 20
Topic Statement: Demonstrate ability to select and use appropriate technology or media for presenting information to the target audience for the specific purpose.
USA Missouri Wisconsin Texas Florida New York
13 12 4 13 15 29
Topic Statement: Use the technique of dimensional analysis to convert units of measure (e.g., kilometers/hour to meters/minute) and apply ratios in real-world situations (e.g., scale drawings).
USA Missouri Wisconsin Texas Florida New York
21 14 27 20 27 32
Topic Statement: Apply the Pythagorean Theorem to right triangles.
USA Missouri Wisconsin Texas Florida New York
10 10 7 29 10 8
Topic Statement: Understand that science and technology merge to meet the needs of society and that technology can often have unforeseen impacts on people and the environment that may be complicated to correct.
USA Missouri Wisconsin Texas Florida New York
19 18 42 18 26 9
Topic Statement: Compare and investigate various types of energy (e.g., heat, light, electromagnetic, nuclear, internal, wave, potential vs. kinetic) and energy transfer and know how to apply measurements of energy.
USA Missouri Wisconsin Texas Florida New York
37 22 54 38 34 46
Topic Statement: Understand and apply the concepts of work and power and how they relate to energy.
USA Missouri Wisconsin Texas Florida New York
29 14 26 28 27 47
Topic Statement: Explain limited government and the importance of limiting the power of government.
USA Missouri Wisconsin Texas Florida New York
10 28 17 11 8 6
Topic Statement: Describe the impacts of revolution and reform on the world economy from the early 20th century through today and explain the causes and global consequences of local, regional, and global wars.
USA Missouri Wisconsin Texas Florida New York
55 33 50 57 59 56
Topic Statement: Compare and contrast family life as well as local and North American community life now and in the past.
Comparison
• High-priority rankings do not always mean a high number of standards and assessment items.
• Lower ranked skills are oftentimes assessed multiple times on state tests.
• NESS items may align to state standards multiple times but those skills and standards are not assessed to the same degree, if at all.
Comparison
National(U.S.)
Texas FloridaNew York
NESS
Rank12 7 13 14
H.S. Standards - 0 0 3
H.S. Assessment
- 0 0 0
Comparison
National(U.S.)
Texas FloridaNew York
NESS
Rank13 13 9 24
H.S. Standards - 9 4 4
H.S. Assessment
- 9 4 2
Comparison
National(U.S.)
Texas FloridaNew York
NESS
Rank42 50 41 39
H.S. Standards - 3 8 2
H.S. Assessment
- 1 6 2
Comparison
National(U.S.)
Texas FloridaNew York
NESS
Rank12 7 13 14
H.S. Standards - 0 0 3
H.S. Assessment
- 0 0 0
Comparison
National(U.S.)
Texas FloridaNew York
NESS
Rank57 75 49 64
H.S. Standards - 1 5 2
H.S. Assessment
- 1 4 2
2005-06 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%)
Quantile FrameworkQuantile Framework
Numbers and OperationsNumbers and Operations
Algebra / Patterns & FunctionsAlgebra / Patterns & Functions
Data Analysis & ProbabilityData Analysis & Probability
MeasurementMeasurement
Geometry
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 StudySummary of Quantile Measures
8th
10th11th
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
WhyWhy WhatWhat HowHow
Change ProcessChange Process
Criteria
• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
Criteria
• Core Academic 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)
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
Criteria
• Core Academic 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
• Core Academic 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
WhyWhy WhatWhat HowHow
Change ProcessChange Process
Essential SkillsEssential Skills
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
(Reflective Thought)
2005-06 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%)
• Scope and Sequence
Grade 9
ELA
Grade 10
ELA
Grade 11
ELA
Grade 12
ELA
Grade 9
Math
Grade 9
Science
Grade 9
Social Studies
Grade 10
Math
Grade 10
Science
Grade 10
Social Studies
Grade 11
Math
Grade 11
Science Grade 11
Social Studies
Grade 12
Math
Grade 12
Science Grade 12
Social Studies
Curriculum Alignment: The Reality
Grade 9
ELA Math ScienceSocial
Studies
Grade 10
ELA Math ScienceSocial
Studies
Grade 11
ELA Math ScienceSocial
Studies
Grade 12
ELA Math ScienceSocial
Studies
Curriculum Alignment: The Goal
(Reflective Thought)
Instruction - StructureInstruction - Structure
Transition YearsTransition Years
Start with Hardest to Serve Students Start with Hardest to Serve Students
LeadershipLeadership
Comprehensive PlanComprehensive Plan
WhyWhy WhatWhat HowHow
Change ProcessChange Process
Model Schools ConferenceModel Schools Conference
June 30 – July 3, 2007June 30 – July 3, 2007Washington D.C.Washington D.C.
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.