"leading for the common core" in support of the academic achievement of title i eligible...
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"Leading for the Common Core" in Support of the Academic Achievement of
Title I Eligible Students
Willard R. Daggett, Founder and ChairmanMarch 23, 2012
why – what - HOW
HOW
• Interdisciplinary Chairs
HOW
• Interdisciplinary Chairs• Looping
HOW
• Interdisciplinary Chairs• Looping• 9th Grade Electives
HOW
• Interdisciplinary Chairs• Looping• 9th Grade Electives• Technology
Technology
Schools that adopt technology do old things in new ways.
Technology
Schools that internalize technology create entirely new
things.
AA BB
DDCC
• Summative Assessment Components:– Performance-Based Assessment (PBA) administered as close to the end of the
school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools
– End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items
• Formative Assessment Components:– Early Assessment designed to be an indicator of student knowledge and skills
so that instruction, supports and professional development can be tailored to meet student needs
– Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component
Next Navigator
1 2 3 4 5
Road Map
• State Standards to State Test
NYS Assessment English LAPerformance Indicators Tested
High Medium Low Grade 3 71 30 14 Grade 4 77 26 13 Grade 5 64 20 17 Grade 6 77 28 16 Grade 7 67 25 21 Grade 8 72 10 22 Grade 9 52 10 40 Grade 10 51 10 29 Grade 11 37 10 27
NYS Assessment MathematicsPerformance Indicators Tested
High Medium Low
Grade 3 27 25 62 Grade 4 48 8 63 Grade 5 46 21 60 Grade 6 55 9 61 Grade 7 54 10 56 Grade 8 47 1 56 Integrated Algebra 86 3 51 Geometry 67 7 47 Algebra 2 / Trigonometry 103 2 51
StateTests
StateStandards
AA
AA
Road Map
• State Standards to State Test• State Standards to Research
National Essential Skills Study (NESS)
NESS StudySubgroup Rankings
ELA Skill: Write clear and concise directions or procedures.
Group Rank
Overall 9
Business/Industry 2
Other Non-educators 10
English Language Arts Teachers 25
Other Educators 8
NESS StudySubgroup Rankings
ELA Skill: Give clear and concise oral directions.
Group Rank
Overall 7
Business/Industry 3
Other Non-educators 9
English Language Arts Teachers 28
Other Educators 7
NESS StudySubgroup Rankings
Math Skill: Apply the Pythagorean Theorem to right triangles.
Group Rank
Overall 20
Business/Industry 29
Other Non-educators 31
Mathematics Teachers 4
Other Educators 24
NESS StudySubgroup Rankings
Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error.
Group Rank
Overall 12
Business/Industry 3
Other Non-educators 10
Mathematics Teachers 30
Other Educators 8
Proficiency for Title I Eligible Students
Reading Study Summary
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%)
NESS &
Lexile
StateTests
StateStandards
AA
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
AA
NY Standards CCSS
CCSS NY Standards
Road Map
• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard
Road Map
• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard• State Test to CCSS• Samples to NGA
Road Map
• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard• State Test to CCSS• Samples to NGA
State Test NGACreate a large spinner for a game that has at least eight sectors. Each sector should be assigned a different ‘prize’. Prizes should range in value from most appealing to least appealing.
Vary the sectors so that the probability to win a desired prize is much less that the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize.
Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which price has the greatest probability and which prize has the least probability?
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
ConsortiumAssessment
DDAA
AA BB
DDCC
Gold Seal Lessons
Gold Seal Lessons
Gold Seal Lessons
Gold Seal Lessons
New York Arts Education
New York MathematicsKey Ideas/Performance Indicators
Grade 8
New York State
Assessment
Visual Arts
Dance Music Theatre
8.N.3 Read, write, and identify percents less than 1% and greater than 100%
H M M M M
8.N.6 Justify the reasonableness of answers using estimation
H H H H H
8.A.2 Write verbal expressions that match given mathematical expressions H H H H H
8.A.3 Describe a situation involving relationships that matches a given graph M M M M M
8.A.4 Create a graph given a description or an expression for a situation involving a linear or nonlinear relationship
M M L L L
New York
Career and Technical Education Curriculum Matrix for English Language Arts
New York English Language ArtsLearning Standards/
Performance IndicatorsGrade 9Excerpt
NY
Regen
ts Com
preh
ensive
En
glish E
xam
Agriculture, Food& Natural Resources
Architecture&
Construction
Arts, A/V Technology& Communications
Food P
roducts & P
rocessing Systems
Agribusiness System
s
Pow
er, Structural & T
echnical System
s
Environm
ental Service Systems
Plant System
s
Natural R
esource Systems
Anim
al Systems
Design/ P
re-Construction
Construction
Maintenance/ O
perations
Perform
ing Arts
Visual A
rts
Printing T
echnology
Journalism &
Broadcasting
A/V
Technology
& F
ilm
Telecom
munications
•Use specialized reference sources, such as glossaries and directories
H
•Read and follow written, complex directions and procedures to solve problems and accomplish tasks-demonstrate task awareness by employing flexible strategies
H
•Skim texts to gain an overall impression and scan texts for particular information-focus on key words and phrases to generate research questions
H
•Recognize the defining features and structures of informational texts
H
•Read, view, and interpret texts and performances in every medium from a wide variety of authors, subjects, and genres (e.g., short stories, novels, plays, film and video productions, poems, and essays)
H
•Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives
H
School Needs Assessment for Title I Eligible Students
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Student Achievement
Organ
izational
Lead
ersh
ip
StudentAchievement
Culture
Organizational Leadership
The Changing Landscape for Title I Eligible Students
• Technology
Semantic Web
• Analyze Documents—Key words and headers (Google)
• Meaning / Concepts—Wolfram Alpha
• Complete Task
2 + 2Integrate x^2 sin^3 x dxgdp francewhat is the gdp of france?what is the gdp of france / italyinternet users in europespringfieldweather springfield
Implications Homework Term Paper
-Wolfram Alpha-
• Will search all language and give you response in your language
• Will respond in writing or verbally (in your language)
SPOTSPOT
• Integrated ProjectionIntegrated Projection• Projection KeyboardProjection Keyboard
Projection KeyboardProjection Keyboard
Projection Keyboard and ProjectorProjection Keyboard and Projector
The Changing Landscape for Title I Eligible Students
• Technology• Globalization
The Changing Landscape for Title I Eligible Students
• Technology• Globalization• Financial
The Changing Landscapefor Title I Eligible Students
• Technology• Globalization• Financial• Demographics
Culture
Vision
Organizational Leadership
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)
• 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)
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)
• 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)
Guiding Principles
ResponsibilitResponsibilityy
ContemplatioContemplationn
InitiativeInitiative PerseverancPerseveranc
ee OptimismOptimism CourageCourage
RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthineTrustworthine
ssss LoyaltyLoyalty
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%
Teacher vs. Student Comparison
T – Students in my classroom engage in hands-on activities.
88%
S – We do lots of hands-on activities in my classes.
45%
Teacher vs. Student Comparison
T – I make learning exciting for my students.
84%
S – My teachers make learning exciting.
40%
Teacher vs. Student Comparison
T – I recognize students when they demonstrate positive behavior in school.
95%
S – Good citizenship is rewarded in this school.
40%
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)
• 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)
Those things that are easy to measure are least important
Those things that are most important are hardest to measure
Rubrics• AASA• NEA• AFT• NASSP• NSBA• CCSSO• NASBE• ASCD• AIR• Gates Foundation
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)
• 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)
Culture
Vision
Structure and
systems
Organizational Leadership
Organizational Changes to Support Title I Eligible Students
• Looping
Organizational Changes to support Title I Eligible Students
• Looping• Interdisciplinary Chairs
Culture
Vision
Structure and
systems
Organizational Leadership
Bui
ld le
ader
ship
Top-down support for bottom-up success
… for Title I Eligible Students
Empower Leadership Teams
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Organizational Leadership
Bui
ld le
ader
ship
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Organizational Leadership
Bui
ld le
ader
ship
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)
• 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)
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Organizational Leadership
Bui
ld le
ader
ship
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Data
syste
msB
uild
lead
ersh
ip
Organizational Leadership
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Title I Eligible Student
Achievement
Rigor and Relevance
Teaching
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
Levels
Rigor and Relevance
Relationships
Teaching
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.
Rigor/Relevance Framework
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.
Rigor/Relevance Framework
Rigor and Relevance
Relationships
Content
Teaching
Rigor and Relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
AA BB
DDCC
How Title I Eligible Students Learn
AA BB
DDCC
Rigor and Relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Inst
ruct
iona
l stra
tegi
es
Rigor and relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Inst
ruct
iona
l stra
tegi
es
Asses
smen
t to
guid
e
inst
ruct
ion
97
98
• Interpreting distance-time graphs in a real-world context
• Realizing “to the left” is faster
• Understanding points of intersection in that context (they’re tied at the moment)
• Interpreting the horizontal line segment
• Putting all this together in an explanation
Teaching
Instructional
Leadership
Title I Eligible Student
Achievement
High expectations
Instructional Leadership
Common Core State Standards
• Fewer• Clearer• Higher
2009 Proficiency2009 ProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
Texas 83 % (+22) 254 (-19)
Georgia 81 % (+12) 247 (-8)
North Carolina 80 % (-4) 253 (+6)
Florida 66 % (+8) 266 (-3)
Ohio 59 % (+8) 269 (-9)
Arkansas 61 % (+27) 267 (-21)
Mississippi 54 % (+1) 264 (+2)
Massachusetts 49 % (+7) 300 (-1)
High expectations
Curriculum
Instructional Leadership
High expectations
Curriculum
Literacy and math
Instructional Leadership
High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Instructional Leadership
Next Navigator
North Carolina Arts EducationNorth Carolina English Language Arts
Strands/Goals/ObjectivesGrade 8
National Essential
Skills Study (NESS)
Rankings
N.C.End-of-
Grade Test
Visual Arts
Dance Music Theatre
Strands: Oral Language, Written Language, and Other Media/Technology
Competency Goal 1The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
1.01 Narrate a personal account which:creates a coherent, organizing structure appropriate to purpose, audience, and context.establishes a point of view and sharpens focus.uses remembered feelings.selects details that best illuminate the topic.connects events to self/society.
E7E9
E25E45
H H H H H
1.02 Analyze expressive materials that are read, heard, and/or viewed by:monitoring comprehension for understanding of what is read, heard and/or viewed.reviewing the characteristics of expressive works.determining the importance of literary effects on the reader/viewer/listener.making connections between works, self and related topicsdrawing inferences.generating a learning log or journal.maintaining an annotated list of works that are read or viewed, including personal reactions.taking an active role in and/or leading formal/informal book/media talks.
E2E10E24E25
H H H H H
Career and Technical Education
North Carolina English Language Arts
Strands/Goals/ObjectivesEnglish 1
NE
SS
)R
ank
En
d-of-C
ourse T
est
Agriculture, Food& Natural Resources
Architecture&
Construction
Arts, A/V Technology& Communications
Food P
roducts & P
rocessing Systems
Agribusiness System
s
Pow
er, Structural & T
echnical System
s
Environm
ental Service Systems
Plant System
s
Natural R
esource Systems
Anim
al Systems
Design/
Pre-C
onstruction
Construction
Maintenance/ O
perations
Perform
ing Arts
Visual A
rts
Printing T
echnology
Journalism &
Broadcasting
A/V
Technology
& F
ilm
Telecom
munications
2.01 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus
E2E12E21E23E35
H
2.02 Explain commonly used terms and concepts E2E9
E37E38E43
L
2.03 Instruct an audience in how to perform specific operations or procedures
E8E11E14E15E17
L
2.04 Form and refine a question for investigation, using a topic of personal choice, and answer that question
E8E9
E14E15E40
L
High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Provid
e
prof
essio
nal g
rowth
Instructional Leadership
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Title I Eligible Student
Achievement
1587 Route 146Rexford, NY 12148
Phone (518) 399-2776Fax (518) 399-7607
E-mail - info@LeaderEd.comwww.LeaderEd.com
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