Transcript Slide 1

Common Core State Standards
Next Generation Assessments
The Why and What
Bill Daggett, Founder and Chairman
November 16, 2012
Growing Gap
School
Improvement
Readiness
Growing Gap
School
Improvement
Growing Gap
School
Improvement
Growing Gap
School
Improvement
Common Core State Standards
23 Successful
WHATPractices
College and Career Ready
• Fewer
• Clearer
• Higher
Reading Study Summary
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High
School
Literature
College
Literature
* Source of National Test Data: MetaMetrics
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
College and Career Ready
•
•
•
•
Fewer
Clearer
Higher
Different
Application Model
1.
2.
3.
4.
Knowledge in one discipline
Application within discipline
Application across disciplines
Application to real-world predictable
situations
5. Application to real-world unpredictable
situations
Application Model
1.
2.
3.
4.
Knowledge in one discipline
Application within discipline
Application across disciplines
Application to real-world predictable
situations
5. Application to real-world unpredictable
situations
Knowledge Taxonomy
1.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
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.
C
• Express probabilities as fractions,
percents, or decimals.
• Classify triangles according to angle
size and/or length of sides.
• Calculate volume of simple threedimensional shapes.
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
A
1
2
•
•
•
•
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.
D
• 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.
B
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
C
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.
A
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.
•
•Express probabilities as fractions, percents,
•
or decimals.
•
•Classify triangles according
to angle size
and/or length of sides.
•
•Calculate volume of simple threedimensional shapes.
•Given the coordinates •ofCalculate
a quadrilateral,
percentages of advertising in a
newspaper.
plot the quadrilateral on
a grid.
• Tour the school building and identify
1
D
B
2
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
• Obtain historical data about local weather
• Calculate percentages
of advertising in a
to predict the chance of snow, rain, or sun
during year.
newspaper.
• Test consumer products and illustrate the
•
• Tour the school building
identify
dataand
graphically.
Plan a large school event and calculate
•
examples of parallel•and
perpendicular
resources
(food, decorations, etc.) you
need to organize and hold this event.
lines,
planes,
and
angles.
• Make a scale drawing of the classroom on
•
paper,
each group
a different
• Determine the mediangridand
mode
ofusing
real
scale.
data displayed in a histogram.
• Organize and display collected data,
• Express probabilities as fractions,
percents,
or decimals.
using
appropriate tables, charts, or
• Classify triangles according to angle
graphs.
size and/or
length of sides.
•
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.
C
D
A
B
• Calculate volume of simple threedimensional shapes.
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
3
4
5
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
2 Second Rule
The “two-second rule” is used by a driver who wants to maintain a safe following
distance at any speed. A driver must count two seconds from when the car in front
of him or her passes a fixed point, such as a tree, until the driver passes the same
fixed point. Drivers use this rule to determine the minimum distance to follow a car
traveling at the same speed. A diagram representing this distance is shown.
As the speed of the cars increases, the minimum following distance also increases.
Explain how the “two-second rule” leads to a greater minimum following distance
as the speed of the cars increases. As part of your explanation, include the minimum
following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per
hour.
Rigor/Relevance Framework
Quad D – Skills and Knowledge
•
•
•
•
•
Decision Making
Innovation/Creativity
Goal Setting/Results Driven
Multi Tasking
Work with others
Growing Gap
School
Improvement
21st Annual
Model Schools Conference
• Effective and efficient practices for improving student achievement in times of decreasing
resources and increasing expectations
• Focusing on instructional excellence as the key to the Common Core State Standards,
Next Generation Assessments, and Teacher Evaluations
• Providing effective instructional approaches for special populations
•June 30 – July 3 | Washington, D.C.
www.modelschoolsconference.com
23 Successful
WHYPractices
The Changing Landscape
• Technology
Semantic Web
• Analyze Documents
o Keywords and Headers (Google)
• Meaning / Concepts
o Wolfram Alpha
• Complete Task
what
what
internet
Weather
is the
is springfield
gdp
the
gdp
users
gdp
france
Springfield
in
france
ofeurope
france?
/ italy
Integrate
2x^2
+of2sin^3
x dx
Implications
• Homework
Implications
• Homework
• Term Paper
SPOT
• Integrated Projection
• Projection Keyboard
Projection Keyboard
Projection Keyboard and Monitor
Project Glass
Technology should work for you—to be there when you
need it and get out of your way when you don’t.
Google X started Project Glass to build this kind of
technology, one that helps you explore and share your
world, putting you back in the moment.
Download any movie, website, or piece
of information into your glasses or
contact lenses
Today’s students live in a
hyper-connected world,
except in school
OR
are they also connected in school but
we just don’t know it?
Information is everywhere. In this
changing world, sense-making and
the ability to evaluate the credibility
of information are paramount.
The Changing Landscape
• Technology
• Financial
2011 US Federal Budget
-borrowing 41% of
every dollar it is
spending
Federal Obligations
•$534,000 per household
•More than 5 times
—Mortgages
—Car Loans
—College Loans
—Credit Cards
The Changing Landscape
• Technology
• Financial
• Globalization
1
Shanghai-China
556
2
Korea
539
3
Finland
536
4
Hong Kong-China
533
5
Singapore
526
6
Canada
524
7
New Zealand
521
8
Japan
520
9
Australia
515
10
Netherlands
508
17
United States
500
20
Germany
497
21
Ireland
496
Not Significantly
Different
(OECD Average 493)
22
France
496
25
United Kingdom
494
33
Spain
481
Significantly below
OECD Average
43
Russian Federation
459
48
Mexico
425
53
Brazil
412
57
Indonesia
402
PISA
2009
•Overall
Reading
Scale
Significantly Above
OECD Average
PISA
2009
•Overall
Math
Scale
Significantly Above
OECD Average
Not Significantly
Different
(OECD Average 496)
Significantly below
OECD Average
1
Shanghai-China
600
2
Singapore
562
3
Hong Kong-China
555
4
Korea
546
6
Finland
541
9
Japan
529
10
Canada
527
11
Netherlands
526
13
New Zealand
519
15
Australia
514
16
Germany
513
22
France
497
28
United Kingdom
492
31
United States
487
32
Ireland
487
34
Spain
483
38
Russian Federation
468
51
Mexico
419
57
Brazil
386
61
Indonesia
371
PISA
2009
•Overall
Science
Scale
Significantly Above
OECD Average
Not Significantly
Different
(OECD Average 501)
Significantly below
OECD Average
1
Shanghai-China
575
2
Finland
554
3
Hong Kong-China
549
4
Singapore
542
5
Japan
539
6
Korea
538
7
New Zealand
532
8
Canada
529
10
Australia
527
11
Netherlands
522
13
Germany
520
16
United Kingdom
514
20
Ireland
508
23
United States
502
27
France
498
36
Spain
488
39
Russian Federation
478
50
Mexico
416
53
Brazil
405
60
Indonesia
383
The Changing Landscape
•
•
•
•
Technology
Financial
Globalization
Demographics
Population
1950
2010
2050
Male
Female
Growing Gap
School
Improvement
23 Successful
WHATPractices
Next Generation Assessments
2 Second Rule
The “two-second rule” is used by a driver who wants to maintain a safe following
distance at any speed. A driver must count two seconds from when the car in front
of him or her passes a fixed point, such as a tree, until the driver passes the same
fixed point. Drivers use this rule to determine the minimum distance to follow a car
traveling at the same speed. A diagram representing this distance is shown.
As the speed of the cars increases, the minimum following distance also increases.
Explain how the “two-second rule” leads to a greater minimum following distance
as the speed of the cars increases. As part of your explanation, include the minimum
following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per
hour.
Growing Gap
School
Improvement
23
Successful
Practices
HOW
did they
do it?
No Formula
21st Annual
Model Schools Conference
• Effective and efficient practices for improving student achievement in times of decreasing
resources and increasing expectations
• Focusing on instructional excellence as the key to the Common Core State Standards,
Next Generation Assessments, and Teacher Evaluations
• Providing effective instructional approaches for special populations
•June 30 – July 3 | Washington, D.C.
www.modelschoolsconference.com
•International Center for
Leadership in Education
• 1587 Route 146
• Rexford, NY 12148
• Phone (518) 399-2776
• Fax (518) 399-7607
• E-mail: [email protected]
• www.LeaderEd.com
Common Core State Standards
Next Generation Assessments
The How
Bill Daggett, Founder and Chairman
November 16, 2012
Growing Gap
School
Improvement
Growing Gap
School
Improvement
Growing Gap
School
Improvement
No Formula
SUCCESS BY DESIGN
NOT BY CHANCE
21st Annual
Model Schools Conference
• Effective and efficient practices for improving student achievement in times of decreasing
resources and increasing expectations
• Focusing on instructional excellence as the key to the Common Core State Standards,
Next Generation Assessments, and Teacher Evaluations
• Providing effective instructional approaches for special populations
•June 30 – July 3 | Washington, D.C.
www.modelschoolsconference.com
Organizational Leadership
The Changing Landscape
•
•
•
•
Technology
Financial
Globalization
Demographics
Organizational Leadership
College and Career Ready
• Fewer
• Clearer
• Higher
Academics
Layers of non-sequential but
increasingly complex
knowledge
College Ready
6
5
4
3
2
1
1
2 3 4 5
Academics
K-12 Culture
• Rules
K-12 Culture
• Rules
• Regulation
K-12 Culture
• Rules
• Regulation
• Certification
K-12 Culture
•
•
•
•
Rules
Regulation
Certification
Tenure
K-12 Culture
•
•
•
•
•
Rules
Regulation
Certification
Tenure
Contracts
K-12 Culture
•
•
•
•
•
•
Rules
Regulation
Certification
Tenure
Contracts
Teachers Trained
K-12 Culture
•
•
•
•
•
•
•
Rules
Regulation
Certification
Tenure
Contracts
Teachers Trained
Physical Plant
Career Ready
Career Ready
1.
2.
3.
4.
Knowledge in one discipline
Application within discipline
Application across disciplines
Application to real-world
predictable situations
5. Application to real-world
unpredictable situations
College and Career Ready
•
•
•
•
Fewer
Clearer
Higher
Different
Career Ready
College Ready
Reading Study Summary
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High
School
Literature
College
Literature
* Source of National Test Data: MetaMetrics
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
Career Ready
Career Ready
Career Ready
Requires Both Vertical
and Horizontal Integration
Career Ready
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
College Ready
C
D
A
B
Career Ready
C
D
A
B
Organizational Leadership
Organizational Changes
• Looping
Organizational Changes
• Looping
• Interdisciplinary Chairs
Organizational Changes
• Looping
• Interdisciplinary Chairs
• 9th Grade Electives
Organizational Leadership
Top-down support for bottom-up success
Empower Leadership Teams
Organizational Leadership
Organizational Leadership
Organizational Leadership
Instructional Leadership
Reading Study Summary
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High
School
Literature
College
Literature
* Source of National Test Data: MetaMetrics
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
2005 Proficiency
Grade 4 Reading
Proficient
Mississippi
Georgia
Wisconsin
Texas
Ohio
Florida
Arkansas
Massachusetts
88 %
87 %
83 %
81 %
77 %
71%
53 %
48 %
Required
NAEP Score
2005 Proficiency
Grade 4 Reading
Mississippi
Georgia
Wisconsin
Texas
Ohio
Florida
Arkansas
Massachusetts
Proficient
Required
NAEP Score
88 %
87 %
83 %
81 %
77 %
71%
53 %
48 %
161
175
189
190
199
202
217
234
2009 Proficiency
Grade 4 Reading
Proficient
Georgia
Texas
Ohio
Wisconsin
Florida
Arkansas
Massachusetts
Mississippi
87 %
84 %
82 %
82 %
74%
70 %
54 %
52 %
Required
NAEP Score
2009 Proficiency
Grade 4 Reading
Georgia
Texas
Ohio
Wisconsin
Florida
Arkansas
Massachusetts
Mississippi
Proficient
Required
NAEP Score
87 %
84 %
82 %
82 %
74%
70 %
54 %
52 %
178
188
192
189
206
200
234
210
2009 Proficiency
Grade 4 Reading
Georgia
Texas
Ohio
Wisconsin
Florida
Arkansas
Massachusetts
Mississippi
Proficient
Required
NAEP Score
87 % (0)
84 % (+3)
82 % (+5)
82 % (-1)
74% (+3)
70 % (+17)
54 % (+6)
52 % (-36)
178 (+3)
188 (-2)
192 (-7)
189 (0)
206 (+4)
200 (-17)
234 (0)
210 (+49)
2009 Proficiency
Grade 8 Reading
Texas
Wisconsin
Georgia
Ohio
Arkansas
Florida
Mississippi
California
Proficient
Required
NAEP Score
94 % (+11)
85 % (-1)
77 % (-6)
72 % (-8)
71 % (+14)
54 % (+10)
48 % (-10)
48 % (+9)
201 (-24)
232 (+3)
209 (-15)
251 (+10)
241 (-13)
262 (-3)
254 (+7)
259 (-3)
2009 Proficiency
Grade 4 Mathematics
Texas
Wisconsin
Mississippi
Georgia
Ohio
Florida
Arkansas
Massachusetts
Proficient
Required
NAEP Score
85 % (+3)
81 % (+7)
58 % (-21)
75 % (0)
78 % (+13)
75 % (+12)
78 % (+25)
48 % (+9)
214 (-5)
219 (+4)
223 (+17)
218 (+3)
219 (-14)
225 (-5)
216 (-20)
255 (0)
2009 Proficiency
Grade 8 Mathematics
Texas
Illinois
New York
Ohio
Oklahoma
Mississippi
Massachusetts
Missouri
Proficient
Required
NAEP Score
83 % (+22)
82 % (+28)
80 % (+24)
71 % (+8)
59 % (-8)
54 % (+1)
49 % (+7)
47 % (+3)
254 (-19)
251 (-25)
249 (-26)
265 (-9)
269 (+11)
264 (+2)
300 (-1)
287 (-2)
Instructional Leadership
Instructional Leadership
Instructional Leadership
Take off the plate
Next Network
1 23
4
5
Road Map
• State Standards to State Test
Ohio English Language Arts
Indicators Tested
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
High
20
36
24
23
43
21
58
58
Medium
9
29
8
8
25
7
6
0
Low
72
19
51
51
13
51
12
12
A
State
Standards
State
Tests
A
A
State
Standards
State
Tests
NESS
&
Lexile
National Essential Skills Study
(NESS)
NESS Study
Subgroup 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 Study
Subgroup 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 Study
Subgroup 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 Study
Subgroup 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
Reading Study Summary
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High
School
Literature
College
Literature
College
High
School Textbooks
Textbooks
* Source of National Test Data: MetaMetrics
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
A
State
Standards
State
Tests
NESS
&
Lexile
A
State
Standards
State
Tests
NESS
&
Lexile
Common
Core
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
Performance Task drawn from the Ohio Performance
Assessment Project.
Available at,
www.ModelSchoolsConference.com/handouts12.html
State Test
NGA
Create 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?
A
State
Standards
State
Tests
D
NESS
&
Lexile
Common
Core
Standards
Consortium
Assessment
Gold Seal Lessons
Agriculture, Food
& Natural Resources
Environmental
Service Systems
Plant Systems
Natural Resource
Systems
Animal Systems
Maintenance/
Operations
Power, Structural &
Technical Systems
H







2. Analyze the relationships of pairs of words in analogical
statements (e.g., synonyms and antonyms, connotation
and denotation) and infer word meanings from these
relationships.
L








3. Infer the literal and figurative meaning of words and phrases
and discuss the function of figurative language,
including metaphors, similes, idioms and puns.
H








4. Analyze the ways that historical events influenced the
English language.
H
5. Use knowledge of Greek, Latin and Anglo-Saxon roots,
prefixes and suffixes to understand complex words and
new subject-area vocabulary (e.g., unknown words in
science, mathematics and social studies).
H








6. Determine the meanings and pronunciations of unknown
words by using dictionaries, glossaries, technology and
textual features, such as definitional footnotes or
sidebars.
M







1. Apply reading comprehension strategies, including making
predictions, comparing and contrasting, recalling and
summarizing and making inferences and drawing
conclusions.
H







Ohio English Language Arts
Benchmarks/Indicators
Grade 10
Construction
Agribusiness Systems
1. Define unknown words through context clues and the
author’s use of comparison, contrast and cause and
effect.
OTG
Design/ PreConstruction
Food Products &
Processing Systems
Career & Technical
Education
Architecture
& Construction









Ohio Arts Education
Ohio English Language Arts
Benchmarks/Indicators
Grade 6
NESS
Grade 6
Achievement
Test
1. Define the meaning of unknown words by using
context clues and the author’s use of definition,
restatement and example.
E5
H
1. Establish and adjust purposes for reading, including
to find out, to understand, to interpret, to enjoy and to
solve problems.
E2
E12
H

2. Predict or hypothesize as appropriate from
information in the text, substantiating with specific
references to textual examples that may be in widely
separated sections of text.
E12
E13
H

3. Make critical comparisons across texts, noting
author’s style as well as literal and implied content of
text.
E24
H

4. Summarize the information in texts, recognizing
important ideas and supporting details, and noting
gaps or contradictions.
E2
E9
H

E6
E22
E31
M

E2
H

5. Select, create and use graphic organizers to
interpret textual information.
6. Answer literal, inferential, evaluative and
synthesizing questions to demonstrate comprehension
of grade-appropriate print texts and electronic and
visual media.
Visual
Arts
Dance
Music
Theatre
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Net Network Resources
• Professional Development
Net Network Resources
• Professional Development
• Verb Analyzer
-continuous improvement
Net Network Resources
• Professional Development
• Verb Analyzer
-continuous improvement
• Video Cast
Net Network Resources
• Professional Development
• Verb Analyzer
-continuous improvement
• Video Cast
• Case Studies
Net Network Resources
• Professional Development
• Verb Analyzer
-continuous improvement
• Video Cast
• Case Studies
• Bulletins/Updates
Instructional Leadership
Successful Practices
• A focus on college AND career ready
Successful Practices
• A focus on college AND career ready
• A common vision
Successful Practices
• A focus on college AND career ready
• A common vision
• A culture of high expectations
Successful Practices
• A focus on college AND career ready
• A common vision
• A culture of high expectations
• Literacy across the curriculum
Successful Practices
• A focus on college AND career ready
• A common vision
• A culture of high expectations
• Literacy across the curriculum
• Rigor and Relevance for ALL students
Successful Practices
• A focus on college AND career ready
• A common vision
• A culture of high expectations
• Literacy across the curriculum
• Rigor and Relevance for ALL students
• A culture of continuous improvement
Successful Practices
• A focus on college AND career ready
• A common vision
• A culture of high expectations
• Literacy across the curriculum
• Rigor and Relevance for ALL students
• A culture of continuous improvement
• Leadership across all levels
Successful Practices
• A focus on college AND career ready
• A common vision
• A culture of high expectations
• Literacy across the curriculum
• Rigor and Relevance for ALL students
• A culture of continuous improvement
• Leadership across all levels
• Focused and sustained professional
development
23 Successful Practices
Successful Practices Network
-Barrier Study-
Best Practices
• Level of Establishment
•
•
•
•
Firmly Established
Partially Established
In Planning Stage
Not Evident
Barriers
•
•
•
•
•
•
Technical
Cultural
Political
Insufficient Support
Insufficient Budget
Insufficient Personnel
Barriers
• Technical –
• Cultural – is greatest barrier in 18 of the
23 successful practices
• Political
• Insufficient Support
• Insufficient Budget
• Insufficient Personnel
Barriers
• Technical – is greatest in 4 of the 23
successful practices
• Cultural – is greatest barrier in 18 of the
23 successful practices
• Political
• Insufficient Support
• Insufficient Budget
• Insufficient Personnel
Barriers
• Technical – is greatest in 4 of 23 the
successful practice
• Cultural – is greatest barrier in 18 of the
23 successful practices
• Political
• Insufficient Support
• Insufficient Budget – is greatest in 1 of
the 23 successful practices
• Insufficient Personnel
Career Ready Network
K-12 Education – High Impact Factors
2
1
3
Technology in Schools
1 – Computer Labs
2 – One-to-One Computing
2
1
3
3 – Bring Your Own
Technology (BYOT)
Pencil Budget
Grading of Papers
1 – Training all teachers to
grade essays
2
1
3
2 – Computer grading of
essays
3 – Computer-based grading
and immediate
instruction based on
performance
Learning
1 – Learning Together
1
Professional Development
1 – Student-run technology
P.D. (survey/3 levels)
2
1
3
2 – Teachers are given
technology IEP with
students as their mentors
3 – Top 1/3rd students and
teachers create alternative
instructional delivery
system
Instruction
1 – Project-based Learning
2 – Flipped Classroom
2
1
3
3 – Online Game-based
System
Teaching
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Rigor/Relevance Framework
Quad D
Skills and Knowledge
•
•
•
•
•
Decision Making
Innovation/Creativity
Goal Setting/Results Driven
Multi Tasking
Work with others
Teaching
Rigor/Relevance Framework
D
C
3
B
A
2
1
• Calculate with numbers,
including decimals, ratios,
percents, and fractions.
• Understand twodimensional motion and
trajectories by separating the
motion of an object into x
and y components.
1
2
3
4
5
Rigor/Relevance Framework
D
C
3
2
1
B
A
• Know the characteristics and
phenomena of sound waves
and light waves.
• Understand the effect of
sounds, words, and imagery
on a listening audience.
1
2
3
4
5
Teaching
Teaching
C
D
A
B
How Students Learn
C
D
A
B
Teaching
Teaching
Doctor
Pilot
Our Mission
1 – Teaching
2 – Learning
2
1
3
3 – Personalization of
Learning
Recommendations
Recommendations
1. Self Reflection
-Barrier Study
23 Best Practices
•
•
•
•
•
•
•
A focus on college AND career ready
A culture of high expectations
Literacy across the curriculum
A culture of continuous improvement
A common vision
Leadership across all levels
Focused and sustained professional
development
Best Practices
• Level of Establishment
•
•
•
•
Firmly Established
Partially Established
In Planning Stage
Not Evident
Barriers
•
•
•
•
•
•
Technical
Cultural
Political
Insufficient Support
Insufficient Budget
Insufficient Personnel
Barriers
• Technical –
• Cultural – is greatest barrier in 18 of the
23 successful practices
• Political
• Insufficient Support
• Insufficient Budget
• Insufficient Personnel
Barriers
• Technical – is greatest in 4 of the 23
successful practices
• Cultural – is greatest barrier in 18 of the
23 successful practices
• Political
• Insufficient Support
• Insufficient Budget
• Insufficient Personnel
Barriers
• Technical – is greatest in 4 of 23 the
successful practice
• Cultural – is greatest barrier in 18 of the
23 successful practices
• Political
• Insufficient Support
• Insufficient Budget – is greatest in 1 of
the 23 successful practices
• Insufficient Personnel
Recommendations
1. Self Reflection
-Barrier Study
Recommendations
1. Self Reflection
-Barrier Study
-ICLE we analyze and suggest
actions that should be taken
Recommendations
1. Self Reflection
-Barrier Study
-We Surveys
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%
Recommendations
1. Self Reflection
2. Needs Assessment
Recommendations
1. Self Reflection
2. Needs Assessment
3. Strategic Plan
SUCCESS BY DESIGN
NOT BY CHANCE
Recommendations
1. Self Reflection
2. Needs Assessment
3. Strategic Plan
-Comprehensive
CULTURE DRIVES
STRATEGY
Recommendations
1. Self Reflection
2. Needs Assessment
3. Strategic Plan
-Comprehensive
-Coaching
Recommendations
1. Self Reflection
2. Needs Assessment
3. Strategic Plan
-Comprehensive
-Coaching
-Professional Development
Recommendations
1. Self Reflection
2. Needs Assessment
3. Strategic Plan
-Comprehensive
-Coaching
-Professional Development
-Tools
Take off the plate
Next Network
Next Network
1 23
4
5
•
Recommendations
1.Self Reflection
2.Needs Assessment
3.Strategic Plan
-Comprehensive
-Coaching
-Professional Development
-Tools
4. Career Ready Network