International Center for Leadership in Education Dr. Willard R. Daggett Milan Special School District February 16, 2011

First to the Top First in Nation but a scary place to be

First to the Top Opportunities Challenges Action Plan

Schools are Improving School Improvement

Schools are Improving School Improvement Changing World

Skills Gap

Schools are Improving School Improvement Changing World

School Improvement Changing World Schools are Improving

School Improvement Changing World Schools are Improving

Why – What - How

Well Positioned Tennessee Diploma Project New State Standards and Assessments TVAAS

WHY – What - How

Create a Culture

The Changing Landscape Technology

Semantic Web Analyze Documents Analyze Documents Key words and headers (Google) Key words and headers (Google) Meaning / Concepts Meaning / Concepts Wolfram Alpha Wolfram Alpha Complete Task Complete Task

Implications Home Work Home Work Term Paper Term Paper

What will our Students need to: Know Know Do Do

SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

Projection Keyboard

Projection Keyboard and Projector

LEARN to DO

LEARN to DO vs. DO to LEARN

Lexile Framework ® for Reading Study Summary of Text Lexile Measures Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

The Changing Landscape Technology Globalization

Equity Excellence

Wal Mart Source: The Post-American World Largest Corporation 8 times Size of Microsoft 2 % of GDP 1.4 Million Employees More Employees than: GM, Ford, G.E. and IBM Combined

China today exports in a single day more than exported in all of Source: The Rise of India and China...

U.S. – 2 nd Half of 20 th Century Only Superpower Highest per Capita Income 1 st in Economic Growth 5% of Population > 24% of Consumption Source: National Academy of Science

Elementary Schools 6 Years Integrated Science Biology / ChemistryGrade 7 Biology / PhysicsGrade 8 Physics / ChemistryGrade 9 Integrated ScienceGrades Source: Ed Week 6/6/07 Chinese Science

Why – WHAT - How

Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

Rigor/Relevance For All Students

1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Knowledge Taxonomy Knowledge Taxonomy

Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

Levels CDCDABABCDCDABAB Blooms Application

A B D C Rigor/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.

A B D C Rigor/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.

A B D C Rigor/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.

A B D C 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.

A B D C 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.

A B D C Know the characteristics and phenomena of sound waves and light waves. Understand the effect of sounds, words, and imagery on a listening audience.

Levels CDCDABABCDCDABAB Blooms Application

Why – What - HOW

We are now Evaluated as a School AYP

We will soon be Evaluated at the Teacher Level AYP Teacher Evaluation

Transitioning to the Common Core State Standards and Next Generation Assessments

Standards Fewer, Clearer, Higher

State Standards to CCSS Existing State Standards New Common Core State Standards

State Standards to CCSS Existing State Standards New Common Core State Standards For Example, in Tennessee English Language Arts 5.8% Mathematics6.2%

State Standards to CCSS Existing State Standards New Common Core State Standards Grade Tennessee - English Language Arts 32% - Mathematics 48%

State Standards to CCSS Existing State Standards New Common Core State Standards Grade Tennessee - English Language Arts 32% - Mathematics 48%

State Standards to CCSS Existing State Standards New Common Core State Standards Grade Tennessee - English Language Arts 32% - Mathematics 48%

Fewer/Clearer/Higher Rigor and Relevant Framework CCSS Next Generation Assessments

Levels CDCDABABCDCDABAB Blooms Application

What AYP Teacher Evaluation

The Navigator The Navigator

TCAP / EOC English LA Content Standards / SPIs Tested

State Tests State Standards

State Tests State Standards Now

State Tests State Standards A A

National Essential Skills Study

NESS Study Subgroup Rankings ELA Skill: Write clear and concise directions or procedures. GroupRank Overall9 Business/Industry2 Other Non-educators10 English Language Arts Teachers25 Other Educators8

NESS Study Subgroup Rankings ELA Skill: Give clear and concise oral directions. GroupRank Overall7 Business/Industry3 Other Non-educators9 English Language Arts Teachers28 Other Educators7

NESS Study Subgroup Rankings Math Skill: Apply the Pythagorean Theorem to right triangles. GroupRank Overall20 Business/Industry29 Other Non-educators31 Mathematics Teachers4 Other Educators24

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. GroupRank Overall12 Business/Industry3 Other Non-educators10 Mathematics Teachers30 Other Educators8

Proficiency

Lexile Framework ® for Reading Study Summary of Text Lexile Measures Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

Proficiency Grade 4 Reading Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 88 % North Carolina 82 % Texas 81 % Iowa 77 % Florida 71 % Massachusetts 48 % California 48 %

Proficiency Grade 4 Reading Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 88 %170 North Carolina 82 %183 Texas 81 %190 Iowa 77 %197 Florida 71 %202 Massachusetts 48 %234 California 48 %210

Proficiency Grade 4 Mathematics Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 % Tennessee 87 % Iowa 80 % Michigan 73 % Florida 63 % California 51 % South Carolina 39 % Massachusetts 39 %

Proficiency Grade 4 Mathematics Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 %203 Tennessee 87 %200 Iowa 80 %219 Michigan 73 %222 Florida 63 %230 California 51 %231 South Carolina 39 %246 Massachusetts 39 %255

Proficiency Grade 8 Reading Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 % Tennessee 87 % Iowa 72 % Florida 44 % California 39 % South Carolina 30 %

Proficiency Grade 8 Reading Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 %217 Tennessee 87 %222 Iowa 72 %250 Florida 44 %265 California 39 %262 South Carolina 30 %276

Proficiency Grade 8 Mathematics Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 88 % North Carolina 84 % Iowa 76 % Texas 61 % Michigan 61 % Florida 58 % Massachusetts 42 %

Proficiency Grade 8 Mathematics Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 88 %230 North Carolina 84 %247 Iowa 76 %262 Texas 61 %273 Michigan 61 %269 Florida 58 %269 Massachusetts 42 %301

NESS & Lexile State Tests State Standards C A C

Common Core Standards NESS & Lexile State Tests State Standards C

Common Core Standards NESS & Lexile State Tests State Standards C A

Common Core Standards NESS & Lexile State Tests State Standards Consortium Assessment

Common Core Standards NESS & Lexile State Tests State Standards Consortium Assessment DA

Common Core Standards NESS & Lexile State Tests State Standards Consortium Assessment 3 Years D

A B D C

19 th Annual Model Schools Conference June 26 – 29,

Provide Tools and Support IT CAN BE DONE

Gold Seal Lessons

Tennessee Career and Technical Education Tennessee English Language Arts Content Standards/ State Performance Indicators English II NESS Rank TCAP / EOC Agriculture, Food & Natural Resources Architecture & Construction Arts, A/V Technology & Communications Food Products &Processing Systems Agribusiness Systems Power, Structural &Technical Systems EnvironmentalService Systems Plant Systems Natural ResourceSystems Animal Systems Design/Pre-Construction Construction Maintenance/Operations Performing Arts Visual Arts Printing Technology Journalism &Broadcasting A/V Technology& Film Telecommunications Standard 2Communication SPI Identify the thesis and main points of a challenging speech. E2 E34 H SPI Distinguish between a summary and a paraphrase. E20 E28 H SPI Distinguish between a critique and a summary. E20 E28 H SPI Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect). E17 E22 H SPI Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes). E37 E44 H SPI Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). E8H

Tennessee Arts Education Tennessee Language Arts Standards/Learning Expectations/Accomplishments High School English II Curriculum Survey of Essential Skills National Rankings End-of- Course Test Visual Arts DanceMusicTheatre 1.08 Develop organized pieces of writing containing focused, well-developed ideas. e12 e54 HHHHH 1.09 Demonstrate effective writing style by the use of vivid words, a variety of sentence structures, and appropriate transitions. e12 e54 HHHHH 1.10 Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness. e14 e41 e62 HMMMM 1.11 Recognize and demonstrate appropriate use of standard English: usage, mechanics and standard spelling, and sentence structure. e1 e7 HHHHH 1.12 Identify and use a variety of resources to revise and edit writing. e21HMMMM 1.13 Research information to prepare presentations or reports which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries. e3 e36a L

Lexile Framework ® for Reading Study Summary of Text Lexile Measures Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

Lexile Framework ® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA Text Lexile Measure (L) Matt * Source of National Test Data: MetaMetrics 910

Lexile Framework ® - Student Profile Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Matt High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter

19 th Annual Model Schools Conference June 26 – 29,

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 Principles Responsibility Responsibility Contemplation Contemplation Initiative Initiative Perseverance Perseverance Optimism Optimism Courage Courage Respect Respect Compassion Compassion Adaptability Adaptability Honesty Honesty Trustworthiness Trustworthiness Loyalty Loyalty

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 encourage students to explore career pathways. 80% S – My teachers encourage me to explore different careers. 49%

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 am aware of my students interests outside of school. 87% S – My teachers know my interests outside of school. 30%

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) 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)

Why – What - HOW

Effective and Efficient Framework High Cost Low Cost

Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance CDCDABABCDCDABAB EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

Recommendations Needs Assessment Model Schools Conference Navigator Professional Development

Elementary

Lessons Learned 1. Looping

Lessons Learned 1.Looping 2.Pre School/Day Care 3.On line

Why – What - How

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