International Center for Leadership in Education Dr. Willard R. Daggett Regional Office of Education May 9, 2007

Skills Gap

Why Why What What How How Change Process

Application Model 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

Why Why What What How How Change Process

Rigor/Relevance For All Students

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

Application Model 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

12345 Application Knowledge Rigor/Relevance Framework

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.

Levels CDCDABABCDCDABAB Blooms Application

Why Why What What How How Change Process

The Students are Different Schools Success in Changing World InputProcessOutput

Input The Students are Different

Research Donald Roberts - Stanford Jordan Grafman – National Institute of Neurological Disorders Hal Pashler – University of California Cheryl Grady – Rothman Research Center, Toronto David Meyer – University of Michigan Claudia Knooz – Duke

Multitasking Toggling Prefrontal Cortex Pew Research

Todays Youth Digital Learners Multimedia Find and manipulate data Analyze data and images

The Students are Different Schools Success in Changing World InputProcessOutput

Why Why What What How How Change Process

Challenges Technology

Central Units Memory = 8 MB 2004 iPod = 4 GB 2005 iPod = 20 GB 2006 iPod = 80 GB 1964 IBM System / 360 Mainframe

Image source:

Image source:

Information Technology Processing Processing Communications Communications

Nano Technology Atom Up Atom Up

SPOT MicrosoftMicrosoft –Citizen –Fossil –Suunco

SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

Projection Keyboard

Projection Keyboard and Projector

Language Translation

Translation Goggles

In 1965 Gordon Moore forecasted that the processing power of a silicon chip would double every 18 months. Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.

Over the past 30 years, these enormous jumps have cut technology costs by % (or 35% per year). Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.

Information Technology Processing Processing Communications Communications

Bio Technology Biological Science Biological Science Practical Application Practical Application

Information Technology Processing Processing Communications Communications

Bio Technology Biological Science Biological Science Practical Application Practical Application

Nano Technology Atom Up Atom Up

Info Tech Nano Tech Bio Tech 2000

Info Tech Nano Tech Bio Tech 2007

Info Tech Nano Tech Bio Tech 2010

Bio / Nano / Info Capacity Applications Size

Challenges Technology Globalization

Globalization 9/11 11/9 Information Tech (Work to Worker)

IBM: Last 4 years / $2 billion Next 2 years / $6 billion 43,000 employees (2007) International Research and Development Center India Kamdar, Mira. (2007). Planet India. Scribner. p. 12

Globalization Microsoft 125 of 500 Tax Returns MRIs Reuters A- Level

World Leaders 1600sSpanish 1700Dutch 1800sBritish 1900sUnited States 2000s?? ?? ??

China Clothes / Shoes Furniture Consumer Electronics Computers Bio Technology

Cities with 1 Million People United States Eastern / Western Europe China (2006) China (2020)

United States Overconsumption of World Resources Kamdar, Mira. (2007). Planet India. Scribner. p. 5

U.S. consumes 30% of earths resources U.S. produces 25% of dangerous greenhouse gases Kamdar, Mira. (2007). Planet India. Scribner. p. 5

Earth cannot sustain people consuming finite resources at American levels. Kamdar, Mira. (2007). Planet India. Scribner. p. 6

Challenges Technology Globalization Demographics

Start Working End Working Longevity

/ 100 Demographics / Economic / – 1.8 / 100

Robbins, John. (2006) Healthy at 100. Random House. p. xvi Half of the people who have ever lived past 65 are alive today – 3 million people in U.S. 65 or over 2000 – 33 million people 65 or older

Percent of Population Over Age 65 Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.

Fertility Rate of Chinese Women A 2.1 birthrate is required to keep the population steady. Center for Strategic and International Studies and the Institute for International Economics. (2006). China: The Balance Sheet. Public Affairs

India Worlds youngest country 50% under age million teens by 2015 Kamdar, Mira. (2007). Planet India. Scribner. p. 8

Challenges Technology Globalization Demographics Values / Beliefs

Larger Context 1901 – 24G.I – 45Silent 1946 – 60Boomers 1961 – 81Gen X Millennial

Why Why What What How How Change 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)

Levels CDCDABABCDCDABAB Blooms Application

Strategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Technology Instructional Technology Lecture Lecture Note-taking/Graphic Organizers Note-taking/Graphic Organizers Memorization Memorization Presentations/Exhibitions Presentations/Exhibitions Research Research Problem-based Learning Problem-based Learning Project Design Project Design Simulation/Role-playing Simulation/Role-playing Socratic Seminar Socratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning

Quantile Framework Numbers and Operations Numbers and Operations Algebra / Patterns & Functions Algebra / Patterns & Functions Data Analysis & Probability Data Analysis & Probability Measurement Measurement Geometry

Quantile Measure (Q) Personal Use Employment High School First-Year College Interquartile Ranges Shown (25% - 75%) Quantile Framework ® for Math Study Summary of Quantile Measures 8th 10th 11th

Levels CDCDABABCDCDABAB Blooms Application

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 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

Personal Skill Development Student Engagement Stretch Learning Core Learning Learning Criteria SchoolOthers

Essential Skills

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%)

16 Career Clusters Department of Education

Reading Requirements Findings Entry-level Entry-level Highest in 6/16 Highest in 6/16 Second Highest in 7/16 Second Highest in 7/16 Consistent Across Country Consistent Across Country

Human Services

Construction

Manufacturing

On-the Job Lexile Requirements Construction 1,500 1,400 1,300 1,200 1,100 1, Lexile CraftsmanNurseSalesSecretary National Adult Literacy Study 1992 International Center for Leadership in Education 2006

Lexile Framework ® for Reading Study Summary of High School Textbook Lexile Measures Text Lexile Measure (L) ELAScience Social StudiesArtsCTE Math Subject Area Textbooks Interquartile Ranges Shown (25% - 75%)

Why Why What What How How Change Process

Levels CDCDABABCDCDABAB Blooms Application

Strategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Technology Instructional Technology Lecture Lecture Note-taking/Graphic Organizers Note-taking/Graphic Organizers Memorization Memorization Presentations/Exhibitions Presentations/Exhibitions Research Research Problem-based Learning Problem-based Learning Project Design Project Design Simulation/Role-playing Simulation/Role-playing Socratic Seminar Socratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning

Technology

Data

ISAT/PSAE English LA Benchmarks Tested

Illinois Career and Technical Education Illinois English Language Arts Goals/Standards/Benchmarks High School PSAE Grade 11 Agriculture and Natural Resources Architecture and Construction Ag Production AgMechanics Ag Services(AgBusiness) NaturalResources ArchitecturalDraftingCluster Building Trades Apply information to a described situation. MMMHHHM Use comparison/contrast to identify how information in a passage has similar or different characteristics. HMMMMMM Identify and interpret the authors purpose and point of view in expository texts and literary passages. HMMMMMM Explain how dialogue is used in a given passage to develop characters and create mood. HLLLLLL Determine an author's implied meaning by drawing conclusions based on facts, events, images, patterns, symbols, etc. found in the text. HHHHHHH Identify elements of fiction (e.g., theme, tone, mood, foreshadowing, symbolism, irony, imagery). HLLLLLL

Illinois Arts Education Illinois English Language Arts Goals/Standards/Benchmarks Middle/Junior High School ISAT Grade 8 Visual ArtsDanceMusicTheatre 1.A.3a Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical). MMMMM 1.B.3a Preview reading materials, make predictions and relate reading to information from other sources. HHMMH 1.C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires). HHMLH 3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions. HMLMH 3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. HHMHH

Instruction - Structure

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 ELAMathScience Social Studies Grade 10 ELAMathScience Social Studies Grade 11 ELAMathScience Social Studies Grade 12 ELAMathScience Social Studies Curriculum Alignment: The Goal

Transition Years

Start with Hardest to Serve Students

Leadership

Comprehensive Plan

Why Why What What How How Change Process

Model Schools Conference June 30 – July 3, 2007 Washington D.C.

1587 Route 146 Rexford, NY Phone (518) Fax (518) International Center for Leadership in Education, Inc.