International Center for Leadership in Education Dr. Willard R. Daggett National Tech Prep Conference Tech Prep and CTE at a Crossroads October 15, 2004

Rigor/Relevance - All Why Why Do We Need to Change to Change Schools? Schools? What What Needs to Needs to Be Done? Be Done? How How Do We Do It? It?

Central Units’ Memory = 8 MB 1964 IBM System / 360 Mainframe

Central Units’ Memory = 8 MB Today’s iPod Minis = 4 GB 1964 IBM System / 360 Mainframe

Number Crunching Information Processing Power Moore’s Law

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 2004

Info Tech Nano Tech Bio Tech 2008

SPOT MicrosoftMicrosoft –Citizen –Fossil –Suunco

SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

Projection Keyboard

Bio / Nano Technology

Skills Gap

Rigor/Relevance - All Why Why Do We Need to Change to Change Schools? Schools? What What Needs to Needs to Be Done? Be Done? How How Do We Do It? It?

Grade Equivalent Semantic Difficulty Semantic Difficulty Syntactic Complexity Syntactic Complexity

Lexile Framework Semantic Difficulty Semantic Difficulty Syntactic Complexity Syntactic Complexity

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

Rigor/Relevance - All Why Why Do We Need to Change to Change Schools? Schools? What What Needs to Needs to Be Done? Be Done? How How Do We Do It? It?

Characteristics 1.Small Learning Communities 2. High Expectations Especially in LiteracyEspecially in Literacy

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade 5. Data

MCA English LA Indicators / BST Items Tested

State Criterion Reference Test English LA Expectations Tested

State/Regents English LA Performance Indicators Tested

State/Regents Science Performance Indicators Tested

TAKS English LA Student Expectations Tested

Maine English LA Content Standards / Performance Indicators

Maine Mathematics Content Standards / Performance Indicators

CA Standards Test English LA Benchmarks Tested

WESTEST English LA Objectives Tested

Career and Technical Education New York Language Arts Standards/Performance Indicators Commencement – Grade 11 New York State Regents Entrepre- neurship Computer Network Processing Visual Arts & Design Direct Patient Care Ag Production Synthesize information from diverse sources and identify complexities and discrepancies in the information. HHHHHH Write and present research reports, feature articles, and thesis support papers on a variety of topics related to all school subjects HHHHHH Make effective use of language and style to connect the message with the audience and context. LMMMMM Study the social conventions and language conventions of writers from other groups and cultures and use those conventions to communicate with members of those groups. LLLMLL

Arts Education New Jersey Language Arts Literacy Standards/Strands/Learning Expectations Grades 9-12 HSPA Grade 11 Visual Arts Dance MusicTheatre 1. Read developmentally appropriate materials (at an independent level) with accuracy and speed. H HH HH 3. Read a variety of genres and types of text with fluency and comprehension. H MM MH 7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing. H MM MH 7. Interpret how literary devices affect reading emotions and understanding. H LL LH

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade 6. Curriculum 5. Data

Rigor/Relevance Framework

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 Bloom’s Application

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade 6. Curriculum 5. Data 7. Relationships / Reflective Thought

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

Curriculum RigorRigor RelevanceRelevance RelationshipsRelationships Reflective ThoughtReflective Thought

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade 6. Curriculum 5. Data 7. Relationships / Reflective Thought 8. Professional Development

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade 6. Curriculum 5. Data 7. Relationships / Reflective Thought 8. Professional Development 9. Leadership

Rigor/Relevance - All Why Why Do We Need to Change to Change Schools? Schools? What What Needs to Needs to Be Done? Be Done? How How Do We Do It? It?

Next Steps NetworkNetwork Work with select group of schoolsWork with select group of schools

Rigor/Relevance - All Why Why Do We Need to Change to Change Schools? Schools? What What Needs to Needs to Be Done? Be Done? How How Do We Do It? It?

Next Steps NetworkNetwork Work with select group of schoolsWork with select group of schools

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