International Center for Leadership in Education Dr. Willard R. Dagget 21 st Century Skills & Your Leadership February 23, 2011.
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International Center for Leadership in Education
Dr. Willard R. Dagget
21st Century Skills &Your Leadership
February 23, 2011
Schools are Improving
School Improvement
Schools are Improving
School Improvement
Changing World
Skills GapSkills Gap
Schools are Improving
School Improvement
Changing World
School Improvement
Changing World
Schools are Improving
School
Impro
vement
Changing World
Schools are Improving
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
4. Clear Expectations4. Clear Expectations
5. Focus on Instruction 5. Focus on Instruction
6. Structure6. Structure
7. Assessment7. Assessment
8. Monitor/Refine8. Monitor/Refine
8 COMPONENTS8 COMPONENTS
3. Leadership3. Leadership
8 COMPONENTS8 COMPONENTS
• Coherent Vision
• Empowerment
Leadership FocusLeadership Focus
C o n t r o l
Vision Driven
Quad D Leadership Quad D Leadership FrameworkFramework
Low
HighLow
High
C o n t r o l
Vision Driven
AA
Quad D Leadership Quad D Leadership FrameworkFramework
Low
HighLow
High
C o n t r o l
Vision Driven
AA BB
Quad D Leadership Quad D Leadership FrameworkFramework
Low
HighLow
High
C o n t r o l
Vision Driven
AA BB
CC
Quad D Leadership Quad D Leadership FrameworkFramework
Low
HighLow
High
C o n t r o l
Vision Driven
AA BB
DDCC
Quad D Leadership Quad D Leadership FrameworkFramework
Low
HighLow
High
LeadershipLeadership
AA
CC DD
BB
Rules
Results
LeadershipLeadership
AA
CC DD
BB
Control
Empower
Rules
Results
LeadershipLeadership
AA
CC DD
BB
Teaching / Teachers
Learning / Students
Rules Control
Results Empower
LeadershipLeadership
AA
CC DD
BB
Compliance
Engaged
Rules Control Teaching/Teachers
Results Empower Learning / Students
LeadershipLeadership
AA
CC DD
BB
Inputs
Outputs
Compliance Rules Control Teaching/Teachers
Engage Results Empower Learning / Students
Vision Driven LeadershipVision Driven Leadership
AA
CC DD
BB
Rules Control Teaching/Teachers Compliance Inputs
Results Empower Learning / Students Engaged Outputs
C o n t r o l
Vision Driven
AA BB
DDCC
Quad D Leadership Quad D Leadership FrameworkFramework
Low
HighLow
High
1. Create a Culture1. Create a Culture
8 COMPONENTS8 COMPONENTS
Culture Drives Strategy
• Financial Challenges
Larger Context
• New York 15.2%
State Shortfalls
• Alabama 8.6%
State Shortfalls
• Tennessee 9.8%• Alabama 8.6%
State Shortfalls
• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%
State Shortfalls
• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%
State Shortfalls
• New York 15.2%• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%
State Shortfalls
• Colorado 21.6%• New York 15.2%• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%
State Shortfalls
• California 21.6%• Colorado 21.6%• New York 15.2%• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%
State Shortfalls
• Georgia 26.2%• California 21.6%• Colorado 21.6%• New York 15.2%• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%
State Shortfalls
• Illinois 41.5%• Georgia 26.2%• California 21.6%• Colorado 21.6%• New York 15.2%• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%
State Shortfalls
• Nevada 54%• Illinois 41.5%• Georgia 26.2%• California 21.6%• Colorado 21.6%• New York 15.2%• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%
State Shortfalls
THE CLIFF
State ShortfallsState Shortfalls StimulusStimulus
-$100 Billion-$100 Billion
- $4 Billion - $4 Billion
Federal Legislation
Formula
Grants
Population (Billions)
0
0.2
0.4
0.6
0.8
1
1.2
1.4
Debt (Trillions)
0
2
4
6
8
10
12
14
Debt / Person
$51,424
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
Debt / Person
$59,435$51,424
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
Debt / Person
$43,355
$59,435$51,424
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
Debt / Person
$261$191
$43,355
$59,435$51,424
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
Debt / Person
$261$191
$43,355
$63,294
$78,382
$148,291
$59,435$51,424
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
German
y
France
U.K.
Debt / Person
$261$191
$43,355
$620$1,075
$294 $147
$63,294
$78,382
$148,291
$59,435$51,424
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
Germ
any
France
U.K.
Bangla
desh
Brazil
Pakist
an
Indo
nesia
Effective and Efficient Framework
High High CostCost
Low Low CostCost
Effective and Efficient Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
EEffffeeccttiivveenneessss
Effective and Efficient Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
CC DD
AA BB
EEffffeeccttiivveenneessss
• Financial Challenges• Technology
Larger Context
Semantic WebSemantic Web
Analyze DocumentsAnalyze Documents Key words and headers (Google)Key words and headers (Google)
Meaning / ConceptsMeaning / Concepts Wolfram AlphaWolfram Alpha
Complete TaskComplete Task
Implications
Home WorkHome Work Term PaperTerm Paper
SPOTSPOT
• Integrated ProjectionIntegrated Projection
• Projection KeyboardProjection Keyboard
Projection KeyboardProjection Keyboard
Projection Keyboard and ProjectorProjection Keyboard and Projector
LEARN to DO LEARN to DO
LEARN to DO LEARN to DO
vs.vs.
DO to LEARNDO to LEARN
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
Time Spent Online 2.7 hrs/wk
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
Time Spent Online 2.7 hrs/wk 18 hrs/wk
How Much Are Times ChangingHow Much Are Times Changing2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
Time Spent Online 2.7 hrs/wk 18 hrs/wk
CD Sales Revenue $ 943 m
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
Time Spent Online 2.7 hrs/wk 18 hrs/wk
CD Sales Revenue $ 943 m $ 427.9 m
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
Time Spent Online 2.7 hrs/wk 18 hrs/wk
CD Sales Revenue $ 943 m $ 427.9 m
iTunes Downloads 0
How Much Are Times ChangingHow Much Are Times Changing
2000 2010
Daily Google Search 100 m 2 b
Active Blogs 12,000 141 m
Daily E-mails 12 m 247 m
Text Messages 400,000 4.5 b
Daily Newspaper 4,480 1,302
Time Spent Online 2.7 hrs/wk 18 hrs/wk
CD Sales Revenue $ 943 m $ 427.9 m
iTunes Downloads 0 10 b Sou
rce:
New
swee
k –
July
26,
201
0
What will our Students need to:What will our Students need to:
KnowKnow DoDo
Lexile Framework® for Reading Study Summary of Text Lexile Measures
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%)
On-the Job On-the Job Lexile RequirementsLexile Requirements
Construction
1,500
1,400
1,300
1,200
1,100
1,000
900
800
Lexile
Craftsman
Nurse
Sales
Secretary
National Adult Literacy Study 1992
International Center for Leadership in Education 2009
100 % 18 Year Olds
Entry Requirements
Range of Proficiency
2010 High School Graduation Rates
• U.S. 70%
• Denmark 96%
• Japan 93%
• Poland 92%
100 % 18 Year Olds
Entry Requirements
Range of Proficiency
70 % High School Graduate
100 % 18 Year Olds
90+ % College Eligible
Entry Requirements
Range of Proficiency
70 % High School Graduate
40% of College Students40% of College Studentsneed need
RemediationRemediation
100 % 18 Year Olds
90+ % College Eligible
Entry Requirements
Range of Proficiency
70 % High School Graduate
55-60% College Ready
100 % 18 Year Olds
Entry Requirements
Range of Proficiency
70 % High School Graduate
90% Work : Minimal Wage
Lexile Framework® for Reading Study Summary of Text Lexile Measures
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%)
100 % 18 Year Olds
Entry Requirements
Range of Proficiency
70 % High School Graduate
90% Work : Minimal Wage
60-65% Work : Livable Wage
100 % 18 Year Olds
90+ % College Eligible
Entry Requirements
Range of Proficiency
70 % High School Graduate
55-60% College Ready
90% Work : Minimal Wage
60-65% Work : Livable Wage
23% of High School 23% of High School Graduates not eligible Graduates not eligible
for the Militaryfor the Military
100 % 18 Year Olds
90+ % College Eligible
Entry Requirements
Range of Proficiency
70 % High School Graduate
50 % Military Ready
55-60% College Ready
90% Work : Minimal Wage
60-65% Work : Livable
100 % 18 Year Olds
90+ % College Eligible
Entry Requirements
Range of Proficiency
70 % High School Graduate
50 % Military Ready
90% Work : Minimal Wage
60-65% Work : Livable
55-60% College Ready
• Financial Challenges• Technology• Globalization
Larger Context
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 1978.”
Source: The Rise of India and China . . .
U.S. – 2nd Half of 20th Century
• Only Superpower
• Highest per Capita Income
• 1st in Economic Growth
• 5% of Population > 24% of Consumption
Source: National Academy of Science
Work to Worker
PISA 2009
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
22 France 496
25 United Kingdom 494
33 Spain 481
43 Russian Federation 459
48 Mexico 425
53 Brazil 412
57 Indonesia 402
Overall Reading
Scale
Significantly Above OECD
Average
Not Significantly
Different(OECD
Average 493)
Significantly below 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
Elementary Schools6 Years Integrated Science
Biology / Chemistry Grade 7
Biology / Physics Grade 8
Physics / Chemistry Grade 9
Integrated Science Grades 10 - 12
Source: Ed Week 6/6/07
Chinese Science
1. Create a Culture1. Create a Culture
2. Shared Vision/Data2. Shared Vision/Data
8 COMPONENTS8 COMPONENTS
Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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.
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.
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.
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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 PrinciplesGuiding Principles
ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage
RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness 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 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)
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
8 COMPONENTS8 COMPONENTS
C o n t r o l
Vision Driven
AA BB
DDCC
Quad D Leadership Quad D Leadership FrameworkFramework
Low
HighLow
High
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
4. Clear Expectations4. Clear Expectations
8 COMPONENTS8 COMPONENTS
Common Core State Standards
Fewer, Clearer, Higher
We will soon be Evaluated at the Teacher Level
• AYP• Teacher Evaluation
Ohio English Language ArtsIndicators Tested
High Medium Low Grade 3 15 7 69 Grade 4 31 7 46 Grade 5 20 1 64 Grade 6 17 4 61 Grade 7 32 20 29 Grade 8 13 4 62 Grade 9 32 2 42 Grade 10 32 2 42
StateTests
StateStandards
StateTests
StateStandards
Now
StateTests
StateStandards
AA
AA
National Essential Skills Study
State Standards to CCSSExisting State
StandardsNew Common Core
State Standards
State Standards to CCSSExisting State
Standards
New Common Core State Standards
Grade
3
4
5
6
7
8
9
10
New York - English Language Arts 5.88%
- Mathematics 26.62%
Percentage of State Standards Not Aligned to Common Core Standards
ELA Mathematics
FL 2.81 21
HI 3.4 33
IN 16.99 33.41
KY 27.5 24.37
MS 14.89 48.42
NC 15.94 28.7
NY 32.87 30.29
OH 5.88 26.62
OK 8.35 39.36
TN 32 48
Proficiency
Lexile Framework® for Reading Study Summary of Text Lexile Measures
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%)
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
North Carolina 82 %
Texas 81 %
Ohio 77 %
Florida 71 %
Massachusetts 48 %
California 48 %
South Carolina 35 %
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
North Carolina 82 % 183
Texas 81 % 190
Ohio 77 % 199
Florida 71 % 202
Massachusetts 48 % 234
California 48 % 210
South Carolina 35 % 228
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 %
Texas 83 %
Ohio 80 %
Florida 44 %
California 39 %
South Carolina 30 %
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 % 217
Texas 83 % 225
Ohio 80 % 241
Florida 44 % 265
California 39 % 262
South Carolina 30 % 276
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 %
Texas 82 %
Michigan 73 %
Ohio 65 %
Florida 63 %
California 51 %
South Carolina 39 %
Massachusetts 39 %
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 % 203
Texas 82 % 219
Michigan 73 % 222
Ohio 65 % 233
Florida 63 % 230
California 51 % 231
South Carolina 39 % 246
Massachusetts 39 % 255
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
North Carolina 84 %
Ohio 63 %
Texas 61 %
Michigan 61 %
Florida 58 %
Massachusetts 42 %
South Carolina 24 %
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
North Carolina 84 % 247
Ohio 63 % 274
Texas 61 % 273
Michigan 61 % 269
Florida 58 % 269
Massachusetts 42 % 301
South Carolina 24 % 305
NESS &
Lexile
StateTests
StateStandards
CC
AA CC
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
CC
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
CCAA
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
ConsortiumAssessment
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
ConsortiumAssessment
DDAA
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
4. Clear Expectations4. Clear Expectations
8 COMPONENTS8 COMPONENTS
Common Core State Standards
Fewer, Clearer, Higher
AA BB
DDCC
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
4. Clear Expectations4. Clear Expectations
8 COMPONENTS8 COMPONENTS
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
ConsortiumAssessment
DDAA
The NavigatorThe Navigator
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
4. Clear Expectations4. Clear Expectations
5. Focus on Instruction5. Focus on Instruction
8 COMPONENTS8 COMPONENTS
InstructionInstruction NOT NOT
Structure Structure
Gold Seal Lessons
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
Career & Technical Education
Ohio English Language ArtsBenchmarks/Indicators
Grade 10
OTG
Agriculture, Food& Natural Resources
Architecture& Construction
Food P
roducts & P
rocessing Systems
Agribusiness System
s
Pow
er, Structural & T
echnical Systems
Environm
ental Service System
s
Plant System
s
Natural R
esource System
s
Anim
al Systems
Design/ P
re-C
onstruction
Construction
Maintenance/
Operations
1. Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.
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 Arts EducationOhio English Language Arts
Benchmarks/IndicatorsGrade 6
NESSGrade 6
Achievement Test
Visual Arts
Dance Music Theatre
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.
E2E12
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.
E12E13
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.
E2E9
H
5. Select, create and use graphic organizers to interpret textual information.
E6E22E31
M
6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
E2 H
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Teacher Teacher WorksWorks
StudentStudentThinksThinks
Student Thinks Student Thinks and Worksand Works
StudentStudentWorksWorks
High
HighLow
Low
Teacher/Student Roles
Instructional Strategy for
Quadrant D Lessons
Selection of Strategies Based on Rigor/Relevance Framework
Instructional Strategies:
How to Teach for Rigor and
Relevance
What
• AYP• Teacher Evaluation• 3 Year Transition Plan
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
4. Clear Expectations4. Clear Expectations
5. Focus on Instruction 5. Focus on Instruction
6. Structure6. Structure
8 COMPONENTS8 COMPONENTS
Lessons LearnedLessons Learned
1. Looping
Lessons LearnedLessons Learned
1. Looping2. 9th Grade Academy
Lessons LearnedLessons Learned
1. Looping2. 9th Grade Academy
3. Interdisciplinary Department Chairpersons
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
4. Clear Expectations4. Clear Expectations
5. Focus on Instruction 5. Focus on Instruction
6. Structure6. Structure
7. Assessment7. Assessment
8 COMPONENTS8 COMPONENTS
Lexile Framework® for Reading Study Summary of Text Lexile Measures
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%)
Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
Matt
* Source of National Test Data: MetaMetrics
910
Lexile Framework® - Student Profile
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
Matt600
800
1000
1400
1600
1200
HighSchool
LiteratureCollege
Literature
HighSchool
TextbooksCollege
Textbooks
Military
PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
1st
Quarter2nd
Quarter3rd
Quarter4th
Quarter
1. Create a Culture1. Create a Culture
2. Shared Vision2. Shared Vision
3. Leadership3. Leadership
4. Clear Expectations4. Clear Expectations
5. Focus on Instruction 5. Focus on Instruction
6. Structure6. Structure
7. Assessment7. Assessment
8. Monitor/Refine8. Monitor/Refine
8 COMPONENTS8 COMPONENTS
Brain Research
Sight
Connections / Pathways
Prefrontal Cortex
Hearing
Association Area
1919thth Annual Annual
Model Schools ConferenceModel Schools Conference
June 26 – 29, 2011
www.ModelSchoolsConference.com
Effective and Efficient Framework
High High CostCost
Low Low CostCost
Effective and Efficient Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
EEffffeeccttiivveenneessss
Effective and Efficient Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
CC DD
AA BB
EEffffeeccttiivveenneessss
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - info@LeaderEd.com
www.LeaderEd.com
International Center for Leadership in Education, Inc.
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