International Center for Leadership in Education Dr. Willard R. Daggett National Tech Prep Conference Tech Prep and CTE at a Crossroads October 15, 2004.
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International Center for Leadership in Education
Dr. Willard R. Daggett
National Tech Prep ConferenceTech Prep and CTE at a Crossroads
October 15, 2004
Rigor/Relevance - AllRigor/Relevance - All
WhyWhy
Do We Need Do We Need
to Changeto Change
Schools?Schools?
WhatWhat
Needs to Needs to
Be Done?Be Done?
HowHow
Do We DoDo We Do
It?It?
Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB
1964 IBM System / 360 Mainframe1964 IBM System / 360 Mainframe
Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB
Today’s iPod Minis = 4 GBToday’s iPod Minis = 4 GB
1964 IBM System / 360 Mainframe1964 IBM System / 360 Mainframe
Number Crunching Number Crunching Information Processing PowerInformation Processing Power
Moore’s LawMoore’s Law
Computer Megabytes Cost Cost Per
Megabyte
1992 IBM
Compaq 2 $3 – 4K $1.5 – 2K
2003 Dell
Gateway 256 $1 – 1.3K $4 - $5
2012 ? 16,384 $3 - 400 $0.02
Information TechnologyInformation Technology
• ProcessingProcessing
• CommunicationsCommunications
Bio TechnologyBio Technology
• Biological ScienceBiological Science
• Practical ApplicationPractical Application
Nano TechnologyNano Technology
• Atom UpAtom Up
Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20002000
Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20042004
Info TechInfo Tech
Nano TechNano Tech
Bio TechBio Tech
20082008
SPOTSPOT
• MicrosoftMicrosoft– CitizenCitizen– FossilFossil– SuuncoSuunco
SPOTSPOT
• Integrated ProjectionIntegrated Projection
• Projection KeyboardProjection Keyboard
Projection KeyboardProjection Keyboard
Bio / NanoBio / Nano
TechnologyTechnology
Skills GapSkills Gap
Rigor/Relevance - AllRigor/Relevance - All
WhyWhy
Do We Need Do We Need
to Changeto Change
Schools?Schools?
WhatWhat
Needs to Needs to
Be Done?Be Done?
HowHow
Do We DoDo We Do
It?It?
Grade EquivalentGrade Equivalent
Semantic DifficultySemantic Difficulty
Syntactic ComplexitySyntactic Complexity
Lexile FrameworkLexile Framework
Semantic DifficultySemantic Difficulty
Syntactic ComplexitySyntactic Complexity
16 Career Clusters16 Career ClustersDepartment of EducationDepartment of Education
Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications
Business and Administration Architecture and Construction
Education and Training Finance
Health Science Hospitality and Tourism
Human Services Information Technology
Law and Public Safety Manufacturing
Government and Public Administration Retail, Wholesale, and Service
Scientific Research and Engineering Transportation, Distribution, and Logistics
Reading RequirementsReading RequirementsFindingsFindings
Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16
Consistent Across CountryConsistent Across Country
Ad
van
ced
Lexile Reading Level Range: 850-930
Inte
rmed
iate
Lexile Reading Level Range: 940-1090
En
try
Lev
el
Lexile Reading Level Range: 1000-1140
Human ServicesHuman Services
A
dva
nce
d
Lexile Reading Level Range: 1310-1390
Inte
rmed
iate
Lexile Reading Level Range: 1250-1340
En
try
Lev
el
Lexile Reading Level Range: 1310-1350
ConstructionConstruction
Ad
van
ced
Lexile Reading Level Range: 1310-1440
Inte
rmed
iate
Lexile Reading Level Range: 1280-1310
En
try
Lev
el
Lexile Reading Level Range: 1280-1330
ManufacturingManufacturing
Rigor/Relevance - AllRigor/Relevance - All
WhyWhy
Do We Need Do We Need
to Changeto Change
Schools?Schools?
WhatWhat
Needs to Needs to
Be Done?Be Done?
HowHow
Do We DoDo We Do
It?It?
CharacteristicsCharacteristics
1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations
• Especially in LiteracyEspecially in Literacy
CharacteristicsCharacteristics
1.1. Small Learning CommunitiesSmall Learning Communities
2. High Expectations2. High Expectations
3. 93. 9thth Grade Grade
CharacteristicsCharacteristics
1.1. Small Learning CommunitiesSmall Learning Communities
2. High Expectations2. High Expectations
3. 93. 9thth Grade Grade
4. 124. 12thth Grade Grade
CharacteristicsCharacteristics
1.1. Small Learning CommunitiesSmall Learning Communities
2. High Expectations2. High Expectations
3. 93. 9thth Grade Grade
4. 124. 12thth Grade Grade5. Data5. Data
MCA English LAIndicators / BST Items Tested
High Medium Low
Grades K - 3MCA Grade 3
3 7 14
Grades 4 - 5MCA Grade 5
7 11 12
Grades 6 - 8BST Grade 8
7 0 24
Grades 9 - 12MCA ReadingGrade 10
4 3 6
MCA & BSTGrade 10
4 0 15
www.daleicle.org/cm.htm
State Criterion Reference Test English LA Expectations Tested
High Medium Low
Grades K - 4 26 0 62
Grades 5 - 8 35 0 19
Grades 9 - 12 36 0 25
www.daleicle.org/cm.htm
State/Regents English LAPerformance Indicators Tested
High Medium Low
Grade 4 18 4 15
Grade 8 16 2 19
Grade 11 22 5 9
www.daleicle.org/cm.htm
State/Regents SciencePerformance Indicators Tested
High Medium Low
Grade 4 23 8 4
Grade 8 43 3 30
Earth Science 39 16 3
Biology 29 0 0
Chemistry 4 18 26
Physics 4 19 22
www.daleicle.org/cm.htm
TAKS English LAStudent Expectations Tested
High Medium Low
Grade 3 16 16 73
Grade 4 38 0 84 Grade 5 17 7 99 Grade 6 15 13 110 Grade 7 46 0 92 Grade 8 9 19 110 Grade 9 17 4 77 Grade 10 33 0 63
Grade 11 33 0 66
www.daleicle.org/cm.htm
Maine English LA Content Standards / Performance Indicators
High Medium Low
Grades 3 - 4 Test Grade 4 15 2 33
Grades 5 - 8 Grade 8 24 3 35
High School Test Grade 11 22 10 34
www.daleicle.org/cm.htm
Maine Mathematics Content Standards / Performance Indicators
High Medium Low
Grades 3 - 4 Test Grade 4 7 11 7
Grades 5 - 8 Grade 8 8 11 16
High School Test Grade 11 5 14 12
www.daleicle.org/cm.htm
CA Standards Test English LABenchmarks Tested
High Medium Low Grade 3 23 9 19 Grade 4 25 5 23 Grade 5 19 7 17 Grade 6 18 12 20 Grade 7 19 9 18 Grade 8 24 3 22 Grade 9 26 8 29 Grade 10 26 8 29 Grade 11 21 5 29
29
www.daleicle.org/cm.htm
WESTEST English LAObjectives Tested
High Medium Low
Grade 3 12 3 13
Grade 4 11 5 10
Grade 5 15 6 17
Grade 6 13 8 17
Grade 7 13 4 20
Grade 8 11 3 19
Grade 10 10 4 24
www.daleicle.org/cm.htm
Career and Technical EducationCareer 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.
H H H H H H
Write and present research reports, feature articles, and thesis support papers on a variety of topics related to all school subjects
H H H H H H
Make effective use of language and style to connect the message with the audience and context.
L M M M M M
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.
L L L M L L
Arts EducationArts Education
New Jersey Language Arts LiteracyStandards/Strands/Learning Expectations
Grades 9-12
HSPAGrade 11
Visual Arts
Dance Music Theatre
1. Read developmentally appropriate materials (at an independent level) with accuracy and speed.
H H H H H
3. Read a variety of genres and types of text with fluency and comprehension. H M M M H
7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.
H M M M H
7. Interpret how literary devices affect reading emotions and understanding. H L L L H
CharacteristicsCharacteristics
1.1. Small Learning CommunitiesSmall Learning Communities
2. High Expectations2. High Expectations
3. 93. 9thth Grade Grade
4. 124. 12thth Grade Grade
6. Curriculum6. Curriculum5. Data5. Data
Rigor/Relevance Rigor/Relevance FrameworkFramework
1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline3. Application across 3. Application across
disciplinesdisciplines4. Application to real-world 4. Application to real-world
predictable situationspredictable situations5. Application to real-world 5. Application to real-world
unpredictable situationsunpredictable situations
1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
CharacteristicsCharacteristics
1.1. Small Learning CommunitiesSmall Learning Communities
2. High Expectations2. High Expectations
3. 93. 9thth Grade Grade
4. 124. 12thth Grade Grade
6. Curriculum6. Curriculum5. Data5. Data
7. Relationships / Reflective Thought7. Relationships / Reflective Thought
Guiding PrinciplesGuiding Principles ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage
RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness LoyaltyLoyalty
CurriculumCurriculum• RigorRigor• RelevanceRelevance• RelationshipsRelationships
• Reflective ThoughtReflective Thought
CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade
6. Curriculum6. Curriculum5. Data5. Data
7. Relationships / Reflective Thought7. Relationships / Reflective Thought8. Professional Development8. Professional Development
CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade
6. Curriculum6. Curriculum5. Data5. Data
7. Relationships / Reflective Thought7. Relationships / Reflective Thought8. Professional Development8. Professional Development
9. Leadership9. Leadership
Rigor/Relevance - AllRigor/Relevance - All
WhyWhy
Do We Need Do We Need
to Changeto Change
Schools?Schools?
WhatWhat
Needs to Needs to
Be Done?Be Done?
HowHow
Do We DoDo We Do
It?It?
Next StepsNext Steps• NetworkNetwork• Work with select group of schoolsWork with select group of schools
Rigor/Relevance - AllRigor/Relevance - All
WhyWhy
Do We Need Do We Need
to Changeto Change
Schools?Schools?
WhatWhat
Needs to Needs to
Be Done?Be Done?
HowHow
Do We DoDo We Do
It?It?
Next StepsNext Steps• NetworkNetwork• Work with select group of schoolsWork with select group of schools
International Center for Leadership in Education, Inc.1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - info@LeaderEd.com
www.LeaderEd.com
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