International Center for Leadership in Education Dr. Willard R. Daggett Nations Most Successful Secondary Schools Lessons Learned January 9, 2009.

International Center for Leadership in Education

Dr. Willard R. Daggett

Nations Most Successful Secondary Schools

Lessons LearnedJanuary 9, 2009

International Center Finding • Nation’s top performing

• Nation’s most rapidly improving

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

(26th)

WHY - WHAT - HOW

WHY - WHAT - HOW

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 median and mode of real data displayed in a histogram






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 median and mode of real data displayed in a histogram.


LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

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

• 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.

21st Century Workers The Millennials:

• Don’t want to work independently

• Want to socialize with their boss

• Don’t see work as a central issue in their life

• Want to make contributions to society

Neal Howe – Millennials in the Workplace (2008)

The 21st Century Worker • 84% of Millennials believe their

generation will have a Bill Gates

• 66% believe they will know that person

• 25% believe they are that person

Source – Gallup Survey

The 21st Century Worker • 6 of 10 workers ages 21 to 30 say they

are losing motivation in the workplace because their boss isn’t giving enough praise.

Source – Leadership IO, 2007

The 21st Century Worker • 82% wrote “job security” as the most

important characteristic of a job

• Higher than salary and opportunity for promotion

Source – Monster Trek, 2007

WHY - WHAT - HOW

Successful PracticesSuccessful Practices

- - Instruction vs StructureInstruction vs Structure



- Interdisciplinary Departments- Interdisciplinary Departments

TAKS English LAStudent Expectations Tested

High Medium Low

Grade 3 16 0 89

Grade 4 39 0 83 Grade 5 18 0 105 Grade 6 20 0 119 Grade 7 46 0 92 Grade 8 21 0 117 Grade 9 27 0 71 Grade 10 33 0 63

Grade 11 34 0 65

Texas Career and Technical Education

Texas English Language ArtsEssential Knowledge and Skills/

Student ExpecationsEnglish II - 10th Grade

English III - 11th Grade (Exit)

TAKS

Ag Services

CarpentryAdm.

Assist.Health Science

Machinist10t

h11th

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas. H H H M H H M

(G) analyze strategies that writers in different fields use to compose. L L L L M L L

(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience];

H H H M H H H

(D) interpret the possible influences of the historical context on a literary work. H H M L M M L

(B) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility;

H H H H H H H

Texas Arts EducationTexas Mathematics

Essential Knowledge and Skills/Student Expectations

7th Grade

TAKS Visual Arts Dance Music Theatre

(A) represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers;

H H H H H

(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

H H H H H

(D) use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;

H M M M M

(B) use properties to classify shapes including triangles, quadrilaterals, pentagons, and circles;

L H M L H

(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

H H H H H




- Looping- Looping




- Looping- Looping

- Electives to grades 7-9- Electives to grades 7-9




- Looping- Looping

- Electives to grades 7-9- Electives to grades 7-9

- Multiple Discipline Exams- Multiple Discipline Exams

Survey Tools for Rigor, Relevance and

Relationships

We Learn Student Survey

We Teach Instructional Staff Survey

We Lead Leadership Survey

Teacher vs. Student Comparison

T – Instruction in my class is student centered.

93%

S – Instruction in class is student centered.

59%


T – Student literacy levels are measured continuously at this school.

70%

S – My reading ability is measured regularly.

39%


T – I use assessments to plan and adjust my instruction.

88%

S – My teachers use test results to adjust their instruction.

55%


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%


T – Students in my classroom engage in hands-on activities.

88%

S – We do lots of hands-on activities in my classes.

45%


T – I encourage students to explore career pathways.

80%

S – My teachers encourage me to explore different careers.

49%


T – I make learning exciting for my students.

84%

S – My teachers make learning fun. 40%


T – I encourage students to use multiple resources when solving problems.

93%

S – My teachers encourage me to use many resources to solve problems.

65%


T – I am aware of my students’ interests outside of school.

87%

S – My teachers know my interests outside of school.

30%


T – I recognize students when they demonstrate positive behavior in school.

95%

S – Good citizenship is rewarded in this school.

40%


T – I know my students’ academic interests and goals.

84%

S – My teachers know my academic interests and goals.

35%


T – I know what my students are passionate about.

78%

S – My teachers know what I love to do outside of school.

28%


A – The school administration clearly communicates the goals of the school to staff.

69%

T – I know the goals my school is working on this year.

46%

Survey Tools for Rigor, Relevance and

Relationships

We Learn Student Survey

We Teach Instructional Staff Survey

We Lead Leadership Survey

Technology and Schools

Professional Development

Online within Courses

Online

Courses

Traditional

Courses

Online Schools Online within Schools

Online Learners

Successful Practices Network

• Mission• Rigor, Relevance, and

Relationship for ALL Learners

• Good to Great

• Best Practices

• Sustainability

17th Annual Model Schools Conference17th Annual Model Schools ConferenceJune 28- July 1, 2009June 28- July 1, 2009

Atlanta Atlanta

Visit www.LeaderEd.com for more informationVisit www.LeaderEd.com for more information

Mark Your Calendar!

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - [email protected]

www.LeaderEd.com

International Center for Leadership in Education, Inc.

International Center for Leadership in Education Dr. Willard R. Daggett Nations Most Successful Secondary Schools Lessons Learned January 9, 2009.

Documents

blooms application slide

th slide

collected data

historical data

application model

differentlength sides

mode of real data

different scale