Preparing Title I Eligible Students for the Challenges and Opportunities of the Common Core State Standards Willard R. Daggett, Founder and Chairman March.

Preparing Title I Eligible Students for the Challenges and Opportunities of the

Common Core State Standards

Willard R. Daggett, Founder and ChairmanMarch 23, 2012

Point of Departure

•Common Core State Standards

Major Changes Impacting Title I Eligible Students

• Fewer Standards

Major ChangesImpacting Title I Eligible Students

• Fewer Standards• Higher Standards

Point of Departure

•Common Core State Standards

•Next Generation Assessments

Major Changes Impacting Title I Eligible Students

• Fewer Standards• Higher Standards• Application Based Assessments

Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable

situations5. Application to real-world unpredictable

situations

• Created the Rigor / Relevance Framework®

Point of Reference


• Became framework for CCSS and NGA

Point of Reference


• Became framework for CCSS and NGA• Lexile, Quantile and NESS research is helping

define proficiency in NGA

Point of Reference



define proficiency in NGA• 5-year study with CCSSO and Gates Foundation

Point of Reference

School Improvement

Schools Are Improving


School Improvement

Changing World

Skills Gap

School Improvement

Changing World


School Improvement

Changing World


School

Impro

vement

Changing World




define proficiency in NGA• 5-year study with CCSSO and Gates Foundation• Work with the early implementers (RttT)

Point of Reference

WHY – WHAT - HOW

WHY


School Improvement

Changing World

The Changing Landscape for Title I Eligible Students

• Technology


• Technology• Globalization


•Technology• Globalization• Financial


• Technology• Globalization• Financial• Demographics

why – WHAT - how

Reading Study Summary

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%)

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



(OECD Average 496)



2 Singapore 562


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



32 Ireland 487

34 Spain 483

38Russian Federation

468

51 Mexico 419

57 Brazil 386

61 Indonesia 371

PISA 2009

Overall Science

Scale



(OECD Average 501)



2 Finland 554


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


20 Ireland 508


27 France 498

36 Spain 488

39 Russian Federation 478

50 Mexico 416

53 Brazil 405

60 Indonesia 383

2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Mississippi 88 %

Georgia 87 %

North Carolina 82 %

Texas 81 %

Ohio 77 %

New York 71%

Arkansas 53 %

Massachusetts 48 %


ProficientRequired

NAEP Score

Georgia 87 %

Texas 84 %

Ohio 82 %

Wisconsin 82 %

New York 77 %

North Carolina 69 %

Massachusetts 54 %

Mississippi 52 %


ProficientRequired

NAEP Score

Mississippi 88 % 161

Georgia 87 % 175

North Carolina 82 % 183

Texas 81 % 190

Ohio 77 % 199

New York 71% 207

Arkansas 53 % 217

Massachusetts 48 % 234


ProficientRequired

NAEP Score

Georgia 87 % 178

Texas 84 % 188

Ohio 82 % 192

Wisconsin 82 % 189

New York 77 % 200

North Carolina 69 % 204

Massachusetts 54 % 234

Mississippi 52 % 210


ProficientRequired

NAEP Score

Georgia 87 % (0) 178 (+3)

Texas 84 % (+3) 188 (-2)

Ohio 82 % (+5) 192 (-7)

Wisconsin 82 % (-1) 189 (0)

New York 77% (+6) 200 (-7)

North Carolina 69 % (-13) 204 (+21)

Massachusetts 54 % (+6) 234 (0)

Mississippi 52 % (-36) 210 (+49)


ProficientRequired

NAEP Score

Texas 94 % (+11)

201 (-24)

Wisconsin 85 % (-1) 232 (+3)

Georgia 77 % (-6) 209 (-15)

Ohio 72 % (-8) 251 (+10)

New York 68 % (+19)

247 (-21)

Florida 54 % (+10)

262 (-3)

Mississippi 48 % (-10) 254 (+7)

California 48 % (+9) 259 (-3)

2009 Proficiency2009 ProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

New York 87 % (0) 207 (0)

North Carolina 81 % (-10) 220 (+17)

Mississippi 58 % (-21) 223 (+17)

Georgia 75 % (0) 218 (+3)

Ohio 78 % (+13)

219 (-14)

Florida 75 % (+12)

225 (-5)

Arkansas 78 % (+25)

216 (-20)

Massachusetts 48 % (+9) 255 (0)

2009 Proficiency2009 ProficiencyGrade 8 MathematicsGrade 8 Mathematics

ProficientRequired

NAEP Score

Texas 83 % (+22)

254 (-19)

New York 80 % (+12)

249 (-26)

North Carolina 80 % (-4) 253 (+6)

Florida 66 % (+8) 266 (-3)

Ohio 59 % (+8) 269 (-9)

Arkansas 61 % (+27)

267 (-21)

Mississippi 54 % (+1) 264 (+2)

Massachusetts 49 % (+7) 300 (-1)


• Fewer• Clearer• Higher• Different

Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable

situations5. Application to real-world unpredictable

situations

Knowledge Taxonomy1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

1

2

3

4

5

6

1 2 3 4 5

A B

DC

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.

1

2

3

4

5

6

1 2 3 4 5

A B

DC• 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


•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• 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 median and mode of real data displayed in a histogram.



1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

Where Are the JobsNon-Routine

Routine• Rules Driven• Problem Solving• Less Innovation/Creativity

• Results Driven• Decision Making• More Innovation / Creativity

1980 2011

Where Are the Jobs

• Write an Algorithm• Can be Digitized• Can be Outsourced

• Cannot Write an Algorithm• Cannot be Digitized• Cannot be Outsourced

1980 2011

Non-Routine

Routine

Quad DSkills and Knowledge

for Title I Eligible Students

• Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with Others


• Fewer• Clearer• Higher• Different

RIGOR

RELEVANCE

AA BB

DDCC


Title I Eligible Title I Eligible Students’ Students’ TEACHERTEACHER

WorksWorks

Title I Eligible Title I Eligible StudentStudentThinksThinks

Title I Eligible Title I Eligible Student Thinks Student Thinks

ANDAND Works Works

Title I Eligible Title I Eligible StudentStudentWorksWorks

High

HighLow

Low

Teacher/Title I Eligible Student Roles

Performance Task drawn from the Ohio Performance Assessment Project.



• Interpreting distance-time graphs in a real-world context

• Realizing “to the left” is faster

• Understanding points of intersection in that context (they’re tied at the moment)

• Interpreting the horizontal line segment

• Putting all this together in an explanation

why – what - HOW

1587 Route 146Rexford, NY 12148

Phone (518) 399-2776Fax (518) 399-7607

E-mail - [email protected]

Preparing Title I Eligible Students for the Challenges and Opportunities of the Common Core State Standards Willard R. Daggett, Founder and Chairman March.

Documents

world slide

indonesia371 slide

indonesia383 slide

oecd average slide

nga point of reference

generation assessments

skills gap slide

different oecd average