Preparing Students to be College
and Career Ready
Bill Daggett, Founder and Chairman
March 21, 2014
Growing Gap
School
Improvement
Growing Gap
School
Improvement
Questions
Growing Gap
School
Improvement
Growing Gap
School
Improvement
Growing Gap
School
Improvement
WHY – WHAT - HOW
WHY
Culture Trumps Strategy
70%
Eligible for the Military
•
•
•
•
•
Lack High School Diploma
Cannot Pass Basic Literacy Test
Obesity
Drugs
Incarceration
70%
-Is Increasing at 1% Per Year-
70%
Are they employable?
70%
Are they headed to public
assistance?
Population
1950
Male
Female
Life Expectancy Vs. the Social
Security Retirement Age
90
Female
85
Male
80
75
70
Retirement Age
65
60
1940
1960
1980
2000
2020
2040
2060
Source: 2004 Annual Reports of the Board of Trustees of Social Security and Medicare
Birth Rates, 1920- 2010
Births Per 1,000 women ages 15-44
140
120
100
80
60
40
20
0
1920
1930
1940
1950
1960
1970
1980
Source: National Center For Health Statistics
1990
2000
2010
Pew Research Center
Population
Male
Female
The Changing Landscape
• Technology
What is different here?
Pope Benedict XVI
Pope Francis
Emerging Trends
• Merging of on line providers and gaming
The Changing Landscape
• Technology
• Globalization
The Changing Landscape
• Technology
• Globalization
• Demographics
100 Girls Project
For every 100 women enrolled in college,
77 men are enrolled.
For every 100 girls diagnosed with a special education disability,
217 boys are diagnosed with a special education disability.
For every 100 girls diagnosed with emotional disturbance,
324 boys are diagnosed with emotional disturbance
For every 100 females ages 15 to 19 that commit suicide,
549 males in the same range commit suicide.
For every 100 women ages 18 to 21 in correctional facilities,
1430 men are in correctional facilities .
The Changing Landscape
•
•
•
•
Technology
Globalization
Demographics
Financial
What is your desired outcome?
Begin with the end in mind
Freshmen Needing
Remediation
1. Two Year College – 51.7%
2. Four Year College – 19.9%
Are our Students
College and Career Ready?
College Freshman
Well or Very Well Prepared
- High School Teachers - 89%
- College Instructors – 26%
Source: ACT survey
College Retention Rate
2013
First to Second Year
Two-Year Colleges – 55.5%
Four-Year Colleges – 65.2%
Source: ACT
College Dropout Rate
2013
First to Second Year
Two-Year Colleges – 44.5%
Four-Year Colleges – 34.8%
Source: ACT
Average Graduation Rate
1984-2013
Two-Year Colleges in 3 years – 29.1%
Four-Year Colleges in 5 years – 36.6%
Source: ACT
Maryland 4 Year Public College
Maryland 2 Year Public School
Career Ready
13 Million Americans are
Unemployed
BUT
3.8 million jobs in the
U.S.
remain unfilled
College is a means to an
end
NOT the end
53.6% of Bachelor’s
degree holders under 25
are jobless or underemployed
Source: USDOL – March, 2013
Your Major Matters
A LOT
Bachelor’s Degrees
1. Business
2. General Studies
3. Social Science and History
4. Psychology
5. Health Professions
6. Education
7. Visual and Performing Arts
8. Engineering and Technology
9. Communications and Journalism
10. Computer and Information Science
Source: National Center for Education Statistics
Bachelor’s–Competing Nations
1. Business (1)
2. General Studies (10)
3. Social Science and History (6)
4. Psychology (9)
5. Health Professions (4)
6. Education (5)
7. Visual and Performing Arts (8)
8. Engineering and Technology (2)
9. Communications and Journalism (7)
10. Computer and Information Science (3)
Source: National Center for Education Statistics
48% of employed 4-year
college graduates are in
jobs that require less than
a 4-year degree
Source: Bureau of Labor Statistics
37% of employed 4-year
college graduates are in
jobs that require less than
a high school diploma
Source: Bureau of Labor Statistics
Job Shares by Skill Group, 1980-2010
Percent
High-skill
Upper-middle
Lower-middle
Low-skill
100
80
18.9
25.4
21.3
20.7
60
40
47.1
37.7
12.7
16.2
20
0
1980
2010
2040
Sources: NY Fed Calculations, U.S. Census Bureau
Lost Jobs
• Telemarketers - 99%
source: The Future of Employment
C. Frey and M. Osborne
Lost Jobs
• Telemarketers - 99%
• Secretarial/Adm. Assistant - 96%
source: The Future of Employment
C. Frey and M. Osborne
Lost Jobs
• Telemarketers - 99%
• Secretarial/Adm. Assistant - 96%
• Accountant/Auditors – 94%
source: The Future of Employment
C. Frey and M. Osborne
Lost Jobs
•
•
•
•
Telemarketers - 99%
Secretarial/Adm. Assistant - 96%
Accountant/Auditors – 94%
Retail Salespersons – 92%
source: The Future of Employment
C. Frey and M. Osborne
Lost Jobs
•
•
•
•
•
Telemarketers - 99%
Secretarial/Adm. Assistant - 96%
Accountant/Auditors – 94%
Retail Salespersons – 92%
Technical Writers – 89%
source: The Future of Employment
C. Frey and M. Osborne
Lost Jobs
• Machinists – 65%
source: The Future of Employment
C.Frey and M. Osborne
Lost Jobs
• Machinists – 65%
• Pilots – 55%
source: The Future of Employment
C.Frey and M. Osborne
Lost Jobs
• Machinists – 65%
• Pilots – 55%
• Economist – 43%
source: The Future of Employment
C.Frey and M. Osborne
Lost Jobs
•
•
•
•
Machinists – 65%
Pilots – 55%
Economist – 43%
Health Technologists – 40%
source: The Future of Employment
C.Frey and M. Osborne
College Challenges
1. Success of Graduates
2. Cost
College tuition rates have
increased on average at twice
the rate of inflation in the past
17 years
Source: ACT
2013 college grad average loan
debt was $35,200
Source: ACT
Percent Change Since January 1978
• College • Medicare • Shelter • Consume Price Index • Food
1,200%
1,000%
800%
600%
400%
200%
0
1980
1990
2000
2010
The Growing Call
For
Career Ready
WHAT
Application Model
1.
2.
3.
4.
Knowledge in one discipline
Application within discipline
Application across disciplines
Application to real-world
predictable situations
5. Application to real-world
unpredictable situations
4:00 PM
7:00 PM
9:00 PM
12:00 AM
3:00 AM
6:00 AM
9:00 AM
12:00 PM
3:00 PM
Poh, M.Z., Swenson, N.C., Picard, R.W.
Application Model
1.
2.
3.
4.
Knowledge in one discipline
Application within discipline
Application across disciplines
Application to real-world
predictable situations
5. Application to real-world
unpredictable situations
Knowledge Taxonomy
1.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Reading Study Summary
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High School College
Literature Literature
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
* Source of National Test Data: MetaMetrics
2005 Proficiency
Grade 4 Reading
Proficient
Mississippi
North Carolina
Maryland
New York
Louisiana
Oklahoma
Massachusetts
Wyoming
88 %
82 %
82 %
71 %
65 %
52 %
48 %
47 %
Required
NAEP Score
2009 Proficiency
Grade 4 Reading
Proficient
Kansas
Maryland
New York
Washington
Louisiana
North Carolina
Massachusetts
Mississippi
88 %
87 %
77 %
73 %
71 %
69 %
54 %
52 %
Required
NAEP Score
2005 Proficiency
Grade 4 Reading
Mississippi
North Carolina
Maryland
New York
Louisiana
Oklahoma
Massachusetts
Wyoming
Proficient
Required
NAEP Score
88 %
82 %
82 %
71 %
65 %
52 %
48 %
47 %
161
183
187
207
198
182
234
228
2009 Proficiency
Grade 4 Reading
Kansas
Maryland
New York
Washington
Louisiana
North Carolina
Massachusetts
Mississippi
Proficient
Required
NAEP Score
88 %
87 %
77 %
73 %
71 %
69 %
54 %
52 %
186
187
200
205
192
204
234
210
2009 Proficiency
Grade 4 Reading
Kansas
Maryland
New York
Washington
Louisiana
North Carolina
Massachusetts
Mississippi
Proficient
Required
NAEP Score
88 % (+10)
87 % (+5)
77 % (+6)
73 % (-7)
71 % (+6)
69 % (-13)
54 % (+6)
52 % (-36)
186 (-6)
187 (0)
200 (-7)
205 (+8)
192 (-6)
204 (+19)
234 (0)
210 (+49)
Grade 4 Reading Proficiency
MD
187
TN
170
MA
234
2009 Proficiency
Grade 8 Reading
Texas
Wisconsin
Maryland
Ohio
Arkansas
Florida
Mississippi
California
Proficient
Required
NAEP Score
94 % (+11)
85 % (-1)
80 % (+12)
72 % (-8)
71 % (+14)
54 % (+10)
48 % (-10)
48 % (+9)
201 (-24)
232 (+3)
237 (-8)
251 (+10)
241 (-13)
262 (-3)
254 (+7)
259 (-3)
Grade 8 Reading Proficiency
MO
267
MD
237
TX
201
2009 Proficiency
Grade 4 Mathematics
Maryland
Texas
Wisconsin
Georgia
Ohio
Florida
Arkansas
Massachusetts
Proficient
Required
NAEP Score
89 % (+11)
85 % (+3)
81 % (+7)
75 % (0)
78 % (+13)
75 % (+12)
78 % (+25)
48 % (+9)
208 (-7)
214 (-5)
219 (-16)
218 (+3)
219 (-14)
225 (-5)
216 (-20)
255 (0)
Grade 4 Math Proficiency
MA
255
MD
208
TN
195
2009 Proficiency
Grade 8 Mathematics
Texas
Illinois
Ohio
Maryland
Oklahoma
Mississippi
Massachusetts
Missouri
Proficient
Required
NAEP Score
83 % (+22)
82 % (+28)
71 % (+8)
66 % (+13)
59 % (+8)
54 % (+1)
49 % (+7)
47 % (+32)
254 (-19)
251 (-15)
265 (-9)
271 (-5)
269 (-9)
264 (+2)
300 (-1)
287 (-24)
Grade 8 Math Proficiency
MD
271
TN
229
MA
300
HOW
22nd Annual
Model Schools Conference
Focusing on the end goal: preparing all students for successful futures




Taking control rather than being controlled by the short term agenda
Preparing teachers to provide rigorous and relevant instruction for higher standards
Strategically using technology to maximize the learning experience for all students
Using data to monitor improvement efforts and adjust course nimbly for maximum impact
Register Today! www.modelschoolsconference.com
Leading Change During Challenging
Times-Lessons Learned from Our
Nation’s Most Rapidly Improving
Schools
Bill Daggett, Founder and Chairman
March 21, 2014
HOW
System
Organizational Leadership
Culture Trumps Strategy
Instructional Leadership
Reading Study Summary
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High School College
Literature Literature
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
* Source of National Test Data: MetaMetrics
Grade 8 Reading Proficiency
MO
267
MD
237
TX
201
Teaching
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Rigor/Relevance Framework
6
5
4
3
2
1
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.
C
Express probabilities as fractions,
percents, or decimals.
Classify triangles according to angle size
and/or length of sides.
Calculate volume of simple threedimensional shapes.
Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
A
1
2
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.
D
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.
B
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
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.
Express probabilities as fractions, percents,
or decimals.
Classify triangles according to angle size
and/or length of sides.
Calculate volume of simple threedimensional shapes.
Given the coordinates ofCalculate
a quadrilateral,
plotin a
percentages of advertising
newspaper.
the quadrilateral on a Tour
grid.
the school building and identify examples
C
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.
B
A
1
D
2
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
historical data about local weather to
Calculate percentagesObtain
ofpredict
advertising
in a
the chance of snow, rain, or sun
during year.
newspaper.
Test consumer products and illustrate the
Tour the school buildingdata
and
identify
graphically.
a large school event and calculate
examples of parallelPlan
and
perpendicular
resources
(food, decorations, etc.) you
need to organize and hold this event.
lines, planes, and angles.
Make a scale drawing of the classroom on
grid paper,
each group
using a different
Determine the median and
mode
of real
scale.
data displayed in a histogram.
Organize and display collected data, using
Express probabilities as fractions,
percents,
or decimals.
appropriate
tables, charts, or graphs.
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.
D
C
Classify triangles according to angle size
and/or length of sides.
Calculate volume of simple threedimensional shapes.
Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
B
A
1
2
3
4
5
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Rigor/Relevance Framework
Quad D – Skills and Knowledge
Decision Making
Innovation/Creativity
Goal Setting/Results Driven
Multi Tasking
Work with others
Standards
C
D
A
B
Assessments
C
D
A
B
2 Second Rule
The “two-second rule” is used by a driver who wants to maintain a safe following
distance at any speed. A driver must count two seconds from when the car in front
of him or her passes a fixed point, such as a tree, until the driver passes the same
fixed point. Drivers use this rule to determine the minimum distance to follow a car
traveling at the same speed. A diagram representing this distance is shown.
As the speed of the cars increases, the minimum following distance also increases.
Explain how the “two-second rule” leads to a greater minimum following distance
as the speed of the cars increases. As part of your explanation, include the minimum
following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per
hour.
SAT, ACT, AP
Teaching
Guiding Principles
 Responsibility
 Contemplation
 Initiative
 Perseverance
 Optimism
 Courage
 Respect
 Compassion
 Adaptability
 Honesty
 Trustworthiness
 Loyalty
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)
Learner 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)
Rubrics
Organizational Leadership
Organizational Changes
• Looping
Organizational Changes
• Looping
• Interdisciplinary Chairs
Organizational Changes
• Looping
• Interdisciplinary Chairs
• 9th Grade Electives
Recommendations
Recommendations
• Create a Culture
Culture Trumps Strategy
Recommendations
• Create a Culture
• Needs Assessments
Needs Assessment
Focus
•What is effective?
•What can you impact?
•What is most efficient?
Effectiveness and Efficiency Framework
High
Cost
Low
Cost
Effectiveness and Efficiency Framework
High Student Performance
High
Cost
E
f
f
e
c
t
iv
e
n
e
s
s
Low
Cos
t
Low Student Performance
Effectiveness and Efficiency Framework
High Student Performance
High
Cost
C
A
E
f
f
e
c
t
iv
e
n
e
s
s
D
Low
Cos
t
B
Low Student Performance
Recommendations
• Create a Culture
• Needs Assessments – 20 Day Plan
Recommendations
• Create a Culture
• Needs Assessments – 20 Day Plan
• Model Schools Conference
22nd Annual
Model Schools Conference
Focusing on the end goal: preparing all students for successful futures




Taking control rather than being controlled by the short term agenda
Preparing teachers to provide rigorous and relevant instruction for higher standards
Strategically using technology to maximize the learning experience for all students
Using data to monitor improvement efforts and adjust course nimbly for maximum impact
Register Today! www.modelschoolsconference.com
Recommendations
• Create a Culture
• Needs Assessments – 20 Day Plan
• Model Schools Conference
• Focus on Literacy and Rigor/Relevance
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Reading Study Summary
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High School College
Literature Literature
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
* Source of National Test Data: MetaMetrics
Recommendations
• Create a Culture
• Needs Assessments – 20 Day Plan
• Model Schools Conference
• Focus on Literacy and Rigor/Relevance
• Nextpert
Packed with high-rigor, high-relevance
resources – and still growing
250 Next Generation Assessment Items
200 Model Lessons
2000 Lesson Starters (formerly Gold Seal Lessons)
300 Lesson Plans
Thousands of additional resources – white papers,
videos, courses, tech bulletins, case studies.
Available for purchase as a site license
(school-wide or district-wide)
Visit leadered.com/nextpert
Recommendations
• Create a Culture
• Needs Assessments – 20 Day Plan
• Model Schools Conference
• Focus on Literacy and Rigor/Relevance
• Nextpert
• We Surveys
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 make learning exciting for my
students.
84%
S – My teachers make learning exciting.
40%
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%
Recommendations
• Create a Culture
• Needs Assessments – 20 Day Plan
• Model Schools Conference
• Focus on Literacy and Rigor/Relevance
• Nextpert
• We Surveys
• Yellow Sheets
International Center for
Leadership in Education, Inc.
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
info@LeaderEd.com
www.LeaderEd.com