Create a Culture to Support Change

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Create a Culture to Support Change
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Criteria

• Core Academic 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)

3
Are we teaching / assessing the right standards
for success in school and beyond?
4

• Right Standards
• Are we teaching / assessing to an adequate level
  of proficiency for post high school success?

5

• Right Standards
• Right level of proficiency
• Are we teaching / assessing ALL students ability
  to apply the standard to post high school
  responsibility?

6
Are we teaching / assessing the right standards
for success in school and beyond?
7
Hawaii HCPS III English LA Benchmarks Tested
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Hawaii HCPS III Mathematics Benchmarks Tested
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Sample Career and Technical Education
 
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Sample Arts Education
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Comparison

• High-priority rankings do not always mean a high
  number of standards and assessment items.
• Lower ranked skills are oftentimes assessed
  multiple times on state tests.
• NESS items may align to state standards multiple
  times but those skills and standards are not
  assessed to the same degree, if at all.

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• Right Standards
• Are we teaching / assessing to an adequate level
  of proficiency for post high school success?

13
2005-06 Lexile Framework for Reading Study
Summary of Text Lexile Measures
Interquartile Ranges Shown (25 - 75)
1600
1400
1200
Text Lexile Measure (L)
1000
800
600
High School Literature
College Literature
High School Textbooks
College Textbooks
Military
Personal Use
Entry-Level Occupations
SAT 1, ACT, AP
Source of National Test Data MetaMetrics
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Quantile Framework

• Numbers and Operations
• Algebra / Patterns Functions
• Data Analysis Probability
• Measurement
• Geometry

15
2005-06 Quantile Framework for Math
StudySummary of Quantile Measures
Interquartile Ranges Shown (25 - 75)
1500
1400
1300
1200
11th
10th
1100
Quantile Measure (Q)
1000
8th
900
800
700
600
500
Personal Use
High School
Employment
First-Year College
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Mapping 2005 State Proficiency Standards Onto the
NAEP Scales
Research and Development Report June 2007
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NAEP Study Cautions

• Standards Vary
• Time of Test
• Conditions / Requirements of Test

But . . .
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NAEP Study
19
2005 ProficiencyGrade 4 Reading
20
2005 ProficiencyGrade 4 Reading
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NAEP vs. State
NAEP Proficient Cut Score (238)
NAEP Equivalent Score
NAEP Basic Cut Score (208)
Source NCES - 2005 4th Grade Reading
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NAEP vs. State
NAEP Proficient Cut Score (238)
NAEP Equivalent Score
SC
NAEP Basic Cut Score (208)
NC
Source NCES - 2005 4th Grade Reading
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NAEP vs. State
NAEP Proficient Cut Score (238)
NAEP Equivalent Score
MA
SC
NAEP Basic Cut Score (208)
CA
HI
FL
TX
NC
Source NCES - 2005 4th Grade Reading
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2005 ProficiencyGrade 8 Reading
25
2005 ProficiencyGrade 8 Reading
26
NAEP vs. State
NAEP Proficient Cut Score (281)
NAEP Equivalent Score
NAEP Basic Cut Score (243)
Source NCES - 2005 8th Grade Reading
27
NAEP vs. State
NAEP Proficient Cut Score (281)
NAEP Equivalent Score
SC
NAEP Basic Cut Score (243)
NC
Source NCES - 2005 8th Grade Reading
28
NAEP vs. State
NAEP Proficient Cut Score (281)
NAEP Equivalent Score
SC
FL
HI
CA
NAEP Basic Cut Score (243)
TX
NC
Source NCES - 2005 8th Grade Reading
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2005 ProficiencyGrade 4 Mathematics
30
2005 ProficiencyGrade 4 Mathematics
31
NAEP vs. State
NAEP Equivalent Score
NAEP Proficient Cut Score (249)
NAEP Basic Cut Score (214)
Source NCES - 2005 4th Grade Math
32
NAEP vs. State
NAEP Equivalent Score
NAEP Proficient Cut Score (249)
SC
NAEP Basic Cut Score (214)
NC
Source NCES - 2005 4th Grade Math
33
NAEP vs. State
NAEP Equivalent Score
NAEP Proficient Cut Score (249)
MA
HI
SC
FL
CA
NAEP Basic Cut Score (214)
MI
TX
NC
Source NCES - 2005 4th Grade Math
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2005 ProficiencyGrade 8 Mathematics
35
2005 ProficiencyGrade 8 Mathematics
36
NAEP vs. State
NAEP Equivalent Score
NAEP Proficient Cut Score (299)
NAEP Basic Cut Score (262)
Source NCES - 2005 8th Grade Math
37
NAEP vs. State
NAEP Equivalent Score
NAEP Proficient Cut Score (299)
SC
NAEP Basic Cut Score (262)
NC
Source NCES - 2005 8th Grade Math
38
NAEP vs. State
NAEP Equivalent Score
NAEP Proficient Cut Score (299)
MA
SC
HI
FL
TX
NAEP Basic Cut Score (262)
MI
NC
Source NCES - 2005 8th Grade Math
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• Right Standards
• Right level of proficiency
• Are we teaching / assessing ALL students ability
  to apply the standard to post high school
  responsibility?

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Rigor/Relevance For All Students
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Knowledge Taxonomy

• 1. Awareness
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

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Application Model

• 1. Knowledge in one discipline
• 2. Application within discipline
• 3. Application across disciplines
• 4. Application to real-world predictable
  situations
• 5. Application to real-world unpredictable
  situations

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Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
44
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
45
Rigor/Relevance Framework
6

• 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.

• 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
5
4
3

• 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.

2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
6

• 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.

• 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

• 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.

5
4
3

• 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.

2
B
A
1
1
2
3
4
5
47
Rigor/Relevance Framework
6

• 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.

• 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.

• 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.

D
C
5
4
3

• 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.

2
B
A
1
1
2
3
4
5
48
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
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Rigor/Relevance Framework
Teacher/Student Roles
KNOWLEDGE
D
C
Student Think
Student Think Work
B
A
Teacher Work
Student Work
A P P L I C A T I O N
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You are invited toA Special Session for Hawaii
EducatorsRemediate, Reteach, and Enrich

• During Annual Model Schools Conference
• July 3, 2007
• 830AM
• Blue Room
• Omni Shoreham Hotel
• Washington, DC
• Kaplan LessonBank  Bringing Rigor and Relevance
  to Remediation and Reteaching in Math and
  Language Arts looks at the challenges teachers
  face in finding effective instructional materials
  to target remediation to individuals, small
  groups, or whole classes. Participants are
  introduced to Kaplans web-based lesson library
  and investigate ways in which these lessons can
  help teachers turn student performance data into
  efficient action plans that differentiate
  instruction and propel student achievement
• info_at_kaplank12.com

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International Center for Leadership in Education,
Inc.
1587 Route 146 Rexford, NY 12148 Phone (518)
399-2776 Fax [phone] E-mail -
info_at_LeaderEd.com www.LeaderEd.com