# Archived Information

# 

# \[Slide 1\]

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# Title: Successful Schools: What Makes Them Work?

Author: Dr. Willard R. Daggett, International Center for Leadership in
Education

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\[Slide 2\] Same as Slide 1

\[Slide 3\]

-   Why do we need to change schools?

-   What needs to be done?

-   How do we do it?

\[Slide 4\] Schools do make a difference!

\[Slide 5\] Characteristics

1.  Small Learning Communities

\[Slide 6\] Small Learning Communities

-   Other Conditions

-   Hawthorne Effect

\[Slide 7\] Characteristics

1.  Small Learning Communities

2.  High Expectations

-   Especially in Literacy

\[Slide 8\] Characteristics

1.  Small Learning Communities

2.  High Expectations

3.  Ninth Grade

\[Slide 9\] Characteristics

1.  Small Learning Communities

2.  High Expectations

3.  Ninth Grade

4.  Twelfth Grade

\[Slide 10\] Ninth and Twelfth Grades

# 

Diagram: Rectangle lying on its longer side represents the continuum of
education from Middle School, to Ninth Grade into High School and then
on to Twelfth Grade, and finally into Higher Education. End of Diagram.

# 

\[Slide 11\] Characteristics

1.  Small Learning Communities

2.  High Expectations

3.  Ninth Grade

4.  Twelfth Grade

5.  Data

\[Slide 12\] Grade Equivalent

-   Semantic Difficulty

-   Syntactic Complexity

\[Slide 13\] Lexile Framework

-   Semantic Difficulty

-   Syntactic Complexity

\[Slide 14\] Medical Academy

A vertical bar graph indicating the skills medical academies require and
the skills the students have against scores of eight hundred to sixteen
hundred in increments of one hundred. The students have an average score
of slightly less than one thousand and scores seem to be normally
distributed, although the standard deviation cannot be determined. Core
textbooks at the medical academy require students to have scores
slightly above one thousand and up to thirteen hundred. Specialty
textbooks require scores of almost thirteen hundred. The post
high-school requirement is slightly more than fourteen hundred. End of
graph.

\[Slide 15\] Visual Arts and Design Academy

A vertical bar graph indicating the skills visual arts and design
academies require and the skills students have against scores from eight
hundred to sixteen hundred in increments of one thousand. The students
have an average score of between nine hundred and a thousand and scores
seem to be normally distributed, although the standard deviation cannot
be determined. Core textbooks at the visual arts and design academy
require students to have scores between one thousand and fifty and
almost thirteen hundred. Specialty textbooks require scores of just
below twelve hundred, and the post-high school requirement is
approximately eleven hundred and fifty. End of graph.

\[Slide 16\] State/Regents English Language Arts Performance Indicators
Tested

This is an unlined table comparing, from left to right, high, medium,
and low English language arts performance indicators (X axis) in grades,
from top to bottom, 4, 8, and 11 (Y axis). Grade 4 has a low English
language performance indicator of 15, a medium performance indicator of
4, and a high performance indicator of 18. Grade 8 has a low English
language performance indicator of 19, a medium performance indicator of
2, and a high performance indicator of 16. Finally, grade 11 has a low
English language performance indicator of 9, a medium performance
indicator of 5, and a high performance indicator of 22. End of table.

\[Slide 17\] Career and Technical Education

This is a table indicating which careers and the New York State Regents
(X axis) require various New York Language Arts Standards and
Performance Indicators (Y axis).

The New York State Regents, entrepreneurship, computer network
processing, visual arts and design, direct patient care, and "ag
production" all require high functioning on the indicators
"Synthesiz\[ing\] information from diverse sources and identify
complexities and discrepancies in the information" and "Writ\[ing\] and
present\[ing\] research reports, feature articles, and thesis support
papers on a variety of topics related to all school subjects".

The careers require less of the remaining two indicators. The New York
State Regents requires low functioning of "mak\[ing\] effective use of
language and style to connect the message with the audience and content"
whereas all other careers, entrepreneurship, computer network
processing, visual arts and design, direct patient care, and "ag
production" require medium skills in language and style to connect the
message to the audience and content.

Finally, visual arts and design requires medium skills in "study\[ing\]
the social conventions and language conventions of writers from other
groups and cultures and us\[ing\] those conventions to communicate with
members of those groups" whereas all other careers: the New York State
Regents, entrepreneurship, computer network processing, direct patient
care, and "ag production" require low skills in studying and using
social and language conventions to communicate to diverse readers. End
of table.

\[Slide 18\] Arts Education

This is a table indicating how art, music, theater, and dance (X axis)
require each of four New Jersey Language Arts Literacy learning
expectations (Y axis).

The New Jersey Grade 11 High School Proficiency Assessment and visual
arts, dance, music, and theater all require high proficiency in
"read\[ing\] developmentally appropriate materials at an independent
level with accuracy and speed."

The High School Proficiency Assessment and theater both require high
proficiency in two learning expectations: "Read\[ing\] a variety of
genres and types of text with fluency and comprehension" and
"demonstrat\[ing\] personal style and voice effectively to support the
purpose and engage the audience in a piece of writing." Visual arts,
dance, and music require medium proficiency in the reading and the style
and voice learning expectations.

Finally, the High School Proficiency Assessment and theater require high
proficiency in "interpret\[ing\] how literary devices affect reading
emotions and understanding." Visual arts, dance, and music require low
proficiency with literary devices. End of table.

\[Slide 19\] Characteristics

1.  Small Learning Communities

2.  High Expectations

3.  Ninth Grade

4.  Twelfth Grade

5.  Data

6.  Curriculum

\[Slide 20\] Curriculum

-   Status Across America

-   Curriculum to Instruction

\[Slide 21\] Curriculum

-   Right Content

-   Right Framework

-   Right Instruction

\[Slide 22\] Rigor/Relevance Framework

\[Slide 23\] Knowledge Taxonomy

1.  Awareness

2.  Comprehension

3.  Application

4.  Analysis

5.  Synthesis

6.  Evaluation

\[Slide 24\] 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

\[Slide 25\] Rigor/Relevance Framework

Illustration: an unlined graph with 1 to 5 on the Y axis (Knowledge) and
1 to 5 on the X axis (Application). End of graph.

# 

# \[Slide 26\] Levels

Illustration: Again, a graph with 1 to 6 on the Y axis (Bloom's) and 1
to 5 on the X axis (Application), with dividing lines horizontally at
the Y equals 3 position and vertically at the X equals 2 and a half
position. Quadrants created in this fashion are labeled: C (upper left),
D (upper right), A (lower left), and B (lower right). End of graph.

# 

\[Slide 27\] Nutrition

Illustration, Again, as in Slide 26, a graph with 1 to 6 on the Y axis
(Bloom's) and 1 to 5 on the X axis (Application), with dividing lines
horizontally at the Y equals 3 position and vertically at the X equals 2
and a half position. However, the lower left quadrant is labeled "List".
End of graph..

\[Slide 28\] Nutrition

Illustration: Again, as in Slides 26 and 27, a graph with 1 to 6 on the
Y axis (Bloom's) and 1 to 5 on the X axis (Application), with dividing
lines horizontally at the Y equals 3 position and vertically at the X
equals 2 and a half position. However, the lower right quadrant is
labeled "Chart". End of graph.

\[Slide 29\] Nutrition

Illustration: Again, as in Slides 26 through 28, a graph with 1 to 6 on
the Y axis (Bloom's) and 1 to 5 on the X axis (Application), with
dividing lines horizontally at the Y equals 3 position and vertically at
the X equals 2 and a half position. However, the upper left quadrant is
labeled "Compare and Contrast". End of graph.

\[Slide 30\] Nutrition

Illustration: Again, as in Slides 26 through 29, a graph with 1 to 6 on
the Y axis (Bloom's) and 1 to 5 on the X axis (Application), with
dividing lines horizontally at the Y equals 3 position and vertically at
the X equals 2 and a half position. However, the upper right quadrant is
labeled "Create". End of graph.

\[Slide 31\] Information

Illustration: Again, as in Slides 26 through 30, a graph with 1 to 6 on
the Y axis (Bloom's) and 1 to 5 on the X axis (Application), with
dividing lines horizontally at the Y equals 3 position and vertically at
the X equals 2 and a half position. However, the lower left quadrant is
labeled "Define". End of graph.

\[Slide 32\] Information

Illustration: Again, as in Slides 26 through 31, a graph with 1 to 6 on
the Y axis (Bloom's) and 1 to 5 on the X axis (Application), with
dividing lines horizontally at the Y equals 3 position and vertically at
the X equals 2 and a half position. However, the lower right quadrant is
labeled "Follow Directions". End of graph.

\[Slide 33\] Information

Illustration: Again, as in Slides 26 through 32, a graph with 1 to 6 on
the Y axis (Bloom's) and 1 to 5 on the X axis (Application), with
dividing lines horizontally at the Y equals 3 position and vertically at
the X equals 2 and a half position. However, the upper left quadrant is
labeled "Compare and Contrast". End of graph.

\[Slide 34\] Information

Illustration: Again, as in Slides 26 through 33, a graph with 1 to 6 on
the Y axis (Bloom's) and 1 to 5 on the X axis (Application), with
dividing lines horizontally at the Y equals 3 position and vertically at
the X equals 2 and a half position. However, the upper right quadrant is
labeled "Trouble Shoot". End of graph.

\[Slide 35\] Levels

A repeat of Slide 26. Illustration: Again, a graph with 1 to 6 on the Y
axis (Bloom's) and 1 to 5 on the X axis (Application), with dividing
lines horizontally at the Y equals 3 position and vertically at the X
equals 2 and a half position. Quadrants created in this fashion are
labeled: C (upper left), D (upper right), A (lower left), and B (lower
right). End of graph.

# \[Slide 36\] Culture 

## Protect Instruction Bell to Bell

## Best Work -- First Time and On Time

## Less is More

## Continuous Improvement

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# \[Slide 37\] Characteristics 

## Small Learning Communities

## High Expectations

## Ninth Grade

## Twelfth Grade

## Data

## Curriculum

## Relationships and Reflective Thought 

# \[Slide 38\] Relationships

## The Third "R"

## Driven by Guiding Principles

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\[Slide 39\] Guiding Principles

-   Responsibility

-   Respect

-   Contemplation

-   Compassion

-   Initiative

-   Adaptability

-   Perseverance

-   Honesty

-   Optimism

-   Trustworthiness

-   Courage

-   Loyalty

# \[Slide 40\] Curriculum

## Rigor

## Relevance

## Relationships

-   Reflective Thought

\[Slide 41\] Levels

A repeat of Slide 26 and Slide 35. Illustration: Again, a graph with 1
to 6 on the Y axis (Bloom's) and 1 to 5 on the X axis (Application),
with dividing lines horizontally at the Y equals 3 position and
vertically at the X equals 2 and a half position. Quadrants created in
this fashion are labeled: C (upper left), D (upper right), A (lower
left), and B (lower right). End of graph.

# 

# \[Slide 42\] Characteristics 

## Small Learning Communities

## High Expectations

## Ninth Grade

## Twelfth Grade

## Data

## Curriculum

## Relationships and Reflective Thought

## Professional Development

# \[Slide 43\] Characteristics 

##  Small Learning Communities

## High Expectations

## Ninth Grade

## Twelfth Grade

## Data

## Curriculum

## Relationships and Reflective Thought

## Professional Development

## Leadership

\[Slide 44\] Leadership

## Problem is more people than Technical 

## Not Charismatic 

## Entrepreneurial versus Bureaucratic

## Performance versus Compliance

## Department Chairs

## Focus on Instruction

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# \[Slide 45\] Rigor/Relevance - All

# Why Do We Need To Change Schools?

# What Needs To Be Done?

# How Do We Do It?

# 

# \[Slide 46\] Next Steps

## Network

## Work with select group of schools

\[Slide 47\]

International Center for Leadership in Education, Incorporated

## 1587 Route 146

## Rexford, New York Zip Code 12148

## Phone with area code: (518) 399-2776

## Fax with area code: (518) 399-7607

## E-mail address: info@LeaderEd.com

# Web link: www.LeaderEd.com