# Presentation: 875710

## International Center for Leadership in Education

**Dr. Willard R. Daggett**

**Successful Schools****What Makes Them Work**

**Archived Information**

## International Center for Leadership in Education

**Dr. Willard R. Daggett**

**Successful Schools****What Makes Them Work**

## Rigor/Relevance - All

|      Why

Do We Need 
 to Change
   Schools? |     What

  Needs to 
  Be Done? |      How

Do We Do
       It? |
| --- | --- | --- |

## Schools DoMake aDifference

## Characteristics 

- 1.  Small Learning Communities

## Small Learning Communities

- Other Conditions
- Hawthorne Effect

## Characteristics 

- Small Learning Communities

- 2.   High Expectations
- Especially in Literacy

## Characteristics 

- Small Learning Communities

- 2.   High Expectations

- 3.   9th Grade

## Characteristics 

- Small Learning Communities

- 2.   High Expectations

- 3.   9th Grade

- 4.   12th Grade

## 9th  &  12th Grades 

**MS                  HS                     HE**

**12**

**9**

## Characteristics 

- Small Learning Communities

- 2.   High Expectations

- 3.   9th Grade

- 4.   12th Grade

- 5.   Data

## Grade Equivalent

** ****Semantic Difficulty**
** ****Syntactic Complexity**

## Lexile Framework

** ****Semantic Difficulty**
** ****Syntactic Complexity**

## Medical Academy

**Lexile Range**

## Visual Arts & Design Academy

**Lexile Range**

## State/Regents English LAPerformance Indicators Tested

## Career and Technical Education

** **

## Arts Education

## Characteristics 

- Small Learning Communities

- 2.   High Expectations

- 3.   9th Grade

- 4.   12th Grade

- 6.   Curriculum

- 5.   Data

## Curriculum 

- Status Across America
- Curriculum to Instruction

## Curriculum 

- Right Content
- Right Framework
- Right Instruction

## Rigor/Relevance Framework

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

**2.****	****Comprehension **
**3.****	****Application**
**4.****	****Analysis**
**5.****	****Synthesis **
**6.****	****Evaluation**

** ****Knowledge Taxonomy**

##         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**

## Application

**1**

**2**

**3**

**4**

**5**

**Application**

**Knowledge**

***Rigor/Relevance Framework***

## C			D

**C****	****	****	****D**
**A****	****	****	****B**

-   1    2    3    4   5

- 4

- 5

- 6

- 3

- 2

- 1

- Bloom’s

- Application

##   1    2    3    4   5	

-   1    2    3    4   5

- 4

- 5

- 6

- 3

- 2

- 1

- Bloom’s

- Application

**List**

##   1    2    3    4   5	

-   1    2    3    4   5

- 4

- 5

- 6

- 3

- 2

- 1

- Bloom’s

- Application

**Chart**

##   1    2    3    4   5	

-   1    2    3    4   5

- 4

- 5

- 6

- 3

- 2

- 1

- Bloom’s

- Application

**Compare **
**and **
**Contrast**

##   1    2    3    4   5	

-   1    2    3    4   5

- 4

- 5

- 6

- 3

- 2

- 1

- Bloom’s

- Application

**Create**

##   1    2    3    4   5	

-   1    2    3    4   5

- 4

- 5

- 6

- 3

- 2

- 1

- Bloom’s

- Application

**Define**

##   1    2    3    4   5	

-   1    2    3    4   5

- 4

- 5

- 6

- 3

- 2

- 1

- Bloom’s

- Application

**Follow**
** ****Directions**

##   1    2    3    4   5	

-   1    2    3    4   5

- 4

- 5

- 6

- 3

- 2

- 1

- Bloom’s

- Application

**Compare **
**and **
**Contrast**

##   1    2    3    4   5	

-   1    2    3    4   5

- 4

- 5

- 6

- 3

- 2

- 1

- Bloom’s

- Application

**Trouble**
**Shoot**

## C			D

**C****	****	****	****D**
**A****	****	****	****B**

-   1    2    3    4   5

- 4

- 5

- 6

- 3

- 2

- 1

- Bloom’s

- Application

## Culture 

- Protect Instruction Bell to Bell
- Best Work – First Time and On Time
- Less is More
- Continuous Improvement

## Characteristics 

- Small Learning Communities

- 2.   High Expectations

- 3.   9th Grade

- 4.   12th Grade

- 6.   Curriculum

- 5.   Data

- 7.   Relationships / Reflective Thought

## Relationships

- The 3rd “R”
- Driven by Guiding Principles

## Guiding Principles

- Responsibility
- Contemplation
- Initiative
- Perseverance
- Optimism
- Courage

- Respect
- Compassion
- Adaptability
- Honesty
- Trustworthiness
- Loyalty

## Curriculum

- Rigor
- Relevance
- Relationships

- Reflective Thought

## C			D

**C****	****	****	****D**
**A****	****	****	****B**

-   1    2    3    4   5

- 4

- 5

- 6

- 3

- 2

- 1

- Bloom’s

- Application

## Characteristics 

- Small Learning Communities

- 2.   High Expectations

- 3.   9th Grade

- 4.   12th Grade

- 6.   Curriculum

- 5.   Data

- 7.   Relationships / Reflective Thought

- 8.   Professional Development

## Characteristics 

- Small Learning Communities

- 2.   High Expectations

- 3.   9th Grade

- 4.   12th Grade

- 6.   Curriculum

- 5.   Data

- 7.   Relationships / Reflective Thought

- 8.   Professional Development

- 9.   Leadership

## Leadership

- Problem is more people than Technical
- Not Charismatic
- Entrepreneurial	vs.  Bureaucratic
- Performance      vs.  Compliance
- Department Chairs
- Focus on Instruction

## Rigor/Relevance - All

|      Why

Do We Need 
 to Change
   Schools? |     What

  Needs to 
  Be Done? |      How

Do We Do
       It? |
| --- | --- | --- |

## Next Steps

- Network
- Work with select group of schools

## International Center for Leadership in Education, Inc.

- 1587 Route 146
- Rexford, NY  12148
- Phone (518) 399-2776
- Fax (518) 399-7607
- E-mail - info@LeaderEd.com
- www.LeaderEd.com