Sustaining Innovation Disruptive Innovation And Disruptive Innovation

System Innovation

Sustaining Innovation Disruptive Innovation

Coherence Fidelity Scalable Adaptable Scalable

Sustaining Innovation Coherence Fidelity Adaptable Scalable Sustaining Innovation

Disruptive Innovation Coherence Fidelity Adaptable Scalable Disruptive Innovation

How to be a Creator…. Outcome: Decide what you want to accomplish. Obvious: Determine the strongest beliefs you have about the outcome. Opposite: Create a statement (s) contradicting these beliefs. Opportunity: Stretch your mind to come up with an idea you’ve never thought before.

THE IMPLEMENTATION DIP…. THE POSSIBILITY CURVE.. Fullan--1990

VERSIONS

AGENDA Opening Thoughts Four Major Challenges Generation Gap and Learning Traits of Top Performers Key Strategies Rigor, Relevance, Relationships ???? The Learning Criteria Closing Advice

Rigor Relevance Relationships

Rigor/Relevance Framework International Center for Leadership in Education, Inc. Rigor/Relevance Framework

Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Recall Knowledge

Assimilation of knowledge Thinking Continuum Acquisition of knowledge

Application Model

Application Model 1 Knowledge of one discipline 2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations

Action Continuum Acquisition of knowledge Application of knowledge

Rigor/Relevance Framework Knowledge 6 5 4 3 2 Application 1 1 2 3 4 5

Teacher/Student Roles Rigor/Relevance Framework Teacher/Student Roles D C Student Think Student Think & Work RIGOR High A B Teacher Work Student Work Low Low High RELEVANCE

D C B A Rigor/Relevance Framework Difficult RIGOR High Low Low High Solve quadratic equations Determine cost efficent heating for new home design RIGOR High A B Describe function of gas spectrophotometer Troubleshoot lawnmower that doesn’t start Low Low High RELEVANCE

D C B A Rigor/Relevance Framework Easy RIGOR High Low Low High Compare captialism and socialism RIGOR High Write a letter to the editor A B Make change as cashier without working register Low Count by 5s to 100 Low High RELEVANCE

Rigor/Relevance Framework KNOWLEDGE 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. A B A P P L I C A T I O N

Rigor/Relevance Framework KNOWLEDGE D C • 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. A B A P P L I C A T I O N

Rigor/Relevance Framework KNOWLEDGE • 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 A B A P P L I C A T I O N

Rigor/Relevance Framework KNOWLEDGE • 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 C A B A P P L I C A T I O N

Did Students Get it Right? Rigor/Relevance Framework Did Students Get it Right? D C Rational Answer Right Questions RIGOR High A B Right Answer Right Procedure Low Low High RELEVANCE

Rigor/Relevance Framework Primary Assessments Rigor/Relevance Framework KNOWLEDGE • Portfolio • Product Performance • Interview • Self Reflection • Extended Response • Product Performance • Process • Performance • Product Performance • Multiple Choice • Constructed Response A P P L I C A T I O N

Suggestion for Sequencing Learning Don’t always start in Quadrant A Consider starting with real world problems Use inquiry for launching activities Use variety of individual and group student work

Rigor Relevance Relationships

Relevance Relationships Rigor

Relationships Relevance Rigor

Relationships X Relevance X Rigor = Life, College, Work Ready Students R x R x R = LCWRS Relationships X Relevance X Rigor = Life, College, Work Ready Students

“It is virtually impossible to make things relevant for or expect personal excellence from a student you don’t know.” Carol Ann Tomlinson

You can’t teach kids you don’t know….

Participation Gap Self-Worth: Self-Worth occurs when students know they are valued members of the community; have a person they can trust; believe they can achieve. Active Engagement: Active Engagement happens when students are deeply involved in the learning process. Purpose: Purpose exits when students take responsibility for who and what they want to become.

STUDENT ASPIRATIONS / PARTICIPATION GAP Belonging SELF WORTH Heroes Relationships Sense of Accomplishment ACTIVE ENGAGEMENT Fun & Excitement Curiosity & Creativity Relevance Spirit of Adventure PURPOSE Leadership & Responsibility Rigor Confidence to Take Action

NATIONAL DATA Delusional Discrepancies Copyright 2008 Quaglia Institute NATIONAL DATA Delusional Discrepancies I am proud of my school. T = 85 S = 50 I am excited to be working with students. T = 96 Teachers enjoy working with students. S = 56 Students have fun at school. T = 78 School is boring. S = 47 Students make school an exciting place to work. T = 87 Teachers make school an exciting place to learn. S = 31 I have fun at school. T = 85 Teachers have fun at school. S = 39 Students care if I am absent from school. T = 78 Teachers care if I am absent from school. S = 46 I enjoy working here. T = 88 I enjoy being at school. S = 50 This is why school change doesn’t work. Middle and High data Teachers must be having fun somewhere as the kids say only 39% have fun in school and teachers say they have fun 85% of time…. Teachers enjoy being there…. 88%.. Only 50% of kids like being there. 37

NATIONAL DATA I am excited to tell my colleagues Sad Similarities I am excited to tell my colleagues when I do something well. T = 59 I am excited to tell my friends when I get good grades. S = 57 I see myself as a leader. T = 75 S = 58 My colleagues see me as a leader. T = 50 Other students see me as a leader. S = 34 I feel comfortable asking questions in staff meetings. T = 66 I feel comfortable asking questions in class. S = 66 Colleagues see me as a leader is less than I see myself .. As well with student. Copyright 2008 Quaglia Institute 38

Aspirations: the ability to dream and set goals for the future, while being inspired in the present to reach those dreams.

AGENDA Opening Thoughts Four Major Challenges Generation Gap and Learning Traits of Top Performers Key Strategies Rigor, Relevance, Relationships ???? The Learning Criteria Closing Advice

Commander’s Intent Develop and implement plans to support and enhance 21st Century Teaching & Learning

Three Question Exercise What will the world be like 20 years from now? What skills will your child need to be successful in that world? What would learning look like if it was designed around your answers?

20th Century Learning Teacher-directed Direct Instruction Knowledge Content Basic Skills Theory Curriculum Individual Classroom Summative Assessed Learning for School

21st Century Learning A Better Balance Teacher-directed Direct Instruction Knowledge Content Basic Skills Theory Curriculum Individual Classroom Summative Assessments Learning for School Learner-centered Collaborative Construction Skills Process Higher-order Thinking Practice Life Skills Group Community Formative Evaluations Learning for Life A Better Balance

Learning Criteria to Support 21st Rigor/Relevance Framework Century Learners Components of School Excellence Rigor/Relevance Framework Core Academic Learning Stretch Learning Learner Engagement Personal Skill Development Embrace a Common Vision and Goals Inform Decisions Through Data Systems Empower Leadership Teams to Take Action and Innovate Clarify Student Learning Expectations Adopt Effective Instructional Practices Address Organizational Structures Monitor Progress/Improve Support Systems Refine Process on an Ongoing Basis 6 5 4 3 2 1 1 2 3 4 5 A B C D

How do you want learning evaluated?

Evaluation Systems Many of our systems are incomplete because we… - over- measure some things and - don’t measure others enough.

What is it that you will stand for as “Learning in Your School What is it that you will stand for as “Learning in Your School?” What makes your school different from others? How do you communicate learning to the public? What do you tell parents their children will achieve? What will your graduates be like?

The Learning Criteria helps you put into action what you believe about learning.

Success Beyond the Test Core Academics Stretch Learning Learner Engagement Personal Skill Development

Learning Criteria to Support 21st Century Learners Every school has its own DNA. School success is measurable beyond the tests. Data must drive school improvement initiatives. School growth and continuous improvement must be an ongoing, collaborative process. International Center for Leadership in Education, Inc.

Dimensions Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

K8 Core Academic Learning Sample Data Indicators Percentage of students meeting proficiency level of state testing requirements (required) Achievement levels on standardized tests/assessments other than state exams [e.g., Lexile, Developmental Reading Assessments, STAR, Scholastic Reading Inventory, etc.] Percentage of performance-based assessments aligned with state and district standards used in reading, math, writing, and science (portfolio development, student-led conferencing, etc.) Percentage of students requiring remediation (summer school or tutorial) in reading, mathematics Follow-up surveys of academic achievements of students as they move to middle school/high school

9-12 Core Academic Learning Sample Data Indicators Percentage of students meeting proficiency level on state tests (required) Average scores on ACT/SAT/PSAT Achievement levels on standardized tests other than state assessments Percentage of students requiring English/math remediation in college Percentage of students graduating high school in four years

Core Learning Student Outcomes School Performance Sustained Disaggregated Benchmarked (Target)

Dimensions 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)

K- 8 Stretch Learning Sample Data Indicators More than one year’s growth in literacy per grade Interdisciplinary work and projects (problem based learning) Students reading at least 60% non-fiction each day and using research-based comprehension Students participate in daily enrichment courses (music, art, physical education, foreign language, etc.) Completion of three or more years of world language before grade 6 Number of students enrolled in choice-based academic explorations e.g. electives, clubs, independent studies, expert groupings, etc. Number of students involved in self-regulated learning opportunities such as peer coaching, student-led conferencing, student & teacher data notebooks, peer data conferencing, etc.

9-12 Stretch Learning Sample Data Indicators Interdisciplinary work and projects (e.g., senior exhibition) Participation/test scores in International Baccalaureate courses Average number of college credits earned by graduation (dual enrollment) Enrollment in AP courses/scores on AP exams/percentage achieving >2 (online) Percent of students completing career majors or career/technical education programs Four or more credits in a career area (online) Four or more credits in arts (online) Earning of specialized certificates (e.g., Microsoft, Cisco Academy) (online)

Stretch Learning Student Outcomes School Performance Sustained Disaggregated Benchmarked (Target)

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) 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)

K8 Learner Engagement Sample Data Indicators Student satisfaction surveys Student risk behaviors (Asset Survey) Attendance rate Discipline referrals Tardiness Student participation in classroom and school leadership (Junior Leadership Team, etc.)

9-12 Learner Engagement Sample Data Indicators Student satisfaction surveys Student risk behaviors (asset survey) Attendance rate Participation rate in extracurricular activities % of students taking ACT/SAT Tardiness rate % of students going to two and four year colleges

Learner Engagement Student Outcomes School Performance Sustained Disaggregated Benchmarked (Target)

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) 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)

K-8 Personal Skill Development Sample Data Indicators Participation or hours in service learning Students holding leadership position in clubs, classrooms, or sports Time management Ability to plan and organize work Respect for diversity Reduction in number of student incidences of conflict Follow-up survey of middle school students on development of personal skills

9-12 Personal Skill Development Sample Data Indicators Participation or hours in service learning Students holding leadership positions in clubs or sports Assessment of personal skills: time management, ability to plan and organize work, Leadership/followership, etc. Respect for diversity Work as a member of a team Trustworthiness, perseverance, other character traits Follow-up survey of graduates on development of personal skills

Personal Skill Development Student Outcomes School Performance Sustained Disaggregated Benchmarked (Target)

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) 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)

Learning Criteria Student Evaluations Student-centered … not School-centered

Core Academics State Achievement Test Results SAT/ACT Results Grade Point Average Full Schedule in Four Core Subjects

Stretch Learning Advanced Placement (AP) Results IB Participation CTE Program Participation 3 or More Years in a 2nd Language Course Specialized Certification National Student Organization Membership College-Sponsored HS Course Credits 3 or More Science Lab Courses Special Education Declassification Specialized Art and Music Advanced Diploma Sequence Options Growth in Lexile Reading Measure

Learner Engagement On Schedule to Graduate with Cohort Group Attendance Rate Tardiness Rate Submits Homework Assignments on Time Community Service No Discipline Referrals Participation in Clubs/Extracurricular Activities Participation in Athletics

Personal Skill Development Internships/Shadowing Opportunities Service Learning Opportunities Career Planning Activities “Soft Skills” Curriculum JROTC Portfolio Research Project Quadrant D Activities

Learning Criteria Student Evaluations Core Academics Stretch Learning Learner Engagement Personal Skill Development

Learner Engagement (15 pts. Max for Each) On Schedule to Graduate with Cohort Group Attendance Rate Tardiness Rate Submits Homework Assignments on Time Community Service No Discipline Referrals Participation in Extracurricular Activities Participation in Interscholastic Sports

Measure what matters Achieve what you believe. Learning Criteria to Support 21st Century Learners Measure what matters Achieve what you believe.

AGENDA Opening Thoughts Four Major Challenges Generation Gap and Learning Traits of Top Performers Key Strategies Rigor, Relevance, Relationships ???? The Learning Criteria Closing Advice

Is my desire for success to improve my system or classroom strong enough to prompt me to change my thinking?

Am I unleashing the enthusiasm of “possibility thinking” to find solutions for even seemingly impossible situations?

The things we fear most in organizations, fluctuations, disturbances, imbalances, are the primary sources of innovation. Meg Wheatley

The Invisible Difference Passion Commitment

We can complain about the troubling inadequacies of the present ----

or we can face them.

We can talk and dream about the glorious schools of the future ---

OR WE CAN CREATE THEM!

AGENDA Opening Thoughts Four Major Challenges Generation Gap and Learning Traits of Top Performers Key Strategies Rigor, Relevance, Relationships ???? The Learning Criteria Closing Advice