WELCOME To 2013 CONNECTION CONFERENCE

Preparing Students for the 21 st Century – Lessons Learned from our Nations Most Rapidly Improving Schools Bill Daggett, Founder and Chairman March 13, 2013

School Improvement Growing Gap Readiness Changing World

School Improvement Growing Gap Changing World

School Improvement Growing Gap Changing World

School Improvement Growing Gap Changing World

Culture Organizational Leadership

70%

Eligible for the Military Lack High School Diploma Can Not Pass Basic Literacy Test Obesity Drugs Prison

70% -Is Increasing at 1% Per Year-

70% Are they employable?

70% Are they headed to public assistance?

The Changing Landscape Technology

Analyze Documents o Keywords and Headers (Google) Meaning / Concepts o Wolfram Alpha Complete Task Semantic Web

2 + 2 Integrate x^2 sin^3 x dx gdp francewhat is the gdp of france?what is the gdp of france / italyinternet users in europe springfield Weather Springfield

Homework Implications

Homework Term Paper Implications

Integrated Projection Projection Keyboard SPOT

Projection Keyboard

Projection Keyboard and Monitor

Technology should work for youto be there when you need it and get out of your way when you dont. Google X started Project Glass to build this kind of technology, one that helps you explore and share your world, putting you back in the moment. Project Glass

Download any movie, website, or piece of information into your glasses or contact lenses

Todays students live in a hyper-connected world, except in school OR are they also connected in school but we just dont know it?

Information is everywhere. In this changing world, sense-making and the ability to evaluate the credibility of information are paramount.

Technology Financial The Changing Landscape

2011 US Federal Budget -borrowing 41% of every dollar it is spending

Federal Obligations $534,000 per household More than 5 times Mortgages Car Loans College Loans Credit Cards

Technology Financial Globalization The Changing Landscape

Shenzhen Fishing Village

Only Superpower Highest per Capita Income 1 st in Economic Growth 5 % of Population Greater than 24 % of Consumption U.S. – 2 nd Half of 20 th Century Source: National Academy of Science

PISA Shanghai-China556 2 Korea539 3 Finland536 4 Hong Kong-China533 5 Singapore526 6 Canada524 7 New Zealand521 8 Japan520 9 Australia Netherlands United States Germany Ireland France United Kingdom Spain Russian Federation Mexico Brazil Indonesia402 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average

PISA 2009 Overall Math Scale Significantly Above OECD Average Not Significantly Different (OECD Average 496) Significantly below OECD Average 1 Shanghai-China600 2 Singapore562 3 Hong Kong-China555 4 Korea546 6 Finland541 9 Japan Canada Netherlands New Zealand Australia Germany France United Kingdom United States Ireland Spain Russian Federation Mexico Brazil Indonesia371

PISA 2009 Overall Science Scale Significantly Above OECD Average Not Significantly Different (OECD Average 501) Significantly below OECD Average 1 Shanghai-China575 2 Finland554 3 Hong Kong-China549 4 Singapore542 5 Japan539 6 Korea538 7 New Zealand532 8 Canada Australia Netherlands Germany United Kingdom Ireland United States France Spain Russian Federation Mexico Brazil Indonesia383

Technology Financial Globalization Demographics The Changing Landscape

Technology Financial Globalization Demographics The Changing Landscape

Population FemaleMale

70%

Museum

Recommendations Start with Staff 1/3 Power of Discovery

21 st Annual Model Schools Conference Effective and efficient practices for improving student achievement in times of decreasing resources and increasing expectations Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations Providing effective instructional approaches for special populations June 30 – July 3 | Washington, D.C.

Text Lexile Measure (L) 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 Reading Study Summary Interquartile Ranges Shown (25% - 75%)

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 Model

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. 2 Second Rule

Preparing for the Challenges and Opportunities of the Common Core State Standards Bill Daggett, Founder and Chairman March 13, 2013

School Improvement Growing Gap Changing World

Common Core State Standards

Next Generation Assessments Next Generation Assessments Common Core State Standards

Next Generation Assessments Next Generation Assessments Fewer Common Core State Standards

Next Generation Assessments Next Generation Assessments Fewer Clearly Common Core State Standards

Next Generation Assessments Next Generation Assessments Fewer Clearly Higher Common Core State Standards

High expectations Instructional Leadership

Text Lexile Measure (L) 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 Reading Study Summary Interquartile Ranges Shown (25% - 75%)

2005 Proficiency Grade 4 Reading Illinois does not have 2005 Data Proficient Required NAEP Score Mississippi 88 % Georgia 87 % Wisconsin 83 % Texas 81 % Ohio 77 % New York 71% Arkansas 53 % Massachusetts 48 %

2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 % Texas 84 % Ohio 82 % Wisconsin 82 % New York 77% Illinois 74 % Mississippi 52 % Massachusetts 52 %

2005 Proficiency Grade 4 Reading Illinois does not have 2005 Data Proficient Required NAEP Score Mississippi 88 %161 Georgia 87 %175 Wisconsin 83 %189 Texas 81 %190 Ohio 77 %199 New York 71%207 Arkansas 53 %217 Massachusetts 48 %234

2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 %178 Texas 84 %188 Ohio 82 %192 Wisconsin 82 %189 New York 77%200 Illinois 74 %198 Mississippi 52 %210 Massachusetts 52 %234

2009 Proficiency Grade 4 Reading Illinois does not have 2005 Data Proficient Required NAEP Score Georgia 87 % (0)178 (+3) Texas 84 % (+3)188 (-2) Ohio 82 % (+5)192 (-7) Wisconsin 82 % (-1)189 (0) New York 77% (+6)200 (-7) Illinois 74 %198 Mississippi 52 % (-36)210 (+49) Massachusetts 52 % (+4)234 (0)

2009 Proficiency Grade 8 Reading Proficient Required NAEP Score Texas 94 % (+11)201 (-24) Wisconsin 85 % (-1)232 (+3) Illinois 83 % (+11)234 (-11) Ohio 72 % (-8)251 (+10) Arkansas 71 % (+14)241 (-13) New York 68 % (+19)247 (-21) Mississippi 48 % (-10)254 (+7) California 48 % (+9)259 (-3)

2009 Proficiency Grade 4 Mathematics Illinois does not have 2005 Data Proficient Required NAEP Score New York 87 % (+0)207 (+0) Illinois 85 %207 Mississippi 58 % (-21)223 (+17) Georgia 75 % (0)218 (+3) Ohio 78 % (+13)219 (-14) Florida 75 % (+12)225 (-5) Arkansas 78 % (+25)216 (-20) Massachusetts 48 % (+9)255 (0)

2009 Proficiency Grade 8 Mathematics Proficient Required NAEP Score Texas 83 % (+22)254 (-19) Illinois 82 % (+28)251 (-25) New York 80 % (+24)249 (-26) Ohio 71 % (+8)265 (-9) Oklahoma 59 % (-8)269 (+11) Mississippi 54 % (+1)264 (+2) Massachusetts 49 % (+7)300 (-1) Missouri 47 % (+32)287 (-24)

Next Generation Assessments Next Generation Assessments Fewer Clearly Higher Different Common Core State Standards

Rigor and Relevance Teaching

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

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 Model

Levels Blooms CDCDABABCDCDABAB Application

Rigor/Relevance Framework A B 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. 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. 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.

Rigor/Relevance Framework A B D C 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. 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.

Rigor/Relevance Framework A B 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. 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. 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.

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. 2 Second Rule

Performance Task drawn from the Ohio Performance Assessment Project. Available at,

A B D C

Levels Blooms CDCDABABCDCDABAB Application

Blooms Application Test Rigor/Relevance Framework

Blooms Application Test CTE/ Jobs Rigor/Relevance Framework

Blooms Application Test CTE/ Jobs College Ready Rigor/Relevance Framework

Blooms Application Test CTE/ Jobs Career Ready College Ready Rigor/Relevance Framework

High expectations Curriculum Instructional Leadership

High expectations Curriculum Literacy and math Instructional Leadership

High expectations Curriculum Literacy and math Data-driven Instructional Leadership

Take off the plate

Next Network

State Standards to State Tests Road Map

ISAT/PSAE English LA Benchmarks Tested

ISAT/PSAE Mathematics Benchmarks Tested

State Tests State Standards

Road Map State Standards to State Test State Standards to Research

National Essential Skills Study (NESS)

NESS Study Subgroup Rankings ELA Skill: Write clear and concise directions or procedures. GroupRank Overall9 Business/Industry2 Other Non-educators10 English Language Arts Teachers25 Other Educators8

NESS Study Subgroup Rankings ELA Skill: Give clear and concise oral directions. GroupRank Overall7 Business/Industry3 Other Non-educators9 English Language Arts Teachers28 Other Educators7

NESS Study Subgroup Rankings Math Skill: Apply the Pythagorean Theorem to right triangles. GroupRank Overall20 Business/Industry29 Other Non-educators31 Mathematics Teachers4 Other Educators24

NESS Study Subgroup Rankings Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error. GroupRank Overall12 Business/Industry3 Other Non-educators10 Mathematics Teachers30 Other Educators8

Proficiency

Reading Study Summary Text Lexile Measure (L) 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 Interquartile Ranges Shown (25% - 75%)

NESS & Lexile State Tests State Standards

Gold Seal Lessons NESS & Lexile State Tests State Standards A

Gold Seal Lessons

Gold Seal Lessons NESS & Lexile State Tests State Standards Consortium Assessment

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. 2 Second Rule

Performance Task drawn from the Ohio Performance Assessment Project. Available at,

Illinois Career and Technical Education Illinois English Language Arts Goals/Standards/Benchmarks Grade 11 PSAE Grade 11 Data Not Available Agriculture and Natural Resources Architecture and Construction Ag Production AgMechanics Ag Services(AgBusiness) NaturalResources ArchitecturalDraftingCluster Building Trades Apply information to a described situation. MMHHHM Use comparison/contrast to identify how information in a passage has similar or different characteristics. MMMMMM Identify and interpret the authors purpose and point of view in expository texts and literary passages. MMMMMM Explain how dialogue is used in a given passage to develop characters and create mood. LLLLLL Determine an author's implied meaning by drawing conclusions based on facts, events, images, patterns, symbols, etc. found in the text. HHHHHH Identify elements of fiction (e.g., theme, tone, mood, foreshadowing, symbolism, irony, imagery). LLLLLL

A Look to the Future Focused and Sustained Professional Development

Doctor

Pilot

Career and Technical Education at a Crossroads Bill Daggett, Founder and Chairman March 13, 2013

These Are the Best of Times

These Are the Worst of Times

School Improvement Growing Gap Changing World

School Improvement Growing Gap Changing World

School Improvement Growing Gap Changing World

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

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 Model

Levels Blooms CDCDABABCDCDABAB Application

Rigor/Relevance Framework A B 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. 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. 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.

Rigor/Relevance Framework A B D C 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. 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.

Rigor/Relevance Framework A B 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. 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. 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.

Levels Blooms CDCDABABCDCDABAB Application

Blooms Application Test Rigor/Relevance Framework

Blooms Application Test CTE/ Jobs Rigor/Relevance Framework

Blooms Application Test CTE/ Jobs College Ready Rigor/Relevance Framework

Blooms Application Test CTE/ Jobs Career Ready College Ready Rigor/Relevance Framework

Academics

Layers of non-sequential but increasingly complex knowledge

College Ready

Rules K-12 Culture

Rules Regulation K-12 Culture

Rules Regulation Certification K-12 Culture

Rules Regulation Certification Tenure K-12 Culture

Rules Regulation Certification Tenure Contracts K-12 Culture

Rules Regulation Certification Tenure Contracts Teachers Trained K-12 Culture

Rules Regulation Certification Tenure Contracts Teachers Trained Physical Plant K-12 Culture

Career Ready

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 Career Ready

College Ready

Text Lexile Measure (L) 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 Reading Study Summary Interquartile Ranges Shown (25% - 75%)

Career Ready

Requires Both Vertical and Horizontal Integration Career Ready

Blended Model

– Incremental Change (Improving Core Practices) 2 – Innovative Change ( Fundamental Change of Core Practice) 3 – Transformational Change ( Affect Entire System) Evolution of Change Model

Downloaded 1 billion times Average of 800 bird launches per download Collectively 800 billion birds launched Over 600 million minutes played per day 400,000 years of time played Angry Birds

– Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT) Technology in Schools

Pencil Budget

– Training all teachers to grade essays 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance Grading of Papers

1 1 – Learning Together Learning

– Student-run technology P.D. (survey/3 levels) 2 – Teachers are given technology IEP with students as their mentors 3 – Top 1/3 rd students and teachers create alternative instructional delivery system Professional Development

Reading Study Summary Text Lexile Measure (L) 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 Interquartile Ranges Shown (25% - 75%)

Lexile Framework ® for Reading Study Summary of Text Lexile Measures Text Lexile Measure (L) 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 Interquartile Ranges Shown (25% - 75%)

Lexile Framework ® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA Text Lexile Measure (L) Matt 910 * Source of National Test Data: MetaMetrics

Lexile Framework ® - Student Profile Text Lexile Measure (L) 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 Matt High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter

Career Ready Network

School Improvement Growing Gap Changing World

Effectiveness and Efficiency Framework High Cost Low Cost

High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst Effectiveness and Efficiency Framework

High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst Effectiveness and Efficiency Framework CDCDABABCDCDABAB

Class Size EffectiveEfficient

Summer School EffectiveEfficient

Student-Teacher Relationship Effective Efficient

Application of Knowledge EffectiveEfficient

Professional Development Effective Efficient

Teacher Expectations and Clarity EffectiveEfficient

Assessment to Inform and Differentiate Instruction Effective Efficient

Literacy Strategies Effective Efficient

Student Teacher PD Prior Achieve Form. Eval. Teacher Clarity Meta Strats. Literacy Strats. Peer Tutor Class Size Ability Group Teach Test Summer School

Greatest Impact Culture of High Expectations Relevance of Instruction Strong Relationships

School Improvement Growing Gap Changing World

A Look to the Future Will Require a Comprehensive Solution

No Formula

21 st Annual Model Schools Conference Effective and efficient practices for improving student achievement in times of decreasing resources and increasing expectations Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations Providing effective instructional approaches for special populations June 30 – July 3 | Washington, D.C.

Culture Organizational Leadership

70%

Lexile Framework ® for Reading Study Summary of Text Lexile Measures Text Lexile Measure (L) 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 Interquartile Ranges Shown (25% - 75%)

Reading Requirements Findings Entry-level –Highest in 6/16 –Second Highest in 7/16 Consistent Across Country

Human Services

Construction

Manufacturing

A four year degree isnt necessarily a way to get a good job but its a requirement to get an interview for a good job

Culture Vision Organizational Leadership

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

Guiding Principles Responsibility Contemplation Initiative Perseverance Optimism Courage Respect Compassion Adaptability Honesty Trustworthiness Loyalty

Quad D Skills and Knowledge Decision Making Innovation/Creativity Goal Setting/Results Driven Multi Tasking Work with others

Culture Vision Structure and systems Organizational Leadership

Looping Organizational Changes

Looping Interdisciplinary Chairs Organizational Changes

Looping Interdisciplinary Chairs 9 th Grade Electives Organizational Changes

Culture Vision Structure and systems Organizational Leadership Build leadership

Top-down support for bottom-up success

Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Build leadership

Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Build leadership

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) Learning Criteria

Culture Vision Structure and systems Selection, support, evaluation Data systems Build leadership Organizational Leadership

High expectations Instructional Leadership

Text Lexile Measure (L) 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 Reading Study Summary Interquartile Ranges Shown (25% - 75%)

High expectations Curriculum Instructional Leadership

High expectations Curriculum Literacy and math Instructional Leadership

High expectations Curriculum Literacy and math Data-driven Instructional Leadership

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%

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 encourage students to explore career pathways. 80% S – My teachers encourage me to explore different careers. 49% 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 am aware of my students interests outside of school. 87% S – My teachers know my interests outside of school. 30% 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% Teacher vs. Student Comparison

High expectations Curriculum Literacy and math Data-driven Provide professional growth Instructional Leadership

Rigor and Relevance Teaching

Levels Blooms CDCDABABCDCDABAB Application

A B D C

Rigor and Relevance Relationships Teaching

A B D C Calculate with numbers, including decimals, ratios, percents, and fractions. Understand two- dimensional motion and trajectories by separating the motion of an object into x and y components. Rigor/Relevance Framework

A B D C Know the characteristics and phenomena of sound waves and light waves. Understand the effect of sounds, words, and imagery on a listening audience. Rigor/Relevance Framework

Rigor and Relevance Relationships Content Teaching

Rigor and Relevance Relationships Content Teaching How students learn

Levels Blooms CDCDABABCDCDABAB Application

A B D C

How Students Learn

A B D C

Rigor and Relevance Relationships Content Teaching How students learn Instructional strategies

Take off the plate

Next Network

A Look to the Future

Technology needs to do to education what it has done to countless other industries: Disrupt It

Gaming is increasingly being built based upon brain research.

Gaming is increasingly being built based upon brain research. What is the implication to education?

– Teaching 2 – Learning 3 – Personalization of Learning Our Mission

Blooms CDCDABABCDCDABAB Application Levels

Employment 1970s High Skill Low Skill

Employment 1990s High Skill Low Skill Semi Skill

Employment 2010 High Skill Low Skill Semi Skill

1970s 1990s 2010

Workplace 1.What you major in matters

Brain Research

Career Ready Network