Preparing Students for the 21 st Century Willard R. Daggett, CEO August 11, 2011

School Improvement Schools are Improving

School Improvement Changing World

Skills Gap

School Improvement Changing World Schools are Improving

School Improvement Changing World Schools are Improving

School Improvement Changing World Schools are Improving

WHY – WHAT - HOW

WHY

The Changing Landscape Technology

Semantic Web Analyze Documents Key words and headers (Google) Meaning / Concepts Wolfram Alpha Complete Task

Implications Homework Term Paper

-Wolfram Alpha- Will search all language and give you response in your language Will respond in writing or verbally (in your language)

SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

Projection Keyboard

Projection Keyboard and Projector

Computing Capacity Moores Law – Doubles Every 2 Years 2021

The Changing Landscape Technology Financial

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

The Changing Landscape Technology Financial Globalization

Equity Excellence

Wal Mart Largest Corporation 8 times Size of Microsoft 2 % of GDP 1.4 Million Employees More Employees than: GM, Ford, G.E. and IBM Combined

China today exports in a single day more than it exported in all of Source: The Rise of India and China...

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

Elementary Schools 6 Years Integrated Science Biology / Chemistry Grade 7 Biology / PhysicsGrade 8 Physics / Chemistry Grade 9 Integrated ScienceGrades Source: Ed Week 6/6/07 Chinese Science

The Changing Landscape Technology Financial Globalization Demographics

Population FemaleMale

Workforce 2020 The Ratio of the Prime Working Age Population to the Elderly is Falling YearRatio Source: Census Bureau Projections

WHY – WHAT - HOW

Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight Lawyers in a Law Firm Troops in Battle Teachers in a School System

why – WHAT - how

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%)

COMMON CORE STATE STANDARDS college and career ready

Common Core State Standards Fewer Clearer Higher

Proficiency Grade 4 Reading Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 88 % North Carolina 82 % Texas 81 % Iowa 77 % Indiana 72 % Massachusetts 48 % California 48 %

Proficiency Grade 4 Reading Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 88 %170 North Carolina 82 %183 Texas 81 %190 Iowa 77 %197 Indiana 72 %199 Massachusetts 48 %234 California 48 %210

Proficiency Grade 8 Reading Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 % Tennessee 87 % Iowa 72 % Indiana 66 % California 39 % South Carolina 30 %

Proficiency Grade 8 Reading Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 %217 Tennessee 87 %222 Iowa 72 %250 Indiana 66 %249 California 39 %262 South Carolina 30 %276

Proficiency Grade 4 Mathematics Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 % Tennessee 87 % Iowa 80 % Indiana 72 % Florida 63 % California 51 % South Carolina 39 % Massachusetts 39 %

Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 %203 Tennessee 87 %200 Iowa 80 %219 Indiana 72 %225 Florida 63 %230 California 51 %231 South Carolina 39 %246 Massachusetts 39 %255

Proficiency Grade 8 Mathematics Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 88 % North Carolina 84 % Iowa 76 % Indiana 70 % Michigan 61 % Florida 58 % Massachusetts 42 %

Proficiency Grade 8 Mathematics Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 88 %230 North Carolina 84 %247 Iowa 76 %262 Indiana 70 %266 Michigan 61 %269 Florida 58 %269 Massachusetts 42 %301

Common Core State Standards Fewer Clearer Higher Different

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

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

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

Blooms CDCDABABCDCDABAB Application Levels

A B D C Rigor/Relevance Framework 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.

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. Rigor/Relevance Framework

Blooms CDCDABABCDCDABAB Application Levels

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

A B D C

why – what - HOW

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Road Map State Standards to State Test

ISTEP+ / ECA English LA Learning Expectations Tested

MCA II English LA Benchmarks Tested

Louisiana iLEAP / LEAP English Language Arts Grade Level Expectations

NC End-of-Course/Grade Test English LA - Objectives

Alabama English LA Strands / Objectives ARMT/AHSGE

State Tests State Standards A A

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 C A C

Common Core Standards NESS & Lexile State Tests State Standards C A

OK Standards CCSS

CCSS OK Standards

Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard

Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA

Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA

State Test NGA Create a large spinner for a game that has at least eight sectors. Each sector should be assigned a different prize. Prizes should range in value from most appealing to least appealing. Vary the sectors so that the probability to win a desired prize is much less that the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize. Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which price has the greatest probability and which prize has the least probability?

Common Core Standards NESS & Lexile State Tests State Standards Consortium Assessment DA

Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA NGA to CCSS

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A B D C

WHY – WHAT - HOW

Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight Lawyers in a Law Firm Troops in Battle Teachers in a School System

What Works RESEARCH

What Works RESEARCH MODEL SCHOOLS

What Works RESEARCH MODEL SCHOOLS STRUCTURE

What Works RESEARCH MODEL SCHOOLS BEST PRACTICES STRUCTURE

What Works RESEARCH MODEL SCHOOLS ACTION PLAN BEST PRACTICES STRUCTURE

What Works RESEARCH MODEL SCHOOLS ACTION PLAN BEST PRACTICES STRUCTURE

Focus What is effective?

Research on Effectiveness Data-rich, analysis-poor –Meta-analysis

Research on Effectiveness Data-rich, analysis-poor –Meta-analysis Visible Learning by John Hattie –52,637 –800 meta-analyses

Research on Effectiveness Data-rich, analysis-poor –Meta-analysis Visible Learning by John Hattie –52,637 –800 meta-analyses Sutton Trust Research, UK

1 Standard Deviation Students do better than 84% of students not in that initiative

1 Standard Deviation Students do better than 84% of students not in that initiative Typically represent 2 years growth in one year

Focus What is effective?

Application of Knowledge Effective.65 SD = 1.30 Years Growth per Year

Student Teacher Relationship Effective.72 SD = 1.44 Years Growth per Year

Literacy Strategies Effective.61 SD = 1.22 Years Growth per Year

Focus What is effective? What you can impact?

Socioeconomic Status Effective

You Cannot Change Where YOUR STUDENTS CAME FROM However You Can Change Where YOUR STUDENTS ARE GOING

Focus What is effective? What you can impact? What is most efficient?

Effectiveness and Efficiency Framework High Cost Low Cost

Effectiveness and Efficiency Framework 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 CDCDABABCDCDABAB EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

Greatest Impact What is effective? What you can impact? What is most efficient?

Greatest Impact Culture of High Expectations Relevance of Instruction Strong Relationships

Findings Teachers are our greatest hope.

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

What is less effective and efficient

Class Size EffectiveEfficient

Summer School EffectiveEfficient

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

System

Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight Lawyers in a Law Firm Troops in Battle Teachers in a School System

Student Achievement

Key to Effective Instruction Is Alignment Organizational Leadership Instructional Leadership Teaching

Organizational Leadership Instructional Leadership Student Achievement

Organizational Leadership Student Achievement

Culture Organizational Leadership

Semantic Web Analyze Documents Key words and headers (Google) Meaning / Concepts Wolfram Alpha Complete Task

Create a Culture What is the message? Who it is delivered to and in what order? How to deliver it?

Culture Vision Organizational Leadership

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

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)

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) 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)

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) 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)

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

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%

Teacher vs. Student Comparison 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 make learning exciting for my students. 84% S – My teachers make learning exciting.40%

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%

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

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) 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)

Those things that are easy to measure are least important Those thing that are most important are hardest to measure

Rubrics AASA NEA AFT NASSP NSBA CCSSO NASBE ASCD AIR Gates Foundation

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) 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)

Is your purpose to prepare students for the test?

Is your purpose to prepare students for the test? What else should you prepare them for?

Culture Vision Structure and systems Organizational Leadership

Organizational Changes Looping Interdisciplinary Chairs Electives to 9th Grade

Culture Vision Structure and systems Organizational Leadership Build leadership

Top-down support for bottom-up success

Empower Leadership Teams

Leadership Teams Coherent Vision Empowerment

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

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

Teacher evaluation systems need to be tied directly to data systems

Rigor and Relevance Teaching

Blooms CDCDABABCDCDABAB Application Levels

Gold Seal Lessons

Rigor and Relevance Relationships Teaching

A B D C

Rigor and Relevance Relationships Content Teaching

Rigor and Relevance Relationships Content Teaching How students learn

A B D C

How They Learn

A B D C

Rigor and Relevance Relationships Content Teaching How students learn Instructional strategies

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Teacher Works StudentThinks Student Thinks and Works StudentWorks High Low Teacher/Student Roles

Rigor and Relevance Handbook

Selection of Strategies Based on Rigor/ Relevance Framework

Instructional Strategies: How to Teach for Rigor and Relevance

Rigor and relevance Relationships Content Teaching How students learn Instructional strategies Assessment to guide instruction

Teaching Organizational Leadership Instructional Leadership Student Achievement

High expectations Instructional Leadership

Teacher Expectations and Clarity Effective Efficient

Next Navigator

A B D C

High expectations Curriculum Instructional Leadership

High expectations Curriculum Literacy and math Instructional Leadership

High expectations Curriculum Literacy and math Data-driven Instructional Leadership

Indiana Career and Technical Education Indiana Language Arts Literacy Standards/Strands/ Learning Expectations Grade 9 ISTEP + Grad e 10 Agriculture, Food & Natural Resources Architectur e & Constructio n Arts, A/V Technology & Communications Food Products &ProcessingSystems AgribusinessSystems Power, Structural &Technical Systems EnvironmentalService Systems Plant Systems Natural ResourceSystems Animal Systems Design/Pre-Construction Construction Maintenance/Operations Performing Arts Visual Arts PrintingTechnology Journalism &Broadcasting A/V Technology& Film Telecommunications Vocabulary and Concept Development Identify and use the literal and figurative meanings of words and understand the origins of words. M Distinguish between what words mean literally and what they imply and interpret what the words imply. M Use knowledge of mythology (Greek, Roman, and others mythologies) to understand the origin and meaning of new words. M Structural Features of Informational and Technical Materials Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes. H Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents, such as consumer, government, workplace and others. L

Indiana Arts Education Indiana Language Arts Literacy Standards/Strands/Learning Expectations Grade 9 NESS Rankings ISTEP+ Grade 10 Visual Arts DanceMusic Theatr e Vocabulary and Concept Development Identify and use the literal and figurative meanings of words and understand the origins of words. E5M Distinguish between what words mean literally and what they imply and interpret what the words imply. E5M Use knowledge of mythology (Greek, Roman, and others mythologies) to understand the origin and meaning of new words. E5 E23 M Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes. E20 E25 H Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents, such as consumer, government, workplace and others. E27L* Generate relevant questions about readings on issues or topics that can be researched. E6L* Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. E24H

Power of Discovery Lexile and Quantile Study Opportunity

Lexile Framework ® for Reading Study 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%) Summary of Text Lexile Measures

Lexile Framework ® - Student Profile Text Lexile Measure (L) Matt * Source of National Test Data: MetaMetrics 910 Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0

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

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

Teaching Organizational Leadership Instructional Leadership Student Achievement

Next Steps

Start with awareness program Next Steps

Start with awareness program Needs Assessment Next Steps

Start with awareness program Needs Assessment Transition Plan Next Steps

Start with awareness program Needs Assessment Transition Plan Provide support to teachers now Next Navigator Focused and sustained professional development Next Steps

Start with awareness program Needs Assessment Transition Plan Provide support to teachers now Next Navigator Focused and sustained professional development Monitor progress Next Steps

Successful Practices Network Provide Focused / Sustained Professional Development System Robust Online Teacher Support Resources Support Transition to CCSS Improving Instruction / Student Engagement Low Cost - Highly Effective Resources

ORLANDO June th Annual Model Schools Conference

Model Schools Conference 2012 June , 2012 Gaylord Palms Resort and Convention Center Orlando, FL SAVE THE DATE!

1587 Route 146 Rexford, NY Phone (518) Fax (518) International Center for Leadership in Education