Bill Daggett, Founder and Chairman Common Core State Standards Next Generation Assessments The Why and What Bill Daggett, Founder and Chairman November 16, 2012

Growing Gap Changing World School Improvement Readiness

Growing Gap Changing World School Improvement

Growing Gap Changing World School Improvement

Growing Gap School Improvement Changing World

Common Core State Standards

23 Successful Practices WHAT

College and Career Ready Fewer Clearer Higher

Interquartile Ranges Shown (25% - 75%) Reading Study Summary Interquartile Ranges Shown (25% - 75%) 1600 1400 1200 Text Lexile Measure (L) 1000 800 600 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

College and Career Ready Fewer Clearer Higher Different

Application Model Knowledge in one discipline Application within discipline Application across disciplines Application to real-world predictable situations Application to real-world unpredictable situations

Application Model Knowledge in one discipline Application within discipline Application across disciplines Application to real-world predictable situations Application to real-world unpredictable situations

Knowledge Taxonomy Awareness Comprehension Application Analysis Synthesis Evaluation

Levels Bloom’s C D A B 4 5 6 3 2 1 Application 1 2 3 4 5

D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5 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. D C 5 4 3 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. 2 A B 1 1 2 3 4 5

D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5 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. D 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. C 5 4 3 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. 2 A B 1 1 2 3 4 5

D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5 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. 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. 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 5 4 3 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. 2 A B 1 1 2 3 4 5

Levels Bloom’s C D A B 4 5 6 3 2 1 Application 1 2 3 4 5

2 Second Rule 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.

Rigor/Relevance Framework Another way to think about the quadrants is who is doing the thinking and the work. When students are working and thinking, they are engaging in high rigor/high relevant activities. Aside to consultant: you may want to gauge the room to see how many people have heard of the Framework before, how many know it well, and how many know it very well. This session is not an overview of the Framework, if they would like more information, point them to Linda Jordan’s sessions in the program.

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

Growing Gap School Improvement Changing World

21st 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. www.modelschoolsconference.com

23 Successful Practices WHY

The Changing Landscape Technology

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

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

Implications Homework

Implications Homework Term Paper

SPOT Integrated Projection Projection Keyboard

Projection Keyboard

Projection Keyboard and Monitor

Project Glass Technology should work for you—to be there when you need it and get out of your way when you don’t. 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. 35

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

Today’s students live in a hyper-connected world, except in school OR are they also connected in school but we just don’t know it?

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

The Changing Landscape Technology Financial

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

The Changing Landscape Technology Financial Globalization

PISA 2009 Overall Reading Scale 1 Shanghai-China 556 2 Korea 539 3 Finland 536 4 Hong Kong-China 533 5 Singapore 526 6 Canada 524 7 New Zealand 521 8 Japan 520 9 Australia 515 10 Netherlands 508 17 United States 500 20 Germany 497 21 Ireland 496 22 France 25 United Kingdom 494 33 Spain 481 43 Russian Federation 459 48 Mexico 425 53 Brazil 412 57 Indonesia 402 PISA 2009 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average 46

PISA 2009 Overall Math Scale 25th last time 1 Shanghai-China 600 2 Singapore 562 3 Hong Kong-China 555 4 Korea 546 6 Finland 541 9 Japan 529 10 Canada 527 11 Netherlands 526 13 New Zealand 519 15 Australia 514 16 Germany 513 22 France 497 28 United Kingdom 492 31 United States 487 32 Ireland 34 Spain 483 38 Russian Federation 468 51 Mexico 419 57 Brazil 386 61 Indonesia 371 PISA 2009 Overall Math Scale Significantly Above OECD Average Not Significantly Different (OECD Average 496) Significantly below OECD Average 25th last time 47

PISA 2009 Overall Science Scale Last time 21 1 Shanghai-China 575 2 Finland 554 3 Hong Kong-China 549 4 Singapore 542 5 Japan 539 6 Korea 538 7 New Zealand 532 8 Canada 529 10 Australia 527 11 Netherlands 522 13 Germany 520 16 United Kingdom 514 20 Ireland 508 23 United States 502 27 France 498 36 Spain 488 39 Russian Federation 478 50 Mexico 416 53 Brazil 405 60 Indonesia 383 PISA 2009 Overall Science Scale Significantly Above OECD Average Not Significantly Different (OECD Average 501) Significantly below OECD Average Last time 21 48

The Changing Landscape Technology Financial Globalization Demographics

Population 1950 2010 2050 Male Female

Growing Gap School Improvement Changing World

23 Successful Practices WHAT

Next Generation Assessments

2 Second Rule 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.

Growing Gap School Improvement Changing World

23 Successful Practices HOW did they do it?

No Formula

21st 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. www.modelschoolsconference.com

International Center for Leadership in Education 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail: info@LeaderEd.com www.LeaderEd.com

Common Core State Standards Next Generation Assessments The How Bill Daggett, Founder and Chairman November 16, 2012

Growing Gap Changing World School Improvement

Growing Gap Changing World School Improvement

Growing Gap School Improvement Changing World

No Formula

SUCCESS BY DESIGN NOT BY CHANCE

21st 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. www.modelschoolsconference.com

Organizational Leadership Culture Culture

The Changing Landscape Technology Financial Globalization Demographics

Organizational Leadership Vision Vision Culture

College and Career Ready Fewer Clearer Higher

Academics

Layers of non-sequential but increasingly complex knowledge

College Ready 4 5 6 3 2 1 1 2 3 4 5

Academics

K-12 Culture 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

Career Ready

Career Ready Knowledge in one discipline Application within discipline Application across disciplines Application to real-world predictable situations Application to real-world unpredictable situations

College and Career Ready Fewer Clearer Higher Different

Career Ready

College Ready

Interquartile Ranges Shown (25% - 75%) Reading Study Summary Interquartile Ranges Shown (25% - 75%) 1600 1400 1200 Text Lexile Measure (L) 1000 800 600 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

Career Ready

Career Ready

Requires Both Vertical and Horizontal Integration Career Ready Requires Both Vertical and Horizontal Integration

Career Ready

Levels Bloom’s C D A B 4 5 6 3 2 1 Application 1 2 3 4 5

College Ready D C A B

Career Ready D C A B

Organizational Leadership Structure and Systems Structure and systems Vision Culture

Organizational Changes Looping

Organizational Changes Looping Interdisciplinary Chairs

Organizational Changes Looping Interdisciplinary Chairs 9th Grade Electives

Organizational Leadership Build Leadership Structure and systems Build leadership Vision Culture

Top-down support for bottom-up success

Empower Leadership Teams

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

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

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

Instructional Leadership High Expectations High expectations

Interquartile Ranges Shown (25% - 75%) Reading Study Summary Interquartile Ranges Shown (25% - 75%) 1600 1400 1200 Text Lexile Measure (L) 1000 800 600 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

2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Mississippi 88 % Georgia 87 % Wisconsin 83 % Texas 81 % Ohio 77 % Florida 71% Arkansas 53 % Massachusetts 48 %

2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Mississippi 88 % 161 Georgia 87 % 175 Wisconsin 83 % 189 Texas 81 % 190 Ohio 77 % 199 Florida 71% 202 Arkansas 53 % 217 Massachusetts 48 % 234

2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 % Texas 84 % Ohio 82 % Wisconsin Florida 74% Arkansas 70 % Massachusetts 54 % Mississippi 52 %

2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 % 178 Texas 84 % 188 Ohio 82 % 192 Wisconsin 189 Florida 74% 206 Arkansas 70 % 200 Massachusetts 54 % 234 Mississippi 52 % 210

2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 % (0) 178 (+3) Texas 84 % (+3) 188 (-2) Ohio 82 % (+5) 192 (-7) Wisconsin 82 % (-1) 189 (0) Florida 74% (+3) 206 (+4) Arkansas 70 % (+17) 200 (-17) Massachusetts 54 % (+6) 234 (0) Mississippi 52 % (-36) 210 (+49)

2009 Proficiency Grade 8 Reading Proficient Required NAEP Score Texas 94 % (+11) 201 (-24) Wisconsin 85 % (-1) 232 (+3) Georgia 77 % (-6) 209 (-15) Ohio 72 % (-8) 251 (+10) Arkansas 71 % (+14) 241 (-13) Florida 54 % (+10) 262 (-3) Mississippi 48 % (-10) 254 (+7) California 48 % (+9) 259 (-3)

2009 Proficiency Grade 4 Mathematics Proficient Required NAEP Score Texas 85 % (+3) 214 (-5) Wisconsin 81 % (+7) 219 (+4) 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 % (+3) 287 (-2)

Instructional Leadership Curriculum Curriculum High expectations

Instructional Leadership Literacy and Math Literacy and math Curriculum High expectations

Instructional Leadership Data-driven Literacy and math Data-driven Curriculum High expectations

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Road Map State Standards to State Test

Ohio English Language Arts Indicators Tested

A State Standards State Tests A

A State Standards State Tests NESS & Lexile

National Essential Skills Study (NESS)

NESS Study Subgroup Rankings ELA Skill: Write clear and concise directions or procedures. Group Rank Overall 9 Business/Industry 2 Other Non-educators 10 English Language Arts Teachers 25 Other Educators 8

NESS Study Subgroup Rankings ELA Skill: Give clear and concise oral directions. Group Rank Overall 7 Business/Industry 3 Other Non-educators 9 English Language Arts Teachers 28 Other Educators

NESS Study Subgroup Rankings Math Skill: Apply the Pythagorean Theorem to right triangles. Group Rank Overall 20 Business/Industry 29 Other Non-educators 31 Mathematics Teachers 4 Other Educators 24

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. Group Rank Overall 12 Business/Industry 3 Other Non-educators 10 Mathematics Teachers 30 Other Educators 8

Proficiency

Interquartile Ranges Shown (25% - 75%) Reading Study Summary Interquartile Ranges Shown (25% - 75%) 1600 1400 1200 Text Lexile Measure (L) 1000 800 600 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

A State Standards State Tests NESS & Lexile

A State Standards State Tests NESS & Lexile Common Core 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

Item Exemplars: Performance Task Performance Task drawn from the Ohio Performance Assessment Project. Available at, www.ModelSchoolsConference.com/handouts12.html

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?

A D State Standards State Tests NESS & Lexile Common Core Standards Consortium Assessment

Gold Seal Lessons 151

Career & Technical Education Ohio English Language Arts Benchmarks/Indicators Grade 10 OTG Agriculture, Food & Natural Resources Architecture & Construction Food Products & Processing Systems Agribusiness Systems Power, Structural & Technical Systems Environmental Service Systems Plant Systems Natural Resource Systems Animal Systems Design/ Pre- Construction Maintenance/ Operations 1. Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect. H  2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships. L 3. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns. 4. Analyze the ways that historical events influenced the English language. 5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). 6. Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars. M 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

Grade 6 Achievement Test Ohio Arts Education Ohio English Language Arts Benchmarks/Indicators Grade 6 NESS Grade 6 Achievement Test Visual Arts Dance Music Theatre 1. Define the meaning of unknown words by using context clues and the author’s use of definition, restatement and example. E5 H  1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems. E2 E12 2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text. E13 3. Make critical comparisons across texts, noting author’s style as well as literal and implied content of text. E24 4. Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions. E9 5. Select, create and use graphic organizers to interpret textual information. E6 E22 E31 M 6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

Net Network Resources Professional Development

Net Network Resources Professional Development Verb Analyzer -continuous improvement

Net Network Resources Professional Development Verb Analyzer -continuous improvement Video Cast

Net Network Resources Professional Development Verb Analyzer -continuous improvement Video Cast Case Studies

Net Network Resources Professional Development Verb Analyzer -continuous improvement Video Cast Case Studies Bulletins/Updates

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

A focus on college AND career ready Successful Practices

Successful Practices A focus on college AND career ready A common vision Successful Practices

Successful Practices A focus on college AND career ready A common vision A culture of high expectations Successful Practices

Successful Practices A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Successful Practices

Successful Practices A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Rigor and Relevance for ALL students Successful Practices

Successful Practices A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Rigor and Relevance for ALL students A culture of continuous improvement Successful Practices

Successful Practices A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Rigor and Relevance for ALL students A culture of continuous improvement Leadership across all levels Successful Practices

Successful Practices A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Rigor and Relevance for ALL students A culture of continuous improvement Leadership across all levels Focused and sustained professional development Successful Practices

23 Successful Practices

Successful Practices Network -Barrier Study-

Best Practices Level of Establishment Firmly Established Partially Established In Planning Stage Not Evident Best Practices

Barriers Technical Cultural Political Insufficient Support Insufficient Budget Insufficient Personnel Barriers

Technical – Cultural – is greatest barrier in 18 of the 23 successful practices Political Insufficient Support Insufficient Budget Insufficient Personnel Barriers

Barriers Technical – is greatest in 4 of the 23 successful practices Cultural – is greatest barrier in 18 of the 23 successful practices Political Insufficient Support Insufficient Budget Insufficient Personnel Barriers

Barriers Technical – is greatest in 4 of 23 the successful practice Cultural – is greatest barrier in 18 of the 23 successful practices Political Insufficient Support Insufficient Budget – is greatest in 1 of the 23 successful practices Insufficient Personnel Barriers

Career Ready Network

K-12 Education – High Impact Factors 3 2 1

Technology in Schools 3 2 1 1 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT) 3 2 1

Pencil Budget

Grading of Papers 3 2 1 1 – Training all teachers to grade essays 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance 3 2 1

Learning 1 – Learning Together 1

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

Instruction 3 2 1 1 – Project-based Learning 2 – Flipped Classroom 3 – Online Game-based System 3 2 1

Teaching Rigor and Relevance Rigor and Relevance

Levels Bloom’s C D A B 4 5 6 3 2 1 Application 1 2 3 4 5

Rigor/Relevance Framework Another way to think about the quadrants is who is doing the thinking and the work. When students are working and thinking, they are engaging in high rigor/high relevant activities. Aside to consultant: you may want to gauge the room to see how many people have heard of the Framework before, how many know it well, and how many know it very well. This session is not an overview of the Framework, if they would like more information, point them to Linda Jordan’s sessions in the program.

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

Teaching Relationships Relationships Rigor and Relevance

Rigor/Relevance Framework D C 3 A B 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. 2 1 1 2 3 4 5

Rigor/Relevance Framework D C 3 A B Know the characteristics and phenomena of sound waves and light waves. Understand the effect of sounds, words, and imagery on a listening audience. 2 1 1 2 3 4 5

Teaching Content Content Relationships Rigor and Relevance

Teaching How Students Learn How students learn Content Relationships Rigor and Relevance

D C A B

How Students Learn

D C A B

Instructional Strategies Teaching Instructional Strategies How students learn Content Instructional strategies Relationships Rigor and Relevance

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

Doctor Pilot

Our Mission 3 2 1 1 – Teaching 2 – Learning 3 – Personalization of Learning 3 2 1

Recommendations

Recommendations Self Reflection -Barrier Study

23 Best Practices A focus on college AND career ready A culture of high expectations Literacy across the curriculum A culture of continuous improvement A common vision Leadership across all levels Focused and sustained professional development 23 Best Practices

Best Practices Level of Establishment Firmly Established Partially Established In Planning Stage Not Evident Best Practices

Barriers Technical Cultural Political Insufficient Support Insufficient Budget Insufficient Personnel Barriers

Technical – Cultural – is greatest barrier in 18 of the 23 successful practices Political Insufficient Support Insufficient Budget Insufficient Personnel Barriers

Barriers Technical – is greatest in 4 of the 23 successful practices Cultural – is greatest barrier in 18 of the 23 successful practices Political Insufficient Support Insufficient Budget Insufficient Personnel Barriers

Barriers Technical – is greatest in 4 of 23 the successful practice Cultural – is greatest barrier in 18 of the 23 successful practices Political Insufficient Support Insufficient Budget – is greatest in 1 of the 23 successful practices Insufficient Personnel Barriers

Recommendations Self Reflection -Barrier Study

Recommendations Self Reflection -Barrier Study -ICLE we analyze and suggest actions that should be taken

Recommendations Self Reflection -Barrier Study -We Surveys

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%

Recommendations Self Reflection Needs Assessment

Recommendations Self Reflection Needs Assessment Strategic Plan

SUCCESS BY DESIGN NOT BY CHANCE

Recommendations Self Reflection Needs Assessment Strategic Plan -Comprehensive

CULTURE DRIVES STRATEGY

Recommendations Self Reflection Needs Assessment Strategic Plan -Comprehensive -Coaching

Recommendations Self Reflection Needs Assessment Strategic Plan -Comprehensive -Coaching -Professional Development

Recommendations Self Reflection Needs Assessment Strategic Plan -Comprehensive -Coaching -Professional Development -Tools

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Recommendations Self Reflection Needs Assessment Strategic Plan -Comprehensive -Coaching -Professional Development -Tools 4. Career Ready Network