Preparing Students for Their Future Opportunities and Challenges Dr. Willard R. Daggett September 12, 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 and 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

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ?

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ? What steps do you intend to take to increase rigor in your classroom?

A B D C

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ? What steps do you intend to take to increase rigor in your classroom? How will technology change your current classroom practices?

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ? What steps do you intend to take to increase rigor in your classroom? How will technology change your current classroom practices? Brainstorm ideas for collaboration between Fulton County teachers?

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 Fewer Clearer Higher

2005 Proficiency Grade 4 Reading Proficient Required NAEP Score North Carolina 82 % Texas 81 % Ohio 77 % Florida 71 % Massachusetts 48 % California 48 % South Carolina 35 %

2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 90% Alabama 81 % Ohio 82 % North Carolina 69 % Massachusetts 54 % Mississippi 52 % Missiouri 47 %

2005 Proficiency Grade 4 Reading Proficient Required NAEP Score North Carolina 82 %183 Texas 81 %190 Ohio 77 %199 Florida 71 %202 Massachusetts 48 %234 California 48 %210 South Carolina 35 %228

2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 90%170 Alabama 81 %179 Ohio 82 %192 North Carolina 69 %204 Massachusetts 54 %234 Mississippi 52 %210 Missouri 47 %229

2005 Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 % Texas 83 % Ohio 80 % Florida 44 % California 39 % South Carolina 30 %

2009 Proficiency Grade 8 Reading Proficient Required NAEP Score Tennessee 93 % Alabama 75 % Ohio 72 % North Carolina 66 % Massachusetts 79 % Mississippi 48 % Missouri 50 %

2005 Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 %217 Texas 83 %225 Ohio 80 %241 Florida 44 %265 California 39 %262 South Carolina 30 %276

2009 Proficiency Grade 8 Reading Proficient Required NAEP Score Tennessee 93 %211 Alabama 75 %231 Ohio 72 %251 North Carolina 66 %246 Massachusetts 79 %249 Mississippi 48 %254 Missouri 50 %267

2005 Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 % Texas 82 % Michigan 73 % Ohio 65 % Florida 63 % California 51 % South Carolina 39 % Massachusetts 39 %

2009 Proficiency Grade 4 Mathematics Proficient Required NAEP Score Tennessee 90 % Texas 85 % North Carolina 81 % Ohio 78 % Florida 75 % California 65 % Mississippi 58 % Massachusetts 48 %

2005 Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 %203 Texas 82 %219 Michigan 73 %222 Ohio 65 %233 Florida 63 %230 California 51 %231 South Carolina 39 %246 Massachusetts 39 %255

2009 Proficiency Grade 4 Mathematics Proficient Required NAEP Score Tennessee 90 %195 Texas 85 %214 North Carolina 81 %220 Ohio 78 %219 Florida 75 %225 California 65 %220 Mississippi 58 %223 Massachusetts 48 %255

2005 Proficiency Grade 8 Mathematics Proficient Required NAEP Score North Carolina 84 % Ohio 63 % Texas 61 % Michigan 61 % Florida 58 % Massachusetts 42 % South Carolina 24 %

2009 Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 90 % Texas 83 % North Carolina 80 % Ohio 71 % Florida 66 % California 41 % Mississippi 58 % Massachusetts 48 %

2005 Proficiency Grade 8 Mathematics Proficient Required NAEP Score North Carolina 84 %247 Ohio 63 %274 Texas 61 %273 Michigan 61 %269 Florida 58 %269 Massachusetts 42 %301 South Carolina 24 %305

2009 Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 90 %229 Texas 83 %254 North Carolina 80 %253 Ohio 71 %265 Florida 66 %266 New Hampshire 64 %281 Mississippi 58 %264 Massachusetts 48 %300

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 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

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ?

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ? What steps do you intend to take to increase rigor in your classroom?

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ? What steps do you intend to take to increase rigor in your classroom? How will technology change your current classroom practices?

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ? What steps do you intend to take to increase rigor in your classroom? How will technology change your current classroom practices? Brainstorm ideas for collaboration between Fulton County teachers?

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ?

WHY – WHAT - HOW

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ? What steps do you intend to take to increase rigor in your classroom?

A B D C

Next Navigator

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Road Map State Standards to State Test

Ohio English Language Arts Indicators Tested

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

OH Standards CCSS

CCSS OH 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

12345

A B D C

Gold Seal Lessons

Ohio Arts Education Ohio English Language Arts Benchmarks/Indicators Grade 6 NESS Grade 6 Achieveme nt Test Visual Arts DanceMusicTheatre 1. Define the meaning of unknown words by using context clues and the authors use of definition, restatement and example. E5H 1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems. E2 E12 H 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. E12 E13 H 3. Make critical comparisons across texts, noting authors style as well as literal and implied content of text. E24H 4. Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions. E2 E9 H 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. E2H

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 ResourceSystems Animal Systems Design/ Pre-Construction Maintenance/ Operations 1. Define unknown words through context clues and the authors 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. H 4. Analyze the ways that historical events influenced the English language. H 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). H 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. H

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?

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

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

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ?

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ? What steps do you intend to take to increase rigor in your classroom?

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ? What steps do you intend to take to increase rigor in your classroom? How will technology change your current classroom practices?

Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by ? What steps do you intend to take to increase rigor in your classroom? How will technology change your current classroom practices? Brainstorm ideas for collaboration between Fulton County teachers?

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

System

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

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? 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

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

The Changing Landscape Technology Financial Globalization Demographics

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) 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)

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

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 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

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

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

Ohio Arts Education Ohio English Language Arts Benchmarks/Indicators Grade 6 NESS Grade 6 Achieveme nt Test Visual Arts DanceMusicTheatre 1. Define the meaning of unknown words by using context clues and the authors use of definition, restatement and example. E5H 1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems. E2 E12 H 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. E12 E13 H 3. Make critical comparisons across texts, noting authors style as well as literal and implied content of text. E24H 4. Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions. E2 E9 H 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. E2H

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 ResourceSystems Animal Systems Design/ Pre-Construction Maintenance/ Operations 1. Define unknown words through context clues and the authors 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. H 4. Analyze the ways that historical events influenced the English language. H 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). H 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. H

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

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

ORLANDO June th Annual Model Schools Conference

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