Preparing Students for the 21 st Century Bill Daggett, Founder and Chairman January 22, 2013

School Improvement Growing Gap Readiness Changing World

School Improvement Growing Gap Changing World

School Improvement Growing Gap Changing World

School Improvement Growing Gap Changing World

What Did They Do?

No Formula

23 Successful Practices

A focus on college AND career ready Successful Practices

College Ready

Rules K-12 Culture

Rules Regulation K-12 Culture

Rules Regulation Certification K-12 Culture

Rules Regulation Certification Tenure K-12 Culture

Rules Regulation Certification Tenure Contracts K-12 Culture

Rules Regulation Certification Tenure Contracts Teachers Trained K-12 Culture

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

Career Ready

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

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

BREADTH vs. DEPTH

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

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

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

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

No Formula

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

Rigor and Relevance Teaching

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

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

Levels Blooms CDCDABABCDCDABAB Application

Rigor/Relevance Framework A B D C Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs.

Rigor/Relevance Framework A B D C Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

Rigor/Relevance Framework A B D C Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram. Organize and display collected data, using appropriate tables, charts, or graphs.

A B D C

The two-second rule is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown. As the speed of the cars increases, the minimum following distance also increases. Explain how the two-second rule leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour. 2 Second Rule

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

Looping Organizational Changes

Looping Interdisciplinary Chairs Organizational Changes

Looping Interdisciplinary Chairs 9 th Grade Electives Organizational Changes

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

– Saddle 2 – Horse and Wagon 3 – Car Transportation

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

Pencil Budget

– All teachers to assign writing 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance Grading of Papers

1 1 – Learning Together Learning

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

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

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

Culture Organizational Leadership

70%

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

70% -Is Increasing at 1% Per Year-

70% Are they employable?

70% Are they headed to public assistance?

A Look to the Future Information is Everywhere…

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

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

Homework Implications

Homework Term Paper Implications

Integrated Projection Projection Keyboard SPOT

Projection Keyboard

Projection Keyboard and Monitor

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

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

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

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

Bio/Medical Implications Wikipedia on Steroids

Ruth Fresmon, The New York Times

Technology Financial The Changing Landscape

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

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

Technology Financial Globalization The Changing Landscape

Shenzhen Fishing Village

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

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

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

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

Technology Financial Globalization Demographics The Changing Landscape

FemaleMale

70%

Culture Vision Organizational Leadership

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

Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learning Criteria

Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Learning Criteria

Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes) Learning Criteria

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

Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes) Learning Criteria

Rubrics

AASA NEA AFT NASSP NSBA CCSSO NASBE ASCD AIR Gates Foundation

Survey Tools for Rigor, Relevance and Relationships We Learn Student Survey We Teach Instructional Staff Survey We Lead Whole Staff Survey

Teacher vs. Student Comparison T – Students can apply what I am teaching to their everyday lives. 92% S – I can apply what I learn to my everyday life. 58%

T – Students in my classroom engage in hands-on activities. 88% S – We do lots of hands-on activities in my classes. 45% Teacher vs. Student Comparison

T – I encourage students to explore career pathways. 80% S – My teachers encourage me to explore different careers. 49% Teacher vs. Student Comparison

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

T – I am aware of my students interests outside of school. 87% S – My teachers know my interests outside of school. 30% Teacher vs. Student Comparison

T – I recognize students when they demonstrate positive behavior in school. 95% S – Good citizenship is rewarded in this school. 40% Teacher vs. Student Comparison

Culture Vision Structure and systems Organizational Leadership

Looping Organizational Changes

Looping Interdisciplinary Chairs Organizational Changes

Looping Interdisciplinary Chairs 9 th Grade Electives Organizational Changes

Culture Vision Structure and systems Organizational Leadership Build leadership

Top-down support for bottom-up success

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 Build leadership

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

High expectations Instructional Leadership

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%)

High expectations Curriculum Instructional Leadership

High expectations Curriculum Literacy and math Instructional Leadership

High expectations Curriculum Literacy and math Data-driven Instructional Leadership

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

Take off the plate

Next Network

AIMS English LA Standards Tested

BREADTH vs. DEPTH

NESS & Lexile State Tests State Standards A

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

Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Reading Study Summary Interquartile Ranges Shown (25% - 75%)

NESS & Lexile State Tests State Standards A

Common Core Standards NESS & Lexile State Tests State Standards A

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

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

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?

Gold Seal Lessons

AZ CTE Curriculum Matrix Arizona English Language Arts Strands/Concepts/ Performance Objectives Grade 10 High School NESS AIMS Agriculture, Food & Natural Resources Architecture &Constructio n Arts, A/V Technology & Communications 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 Performing Arts Visual Arts Printing Technology Journalism & Broadcasting A/V Technology& & FilmTelecommunications PO 1. Determine the meaning of vocabulary, using linguistic roots and affixes E1 E5 M PO 2. Infer word meanings from context E1 E5 M PO 2. Describe how persuasive techniques contribute to the power of persuasive text. E19 E30 H PO 3. Identify unsupported inferences or fallacious reasoning in the arguments advanced in persuasive text. E13 E21 E30 H PO 2. Use resources to correct conventions. E4H PO 3. Apply proofreading marks to indicate errors in conventions. E1L

Arizona Arts Education Arizona English Language Arts Strands/Concepts/Performance Objectives Grade 5 NESSAIMS Visual Arts DanceMusic Theatr e PO 1. Use knowledge of root words and affixes to determine the meaning of unknown words. E1 E5 H PO 2. Use context to determine the relevant meaning of a word or the intended meaning of a word with multiple meanings (e.g., hatch, arm, boot). E1 E5 H PO 1. Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text. E48L PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). E12H PO 2. Confirm predictions about text for accuracy. E12H PO 3. Generate clarifying questions in order to comprehend text. E10H PO 1. Describe the historical and cultural aspects found in cross- cultural works of literature. E23 E24 L PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. E25 E31 M PO 2. Write an expository paragraph that contains: a.a topic sentence b.supporting details c.relevant information E1 E9 H

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

Rigor and Relevance Teaching

Rigor and Relevance Relationships Teaching

Rigor and Relevance Relationships Content Teaching

Rigor and Relevance Relationships Content Teaching How students learn

A B D C

How Students Learn

A B D C

Rigor and Relevance Relationships Content Teaching How students learn Instructional strategies

Take off the plate

Next Network

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

Needs Assessments

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

Doctor Pilot

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