Systemwide Focus on Effective Instruction Bill Daggett, Founder and Chairman February 21, 2014

Growing Gap School Improvement

Growing Gap Changing World School Improvement

Growing Gap Changing World School Improvement

Growing Gap School Improvement Changing World

Take Control or Be Controlled

System

Organizational Leadership Culture Culture

Findings Culture Trumps Strategy

The Solution becomes the Problem

Questions

70%

Eligible for the Military Lack High School Diploma Cannot Pass Basic Literacy Test Obesity Drugs Incarceration

-Is Increasing at 1% Per Year- 70% -Is Increasing at 1% Per Year-

70% Are they employable?

Are they headed to public assistance? 70% Are they headed to public assistance?

Population 1950 Male Female

Life Expectancy Vs. the Social Security Retirement Age 90 Female 85 Male 80 75 70 Retirement Age 65 60 1940 1960 1980 2000 2020 2040 2060 Source: 2004 Annual Reports of the Board of Trustees of Social Security and Medicare

Birth Rates, 1920- 2010 Births Per 1,000 women ages 15-44 140 120 100 80 60 40 20 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010 Source: National Center For Health Statistics Pew Research Center

Population Male Female

The Changing Landscape Technology

Technology Shift Chip Processing Speed Memory Capacity Cloud

What is different here? Pope Francis Pope Benedict XVI FY 2005 Paul took over as CEO $ 5.6 B in rev (FY) 210 M 3G device shipment estimates (CY) 250M 3G connections Top handset models Moto, RIM, Nokia 2013 $24.5B – midpoint revenue guidance 1.05 B3G/4G device shipment estimates ~ 2.1 B 3G/4G connections Pope Benedict XVI Pope Francis

SmartWatch (Samsung, Sony, Apple)

SPOT Integrated Projection Projection Keyboard

Projection Keyboard

Projection Keyboard and Projector

On Line and Gaming

Findings Culture Trumps Strategy Address today’s issues within context of emerging trend

Emerging Trends Career Ready

Well or Very Well Prepared College Freshman Well or Very Well Prepared - High School Teachers - 89% - College Instructors – 26% Source: ACT survey

Freshmen Needing Remediation Two Year College – 51.7% Four Year College – 19.9%

College Retention Rate 2012 First to Second Year Two-Year Colleges – 55.5% Four-Year Colleges – 65.2% Source: ACT

College Dropout Rate 2012 First to Second Year Two-Year Colleges – 44.5% Four-Year Colleges – 34.8% Source: ACT

Average Graduation Rate 1983-2012 Two-Year Colleges in 3 years – 29.1% Four-Year Colleges in 5 years – 36.6% Source: ACT

California 4 Year Public College

California 2 Year Public College

Career Ready

13 Million Americans are Unemployed BUT 3.8 million jobs in the U.S. remain unfilled

College is a means to an end NOT the end

are jobless or underemployed 53.6% of Bachelor’s degree holders under 25 are jobless or underemployed Source: USDOL – March, 2013

Your Major Matters A LOT

Bachelor’s Degrees Business General Studies Social Science and History Psychology Health Professions Education Visual and Performing Arts Engineering and Technology Communications and Journalism Computer and Information Science Source: National Center for Education Statistics

Bachelor’s–Competing Nations Business (1) General Studies (10) Social Science and History (6) Psychology (9) Health Professions (4) Education (5) Visual and Performing Arts (8) Engineering and Technology (2) Communications and Journalism (7) Computer and Information Science (3) Source: National Center for Education Statistics

48% of employed 4-year college graduates are in jobs that require less than a 4-year degree Source: Bureau of Labor Statistics

37% of employed 4-year college graduates are in jobs that require less than a high school diploma Source: Bureau of Labor Statistics

Job Shares by Skill Group, 1980-2010 High-skill Upper-middle Lower-middle Low-skill Percent 100 80 60 40 20 12.7 18.9 47.1 21.3 16.2 25.4 37.7 20.7 1980 2010 2040 Sources: NY Fed Calculations, U.S. Census Bureau

Lost Jobs Telemarketers - 99% source: The Future of Employment C. Frey and M. Osborne

Lost Jobs Telemarketers - 99% Secretarial/Adm. Assistant - 96% source: The Future of Employment C. Frey and M. Osborne

Lost Jobs Telemarketers - 99% Secretarial/Adm. Assistant - 96% Accountant/Auditors – 94% source: The Future of Employment C. Frey and M. Osborne

Lost Jobs Telemarketers - 99% Secretarial/Adm. Assistant - 96% Accountant/Auditors – 94% Retail Salespersons – 92% source: The Future of Employment C. Frey and M. Osborne

Lost Jobs Telemarketers - 99% Secretarial/Adm. Assistant - 96% Accountant/Auditors – 94% Retail Salespersons – 92% Technical Writers – 89% source: The Future of Employment C. Frey and M. Osborne

Lost Jobs Machinists – 65% source: The Future of Employment C.Frey and M. Osborne

Lost Jobs Machinists – 65% Pilots – 55% source: The Future of Employment C.Frey and M. Osborne

Lost Jobs Machinists – 65% Pilots – 55% Economist – 43% source: The Future of Employment C.Frey and M. Osborne

Lost Jobs Machinists – 65% Pilots – 55% Economist – 43% Health Technologists – 40% source: The Future of Employment C.Frey and M. Osborne

College Challenges Success of Graduates Cost

College tuition rates have increased on average at twice the rate of inflation in the past 17 years Source: ACT

2012 college grad average loan debt was $26,600 Source: ACT

Percent Change Since January 1978 College Medicare Shelter Consume Price Index Food 1,200% 1,000% 800% 600% 400% 200% 1980 1990 2000 2010

The Growing Call For Career Ready

Systemwide Focus on Effective Instruction Bill Daggett, Founder and Chairman February 21, 2014

System

Organizational Leadership Culture Culture

Teaching Rigor and Relevance Rigor and Relevance

Emerging Trends Career Ready Focus on Application

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

Poh, M.Z., Swenson, N.C., Picard, R.W. 4:00 PM 7:00 PM 9:00 PM 12:00 AM 3:00 AM 6:00 AM 9:00 AM 12:00 PM 3:00 PM

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

Rigor/Relevance Framework 6 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

Rigor/Relevance Framework 6 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

Rigor/Relevance Framework 6 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

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

Packed with high-rigor, high-relevance resources – and still growing 250 Next Generation Assessment Items 200 Model Lessons 2000 Lesson Starters (formerly Gold Seal Lessons) 300 Lesson Plans Thousands of additional resources – white papers, videos, courses, tech bulletins, case studies. Available for purchase as a site license (school-wide or district-wide) Visit leadered.com/nextpert

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

Grade 4 Reading Proficiency TN 170 MA 234 CA 202

Grade 4 Reading Proficiency TN 170 MA 234 CA 202 (210)

Grade 8 Reading Proficiency MO 267 CA 259 TX 201

Grade 8 Reading Proficiency MO 267 (262) CA 259 TX 201

Grade 4 Math Proficiency TN 195 MA 255 CA 220

Grade 4 Math Proficiency TN 195 MA 255 CA 220 (231)

Organizational Leadership Structure and Systems Vision Culture

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 Contemplation Initiative Perseverance Optimism Courage Respect Compassion Adaptability Honesty Trustworthiness Loyalty

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)

Rubrics

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%

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

Lexile Framework® - Student Profile 1600 1600 1400 1400 1200 1200 Text Lexile Measure (L) 1000 1000 800 800 600 600 1st Quarter Matt 2nd Quarter High School Literature 3rd Quarter College Literature 4th Quarter High School Literature High School Textbooks College Textbooks High School Textbooks Military Personal Use Military Entry-Level Occupations Entry-Level Occupations SAT 1, ACT, AP* SAT 1, ACT, AP* College Textbooks Personal Use College Literature * Source of National Test Data: MetaMetrics

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)

Rubrics

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

Instructional Leadership High Expectations High expectations

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

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

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

Standards D C A B

Assessments D C A B

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

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

D C A B

LEARN to DO

D C A B

LEARN to DO vs. DO to LEARN

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

Take off the plate

HOW Take off the plate Quad D lessons Quad D assessments Focused and Sustained Professional Development

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

Conference Model Schools 22nd Annual June 22 – June 25 |Orlando, FL www.modelschoolsconference.com

Doctor Pilot

ACTION ITEMS Create a Culture

ACTION ITEMS Create a Culture Address both Rigor and Relevance for for ALL Students

ACTION ITEMS Create a Culture Address both Rigor and Relevance for for ALL Students Focus on Literacy

ACTION ITEMS Create a Culture Address both Rigor and Relevance for for ALL Students Focus on Literacy Needs Assessment – 20 Day Plan

20 Day Plans

ACTION ITEMS Create a Culture Address both Rigor and Relevance for for ALL Students Focus on Literacy Needs Assessment – 20 Day Plan Support your Teachers - Nextpert

CA STAR / CAHSEE English LA Benchmarks Tested

Packed with high-rigor, high-relevance resources – and still growing 250 Next Generation Assessment Items 200 Model Lessons 2000 Lesson Starters (formerly Gold Seal Lessons) 300 Lesson Plans Thousands of additional resources – white papers, videos, courses, tech bulletins, case studies. Available for purchase as a site license (school-wide or district-wide) Visit leadered.com/nextpert

ACTION ITEMS Create a Culture Address both Rigor and Relevance for for ALL Students Focus on Literacy Needs Assessment – 20 Day Plan Support your Teachers – Nextpert Model Schools Conference

Model Schools Conference 22nd Annual Model Schools Conference Focusing on the end goal: preparing all students for successful futures Taking control rather than being controlled by the short term agenda Preparing teachers to provide rigorous and relevant instruction for higher standards Strategically using technology to maximize the learning experience for all students Using data to monitor improvement efforts and adjust course nimbly for maximum impact Register Today! www.modelschoolsconference.com

Doctor

Systemwide Focus on Effective Instruction Bill Daggett, Founder and Chairman February 21, 2014

System

Organizational Leadership Culture Culture

The Changing Landscape Technology Financial

The Changing Landscape Technology Financial Globalization

The Changing Landscape Technology Financial Globalization Demographics

Model Schools Conference 22nd Annual Model Schools Conference Focusing on the end goal: preparing all students for successful futures Taking control rather than being controlled by the short term agenda Preparing teachers to provide rigorous and relevant instruction for higher standards Strategically using technology to maximize the learning experience for all students Using data to monitor improvement efforts and adjust course nimbly for maximum impact Register Today! www.modelschoolsconference.com

ACTION ITEMS Create a Culture Address both Rigor and Relevance for for ALL Students Focus on Literacy Needs Assessment – 20 Day Plan Support your Teachers – Nextpert Model Schools Conference

ACTION ITEMS Create a Culture Address both Rigor and Relevance for for ALL Students Focus on Literacy Needs Assessment – 20 Day Plan Support your Teachers - Nextpert

ACTION ITEMS Create a Culture Address both Rigor and Relevance for for ALL Students Focus on Literacy Needs Assessment – 20 Day Plan

ACTION ITEMS Create a Culture Address both Rigor and Relevance for for ALL Students Focus on Literacy

ACTION ITEMS Create a Culture Address both Rigor and Relevance for for ALL Students

ACTION ITEMS Create a Culture