Preparing Students to be College and Career Ready Bill Daggett, Founder and Chairman March 21, 2014

School Improvement Growing Gap

School Improvement Growing Gap Changing World

Questions

School Improvement Growing Gap Changing World

School Improvement Growing Gap Changing World

School Improvement Growing Gap Changing World

WHY – WHAT - HOW

WHY

Culture Trumps Strategy

70%

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

70% -Is Increasing at 1% Per Year-

70% Are they employable?

70% Are they headed to public assistance?

Population FemaleMale 1950

Retirement Age Male Female Life Expectancy Vs. the Social Security Retirement Age Source: 2004 Annual Reports of the Board of Trustees of Social Security and Medicare

Birth Rates, Births Per 1,000 women ages Source: National Center For Health Statistics Pew Research Center

Population FemaleMale

Technology The Changing Landscape

What is different here? Pope Benedict XVI Pope Francis

Merging of on line providers and gaming Emerging Trends

Technology Globalization The Changing Landscape

Technology Globalization Demographics The Changing Landscape

For every 100 women enrolled in college, 77 men are enrolled. For every 100 girls diagnosed with a special education disability, 217 boys are diagnosed with a special education disability. For every 100 girls diagnosed with emotional disturbance, 324 boys are diagnosed with emotional disturbance For every 100 females ages 15 to 19 that commit suicide, 549 males in the same range commit suicide. For every 100 women ages 18 to 21 in correctional facilities, 1430 men are in correctional facilities. 100 Girls Project

Technology Globalization Demographics Financial The Changing Landscape

Begin with the end in mind What is your desired outcome?

1.Two Year College – 51.7% 2.Four Year College – 19.9% Freshmen Needing Remediation

Are our Students College and Career Ready?

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

Two-Year Colleges – 55.5% Four-Year Colleges – 65.2% College Retention Rate 2013 First to Second Year Source: ACT

Two-Year Colleges – 44.5% Four-Year Colleges – 34.8% College Dropout Rate 2013 First to Second Year Source: ACT

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

Maryland 4 Year Public College

Maryland 2 Year Public School

Career Ready

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

College is a means to an end NOT the end

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

Your Major Matters A LOT

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

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

Source: Bureau of Labor 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

Job Shares by Skill Group, Sources: NY Fed Calculations, U.S. Census Bureau High-skillUpper-middleLower-middleLow-skill Percent

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 Lost Jobs

1.Success of Graduates 2.Cost College Challenges

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

2013 college grad average loan debt was $35,200 Source: ACT

% 400% 600% 800% 1,000% 0 1,200% Percent Change Since January 1978 Food Consume Price Index Shelter Medicare College

The Growing Call For Career Ready

WHAT

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

Poh, M.Z., Swenson, N.C., Picard, R.W. 4:00 PM7:00 PM9:00 PM12:00 AM3:00 AM6:00 AM9:00 AM12:00 PM3:00 PM

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 Bloom’s CDCDABABCDCDABAB Application

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%)

2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Mississippi 88 % North Carolina 82 % Maryland 82 % New York 71 % Louisiana 65 % Oklahoma 52 % Massachusetts 48 % Wyoming 47 %

2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Kansas 88 % Maryland 87 % New York 77 % Washington 73 % Louisiana 71 % North Carolina 69 % Massachusetts 54 % Mississippi 52 %

2005 Proficiency Grade 4 Reading 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Mississippi 88 %161 North Carolina 82 %183 Maryland 82 %187 New York 71 %207 Louisiana 65 %198 Oklahoma 52 %182 Massachusetts 48 %234 Wyoming 47 %228

2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Kansas 88 %186 Maryland 87 %187 New York 77 %200 Washington 73 %205 Louisiana 71 %192 North Carolina 69 %204 Massachusetts 54 %234 Mississippi 52 %210

2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Kansas 88 % (+10)186 (-6) Maryland 87 % (+5)187 (0) New York 77 % (+6)200 (-7) Washington 73 % (-7)205 (+8) Louisiana 71 % (+6)192 (-6) North Carolina 69 % (-13)204 (+19) Massachusetts 54 % (+6)234 (0) Mississippi 52 % (-36)210 (+49)

Grade 4 Reading Proficiency TN 170 MA 234 MD 187

2009 Proficiency Grade 8 Reading Proficient Required NAEP Score Texas 94 % (+11)201 (-24) Wisconsin 85 % (-1)232 (+3) Maryland 80 % (+12)237 (-8) 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)

Grade 8 Reading Proficiency MO 267 TX 201 MD 237

2009 Proficiency Grade 4 Mathematics Proficient Required NAEP Score Maryland 89 % (+11)208 (-7) Texas 85 % (+3)214 (-5) Wisconsin 81 % (+7)219 (-16) 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)

Grade 4 Math Proficiency TN 195 MA 255 MD 208

2009 Proficiency Grade 8 Mathematics Proficient Required NAEP Score Texas 83 % (+22)254 (-19) Illinois 82 % (+28)251 (-15) Ohio 71 % (+8)265 (-9) Maryland 66 % (+13)271 (-5) Oklahoma 59 % (+8)269 (-9) Mississippi 54 % (+1)264 (+2) Massachusetts 49 % (+7)300 (-1) Missouri 47 % (+32)287 (-24)

Grade 8 Math Proficiency TN 229 MA 300 MD 271

HOW

Model Schools Conference Register Today! 22 nd Annual 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

Leading Change During Challenging Times-Lessons Learned from Our Nation’s Most Rapidly Improving Schools Bill Daggett, Founder and Chairman March 21, 2014

HOW

System

Culture Organizational Leadership

Culture Trumps Strategy

High expectations Instructional Leadership

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%)

Grade 8 Reading Proficiency MO 267 TX 201 MD 237

Rigor and Relevance Teaching

Levels Bloom’s 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.

Levels Bloom’s CDCDABABCDCDABAB Application

Rigor/Relevance Framework

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

A B D C Standards

A B D C Assessments

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

SAT, ACT, AP

Rigor and Relevance Relationships Teaching

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

Culture Vision Structure and systems Organizational Leadership

Looping Organizational Changes

Looping Interdisciplinary Chairs Organizational Changes

Looping Interdisciplinary Chairs 9 th Grade Electives Organizational Changes

Recommendations

Create a Culture

Culture Trumps Strategy

Recommendations Create a Culture Needs Assessments

Needs Assessment

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

Effectiveness and Efficiency Framework High Cost Low Cost

Effectiveness and Efficiency Framework High Cost Low Cos t High Student Performance Low Student Performance E f f e c t iv e n e s s

Effectiveness and Efficiency Framework High Cost Low Cos t High Student Performance CDCDABABCDCDABAB Low Student Performance E f f e c t iv e n e s s

Recommendations Create a Culture Needs Assessments – 20 Day Plan

Recommendations Create a Culture Needs Assessments – 20 Day Plan Model Schools Conference

Model Schools Conference Register Today! 22 nd Annual 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

Recommendations Create a Culture Needs Assessments – 20 Day Plan Model Schools Conference Focus on Literacy and Rigor/Relevance

Levels Bloom’s CDCDABABCDCDABAB Application

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%)

Recommendations Create a Culture Needs Assessments – 20 Day Plan Model Schools Conference Focus on Literacy and Rigor/Relevance Nextpert

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

Recommendations Create a Culture Needs Assessments – 20 Day Plan Model Schools Conference Focus on Literacy and Rigor/Relevance Nextpert 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 Create a Culture Needs Assessments – 20 Day Plan Model Schools Conference Focus on Literacy and Rigor/Relevance Nextpert We Surveys Yellow Sheets

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