Bill Daggett, Founder and Chairman

Bill Daggett, Founder and Chairman
Understanding the Classroom Implications of the Transition to CCSS and NGAs Bill Daggett, Founder and Chairman February 15, 2013

Growing Gap Changing World School Improvement Readiness

Growing Gap Changing World School Improvement

Growing Gap School Improvement Changing World

Common Core State Standards

College and Career Ready

College AND Career Ready

Fewer Clearer Higher

Action Items Create a Culture

Culture Trumps Strategy

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

-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?

The Changing Landscape
Technology Financial Globalization Demographics

Action Items Create a Culture Instructional Program

Action Items Create a Culture Instructional Program
Professional Development

College AND Career Ready

Interquartile Ranges Shown (25% - 75%)
Reading Study Summary Interquartile Ranges Shown (25% - 75%) 1600 1400 1200 Text Lexile Measure (L) 1000 800 600 High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics

2005 Proficiency Grade 4 Reading
Proficient Required NAEP Score Mississippi 88 % Georgia 87 % Wisconsin 83 % Texas 81 % Ohio 77 % Arkansas 53 % Massachusetts 48 % South Carolina 35 %

Proficient Required NAEP Score Georgia 87 % Texas 84 % South Carolina Wisconsin 82 % Florida 74% Arkansas 70 % Massachusetts 54 % Mississippi 52 %

Proficient Required NAEP Score Mississippi 88 % 161 Georgia 87 % 175 Wisconsin 83 % 189 Texas 81 % 190 Ohio 77 % 199 Arkansas 53 % 217 Massachusetts 48 % 234 South Carolina 35 % 228

Proficient Required NAEP Score Georgia 87 % 178 Texas 84 % 188 South Carolina 194 Wisconsin 82 % 189 Florida 74% 206 Arkansas 70 % 200 Massachusetts 54 % 234 Mississippi 52 % 210

Proficient Required NAEP Score Georgia 87 % (0) 178 (+3) Texas 84 % (+3) 188 (-2) South Carolina 84 % (+49) 194 (-34) Wisconsin 82 % (-1) 189 (0) Florida 74% (+3) 206 (+4) Arkansas 70 % (+17) 200 (-17) Massachusetts 54 % (+6) 234 (0) Mississippi 52 % (-36) 210 (+49)

Proficient Required NAEP Score Texas 94 % (+11) 201 (-24) Wisconsin 85 % (-1) 232 (+3) Georgia 77 % (-6) 209 (-15) South Carolina 71 % (+41) 245 (-31) Arkansas 71 % (+14) 241 (-13) Florida 54 % (+10) 262 (-3) Mississippi 48 % (-10) 254 (+7) California 48 % (+9) 259 (-3)

2009 Proficiency Grade 4 Mathematics
Proficient Required NAEP Score Texas 85 % (+3) 214 (-5) Wisconsin 81 % (+7) 219 (+4) Georgia 75 % (0) 218 (+3) South Carolina 69 % (+30) 215 (-31) Florida 75 % (+12) 225 (-5) Arkansas 78 % (+25) 216 (-20) Mississippi 58 % (-21) 223 (+17) Massachusetts 48 % (+9) 255 (0)

2009 Proficiency Grade 8 Mathematics
Proficient Required NAEP Score Texas 83 % (+22) 254 (-19) Illinois 82 % (+28) 251 (-25) New York 80 % (+24) 249 (-26) Wisconsin 79 % (+4) 262 (-1) Florida 66 % (+8) 266 (-3) Mississippi 54 % (+1) 264 (+2) Massachusetts 49 % (+7) 300 (-1) Missouri 47 % (+32) 287 (-24)

Fewer Clearer Higher Different

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

Knowledge Taxonomy Awareness Comprehension Application Analysis
Synthesis Evaluation

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

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

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

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

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

Bloom’s 4 5 6 3 2 1 Application Test

Bloom’s 4 5 6 3 2 1 Application Test CTE/ Jobs

Bloom’s 4 5 6 3 2 1 Application College Ready Test CTE/ Jobs

Bloom’s 4 5 6 3 2 1 Application College Ready Career Ready Test CTE/ Jobs

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

iKnow My Class Survey

Relevance I have personal goals for my learning in this class.
I see how this class relates to my other classes. I understand how I can apply what I am learning in my everyday life. In this class we discuss issues that are important to me. I believe what I am learning in this class is important for my future. The teacher relates our learning to current events.

Relevance

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

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

Relationships The teacher cares if I am absent from class.
The teacher knows my hopes and dreams. The teacher develops positive relationships with students. My ideas and thoughts are valued and respected by the teacher. I respect the teacher. The teacher enjoys working with students. The teacher inspires me to do my best.

Relationships

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

iKnow Survey – Quad D I evaluate and improve my work on a regular basis. I have an opportunity to influence my classmates’ thinking. It is important that I share my knowledge to help others. I am able to communicate what I have learned in relevant ways to different people. I explore issues, events, and problems from different perspectives. This class challenges my thinking. The teacher is willing to learn from the students.

iKnow Survey – Quad D

How Students Learn

D C A B

Challenges Common Core State Standards Next Generation Assessment

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

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

Standards D C A B

Assessments D C A B

College Ready Purpose of 5th Grade Math

Academics

Layers of non-sequential but increasingly complex knowledge

College Ready 4 5 6 3 2 1

K-12 System - CULTURE Disciplines Vertical Integration

K-12 Culture Rules

K-12 Culture Rules Regulation

K-12 Culture Rules Regulation Certification

K-12 Culture Rules Regulation Certification Tenure

K-12 Culture Rules Regulation Certification Tenure Contracts

K-12 Culture Rules Regulation Certification Tenure Contracts
Teachers Trained

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

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

Career Ready

College Ready

Career Ready

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

Career Ready

College Ready D C A B

Career Ready D C A B

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

Organizational Changes
Looping

Looping Interdisciplinary Chairs

Looping Interdisciplinary Chairs 9th Grade Electives

Take off the plate

Next Network

Road Map State Standards to State Tests

Wisconsin English LA Achievement Frameworks Subskills/Descriptors Knowledge and Concepts Exam - CRT (WKCE)

State Standards State Tests

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. Group Rank Overall 9 Business/Industry 2 Other Non-educators 10 English Language Arts Teachers 25 Other Educators 8

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

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

Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error. Group Rank Overall 12 Business/Industry 3 Other Non-educators 10 Mathematics Teachers 30 Other Educators 8

Proficiency

State Standards State Tests NESS & Lexile

A State Standards State Tests NESS & Lexile Gold Seal Lessons

Gold Seal Lessons 105

State Standards State Tests NESS & Lexile Gold Seal Lessons Consortium Assessment

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

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

Curriculum Matrix for Social Studies
Wisconsin Curriculum Matrix for Social Studies Wisconsin History and Social Science Learning Standards Grade 9-12 Excerpt National Essential Skills Study (NESS) Rankings Rank CRT NESS Priority Standard A: Geography A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region, employing such concepts as climate, plate tectonics, volcanism, and landforms, and to describe the human attributes, employing such concepts as demographics, birth and death rates, doubling time, emigration, and immigration SS1 Employ geographic tools (maps, globes, photographs, models, satellite images, charts, databases, GPS, etc.) and other visual images (physical, mental, and electronic representations) to acquire, process, and report information about people, places, and environments from a spatial perspective. H SS22 Analyze the causes and effects of population change on the characteristics, distribution, and complexity of Earth’s diverse populations and cultures, including the impact of demographics and the fact that they are constantly shifting. A.12.2 Analyze information generated from a computer about a place, including statistical sources, aerial and satellite images, and three-dimensional models Standard D: Economics D.12.1 Explain how decisions about spending and production made by households, businesses, and governments determine the nation's levels of income, employment, and prices SS10 Explain how changes in supply or demand cause relative prices to change and, in turn, affect the purchasing and sales incentives of buyers and sellers. M SS24 Describe how buyers and sellers interact to create market forces whereby market prices are determined and scarce goods and services are allocated. SS39 Analyze how a nation’s overall levels of income, employment, and price for goods are determined by the interaction of spending and production decisions made by all households, firms, government agencies, and others in the economy.

Arts Education Wisconsin English Language Arts
Reading Frameworks Objectives/Subskills/Descriptors Aligned to WMAS Content Standard A Grade 7 National Essential Skills Study (NESS) Rankings WKCE-CRT Visual Arts Dance Music Theatre 7.1. Determine the meaning of words and phrases in context. Use context clues to determine the meaning of words and phrases. • Use context clues to determine the meaning of unfamiliar words. • Understand the meaning of words and phrases used figuratively. • Use context clues to determine the meaning of multiple-meaning words. • Use knowledge of synonyms and antonyms to determine the meaning of words. • Identify analogies to demonstrate understanding of word meaning. • Understand connotative and denotative meaning of words. Content Standard A.1 Use effective reading strategies to achieve their purposes in reading. E5 H  Use knowledge of word structure to determine the meaning of words and phrases. • Identify the meaning of a word with an affix. • Use knowledge of root words to determine the meaning of a word. M

Focused and Sustained Professional Development
A Look to the Future Focused and Sustained Professional Development

Culture Trumps Strategy

Technology

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

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

Implications Homework

Implications Homework Term Paper

SPOT Integrated Projection Projection Keyboard

Projection Keyboard

Projection Keyboard and Monitor

Project Glass Technology should work for you—to be there when you need it and get out of your way when you don’t. Google X started Project Glass to build this kind of technology, one that helps you explore and share your world, putting you back in the moment. 124

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

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

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

Technology Financial

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

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

Technology Financial Globalization

Shenzhen Fishing Village 2013 -

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

PISA 2009 Overall Reading Scale 1 Shanghai-China 556 2 Korea 539 3
Finland 536 4 Hong Kong-China 533 5 Singapore 526 6 Canada 524 7 New Zealand 521 8 Japan 520 9 Australia 515 10 Netherlands 508 17 United States 500 20 Germany 497 21 Ireland 496 22 France 25 United Kingdom 494 33 Spain 481 43 Russian Federation 459 48 Mexico 425 53 Brazil 412 57 Indonesia 402 PISA 2009 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average 143

PISA 2009 Overall Math Scale 25th last time 1 Shanghai-China 600 2
Singapore 562 3 Hong Kong-China 555 4 Korea 546 6 Finland 541 9 Japan 529 10 Canada 527 11 Netherlands 526 13 New Zealand 519 15 Australia 514 16 Germany 513 22 France 497 28 United Kingdom 492 31 United States 487 32 Ireland 34 Spain 483 38 Russian Federation 468 51 Mexico 419 57 Brazil 386 61 Indonesia 371 PISA 2009 Overall Math Scale Significantly Above OECD Average Not Significantly Different (OECD Average 496) Significantly below OECD Average 25th last time 144

PISA 2009 Overall Science Scale Last time 21 1 Shanghai-China 575 2
Finland 554 3 Hong Kong-China 549 4 Singapore 542 5 Japan 539 6 Korea 538 7 New Zealand 532 8 Canada 529 10 Australia 527 11 Netherlands 522 13 Germany 520 16 United Kingdom 514 20 Ireland 508 23 United States 502 27 France 498 36 Spain 488 39 Russian Federation 478 50 Mexico 416 53 Brazil 405 60 Indonesia 383 PISA 2009 Overall Science Scale Significantly Above OECD Average Not Significantly Different (OECD Average 501) Significantly below OECD Average Last time 21 145

Population 1950 2010 2050 Male Female

Common Core State Standards and Next Generation Assessments for Leaders Bill Daggett, Founder and Chairman February 15, 2013

Three Central Challenges
Common Core State Standards, Next Generation Assessments and Teacher Evaluation

Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress

Schools must find new and innovative ways to improve student performance with increasingly fewer resources.

Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress Change

Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress Change Needs to be Evolutionary Not Revolutionary

Growing Gap Changing World School Improvement

Effectiveness and Efficiency Framework
High Cost Low Cost

High Student Performance Ef fec t iveness High Cost Low Cost Low Student Performance

High Student Performance Ef fec t iveness C D A B High Cost Low Cost Low Student Performance

Class Size Effective Efficient

Summer School Effective Efficient

Student-Teacher Relationship
Effective Efficient

Application of Knowledge
Effective Efficient

Professional Development
Effective Efficient

Teacher Expectations and Clarity
Effective Efficient

Assessment to Inform and Differentiate Instruction
Effective Efficient

Literacy Strategies Effective Efficient

PD Peer Tutor Class Size Summer School Ability Group Achieve Prior
0.22 0.90 0.90 0.60 0.72 0.90 0.75 0.90 0.69 0.80 0.55 0.75 0.62 0.75 0.40 0.67 0.60 0.65 0.30 0.55 0.23 0.20 0.21 0.20 PD Peer Tutor Class Size Summer School Ability Group Achieve Prior Teach Test Literacy Strats. Meta Strats. Form. Eval. Student Teacher Teacher Clarity

Greatest Impact Culture of High Expectations Relevance of Instruction
Strong Relationships

No Formula

Organizational Leadership
Culture Culture

Structure and Systems Vision Culture

Learning Criteria 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)

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

Structure and Systems Structure and systems Vision Culture

Looping

Looping Interdisciplinary Chairs

Looping Interdisciplinary Chairs 9th Grade Electives

Build Leadership Structure and systems Build leadership Vision Culture

Top-down support for bottom-up success

Empower Leadership Teams

Quadrant D Leadership Framework
C o n t r o l Low High Low High Vision Driven

C o n t r o l Low A High Low High Vision Driven

C o n t r o l Low A B High Low High Vision Driven

C C o n t r o l Low A B High Low High Vision Driven

Leadership Results C D Rules A B

Leadership Empower Results C D Control Rules A B

Leadership Learning / Students Teaching / Teachers C D A B Results
Empower C D Teaching / Teachers Rules Control A B

Leadership Engaged Compliance C D A B Results Empower
Learning / Students C D Compliance Rules Control Teaching/Teachers A B

Leadership Outputs Inputs C D A B Engage Results Empower
Learning / Students C D Inputs Compliance Rules Control Teaching/Teachers A B

Vision Driven Leadership
Results Empower Learning / Students Engaged Outputs C D Rules Control Teaching/Teachers Compliance Inputs A B

C C o n t r o l Low A B High Low High Vision Driven

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

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)

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

Lexile Framework® for Reading Study Summary of Text Lexile Measures
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

Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0
1600 1400 1200 Text Lexile Measure (L) 1000 910 800 600 Matt * Source of National Test Data: MetaMetrics

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

Instructional Leadership
High Expectations High expectations

Curriculum Curriculum High expectations

Literacy and Math Literacy and math Curriculum High expectations

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

Lexile Framework® for Reading Study Summary of Text Lexile Measures
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

Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0
1600 1400 1200 Text Lexile Measure (L) 1000 910 800 600 Matt * Source of National Test Data: MetaMetrics

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

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%

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

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

T – I am aware of my students’ interests outside of school. 87% S – My teachers know my interests outside of school. 30%

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

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

Teaching Rigor and Relevance Rigor and Relevance

D C A B

Teaching Relationships Relationships Rigor and Relevance

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

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

Teaching Content Content Relationships Rigor and Relevance

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

D C A B

How Students Learn

D C A B

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

Take off the plate

Next Network

State Standards State Tests NESS & Lexile Gold Seal Lessons Consortium Assessment

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

A Look to the Future

Technology needs to do to education what it has done to countless other industries: Disrupt It

Gaming is increasingly being built based upon brain research.

Gaming is increasingly being built based upon brain research
Gaming is increasingly being built based upon brain research. What is the implication to education?

Angry Birds Downloaded 1 billion times
Average of 800 bird launches per download Collectively 800 billion birds launched Over 600 million minutes played per day 400,000 years of time played

Blended Model

Evolution of Change Model
1 – Incremental Change (Improving Core Practices) 2 – Innovative Change (Fundamental Change of Core Practice) 3 – Transformational Change (Affect Entire System) 3 2 1

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

Pencil Budget

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

Learning 1 – Learning Together 1

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

E-mail - info@LeaderEd.com
1587 Route 146 Rexford, NY Phone (518) Fax (518) -

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

Close Bill Daggett, Founder and Chairman February 15, 2013

Evolution of Change Model
1 – Incremental Change (Improving Core Practices) 2 – Innovative Change (Fundamental Change of Core Practice) 3 – Transformational Change (Affect Entire System) 3 2 1

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

Pencil Budget

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

Learning 1 – Learning Together 1

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

A Look to the Future

Technology needs to do to education what it has done to countless other industries: Disrupt It

Gaming is increasingly being built based upon brain research.

Gaming is increasingly being built based upon brain research
Gaming is increasingly being built based upon brain research. What is the implication to education?

Angry Birds Downloaded 1 billion times
Average of 800 bird launches per download Collectively 800 billion birds launched Over 600 million minutes played per day 400,000 years of time played

Blended Model

K-12 Education – High Impact Factors
Gaming Online Instruction Blended Learning

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

Recommendations

Recommendations Seeing is believing

Recommendations Seeing is believing Barrier Study

23 Successful Practices

A focus on college AND career ready
Successful Practices

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

A common vision A culture of high expectations Successful Practices

A common vision A culture of high expectations Literacy across the curriculum Successful Practices

A common vision A culture of high expectations Literacy across the curriculum Rigor and Relevance for ALL students Successful Practices

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

23 Successful Practices

Successful Practices Network -Barrier Study-

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

Barriers Technical Cultural Political Insufficient Support
Insufficient Budget Insufficient Personnel Barriers

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

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

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

Successful Practices Network -Barrier Study-

Recommendations Seeing is believing Barrier Study Culture

Recommendations Seeing is believing Barrier Study Culture Next Network

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

Recommendations Seeing is believing Barrier Study Needs Assessment
Next Network Leadership Team

Doctor

Doctor Pilot

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

Bill Daggett, Founder and Chairman

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Bill Daggett, Founder and Chairman

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Presentation on theme: "Bill Daggett, Founder and Chairman"— Presentation transcript:

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About project

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