1. Preparing for the Challenges and Opportunities of the Common Core State Standards Bill Daggett, Founder and Chairman December 6, 2012

2. School Improvement Growing Gap Readiness Changing World

3. Define Problem The first step in solving a problem is to correctly define it

4. Call for School Improvement 1983 - Business – but College Ready was the answer NCLB - Business – but again College Ready was the answer CCSS/NGA – Business – but now College and Career Ready

5. Common Core State Standards -College and Career Ready-

6. Enter 2 or 4 Year Degree Program Without Remediation College Ready

7. What Is It? Career Ready

8. 600 800 1000 1400 1600 1200 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%)

9. Career Ready Fewer Higher

10. 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 88 % Georgia 87 % North Carolina 82 % West Virginia 80 % Ohio 77 % Kentucky 67 % Massachusetts 48 % South Carolina 35 %

11. 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 90 % Georgia 87 % North Carolina 69 % West Virginia 73 % Ohio 82 % Kentucky 74 % Massachusetts 54 % South Carolina 84 %

12. 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 88 %170 Georgia 87 %175 North Carolina 82 %183 West Virginia 80 %197 Ohio 77 %199 Kentucky 67 %206 Massachusetts 48 %234 South Carolina 35 %228

13. 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 90 %170 Georgia 87 %178 North Carolina 69 %204 West Virginia 73 %205 Ohio 82 %192 Kentucky 74 %205 Massachusetts 54 %234 South Carolina 84 %194

14. 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 90 % (+2)170 (0) Georgia 87 % (0)178 (+3) North Carolina 69 % (-13)204 (+19) West Virginia 73 % (-7)205 (+8) Ohio 82 % (+5)192 (-7) Kentucky 74 % (+7)205 (-1) Massachusetts 54 % (+6)234 (0) South Carolina 84 % (+49)194 (-34)

15. 2009 Proficiency Grade 8 Reading Proficient Required NAEP Score Tennessee 93 % (+6)211 (-11) Georgia 77 % (-6)209 (-15) Ohio 72 % (-8)251 (+10) South Carolina 71 % (+41)245 (-29) Arkansas 71 % (+14)241 (-13) North Carolina 66 % (-22)246 (+29) West Virginia 61 % (-19)249 (+21) California 48 % (+9)259 (-3)

16. 2009 Proficiency Grade 4 Mathematics Proficient Required NAEP Score Tennessee 90 % (+3)195 (-5) North Carolina 81 % (-10)220 (+17) Ohio 78 % (+13)219 (-14) Georgia 75 % (0)218 (+3) South Carolina 69 % (+30)215 (-31) West Virginia 65 % (-10)225 (+10) Mississippi 58 % (-21)254 (+17) Massachusetts 48 % (+9)255 (0)

17. 2009 Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 90 % (+2)229 (-1) Georgia 81 % (+12)247 (-8) North Carolina 80 % (-4)253 (+6) South Carolina 75 % (+51)270 (-35) Ohio 71 % (+8)265 (-9) Kentucky 55 % (-18)273 (-12) West Virginia 53 % (-18)270 (+17) Massachusetts 49 % (+7)300 (-1)

18. Career Ready Fewer Higher Different

19. 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 Career Ready

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

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

22. 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

23. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs.

24. 1 2 3 4 5 6 12345 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

25. 1 2 3 4 5 6 12345 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

26. 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

27. Rigor/Relevance Framework

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

29. 1 2 3 4 5 Blooms 4 5 6 3 2 1 Application Test Rigor/Relevance Framework

30. 1 2 3 4 5 Blooms 4 5 6 3 2 1 Application Test CTE/ Jobs Rigor/Relevance Framework

31. 1 2 3 4 5 Blooms 4 5 6 3 2 1 Application Test CTE/ Jobs College Ready Rigor/Relevance Framework

32. 1 2 3 4 5 Blooms 4 5 6 3 2 1 Application Test CTE/ Jobs Career Ready College Ready Rigor/Relevance Framework

33. School Improvement Growing Gap Changing World

34. Academics

35. Layers of non-sequential but increasingly complex knowledge

36. College Ready 1 2 3 4 5 4 5 6 3 2 1

37. Rules K-12 Culture

38. Rules Regulation K-12 Culture

39. Rules Regulation Certification K-12 Culture

40. Rules Regulation Certification Tenure K-12 Culture

41. Rules Regulation Certification Tenure Contracts K-12 Culture

42. Rules Regulation Certification Tenure Contracts Teachers Trained K-12 Culture

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

44. Career Ready

45. 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 Career Ready

46. College and Career Ready Fewer Higher Different

47. Career Ready

48. College Ready

49. 600 800 1000 1400 1600 1200 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%)

50. Career Ready

52. Requires Both Vertical and Horizontal Integration Career Ready

54. School Improvement Growing Gap Changing World

55. Lessons Learned from the Nations Most Rapidly Improving Schools Bill Daggett, Founder and Chairman December 6, 2012

56. No Formula

57. Systemwide Focus on Instruction Recommendations

63. 1:15 -2:15

64. Systemwide Focus on Instruction Model School Conference Recommendations

65. 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. www.modelschoolsconference.com

66. System wide Focus on Instruction Model School Conference Next Network Recommendations

67. Take off the plate

68. Next Network

69. 12345

70. Road Map State Standards to State Test

71. CRCT / GHSGT English LA Performance Standards Tested

72. Ohio English Language Arts Indicators Tested

73. State Tests State Standards A A

74. NESS & Lexile State Tests State Standards A

75. National Essential Skills Study (NESS)

76. 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

77. 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

78. NESS Study Subgroup Rankings Math Skill: Apply the Pythagorean Theorem to right triangles. GroupRank Overall20 Business/Industry29 Other Non-educators31 Mathematics Teachers4 Other Educators24

79. 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

80. Proficiency

81. Reading Study Summary 600 800 1000 1400 1600 1200 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%)

82. NESS & Lexile State Tests State Standards A

83. Common Core Standards NESS & Lexile State Tests State Standards A

84. Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard

85. Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA

86. Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA

87. Performance Task drawn from the Ohio Performance Assessment Project. Available at, www.ModelSchoolsConference.com/handouts12.html

88. 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?

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

90. Gold Seal Lessons

91. Lessons Learned from the Nations Most Rapidly Improving Schools Bill Daggett, Founder and Chairman December 6, 2012

92. School Improvement Growing Gap Readiness Changing World

93. School Improvement Growing Gap Changing World

94. School Improvement Growing Gap Changing World

95. School Improvement Growing Gap Changing World

96. 23 Successful Practices NO FORMULA

103. Rigor and Relevance Teaching

104. College and Career Ready

105. 600 800 1000 1400 1600 1200 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%)

106. 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 Career Ready

108. 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 Career Ready

109. 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

110. Take off the plate

111. Next Network

113. CULTURE DRIVES STRATEGY

114. 70%

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

116. 70% -Is Increasing at 1% Per Year-

117. 70% Are they employable?

118. 70% Are they headed to public assistance?

119. Population FemaleMale 1950 2010 2050

120. Technology Financial Globalization Demographics The Changing Landscape

121. Creating System-wide Focus on Effectiveness and Efficiency The Daggett System for Effective Instruction Bill Daggett, Founder and Chairman December 6, 2012

122. School Improvement Growing Gap Readiness Changing World

123. School Improvement Growing Gap Changing World

124. School Improvement Growing Gap Changing World

125. School Improvement Growing Gap Changing World

126. No Formula

127. SUCCESS BY DESIGN NOT BY CHANCE

133. 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. www.modelschoolsconference.com

134. Culture Organizational Leadership

135. Technology Financial Globalization Demographics The Changing Landscape

136. Culture Vision Organizational Leadership

137. College and Career Ready Fewer Clearer Higher

138. Academics

139. Layers of non-sequential but increasingly complex knowledge

140. College Ready 1 2 3 4 5 4 5 6 3 2 1

141. Academics

142. Rules K-12 Culture

143. Rules Regulation K-12 Culture

144. Rules Regulation Certification K-12 Culture

145. Rules Regulation Certification Tenure K-12 Culture

146. Rules Regulation Certification Tenure Contracts K-12 Culture

147. Rules Regulation Certification Tenure Contracts Teachers Trained K-12 Culture

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

149. Career Ready

150. 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 Career Ready

151. College and Career Ready Fewer Clearer Higher Different

152. Career Ready

153. College Ready

154. 600 800 1000 1400 1600 1200 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%)

155. Career Ready

157. Requires Both Vertical and Horizontal Integration Career Ready

159. Culture Vision Structure and systems Organizational Leadership

160. Looping Organizational Changes

161. Looping Interdisciplinary Chairs Organizational Changes

162. Looping Interdisciplinary Chairs 9 th Grade Electives Organizational Changes

163. Culture Vision Structure and systems Organizational Leadership Build leadership

164. Top-down support for bottom-up success

165. Empower Leadership Teams

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

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

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

170. High expectations Instructional Leadership

171. 600 800 1000 1400 1600 1200 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%)

172. 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 88 % Georgia 87 % North Carolina 82 % West Virginia 80 % Ohio 77 % Kentucky 67 % Massachusetts 48 % South Carolina 35 %

173. 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 90 % Georgia 87 % North Carolina 69 % West Virginia 73 % Ohio 82 % Kentucky 74 % Massachusetts 54 % South Carolina 84 %

174. 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 88 %170 Georgia 87 %175 North Carolina 82 %183 West Virginia 80 %197 Ohio 77 %199 Kentucky 67 %206 Massachusetts 48 %234 South Carolina 35 %228

175. 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 90 %170 Georgia 87 %178 North Carolina 69 %204 West Virginia 73 %205 Ohio 82 %192 Kentucky 74 %205 Massachusetts 54 %234 South Carolina 84 %194

176. 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 90 % (+2)170 (0) Georgia 87 % (0)178 (+3) North Carolina 69 % (-13)204 (+19) West Virginia 73 % (-7)205 (+8) Ohio 82 % (+5)192 (-7) Kentucky 74 % (+7)205 (-1) Massachusetts 54 % (+6)234 (0) South Carolina 84 % (+49)194 (-34)

177. 2009 Proficiency Grade 8 Reading Proficient Required NAEP Score Tennessee 93 % (+6)211 (-11) Georgia 77 % (-6)209 (-15) Ohio 72 % (-8)251 (+10) South Carolina 71 % (+41)245 (-29) Arkansas 71 % (+14)241 (-13) North Carolina 66 % (-22)246 (+29) West Virginia 61 % (-19)249 (+21) California 48 % (+9)259 (-3)

178. 2009 Proficiency Grade 4 Mathematics Proficient Required NAEP Score Tennessee 90 % (+3)195 (-5) North Carolina 81 % (-10)220 (+17) Ohio 78 % (+13)219 (-14) Georgia 75 % (0)218 (+3) South Carolina 69 % (+30)215 (-31) West Virginia 65 % (-10)225 (+10) Mississippi 58 % (-21)254 (+17) Massachusetts 48 % (+9)255 (0)

179. 2009 Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 90 % (+2)229 (-1) Georgia 81 % (+12)247 (-8) North Carolina 80 % (-4)253 (+6) South Carolina 75 % (+51)270 (-35) Ohio 71 % (+8)265 (-9) Kentucky 55 % (-18)273 (-12) West Virginia 53 % (-18)270 (+17) Massachusetts 49 % (+7)300 (-1)

180. High expectations Curriculum Instructional Leadership

181. High expectations Curriculum Literacy and math Instructional Leadership

182. High expectations Curriculum Literacy and math Data-driven Instructional Leadership

183. Take off the plate

184. Next Network

185. 12345

186. Road Map State Standards to State Test

187. Ohio English Language Arts Indicators Tested

188. State Tests State Standards A A

189. NESS & Lexile State Tests State Standards A

190. National Essential Skills Study (NESS)

191. 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

192. 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

193. NESS Study Subgroup Rankings Math Skill: Apply the Pythagorean Theorem to right triangles. GroupRank Overall20 Business/Industry29 Other Non-educators31 Mathematics Teachers4 Other Educators24

194. 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

195. Proficiency

196. Reading Study Summary 600 800 1000 1400 1600 1200 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%)

197. NESS & Lexile State Tests State Standards A

198. Common Core Standards NESS & Lexile State Tests State Standards A

199. Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard

200. Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA

201. Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA

202. Performance Task drawn from the Ohio Performance Assessment Project. Available at, www.ModelSchoolsConference.com/handouts12.html

203. 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?

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

205. Gold Seal Lessons

206. Tennessee Career and Technical Education Tennessee English Language Arts Content Standards/ State Performance Indicators English II NESS Rank TCAP / EOC Agriculture, Food & Natural Resources Architecture & Construction Arts, A/V Technology & Communications Food Products &Processing Systems Agribusiness Systems Power, Structural &Technical Systems EnvironmentalService Systems Plant Systems Natural ResourceSystems Animal Systems Design/Pre-Construction Construction Maintenance/Operations Performing Arts Visual Arts Printing Technology Journalism &Broadcasting A/V Technology& Film Telecommunications SPI 3002.2.1 Identify the thesis and main points of a challenging speech. E2 E34 H SPI 3002.2.2 Distinguish between a summary and a paraphrase. E20 E28 H SPI 3002.2.3 Distinguish between a critique and a summary. E20 E28 H SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect). E17 E22 H SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes). E37 E44 H SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). E8H

207. Tennessee Arts Education Tennessee Language Arts Standards/Learning Expectations/Accomplishments High School English II Curriculum Survey of Essential Skills National Rankings End-of- Course Test Visual ArtsDanceMusicTheatre 1.08 Develop organized pieces of writing containing focused, well-developed ideas. e12 e54 HHHHH 1.09 Demonstrate effective writing style by the use of vivid words, a variety of sentence structures, and appropriate transitions. e12 e54 HHHHH 1.10 Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness. e14 e41 e62 HMMMM 1.11 Recognize and demonstrate appropriate use of standard English: usage, mechanics and standard spelling, and sentence structure. e1 e7 HHHHH 1.12 Identify and use a variety of resources to revise and edit writing. e21HMMMM 1.13 Research information to prepare presentations or reports which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries. e3 e36a L

208. Net Network Resources Professional Development

209. Net Network Resources Professional Development Verb Analyzer -continuous improvement

210. Net Network Resources Professional Development Verb Analyzer -continuous improvement Video Cast

211. Net Network Resources Professional Development Verb Analyzer -continuous improvement Video Cast Case Studies

212. Net Network Resources Professional Development Verb Analyzer -continuous improvement Video Cast Case Studies Bulletins/Updates

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

214. Rigor and Relevance Teaching

215. Levels 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application

216. Rigor/Relevance Framework

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

218. Rigor and Relevance Relationships Teaching

219. 1 2 3 12345 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

220. 1 2 3 12345 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

221. Rigor and Relevance Relationships Content Teaching

222. Rigor and Relevance Relationships Content Teaching How students learn

223. A B D C

224. How Students Learn

225. A B D C

226. Rigor and Relevance Relationships Content Teaching How students learn Instructional strategies

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

229. Preparing Students for the 21 st Century Bill Daggett, Founder and Chairman December 6, 2012

230. CULTURE DRIVES STRATEGY

231. The Changing Landscape Technology

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

233. 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

234. Homework Implications

235. Homework Term Paper Implications

238. Integrated Projection Projection Keyboard SPOT

239. Projection Keyboard

240. Projection Keyboard and Monitor

241. 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

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

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

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

245. Technology Financial The Changing Landscape

249. 2011 US Federal Budget -borrowing 41% of every dollar it is spending

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

251. Technology Financial Globalization The Changing Landscape

257. Shenzhen 1980 -Fishing Village 2012 -

258. 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

259. PISA 2009 1 Shanghai-China556 2 Korea539 3 Finland536 4 Hong Kong-China533 5 Singapore526 6 Canada524 7 New Zealand521 8 Japan520 9 Australia515 10 Netherlands508 17 United States500 20 Germany497 21 Ireland496 22 France496 25 United Kingdom494 33 Spain481 43 Russian Federation459 48 Mexico425 53 Brazil412 57 Indonesia402 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average

260. 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 Japan529 10 Canada527 11 Netherlands526 13 New Zealand519 15 Australia514 16 Germany513 22 France497 28 United Kingdom492 31 United States487 32 Ireland487 34 Spain483 38 Russian Federation468 51 Mexico419 57 Brazil386 61 Indonesia371

261. 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 Canada529 10 Australia527 11 Netherlands522 13 Germany520 16 United Kingdom514 20 Ireland508 23 United States502 27 France498 36 Spain488 39 Russian Federation478 50 Mexico416 53 Brazil405 60 Indonesia383

262. Technology Financial Globalization Demographics The Changing Landscape

263. Population FemaleMale 1950 2010 2050

264. Technology Financial Globalization Demographics The Changing Landscape

265. WHY

266. 70%

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

268. 70% -Is Increasing at 1% Per Year-

269. 70% Are they employable?

270. 70% Are they headed to public assistance?

271. Population FemaleMale 1950 2010 2050

272. 23 Successful Practices HOW

273. 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. www.modelschoolsconference.com

274. No Formula

276. 3 2 1 K-12 Education – High Impact Factors

277. 3 2 1 1 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT) Technology in Schools

278. Pencil Budget

279. 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 Grading of Papers

280. 1 1 – Learning Together Learning

281. 3 2 1 1 – 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

282. 3 2 1 1 – Project-based Learning 2 – Flipped Classroom 3 – Online Game-based System Instruction

283. 3 2 1 1 – Teaching 2 – Learning 3 – Personalization of Learning Our Mission

284. 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail: info@LeaderEd.com www.LeaderEd.com International Center for Leadership in Education

285. 23 Successful Practices

286. Successful Practices Network -Barrier Study-

287. A focus on college AND career ready A culture of high expectations Literacy across the curriculum A culture of continuous improvement A common vision Leadership across all levels Focused and sustained professional development 23 Best Practices

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

289. Technical Cultural Political Insufficient Support Insufficient Budget Insufficient Personnel Barriers

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

291. 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

292. 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

293. Systemwide Focus on Instruction Model School Conference Barrier Study Career Ready Network Recommendations