1. International Center for Leadership in Education Dr. Willard R. Daggett Top Down Support for Bottom Up Reform December 7, 2009

2. Todays Goal Specific Actions

3. International Center Finding Nations top performing Nations most rapidly improving

4. Question

5. Lack of Support for Existing Programs? OR Lack of Support for Change?

6. Negotiables Vs. Non Negotiables

7. Assurances 1. Core Standards 2. Data System 3. Focus on Teacher Effectiveness 4. Turn around Low Performing Schools

8. Components of School Excellence

9. International Center Finding Nations top performing Nations most rapidly improving

10. Components of School Excellence 1. Create a Culture to Support RR & R For ALL Students

11. Will School Reform Succeed? The unorganized general interest will need to trump the organized special interest

12. Todays Goal Specific Actions

13. Culture to Support Reform WhoWho -You -You -Teachers -Teachers -Boards -Boards -Community -Community -Parents -Parents

14. Culture to Support Reform WhoWho WhatWhat

15. Challenges Challenges 1.Technology

16. SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

17. Projection Keyboard

18. Projection Keyboard and Projector

21. DEATH OF DISTANCE

22. Work to WorkerWork to Worker CommunicationCommunication GamingGaming EducationEducation

23. Challenges Globalization

24. Wal Mart Source: The Post-American World Largest Corporation 8 times Size of Microsoft 2 % of GDP 1.4 Million Employees More Employees than: GM, Ford, G.E. and IBM Combined

25. China today exports in a single day more than exported in all of 1978. Source: The Rise of India and China...

26. Savings Rate 1. India -- 25% 2. Japan -- 28% 3. Korea -- 30% 4. China -- 50% 5. United States -- (-4%)

27. U.S. – 2 nd Half of 20 th Century Only Superpower Highest per Capita Income 1 st in Economic Growth 5% of Population > 24% of Consumption Source: National Academy of Science 2007

28. Elementary Schools 6 Years Integrated Science Biology / ChemistryGrade 7 Biology / PhysicsGrade 8 Physics / ChemistryGrade 9 Integrated ScienceGrades 10 - 12 Source: Ed Week 6/6/07 Chinese Science

29. The Cliff

30. Sub-Prime Mortgage Crisis Value Time Value of Homes Sub Prime Mortgage

31. Sub Prime Mortgage Crisis Value Time Value of Homes

32. Sub Prime Mortgage Crisis Value Time Value of Homes Sub Prime Mortgage

33. Stimulus Value Time Economy The Cliff Crisis

34. Stimulus Value Time Economy The Cliff Crisis Stimulus

35. Other Sectors of the Economy 1.Auto 2.Real Estate 3. Airlines

36. SCHOOLS Time Performance

37. SCHOOLS Resources Time Performance

38. SCHOOLS Resources Time Performance

39. SCHOOLS Resources Time Crisis

40. SCHOOLS Resources Time Crisis Stimulus Performance

41. STIMULUS Short term funding should be used to stimulate long term improvement NOT to maintain what exist

42. Secretary Duncan The first question, I promise you, will be what did you do with the stabilization money to drive reform and improve achievement? If there isnt a good answer to that, they might as well just tear up the form.

43. CANNOT BE BUSINESS AS USUAL Resources Time Crisis Stimulus Performance

44. Lag in Budget Reductions 2001 – Economic downturn ended –State budget reduction in 2002 - $14B –State budget reduction in 2003 - $12B 2009 – Economic downturn has not yet ended –State budget reduction in 2009- $31.6B 2010 – 35 states have already predicted additional cuts

45. Federal Spending Inflation Adjusted 2008 $ 38,851 1970 2007

46. Federal Spending Inflation Adjusted 2008 $ 870 billion $ 38,851 1970 2007

47. Federal Spending 1965 2009 $642 Billion $3.94 Trillion $2.79 Trillion

48. Tax Revenue As percentage of GDP 1965 2082

49. Federal Spending / Household 2000 Tax Revenue Total Federal Spending 2080

50. Federal Taxes Income Earners Part of Federal Income Tax

51. SCHOOLS Resources Time Crisis Stimulus Performance

52. Culture to Support Reform WhoWho -You -You -Teachers -Teachers -Boards -Boards -Community -Community -Parents -Parents

53. Culture to Support Reform WhoWho WhatWhat

54. Culture to Support Reform WhoWho WhatWhat HowHow

55. Components of School Excellence 1. Create a Culture to Support RR & R For ALL Students 2. Build and Use Data to Guide Whole-School / District Reform

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

57. Criteria Core Academic 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)

58. Criteria Core Academic 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)

59. 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

60. Rigor/Relevance For All Students

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

62. 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

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

64. 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.

65. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework 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.

66. 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.

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

68. 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.

69. 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.

70. 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.

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

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

73. 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%

74. 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%

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

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

77. Teacher vs. Student Comparison T – I encourage students to use multiple resources when solving problems. 93% S – My teachers encourage me to use many resources to solve problems. 65%

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

79. 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%

80. Teacher vs. Student Comparison T – I know my students academic interests and goals. 84% S – My teachers know my academic interests and goals. 35%

81. Teacher vs. Student Comparison T – I know what my students are passionate about. 78% S – My teachers know what I love to do outside of school. 28%

82. Criteria Core Academic 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)

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

84. Criteria Core Academic 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)

85. Components of School Excellence 1. Create a Culture to Support RR & R For ALL Students 2. Build and Use Data to Guide Whole-School / District Reform 3. Create and Support Leadership Teams

86. A Defined and Inflexible System Bells Calendar Contracts Tests Rules and Regulations

87. Leadership Focus Coherent Vision Empowerment

88. ControlControl Vision Driven Quad D Leadership Framework Low HighLow High

89. ControlControl Vision Driven A Quad D Leadership Framework Low HighLow High

90. ControlControl Vision Driven A B Quad D Leadership Framework Low HighLow High

91. ControlControl Vision Driven A B C Quad D Leadership Framework Low HighLow High

92. ControlControl Vision Driven A B D C Quad D Leadership Framework Low HighLow High

93. Leadership A CD B Rules Results

94. Leadership A CD B Control Empower Rules Results

95. Leadership A CD B Teaching / Teachers Learning / Students Rules Control Results Empower

96. Leadership A CD B Compliance Engaged Rules Control Teaching/Teachers Results Empower Learning / Students

97. Leadership A CD B Inputs Outputs Compliance Rules Control Teaching/Teachers Engage Results Empower Learning / Students

98. Vision Driven Leadership A CD B Rules Control Teaching/Teachers Compliance Inputs Results Empower Learning / Students Engaged Outputs

99. ControlControl Vision Driven A B D C Quad D Leadership Framework High Low

100. Leadership Academy January 29-31, 2010 New Orleans www.LeaderEd.com

101. QUESTIONS Student SurveysStudent Surveys Leadership DevelopmentLeadership Development

102. Components of School Excellence 1. Create a Culture to Support RR & R For ALL Students 2. Build and Use Data to Guide Whole-School / District Reform 3. Create and Support Leadership Teams 4. Define Student Learning Expectations

103. ISAT/PSAE English LA Benchmarks Tested

104. 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

105. 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

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

107. 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

108. NESS Study Subgroup Rankings Social Studies Skill (Economics): Investigate how a cost/benefit analysis can influence decisions based on profits and losses. GroupRank Overall22 Business/Industry3 Other Non-educators15 Social Studies Teachers57 Other Educators18

109. NESS Study Subgroup Rankings Social Studies Skill (History): Analyze major global occurrences from 1000 BCE – 1914 CE (onset of World War I) and describe the causes, consequences, or results. GroupRank Overall21 Business/Industry24 Other Non-educators21 Social Studies Teachers8 Other Educators23

110. Proficiency Levels

111. Lexile Framework ® for Reading Study Summary of Text Lexile Measures 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%)

112. 16 Career Clusters Department of Education

113. Reading Requirements Findings Entry-level Entry-level Highest in 6/16 Highest in 6/16 Second Highest in 7/16 Second Highest in 7/16 Consistent Across Country Consistent Across Country

114. Human Services

115. 16 Career Clusters Department of Education

116. Human Services

117. Construction

118. Manufacturing

119. QUESTIONS Student SurveysStudent Surveys Leadership DevelopmentLeadership Development Research on Student ExpectationsResearch on Student Expectations

120. Eight Implementation Steps to Excellence 5. Concentrate on Effective Instructional Practices

121. Focused and Sustained Professional Development

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

123. Gold Seal Lessons

124. Illinois Career and Technical Education Illinois English Language Arts Goals/Standards/Benchmarks Grade 11 PSAE Grade 11 Data Not Available Agriculture and Natural Resources Architecture and Construction Ag Production AgMechanics Ag Services(AgBusiness) NaturalResources ArchitecturalDraftingCluster Building Trades 1.11.22 Apply information to a described situation. MMHHHM 1.11.23 Use comparison/contrast to identify how information in a passage has similar or different characteristics. MMMMMM 1.11.28 Identify and interpret the authors purpose and point of view in expository texts and literary passages. MMMMMM 1.11.29 Explain how dialogue is used in a given passage to develop characters and create mood. LLLLLL 1.11.30 Determine an author's implied meaning by drawing conclusions based on facts, events, images, patterns, symbols, etc. found in the text. HHHHHH 2.11.01 Identify elements of fiction (e.g., theme, tone, mood, foreshadowing, symbolism, irony, imagery). LLLLLL

125. 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 DanceMusicTheatre 7.1. Determine the meaning of words and phrases in context. 7.1.1. 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. E5H 7.1.2. 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. Content Standard A.1 Use effective reading strategies to achieve their purposes in reading. E5M

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

127. Eight Implementation Steps to Excellence 6. Address Organizational Structures 5. Concentrate on Effective Instructional Practices

128. Eight Implementation Steps to Excellence 6. Address Organizational Structures 7. Monitor Student Progress 5. Concentrate on Effective Instructional Practices

129. Assessment Drives Instruction

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

131. Lexile Framework ® - Student Profile 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 Matt 600 800 1000 1400 1600 1200 High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter

132. Eight Implementation Steps to Excellence 6. Address Organizational Structures 7. Monitor Student Progress 5. Concentrate on Effective Instructional Practices 8. Review and Refine Process

133. 17th Annual Model Schools Conference June 28- July 1, 2009 Atlanta Visit www.LeaderEd.com for more information Mark Your Calendar!

134. Successful Practices Network

135. Efficient and Effective Framework High Cost Low Cost High Student Performance Low Student Performance CDCDABABCDCDABAB EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

136. Efficient and Effective Framework High Cost Low Cost High Student Performance Low Student Performance CDCDABABCDCDABAB High Cost High Performance Low Cost High Performance Low Cost Low Performance High Cost Low Performance

137. Example Class Size –25 to 24 –4 % increase –Payroll Equals 80 % –Total Cost = 3.2 % of Budget Professional Development

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

139. ISAT/PSAE English LA Benchmarks Tested

140. 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 DanceMusicTheatre 7.1. Determine the meaning of words and phrases in context. 7.1.1. 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. E5H 7.1.2. 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. Content Standard A.1 Use effective reading strategies to achieve their purposes in reading. E5M

141. Gold Seal Lessons

142. Efficient and Effective Framework High Cost Low Cost High Student Performance Low Student Performance Focused Professional Development Reduce Class Size

143. Empower Staff

144. 1. Team of teachers

145. Empower Staff 1. Team of teachers 2.Given group of students

146. Empower Staff 1. Team of teachers 2.Given group of students 3.Agree to their present performance

147. Empower Staff 1. Team of teachers 2.Given group of students 3.Agree to their present performance 4. Give total budget (fixed and variable)

148. Empower Staff 1. Team of teachers 2.Given group of students 3.Agree to their present performance 4. Give total budget (fixed and variable) 5. Give % of savings if student performance improves

149. Successful Examples 1.Teachers in teams with a group of students --- They get 50% of reduced cost if students maintain student performance. If they dramatically improve student performance they get 80% of reduced cost

150. Efficient and Effective Framework High Cost Low Cost High Student Performance Low Student Performance Teacher-Designed Program X X Existing Program

151. Examples 1. Department Chairs

152. Efficient and Effective Framework High Cost Low Cost High Student Performance Low Student Performance Interdisciplinary Chairs

153. Examples 1. Department Chairs 2.Looping

154. Efficient and Effective Framework High Cost Low Cost High Student Performance Low Student Performance Looping

155. Examples 1. Department Chairs 2.Looping 3.Electives to 9 th Grade

156. Efficient and Effective Framework High Cost Low Cost High Student Performance Low Student Performance Electives to 9 th Grade

157. Technology

158. Efficient and Effective Framework High Cost Low Cost High Student Performance Low Student Performance I CAN Learn

159. Efficient and Effective Framework High Cost Low Cost High Student Performance Low Student Performance READ 180

160. Examples Coordinate Professional Development with Graduate Degrees

161. ONLINE PROGRAMS ONLINE PROGRAMS University of PhoenixUniversity of Phoenix Penn FosterPenn Foster

162. Innovation/Best Practices Professional Development and Graduate work on-line - best practices - outstanding teachers -anytime/anywhere -Graduate credit/degree

163. Master of Education Curriculum and Instruction

164. Graduate School of Education Curriculum/InstructionCurriculum/Instruction Educational TechnologyEducational Technology

165. QUESTIONS Gold Seal Lessons and other Support MaterialsGold Seal Lessons and other Support Materials Focused and Sustained Professional DevelopmentFocused and Sustained Professional Development Student Report CardStudent Report Card Efficient and Effective Needs AssessmentEfficient and Effective Needs Assessment Model Schools ConferenceModel Schools Conference

166. QUESTIONS Loopinp Learning Together Penn Foster Read 180/Expert 21 I Can Learn

167. 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, Inc.