1. Preparing Students for Their Future Opportunities and Challenges Dr. Willard R. Daggett September 12, 2011

2. School Improvement Schools are Improving

3. School Improvement Changing World

4. Skills Gap

5. School Improvement Changing World Schools are Improving

6. School Improvement Changing World Schools are Improving

7. School Improvement Changing World Schools are Improving

8. WHY – WHAT - HOW

9. WHY

10. The Changing Landscape Technology

11. Semantic Web Analyze Documents Key words and headers (Google) Meaning / Concepts Wolfram Alpha Complete Task

12. Implications Homework Term Paper

13. -Wolfram Alpha- Will search all language and give you response in your language Will respond in writing or verbally (in your language)

15. SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

16. Projection Keyboard

17. Projection Keyboard and Projector

18. 1991 2011 Computing Capacity Moores Law – Doubles Every 2 Years 2021

19. The Changing Landscape Technology Financial

20. 2011 US Federal Budget -borrowing 41% of every dollar it is spending

21. The Changing Landscape Technology Financial Globalization

22. Equity and Excellence

23. Wal Mart Largest Corporation 8 times Size of Microsoft 2 % of GDP 1.4 Million Employees More Employees than: GM, Ford, G.E. and IBM Combined

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

25. 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

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

27. The Changing Landscape Technology Financial Globalization Demographics

28. Population FemaleMale 1950 2010 2050

29. Workforce 2020 The Ratio of the Prime Working Age Population to the Elderly is Falling YearRatio 19954.1 20004.1 20054.0 20103.9 20203.1 20302.3 Source: Census Bureau Projections

30. why – WHAT - how

31. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15?

32. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15? What steps do you intend to take to increase rigor in your classroom?

33. A B D C

34. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15? What steps do you intend to take to increase rigor in your classroom? How will technology change your current classroom practices?

35. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15? What steps do you intend to take to increase rigor in your classroom? How will technology change your current classroom practices? Brainstorm ideas for collaboration between Fulton County teachers?

36. why – WHAT - how

37. 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%)

38. Common Core State Standards Fewer Clearer Higher

39. 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score North Carolina 82 % Texas 81 % Ohio 77 % Florida 71 % Massachusetts 48 % California 48 % South Carolina 35 %

40. 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 90% Alabama 81 % Ohio 82 % North Carolina 69 % Massachusetts 54 % Mississippi 52 % Missiouri 47 %

41. 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score North Carolina 82 %183 Texas 81 %190 Ohio 77 %199 Florida 71 %202 Massachusetts 48 %234 California 48 %210 South Carolina 35 %228

42. 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 90%170 Alabama 81 %179 Ohio 82 %192 North Carolina 69 %204 Massachusetts 54 %234 Mississippi 52 %210 Missouri 47 %229

43. 2005 Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 % Texas 83 % Ohio 80 % Florida 44 % California 39 % South Carolina 30 %

44. 2009 Proficiency Grade 8 Reading Proficient Required NAEP Score Tennessee 93 % Alabama 75 % Ohio 72 % North Carolina 66 % Massachusetts 79 % Mississippi 48 % Missouri 50 %

45. 2005 Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 %217 Texas 83 %225 Ohio 80 %241 Florida 44 %265 California 39 %262 South Carolina 30 %276

46. 2009 Proficiency Grade 8 Reading Proficient Required NAEP Score Tennessee 93 %211 Alabama 75 %231 Ohio 72 %251 North Carolina 66 %246 Massachusetts 79 %249 Mississippi 48 %254 Missouri 50 %267

47. 2005 Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 % Texas 82 % Michigan 73 % Ohio 65 % Florida 63 % California 51 % South Carolina 39 % Massachusetts 39 %

48. 2009 Proficiency Grade 4 Mathematics Proficient Required NAEP Score Tennessee 90 % Texas 85 % North Carolina 81 % Ohio 78 % Florida 75 % California 65 % Mississippi 58 % Massachusetts 48 %

49. 2005 Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 %203 Texas 82 %219 Michigan 73 %222 Ohio 65 %233 Florida 63 %230 California 51 %231 South Carolina 39 %246 Massachusetts 39 %255

50. 2009 Proficiency Grade 4 Mathematics Proficient Required NAEP Score Tennessee 90 %195 Texas 85 %214 North Carolina 81 %220 Ohio 78 %219 Florida 75 %225 California 65 %220 Mississippi 58 %223 Massachusetts 48 %255

51. 2005 Proficiency Grade 8 Mathematics Proficient Required NAEP Score North Carolina 84 % Ohio 63 % Texas 61 % Michigan 61 % Florida 58 % Massachusetts 42 % South Carolina 24 %

52. 2009 Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 90 % Texas 83 % North Carolina 80 % Ohio 71 % Florida 66 % California 41 % Mississippi 58 % Massachusetts 48 %

53. 2005 Proficiency Grade 8 Mathematics Proficient Required NAEP Score North Carolina 84 %247 Ohio 63 %274 Texas 61 %273 Michigan 61 %269 Florida 58 %269 Massachusetts 42 %301 South Carolina 24 %305

54. 2009 Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 90 %229 Texas 83 %254 North Carolina 80 %253 Ohio 71 %265 Florida 66 %266 New Hampshire 64 %281 Mississippi 58 %264 Massachusetts 48 %300

55. 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%)

56. Common Core State Standards Fewer Clearer Higher Different

57. 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

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

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

61. 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.

62. 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

63. 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

64. 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

65. 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

66. 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

67. A B D C

68. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15?

69. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15? What steps do you intend to take to increase rigor in your classroom?

70. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15? What steps do you intend to take to increase rigor in your classroom? How will technology change your current classroom practices?

71. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15? What steps do you intend to take to increase rigor in your classroom? How will technology change your current classroom practices? Brainstorm ideas for collaboration between Fulton County teachers?

72. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15?

73. WHY – WHAT - HOW

74. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15? What steps do you intend to take to increase rigor in your classroom?

75. A B D C

76. Next Navigator

77. 12345

78. Road Map State Standards to State Test

79. Ohio English Language Arts Indicators Tested

80. State Tests State Standards A A

81. Road Map State Standards to State Test State Standards to Research

82. National Essential Skills Study (NESS)

83. 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

84. 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

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

86. 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

87. Proficiency

88. 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%)

89. NESS & Lexile State Tests State Standards C A C

90. Common Core Standards NESS & Lexile State Tests State Standards C A

91. OH Standards CCSS

92. CCSS OH Standards

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

94. 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

95. 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

96. 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?

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

98. 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 NGA to CCSS

99. 12345

100. A B D C

101. Gold Seal Lessons

102. Ohio Arts Education Ohio English Language Arts Benchmarks/Indicators Grade 6 NESS Grade 6 Achieveme nt Test Visual Arts DanceMusicTheatre 1. Define the meaning of unknown words by using context clues and the authors use of definition, restatement and example. E5H 1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems. E2 E12 H 2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text. E12 E13 H 3. Make critical comparisons across texts, noting authors style as well as literal and implied content of text. E24H 4. Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions. E2 E9 H 5. Select, create and use graphic organizers to interpret textual information. E6 E22 E31 M 6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. E2H

103. Career & Technical Education Ohio English Language Arts Benchmarks/Indicators Grade 10 OTG Agriculture, Food & Natural Resources Architecture & Construction Food Products & Processing Systems Agribusiness Systems Power, Structural & Technical Systems Environmental Service Systems Plant Systems Natural ResourceSystems Animal Systems Design/ Pre-Construction Maintenance/ Operations 1. Define unknown words through context clues and the authors use of comparison, contrast and cause and effect. H 2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships. L 3. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns. H 4. Analyze the ways that historical events influenced the English language. H 5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). H 6. Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars. M 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. H

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

105. 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)

106. Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

107. Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

108. 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

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

110. 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%

111. 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%

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

113. 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%

114. 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

115. Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

116. Those things that are easy to measure are least important Those thing that are most important are hardest to measure

117. Rubrics AASA NEA AFT NASSP NSBA CCSSO NASBE ASCD AIR Gates Foundation

118. Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

119. Is your purpose to prepare students for the test?

120. Is your purpose to prepare students for the test? What else should you prepare them for?

121. Successful Practices Network www.successfulpractices.org Provide Focused / Sustained Professional Development System Robust Online Teacher Support Resources Support Transition to CCSS Improving Instruction / Student Engagement Low Cost - Highly Effective Resources

122. www.leadrered.com/leadershipacademy

123. Model Schools Conference 2012 June 24 - 27, 2012 Gaylord Palms Resort and Convention Center Orlando, FL SAVE THE DATE!

124. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15?

125. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15? What steps do you intend to take to increase rigor in your classroom?

126. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15? What steps do you intend to take to increase rigor in your classroom? How will technology change your current classroom practices?

127. Discussion Questions What are the two greatest opportunities and the two greatest challenges of implementing the changes to standards, curriculum, and assessments by 2014-15? What steps do you intend to take to increase rigor in your classroom? How will technology change your current classroom practices? Brainstorm ideas for collaboration between Fulton County teachers?

128. System

129. What Works RESEARCH

130. What Works RESEARCH MODEL SCHOOLS

131. What Works RESEARCH MODEL SCHOOLS STRUCTURE

132. What Works RESEARCH MODEL SCHOOLS BEST PRACTICES STRUCTURE

133. What Works RESEARCH MODEL SCHOOLS ACTION PLAN BEST PRACTICES STRUCTURE

134. What Works RESEARCH MODEL SCHOOLS ACTION PLAN BEST PRACTICES STRUCTURE

135. System

136. Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight Lawyers in a Law Firm Troops in Battle Teachers in a School System

137. Focus What is effective?

138. Research on Effectiveness Data-rich, analysis-poor –Meta-analysis

139. Research on Effectiveness Data-rich, analysis-poor –Meta-analysis Visible Learning by John Hattie –52,637 –800 meta-analyses

140. Research on Effectiveness Data-rich, analysis-poor –Meta-analysis Visible Learning by John Hattie –52,637 –800 meta-analyses Sutton Trust Research, UK

141. 1 Standard Deviation Students do better than 84% of students not in that initiative

142. 1 Standard Deviation Students do better than 84% of students not in that initiative Typically represent 2 years growth in one year

143. Focus What is effective?

144. Application of Knowledge Effective.65 SD = 1.30 Years Growth per Year

145. Student Teacher Relationship Effective.72 SD = 1.44 Years Growth per Year

146. Literacy Strategies Effective.61 SD = 1.22 Years Growth per Year

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

148. Effectiveness and Efficiency Framework High Cost Low Cost

149. Effectiveness and Efficiency Framework High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

150. Effectiveness and Efficiency Framework High Cost Low Cost High Student Performance Low Student Performance CDCDABABCDCDABAB EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

151. Greatest Impact What is effective? What you can impact? What is most efficient?

152. Greatest Impact Culture of High Expectations Relevance of Instruction Strong Relationships

153. Findings Teachers are our greatest hope.

154. Student Teacher Relationship Effective Efficient

155. Application of Knowledge EffectiveEfficient

156. Professional Development Effective Efficient

157. Teacher Expectations and Clarity EffectiveEfficient

158. Assessment to Inform and Differentiate Instruction Effective Efficient

159. Literacy Strategies Effective Efficient

160. What is less effective and efficient

161. Class Size EffectiveEfficient

162. Summer School EffectiveEfficient

163. 0.72 0.90 0.62 0.75 0.40 0.67 0.90 0.60 0.75 0.90 0.69 0.80 0.60 0.65 0.55 0.75 0.21 0.20 0.30 0.55 0.22 0.90 0.23 0.20 Student Teacher PD Prior Achieve Form. Eval. Teacher Clarity Meta Strats. Literacy Strats. Peer Tutor Class Size Ability Group Teach Test Summer School

164. Student Achievement

165. Key to Effective Instruction Is Alignment Organizational Leadership Instructional Leadership Teaching

166. Organizational Leadership Instructional Leadership Student Achievement

167. Organizational Leadership Student Achievement

168. Culture Organizational Leadership

169. The Changing Landscape Technology Financial Globalization Demographics

170. Create a Culture What is the message? Who it is delivered to and in what order? How to deliver it?

171. Culture Vision Organizational Leadership

172. Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

173. Culture Vision Structure and systems Organizational Leadership

174. Organizational Changes Looping Interdisciplinary Chairs Electives to 9th Grade

175. Culture Vision Structure and systems Organizational Leadership Build leadership

176. Top-down support for bottom-up success

177. Empower Leadership Teams

178. www.leadrered.com/leadershipacademy

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

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

181. Teacher evaluation systems need to be tied directly to data systems

182. Rigor and Relevance Teaching

183. 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

184. Gold Seal Lessons

185. Rigor and Relevance Relationships Teaching

186. 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

187. 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

188. A B D C

189. Rigor and Relevance Relationships Content Teaching

190. Rigor and Relevance Relationships Content Teaching How students learn

191. A B D C

192. How They Learn

193. A B D C

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

195. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Teacher Works StudentThinks Student Thinks and Works StudentWorks High Low Teacher/Student Roles

196. Rigor and Relevance Handbook

197. Selection of Strategies Based on Rigor/ Relevance Framework

198. Instructional Strategies: How to Teach for Rigor and Relevance

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

200. Teaching Organizational Leadership Instructional Leadership Student Achievement

201. High expectations Instructional Leadership

202. Next Navigator

203. A B D C

204. High expectations Curriculum Instructional Leadership

205. High expectations Curriculum Literacy and math Instructional Leadership

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

207. Ohio Arts Education Ohio English Language Arts Benchmarks/Indicators Grade 6 NESS Grade 6 Achieveme nt Test Visual Arts DanceMusicTheatre 1. Define the meaning of unknown words by using context clues and the authors use of definition, restatement and example. E5H 1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems. E2 E12 H 2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text. E12 E13 H 3. Make critical comparisons across texts, noting authors style as well as literal and implied content of text. E24H 4. Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions. E2 E9 H 5. Select, create and use graphic organizers to interpret textual information. E6 E22 E31 M 6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. E2H

208. Career & Technical Education Ohio English Language Arts Benchmarks/Indicators Grade 10 OTG Agriculture, Food & Natural Resources Architecture & Construction Food Products & Processing Systems Agribusiness Systems Power, Structural & Technical Systems Environmental Service Systems Plant Systems Natural ResourceSystems Animal Systems Design/ Pre-Construction Maintenance/ Operations 1. Define unknown words through context clues and the authors use of comparison, contrast and cause and effect. H 2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships. L 3. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns. H 4. Analyze the ways that historical events influenced the English language. H 5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). H 6. Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars. M 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. H

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

210. Teaching Organizational Leadership Instructional Leadership Student Achievement

211. Next Steps

212. Start with awareness program Next Steps

213. Start with awareness program Needs Assessment Next Steps

214. Start with awareness program Needs Assessment Transition Plan Next Steps

215. Start with awareness program Needs Assessment Transition Plan Provide support to teachers now Next Navigator Focused and sustained professional development Next Steps

216. Start with awareness program Needs Assessment Transition Plan Provide support to teachers now Next Navigator Focused and sustained professional development Monitor progress Next Steps

217. Successful Practices Network www.successfulpractices.org Provide Focused / Sustained Professional Development System Robust Online Teacher Support Resources Support Transition to CCSS Improving Instruction / Student Engagement Low Cost - Highly Effective Resources

218. Model Schools Conference 2012 June 24 - 27, 2012 Gaylord Palms Resort and Convention Center Orlando, FL SAVE THE DATE!

219. ORLANDO June 24-27 2012 20 th Annual Model Schools Conference www.modelschoolsconference.com

220. 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