1. Preparing Students for the 21 st Century Bill Daggett, Founder and Chairman January 22, 2013

2. School Improvement Growing Gap Readiness Changing World

3. School Improvement Growing Gap Changing World

4. School Improvement Growing Gap Changing World

5. School Improvement Growing Gap Changing World

6. What Did They Do?

7. No Formula

8. 23 Successful Practices

9. A focus on college AND career ready Successful Practices

10. College Ready

12. Rules K-12 Culture

13. Rules Regulation K-12 Culture

14. Rules Regulation Certification K-12 Culture

15. Rules Regulation Certification Tenure K-12 Culture

16. Rules Regulation Certification Tenure Contracts K-12 Culture

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

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

19. Career Ready

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

22. A focus on college AND career ready A common vision A culture of high expectations Successful Practices

23. BREADTH vs. DEPTH

24. A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Successful Practices

25. A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Rigor and Relevance for ALL students Successful Practices

26. A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Rigor and Relevance for ALL students A culture of continuous improvement Successful Practices

27. A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Rigor and Relevance for ALL students A culture of continuous improvement Leadership across all levels Successful Practices

28. A focus on college AND career ready A common vision A culture of high expectations Literacy across the curriculum Rigor and Relevance for ALL students A culture of continuous improvement Leadership across all levels Focused and sustained professional development Successful Practices

29. 23 Successful Practices

30. No Formula

31. 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

38. Rigor and Relevance Teaching

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

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

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

42. Rigor/Relevance Framework 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.

43. Rigor/Relevance Framework 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.

44. Rigor/Relevance Framework 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.

45. A B D C

46. 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

47. Rigor and Relevance Relationships Teaching

48. 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

49. 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

51. Looping Organizational Changes

52. Looping Interdisciplinary Chairs Organizational Changes

53. Looping Interdisciplinary Chairs 9 th Grade Electives Organizational Changes

55. 3 2 1 1 – Incremental Change (Improving Core Practices) 2 – Innovative Change ( Fundamental Change of Core Practice) 3 – Transformational Change ( Affect Entire System) Evolution of Change Model

56. 3 2 1 1 – Saddle 2 – Horse and Wagon 3 – Car Transportation

57. 3 2 1 1 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT) Technology in Schools

58. Pencil Budget

59. 3 2 1 1 – All teachers to assign writing 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance Grading of Papers

60. 1 1 – Learning Together Learning

61. 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

62. 3 2 1 1 – Teaching 2 – Learning 3 – Personalization of Learning Our Mission

63. 3 2 1 1 – Project-based Learning 2 – Flipped Classroom 3 – Online Game-based System Instruction

66. Culture Organizational Leadership

67. 70%

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

69. 70% -Is Increasing at 1% Per Year-

70. 70% Are they employable?

71. 70% Are they headed to public assistance?

72. A Look to the Future Information is Everywhere…

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

74. 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

75. Homework Implications

76. Homework Term Paper Implications

79. Integrated Projection Projection Keyboard SPOT

80. Projection Keyboard

81. Projection Keyboard and Monitor

82. 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

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

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

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

86. Bio/Medical Implications Wikipedia on Steroids

87. Ruth Fresmon, The New York Times

88. www.kidzworld.com

90. Technology Financial The Changing Landscape

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

96. 2011 US Federal Budget -borrowing 41% of every dollar it is spending

97. Technology Financial Globalization The Changing Landscape

103. Shenzhen 1980 -Fishing Village 2012 -

104. 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

105. 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

106. 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

107. 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

108. Technology Financial Globalization Demographics The Changing Landscape

109. FemaleMale 1950 2010 2050

110. 70%

111. Culture Vision Organizational Leadership

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

113. Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learning Criteria

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

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

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

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

118. Rubrics

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

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

121. 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%

122. T – Students in my classroom engage in hands-on activities. 88% S – We do lots of hands-on activities in my classes. 45% Teacher vs. Student Comparison

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

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

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

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

127. Culture Vision Structure and systems Organizational Leadership

128. Looping Organizational Changes

129. Looping Interdisciplinary Chairs Organizational Changes

130. Looping Interdisciplinary Chairs 9 th Grade Electives Organizational Changes

131. Culture Vision Structure and systems Organizational Leadership Build leadership

132. Top-down support for bottom-up success

133. Empower Leadership Teams

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

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

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

138. High expectations Instructional Leadership

139. 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%)

140. High expectations Curriculum Instructional Leadership

141. High expectations Curriculum Literacy and math Instructional Leadership

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

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

144. Take off the plate

145. Next Network

146. AIMS English LA Standards Tested

147. BREADTH vs. DEPTH

148. NESS & Lexile State Tests State Standards A

149. National Essential Skills Study (NESS)

150. 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

151. 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

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

153. 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

154. Proficiency

155. 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%)

156. NESS & Lexile State Tests State Standards A

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

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

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

160. 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?

161. Gold Seal Lessons

162. AZ CTE Curriculum Matrix Arizona English Language Arts Strands/Concepts/ Performance Objectives Grade 10 High School NESS AIMS Agriculture, Food & Natural Resources Architecture &Constructio n Arts, A/V Technology & Communications Food Products & Processing Systems Agribusiness Systems Power, Structural & Technical Systems Environmental Service Systems Plant Systems Natural Resource Systems Animal Systems Design/ Pre-Construction Maintenance/Operations Performing Arts Visual Arts Printing Technology Journalism & Broadcasting A/V Technology& & FilmTelecommunications PO 1. Determine the meaning of vocabulary, using linguistic roots and affixes E1 E5 M PO 2. Infer word meanings from context E1 E5 M PO 2. Describe how persuasive techniques contribute to the power of persuasive text. E19 E30 H PO 3. Identify unsupported inferences or fallacious reasoning in the arguments advanced in persuasive text. E13 E21 E30 H PO 2. Use resources to correct conventions. E4H PO 3. Apply proofreading marks to indicate errors in conventions. E1L

163. Arizona Arts Education Arizona English Language Arts Strands/Concepts/Performance Objectives Grade 5 NESSAIMS Visual Arts DanceMusic Theatr e PO 1. Use knowledge of root words and affixes to determine the meaning of unknown words. E1 E5 H PO 2. Use context to determine the relevant meaning of a word or the intended meaning of a word with multiple meanings (e.g., hatch, arm, boot). E1 E5 H PO 1. Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text. E48L PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). E12H PO 2. Confirm predictions about text for accuracy. E12H PO 3. Generate clarifying questions in order to comprehend text. E10H PO 1. Describe the historical and cultural aspects found in cross- cultural works of literature. E23 E24 L PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. E25 E31 M PO 2. Write an expository paragraph that contains: a.a topic sentence b.supporting details c.relevant information E1 E9 H

164. Net Network Resources Professional Development

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

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

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

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

170. Rigor and Relevance Teaching

171. Rigor and Relevance Relationships Teaching

172. Rigor and Relevance Relationships Content Teaching

173. Rigor and Relevance Relationships Content Teaching How students learn

174. A B D C

175. How Students Learn

176. A B D C

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

178. Take off the plate

179. Next Network

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

182. Needs Assessments

183. 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

187. Doctor Pilot

188. 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