1. Preparing Students to be College and Career Ready Bill Daggett, Founder and Chairman March 21, 2014

2. School Improvement Growing Gap

3. School Improvement Growing Gap Changing World

4. Questions

5. School Improvement Growing Gap Changing World

6. School Improvement Growing Gap Changing World

7. School Improvement Growing Gap Changing World

8. WHY – WHAT - HOW

9. WHY

10. Culture Trumps Strategy

11. 70%

12. Eligible for the Military Lack High School Diploma Cannot Pass Basic Literacy Test Obesity Drugs Incarceration

13. 70% -Is Increasing at 1% Per Year-

14. 70% Are they employable?

15. 70% Are they headed to public assistance?

16. Population FemaleMale 1950

17. Retirement Age Male Female Life Expectancy Vs. the Social Security Retirement Age 1940 1960 1980 2000 2020 2040 2060 60 65 70 75 80 85 90 Source: 2004 Annual Reports of the Board of Trustees of Social Security and Medicare

18. Birth Rates, 1920- 2010 Births Per 1,000 women ages 15-44 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010 0 20 40 60 80 100 120 140 Source: National Center For Health Statistics Pew Research Center

19. Population FemaleMale

20. Technology The Changing Landscape

21. What is different here? Pope Benedict XVI Pope Francis

22. Merging of on line providers and gaming Emerging Trends

23. Technology Globalization The Changing Landscape

24. Technology Globalization Demographics The Changing Landscape

25. For every 100 women enrolled in college, 77 men are enrolled. For every 100 girls diagnosed with a special education disability, 217 boys are diagnosed with a special education disability. For every 100 girls diagnosed with emotional disturbance, 324 boys are diagnosed with emotional disturbance For every 100 females ages 15 to 19 that commit suicide, 549 males in the same range commit suicide. For every 100 women ages 18 to 21 in correctional facilities, 1430 men are in correctional facilities. 100 Girls Project

26. Technology Globalization Demographics Financial The Changing Landscape

27. Begin with the end in mind What is your desired outcome?

28. 1.Two Year College – 51.7% 2.Four Year College – 19.9% Freshmen Needing Remediation

29. Are our Students College and Career Ready?

30. - High School Teachers - 89% - College Instructors – 26% Source: ACT survey College Freshman Well or Very Well Prepared

31. Two-Year Colleges – 55.5% Four-Year Colleges – 65.2% College Retention Rate 2013 First to Second Year Source: ACT

32. Two-Year Colleges – 44.5% Four-Year Colleges – 34.8% College Dropout Rate 2013 First to Second Year Source: ACT

33. Two-Year Colleges in 3 years – 29.1% Four-Year Colleges in 5 years – 36.6% Average Graduation Rate 1984-2013 Source: ACT

34. Maryland 4 Year Public College

35. Maryland 2 Year Public School

36. Career Ready

37. BUT 3.8 million jobs in the U.S. remain unfilled 13 Million Americans are Unemployed

38. College is a means to an end NOT the end

39. 53.6% of Bachelor’s degree holders under 25 are jobless or underemployed Source: USDOL – March, 2013

40. Your Major Matters A LOT

41. 1.Business 2.General Studies 3.Social Science and History 4.Psychology 5.Health Professions 6.Education 7.Visual and Performing Arts 8.Engineering and Technology 9.Communications and Journalism 10. Computer and Information Science Bachelor’s Degrees Source: National Center for Education Statistics

42. 1.Business (1) 2.General Studies (10) 3.Social Science and History (6) 4.Psychology (9) 5.Health Professions (4) 6.Education (5) 7.Visual and Performing Arts (8) 8.Engineering and Technology (2) 9.Communications and Journalism (7) 10.Computer and Information Science (3) Bachelor’s–Competing Nations Source: National Center for Education Statistics

43. Source: Bureau of Labor Statistics 48% of employed 4-year college graduates are in jobs that require less than a 4-year degree

44. Source: Bureau of Labor Statistics 37% of employed 4-year college graduates are in jobs that require less than a high school diploma

45. Job Shares by Skill Group, 1980-2010 Sources: NY Fed Calculations, U.S. Census Bureau High-skillUpper-middleLower-middleLow-skill 100 80 60 40 20 0 12.7 18.9 47.1 21.3 1980 16.2 25.4 37.7 20.7 20102040 Percent

46. Telemarketers - 99% source: The Future of Employment C. Frey and M. Osborne Lost Jobs

47. Telemarketers - 99% Secretarial/Adm. Assistant - 96% source: The Future of Employment C. Frey and M. Osborne Lost Jobs

48. Telemarketers - 99% Secretarial/Adm. Assistant - 96% Accountant/Auditors – 94% source: The Future of Employment C. Frey and M. Osborne Lost Jobs

49. Telemarketers - 99% Secretarial/Adm. Assistant - 96% Accountant/Auditors – 94% Retail Salespersons – 92% source: The Future of Employment C. Frey and M. Osborne Lost Jobs

50. Telemarketers - 99% Secretarial/Adm. Assistant - 96% Accountant/Auditors – 94% Retail Salespersons – 92% Technical Writers – 89% source: The Future of Employment C. Frey and M. Osborne Lost Jobs

51. Machinists – 65% source: The Future of Employment C.Frey and M. Osborne Lost Jobs

52. Machinists – 65% Pilots – 55% source: The Future of Employment C.Frey and M. Osborne Lost Jobs

53. Machinists – 65% Pilots – 55% Economist – 43% source: The Future of Employment C.Frey and M. Osborne Lost Jobs

54. Machinists – 65% Pilots – 55% Economist – 43% Health Technologists – 40% source: The Future of Employment C.Frey and M. Osborne Lost Jobs

55. 1.Success of Graduates 2.Cost College Challenges

56. College tuition rates have increased on average at twice the rate of inflation in the past 17 years Source: ACT

57. 2013 college grad average loan debt was $35,200 Source: ACT

58. 1980199020002010 200% 400% 600% 800% 1,000% 0 1,200% Percent Change Since January 1978 Food Consume Price Index Shelter Medicare College

59. The Growing Call For Career Ready

60. WHAT

61. 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

62. Poh, M.Z., Swenson, N.C., Picard, R.W. 4:00 PM7:00 PM9:00 PM12:00 AM3:00 AM6:00 AM9:00 AM12:00 PM3:00 PM

63. 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

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

65. Levels 1 2 3 4 5 Bloom’s CDCDABABCDCDABAB 4 5 6 3 2 1 Application

66. 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%)

67. 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Mississippi 88 % North Carolina 82 % Maryland 82 % New York 71 % Louisiana 65 % Oklahoma 52 % Massachusetts 48 % Wyoming 47 %

68. 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Kansas 88 % Maryland 87 % New York 77 % Washington 73 % Louisiana 71 % North Carolina 69 % Massachusetts 54 % Mississippi 52 %

69. 2005 Proficiency Grade 4 Reading 2005 Proficiency Grade 4 Reading Proficient Required NAEP Score Mississippi 88 %161 North Carolina 82 %183 Maryland 82 %187 New York 71 %207 Louisiana 65 %198 Oklahoma 52 %182 Massachusetts 48 %234 Wyoming 47 %228

70. 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Kansas 88 %186 Maryland 87 %187 New York 77 %200 Washington 73 %205 Louisiana 71 %192 North Carolina 69 %204 Massachusetts 54 %234 Mississippi 52 %210

71. 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Kansas 88 % (+10)186 (-6) Maryland 87 % (+5)187 (0) New York 77 % (+6)200 (-7) Washington 73 % (-7)205 (+8) Louisiana 71 % (+6)192 (-6) North Carolina 69 % (-13)204 (+19) Massachusetts 54 % (+6)234 (0) Mississippi 52 % (-36)210 (+49)

72. Grade 4 Reading Proficiency TN 170 MA 234 MD 187

73. 2009 Proficiency Grade 8 Reading Proficient Required NAEP Score Texas 94 % (+11)201 (-24) Wisconsin 85 % (-1)232 (+3) Maryland 80 % (+12)237 (-8) Ohio 72 % (-8)251 (+10) Arkansas 71 % (+14)241 (-13) Florida 54 % (+10)262 (-3) Mississippi 48 % (-10)254 (+7) California 48 % (+9)259 (-3)

74. Grade 8 Reading Proficiency MO 267 TX 201 MD 237

75. 2009 Proficiency Grade 4 Mathematics Proficient Required NAEP Score Maryland 89 % (+11)208 (-7) Texas 85 % (+3)214 (-5) Wisconsin 81 % (+7)219 (-16) Georgia 75 % (0)218 (+3) Ohio 78 % (+13)219 (-14) Florida 75 % (+12)225 (-5) Arkansas 78 % (+25)216 (-20) Massachusetts 48 % (+9)255 (0)

76. Grade 4 Math Proficiency TN 195 MA 255 MD 208

77. 2009 Proficiency Grade 8 Mathematics Proficient Required NAEP Score Texas 83 % (+22)254 (-19) Illinois 82 % (+28)251 (-15) Ohio 71 % (+8)265 (-9) Maryland 66 % (+13)271 (-5) Oklahoma 59 % (+8)269 (-9) Mississippi 54 % (+1)264 (+2) Massachusetts 49 % (+7)300 (-1) Missouri 47 % (+32)287 (-24)

78. Grade 8 Math Proficiency TN 229 MA 300 MD 271

79. HOW

80. Model Schools Conference Register Today! www.modelschoolsconference.com 22 nd Annual Focusing on the end goal: preparing all students for successful futures Taking control rather than being controlled by the short term agenda Preparing teachers to provide rigorous and relevant instruction for higher standards Strategically using technology to maximize the learning experience for all students Using data to monitor improvement efforts and adjust course nimbly for maximum impact

81. Leading Change During Challenging Times-Lessons Learned from Our Nation’s Most Rapidly Improving Schools Bill Daggett, Founder and Chairman March 21, 2014

82. HOW

83. System

89. Culture Organizational Leadership

90. Culture Trumps Strategy

91. High expectations Instructional Leadership

92. 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%)

93. Grade 8 Reading Proficiency MO 267 TX 201 MD 237

95. Rigor and Relevance Teaching

96. Levels 1 2 3 4 5 Bloom’s CDCDABABCDCDABAB 4 5 6 3 2 1 Application

97. 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.

98. 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.

99. 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.

100. Levels 1 2 3 4 5 Bloom’s CDCDABABCDCDABAB 4 5 6 3 2 1 Application

101. Rigor/Relevance Framework

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

103. A B D C Standards

104. A B D C Assessments

105. 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

106. SAT, ACT, AP

107. Rigor and Relevance Relationships Teaching

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

109. 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

110. Rubrics

111. Culture Vision Structure and systems Organizational Leadership

112. Looping Organizational Changes

113. Looping Interdisciplinary Chairs Organizational Changes

114. Looping Interdisciplinary Chairs 9 th Grade Electives Organizational Changes

115. Recommendations

116. Create a Culture

117. Culture Trumps Strategy

118. Recommendations Create a Culture Needs Assessments

119. Needs Assessment

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

121. Effectiveness and Efficiency Framework High Cost Low Cost

122. Effectiveness and Efficiency Framework High Cost Low Cos t High Student Performance Low Student Performance E f f e c t iv e n e s s

123. Effectiveness and Efficiency Framework High Cost Low Cos t High Student Performance CDCDABABCDCDABAB Low Student Performance E f f e c t iv e n e s s

124. Recommendations Create a Culture Needs Assessments – 20 Day Plan

125. Recommendations Create a Culture Needs Assessments – 20 Day Plan Model Schools Conference

126. Model Schools Conference Register Today! www.modelschoolsconference.com 22 nd Annual Focusing on the end goal: preparing all students for successful futures Taking control rather than being controlled by the short term agenda Preparing teachers to provide rigorous and relevant instruction for higher standards Strategically using technology to maximize the learning experience for all students Using data to monitor improvement efforts and adjust course nimbly for maximum impact

127. Recommendations Create a Culture Needs Assessments – 20 Day Plan Model Schools Conference Focus on Literacy and Rigor/Relevance

128. Levels 1 2 3 4 5 Bloom’s CDCDABABCDCDABAB 4 5 6 3 2 1 Application

129. 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%)

130. Recommendations Create a Culture Needs Assessments – 20 Day Plan Model Schools Conference Focus on Literacy and Rigor/Relevance Nextpert

131. Packed with high-rigor, high-relevance resources – and still growing 250 Next Generation Assessment Items 200 Model Lessons 2000 Lesson Starters (formerly Gold Seal Lessons) 300 Lesson Plans Thousands of additional resources – white papers, videos, courses, tech bulletins, case studies. Available for purchase as a site license (school-wide or district-wide) Visit leadered.com/nextpert

132. Recommendations Create a Culture Needs Assessments – 20 Day Plan Model Schools Conference Focus on Literacy and Rigor/Relevance Nextpert We Surveys

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

134. 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%

135. 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%

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

137. 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%

138. Recommendations Create a Culture Needs Assessments – 20 Day Plan Model Schools Conference Focus on Literacy and Rigor/Relevance Nextpert We Surveys Yellow Sheets

139. 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 info@LeaderEd.com www.LeaderEd.com International Center for Leadership in Education, Inc.