1. Sustaining Innovation Disruptive Innovation
And
Disruptive Innovation

2. System
Innovation

3. Sustaining Innovation Disruptive Innovation

4. Coherence Fidelity Scalable
Adaptable
Scalable

5. Sustaining Innovation
Coherence
Fidelity
Adaptable
Scalable
Sustaining Innovation

6. Disruptive Innovation
Coherence
Fidelity
Adaptable
Scalable
Disruptive Innovation

7. How to be a Creator…. Outcome: Decide what you want to accomplish.
Obvious: Determine the strongest beliefs you have about the outcome.
Opposite: Create a statement (s) contradicting these beliefs.
Opportunity: Stretch your mind to come up with an idea you’ve never thought before.

8. THE IMPLEMENTATION DIP…. THE POSSIBILITY CURVE..
Fullan--1990

9. VERSIONS

10. AGENDA Opening Thoughts Four Major Challenges
Generation Gap and Learning
Traits of Top Performers
Key Strategies
Rigor, Relevance, Relationships ????
The Learning Criteria
Closing Advice

11. Rigor
Relevance
Relationships

12. Rigor/Relevance Framework
International Center for Leadership in Education, Inc.
Rigor/Relevance Framework

13. Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge

14. Assimilation
of knowledge
Thinking Continuum
Acquisition
of knowledge

15. Application Model

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

17. Action Continuum
Acquisition
of knowledge
Application
of knowledge

18. Rigor/Relevance Framework
Knowledge 6 5 4 3 2
Application 1 1 2 3 4 5

19. Teacher/Student Roles
Rigor/Relevance Framework
Teacher/Student Roles D C
Student
Think
Student
Think & Work
RIGOR
High A B
Teacher
Work
Student
Work
Low
Low
High
RELEVANCE

20. D C B A Rigor/Relevance Framework Difficult RIGOR High Low Low High
Solve quadratic equations
Determine cost efficent heating for new home design
RIGOR
High A B
Describe function of gas
spectrophotometer
Troubleshoot lawnmower that doesn’t start
Low
Low
High
RELEVANCE

21. D C B A Rigor/Relevance Framework Easy RIGOR High Low Low High
Compare captialism and socialism
RIGOR
High
Write a letter to the editor A B
Make change as cashier without working register
Low
Count by 5s to 100
Low
High
RELEVANCE

22. Rigor/Relevance Framework
KNOWLEDGE 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. A B
A P P L I C A T I O N

23. Rigor/Relevance Framework
KNOWLEDGE D C
• 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. A B
A P P L I C A T I O N

24. Rigor/Relevance Framework
KNOWLEDGE
• 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. D C A B
A P P L I C A T I O N

25. Rigor/Relevance Framework
KNOWLEDGE
• 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. D C A B
A P P L I C A T I O N

26. Did Students Get it Right?
Rigor/Relevance Framework
Did Students Get it Right? D C
Rational
Answer
Right
Questions
RIGOR
High A B
Right
Answer
Right
Procedure
Low
Low
High
RELEVANCE

27. Rigor/Relevance Framework
Primary Assessments
Rigor/Relevance Framework
KNOWLEDGE
• Portfolio
• Product Performance
• Interview
• Self Reflection
• Extended Response
• Product Performance
• Process
• Performance
• Product Performance
• Multiple Choice
• Constructed Response
A P P L I C A T I O N

28. Suggestion for Sequencing Learning
Don’t always start in Quadrant A
Consider starting with real world problems
Use inquiry for launching activities
Use variety of individual and group student work

29. Rigor
Relevance
Relationships

30. Relevance
Relationships
Rigor

31. Relationships
Relevance
Rigor

32. Relationships X Relevance X Rigor = Life, College, Work Ready Students
R x R x R = LCWRS
Relationships X Relevance X Rigor =
Life, College, Work Ready Students

33. “It is virtually impossible to make things relevant for or expect personal excellence from a student you don’t know.”
Carol Ann Tomlinson

34. You can’t teach kids you don’t know….

35. Participation Gap
Self-Worth: Self-Worth occurs when students know they are valued members of the community; have a person they can trust; believe they can achieve.
Active Engagement: Active Engagement happens when students are deeply involved in the learning process.
Purpose: Purpose exits when students take responsibility for who and what they want to become.

36. STUDENT ASPIRATIONS / PARTICIPATION GAP
Belonging
SELF WORTH
Heroes
Relationships
Sense of Accomplishment
ACTIVE ENGAGEMENT
Fun & Excitement
Curiosity & Creativity
Relevance
Spirit of Adventure
PURPOSE
Leadership & Responsibility
Rigor
Confidence to Take Action

37. NATIONAL DATA Delusional Discrepancies
Copyright 2008 Quaglia Institute
NATIONAL DATA
Delusional Discrepancies
I am proud of my school. T = 85 S = 50
I am excited to be working with students. T = 96
Teachers enjoy working with students. S = 56
Students have fun at school. T = 78
School is boring. S = 47
Students make school an exciting place to work. T = 87
Teachers make school an exciting place to learn. S = 31
I have fun at school. T = 85
Teachers have fun at school. S = 39
Students care if I am absent from school. T = 78
Teachers care if I am absent from school. S = 46
I enjoy working here. T = 88
I enjoy being at school. S = 50
This is why school change doesn’t work.
Middle and High data
Teachers must be having fun somewhere as the kids say only 39% have fun in school and teachers say they have fun 85% of time….
Teachers enjoy being there…. 88%.. Only 50% of kids like being there. 37

38. NATIONAL DATA I am excited to tell my colleagues
Sad Similarities
I am excited to tell my colleagues
when I do something well. T = 59
I am excited to tell my friends
when I get good grades. S = 57
I see myself as a leader. T = 75
S = 58
My colleagues see me as a leader. T = 50
Other students see me as a leader. S = 34
I feel comfortable asking questions in staff meetings. T = 66
I feel comfortable asking questions in class. S = 66
Colleagues see me as a leader is less than I see myself .. As well with student.
Copyright 2008 Quaglia Institute 38

39. Aspirations:
the ability
to dream and set goals
for the future,
while being inspired
in the present
to reach those dreams.

40. AGENDA Opening Thoughts Four Major Challenges
Generation Gap and Learning
Traits of Top Performers
Key Strategies
Rigor, Relevance, Relationships ????
The Learning Criteria
Closing Advice

41. Commander’s Intent Develop and implement plans to support
and enhance 21st Century Teaching &
Learning

42. Three Question Exercise
What will the world be like 20 years from now?
What skills will your child need to be successful in that world?
What would learning look like if it was designed around your answers?

43. 20th Century Learning Teacher-directed Direct Instruction Knowledge
Content
Basic Skills
Theory
Curriculum
Individual
Classroom
Summative Assessed
Learning for School

44. 21st Century Learning A Better Balance Teacher-directed
Direct Instruction
Knowledge
Content
Basic Skills
Theory
Curriculum
Individual
Classroom
Summative Assessments
Learning for School
Learner-centered
Collaborative Construction
Skills
Process
Higher-order Thinking
Practice
Life Skills
Group
Community
Formative Evaluations
Learning for Life
A Better
Balance

45. Learning Criteria to Support 21st Rigor/Relevance Framework
Century Learners
Components of School
Excellence
Rigor/Relevance Framework
Core Academic Learning
Stretch Learning
Learner Engagement
Personal Skill Development
Embrace a Common Vision and Goals
Inform Decisions Through Data Systems
Empower Leadership Teams to Take Action and Innovate
Clarify Student Learning Expectations
Adopt Effective Instructional Practices
Address Organizational Structures
Monitor Progress/Improve Support Systems
Refine Process on an Ongoing Basis 6 5 4 3 2 1 A B C D

46. How do you want learning evaluated?

47. Evaluation Systems Many of our systems are incomplete because we…
- over- measure some things
and
- don’t measure others enough.

48. What is it that you will stand for as “Learning in Your School
What is it that you will stand for as “Learning in Your School?” What makes your school different from others?
How do you communicate learning to the public?
What do you tell parents their children will achieve?
What will your graduates be like?

49. The Learning Criteria helps you put into action what you believe about learning.

50. Success Beyond the Test
Core Academics
Stretch Learning
Learner Engagement
Personal Skill Development

51. Learning Criteria to Support 21st Century Learners
Every school has its own DNA.
School success is measurable beyond the tests.
Data must drive school improvement initiatives.
School growth and continuous improvement must be an ongoing, collaborative process.
International Center for Leadership in Education, Inc.

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

53. K8 Core Academic Learning Sample Data Indicators
Percentage of students meeting proficiency level of state testing requirements (required)
Achievement levels on standardized tests/assessments other than state exams [e.g., Lexile, Developmental Reading Assessments, STAR, Scholastic Reading Inventory, etc.]
Percentage of performance-based assessments aligned with state and district standards used in reading, math, writing, and science (portfolio development, student-led conferencing, etc.)
Percentage of students requiring remediation (summer school or tutorial) in reading, mathematics
Follow-up surveys of academic achievements of students as they move to middle school/high school

54. 9-12 Core Academic Learning Sample Data Indicators
Percentage of students meeting proficiency level on state tests (required)
Average scores on ACT/SAT/PSAT
Achievement levels on standardized tests other than state assessments
Percentage of students requiring English/math remediation in college
Percentage of students graduating high school in four years

55. Core Learning Student Outcomes School Performance Sustained
Disaggregated
Benchmarked
(Target)

56. Dimensions
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)

57. K- 8 Stretch Learning Sample Data Indicators
More than one year’s growth in literacy per grade
Interdisciplinary work and projects (problem based learning)
Students reading at least 60% non-fiction each day and using research-based comprehension
Students participate in daily enrichment courses (music, art, physical education, foreign language, etc.)
Completion of three or more years of world language before grade 6
Number of students enrolled in choice-based academic explorations e.g. electives, clubs, independent studies, expert groupings, etc.
Number of students involved in self-regulated learning opportunities such as peer coaching, student-led conferencing, student & teacher data notebooks, peer data conferencing, etc.

58. 9-12 Stretch Learning Sample Data Indicators
Interdisciplinary work and projects (e.g., senior exhibition)
Participation/test scores in International Baccalaureate courses
Average number of college credits earned by graduation (dual enrollment)
Enrollment in AP courses/scores on AP exams/percentage achieving >2 (online)
Percent of students completing career majors or career/technical education programs
Four or more credits in a career area (online)
Four or more credits in arts (online)
Earning of specialized certificates (e.g., Microsoft, Cisco Academy) (online)

59. Stretch Learning Student Outcomes School Performance Sustained
Disaggregated
Benchmarked
(Target)

60. 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)
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)

61. K8 Learner Engagement Sample Data Indicators
Student satisfaction surveys
Student risk behaviors (Asset Survey)
Attendance rate
Discipline referrals
Tardiness
Student participation in classroom and school leadership (Junior Leadership Team, etc.)

62. 9-12 Learner Engagement Sample Data Indicators
Student satisfaction surveys
Student risk behaviors (asset survey)
Attendance rate
Participation rate in extracurricular activities
% of students taking ACT/SAT
Tardiness rate
% of students going to two and four year colleges

63. Learner Engagement Student Outcomes School Performance Sustained
Disaggregated
Benchmarked
(Target)

64. 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)
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)

65. K-8 Personal Skill Development Sample Data Indicators
Participation or hours in service learning
Students holding leadership position in clubs, classrooms, or sports
Time management
Ability to plan and organize work
Respect for diversity
Reduction in number of student incidences of conflict
Follow-up survey of middle school students on development of personal skills

66. 9-12 Personal Skill Development Sample Data Indicators
Participation or hours in service learning
Students holding leadership positions in clubs or sports
Assessment of personal skills: time management, ability to plan and organize work,
Leadership/followership, etc.
Respect for diversity
Work as a member of a team
Trustworthiness, perseverance, other character traits
Follow-up survey of graduates on development of personal skills

67. Personal Skill Development
Student Outcomes
School Performance
Sustained
Disaggregated
Benchmarked
(Target)

68. 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)
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)

69. Learning Criteria Student Evaluations
Student-centered … not School-centered

70. Core Academics
State Achievement Test Results
SAT/ACT Results
Grade Point Average
Full Schedule in Four Core Subjects

71. Stretch Learning Advanced Placement (AP) Results IB Participation
CTE Program Participation
3 or More Years in a 2nd Language Course
Specialized Certification
National Student Organization Membership
College-Sponsored HS Course Credits
3 or More Science Lab Courses
Special Education Declassification
Specialized Art and Music
Advanced Diploma Sequence Options
Growth in Lexile Reading Measure

72. Learner Engagement On Schedule to Graduate with Cohort Group
Attendance Rate
Tardiness Rate
Submits Homework Assignments on Time
Community Service
No Discipline Referrals
Participation in Clubs/Extracurricular Activities
Participation in Athletics

73. Personal Skill Development
Internships/Shadowing Opportunities
Service Learning Opportunities
Career Planning Activities
“Soft Skills” Curriculum
JROTC
Portfolio
Research Project
Quadrant D Activities

74. Learning Criteria Student Evaluations
Core Academics
Stretch Learning
Learner Engagement
Personal Skill Development

75. Learner Engagement (15 pts. Max for Each)
On Schedule to Graduate with Cohort Group
Attendance Rate
Tardiness Rate
Submits Homework Assignments on Time
Community Service
No Discipline Referrals
Participation in Extracurricular Activities
Participation in Interscholastic Sports

76. Measure what matters Achieve what you believe.
Learning Criteria to Support 21st Century Learners
Measure what matters Achieve what you believe.

77. AGENDA Opening Thoughts Four Major Challenges
Generation Gap and Learning
Traits of Top Performers
Key Strategies
Rigor, Relevance, Relationships ????
The Learning Criteria
Closing Advice

78. Is my desire for success to improve my system or classroom strong enough to prompt me to change my thinking?

79. Am I unleashing the enthusiasm of “possibility thinking” to find solutions for even seemingly impossible situations?

80. The things we fear most in organizations, fluctuations, disturbances, imbalances, are the primary sources of innovation.
Meg Wheatley

81. The Invisible Difference
Passion
Commitment

82. We can complain about the troubling inadequacies of the present ----

83. or we can face them.

84. We can talk and dream about the glorious schools of the future ---

85. OR WE CAN CREATE THEM!

86. AGENDA Opening Thoughts Four Major Challenges
Generation Gap and Learning
Traits of Top Performers
Key Strategies
Rigor, Relevance, Relationships ????
The Learning Criteria
Closing Advice