# International Center for Leadership in Education Dr. Willard R. Daggett Cumberland County Schools January 20, 2011.

There are copies: 2
International Center for Leadership in Education Dr. Willard R. Daggett What Makes Successful Schools Work November 8, 2010.

International Center for Leadership in Education Dr. Willard R. Daggett The State of Education The Future and Important Challenges January 25, 2011.

## Presentation on theme: "International Center for Leadership in Education Dr. Willard R. Daggett Cumberland County Schools January 20, 2011."— Presentation transcript:

International Center for Leadership in Education Dr. Willard R. Daggett Cumberland County Schools January 20, 2011

First to the Top First in Nation but a scary place to be

First to the Top Opportunities Challenges Action Plan

Schools are Improving School Improvement

Schools are Improving School Improvement Changing World

Skills Gap

Schools are Improving School Improvement Changing World

School Improvement Changing World Schools are Improving

School Improvement Changing World Schools are Improving

19 th Annual Model Schools Conference June 26 – 29, 2011 www.ModelSchoolsConference.com

Why – What - How

You need a Three Year Transition Plan

Why – WHAT - How

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

Rigor/Relevance For All Students

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

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

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

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.

1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

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.

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.

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.

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

WHY – What - How

Proficiency Grade 4 Reading Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 88 % North Carolina 82 % Texas 81 % Iowa 77 % Florida 71 % Massachusetts 48 % California 48 %

Proficiency Grade 4 Reading Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 88 %170 North Carolina 82 %183 Texas 81 %190 Iowa 77 %197 Florida 71 %202 Massachusetts 48 %234 California 48 %210

Proficiency Grade 4 Mathematics Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 % Tennessee 87 % Iowa 80 % Michigan 73 % Florida 63 % California 51 % South Carolina 39 % Massachusetts 39 %

Proficiency Grade 4 Mathematics Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 %203 Tennessee 87 %200 Iowa 80 %219 Michigan 73 %222 Florida 63 %230 California 51 %231 South Carolina 39 %246 Massachusetts 39 %255

Proficiency Grade 8 Reading Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 % Tennessee 87 % Iowa 72 % Florida 44 % California 39 % South Carolina 30 %

Proficiency Grade 8 Reading Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 %217 Tennessee 87 %222 Iowa 72 %250 Florida 44 %265 California 39 %262 South Carolina 30 %276

Proficiency Grade 8 Mathematics Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 88 % North Carolina 84 % Iowa 76 % Texas 61 % Michigan 61 % Florida 58 % Massachusetts 42 %

Proficiency Grade 8 Mathematics Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 88 %230 North Carolina 84 %247 Iowa 76 %262 Texas 61 %273 Michigan 61 %269 Florida 58 %269 Massachusetts 42 %301

Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

100 % 18 Year Olds Entry Requirements Range of Proficiency

2010 High School Graduation Rates U.S.70% Denmark96% Japan93% Poland92%

100 % 18 Year Olds Entry Requirements Range of Proficiency 70 % High School Graduate

100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate

40% of College Students need Remediation

100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate 55-60% College Ready

100 % 18 Year Olds Entry Requirements Range of Proficiency 70 % High School Graduate 90% Work : Minimal Wage

Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

100 % 18 Year Olds Entry Requirements Range of Proficiency 70 % High School Graduate 90% Work : Minimal Wage 60-65% Work : Livable Wage

100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate 55-60% College Ready 90% Work : Minimal Wage 60-65% Work : Livable Wage

23% of High School Graduates not eligible for the Military

100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate 50 % Military Ready 55-60% College Ready 90% Work : Minimal Wage 60-65% Work : Livable

100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate 50 % Military Ready 90% Work : Minimal Wage 60-65% Work : Livable 55-60% College Ready

Create a Culture

The Changing Landscape Technology

Implications Home Work Home Work Term Paper Term Paper

What will our Students need to: Know Know Do Do

SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

Projection Keyboard

Projection Keyboard and Projector

LEARN to DO vs. DO to LEARN

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000141 m

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000141 m Daily E-mails 12 m

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000141 m Daily E-mails 12 m247 m

How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000141 m Daily E-mails 12 m247 m Text Messages 400,000

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000141 m Daily E-mails 12 m247 m Text Messages 400,0004.5 b

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000141 m Daily E-mails 12 m247 m Text Messages 400,0004.5 b Daily Newspaper 4,480

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000141 m Daily E-mails 12 m247 m Text Messages 400,0004.5 b Daily Newspaper 4,4801,302

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000141 m Daily E-mails 12 m247 m Text Messages 400,0004.5 b Daily Newspaper 4,4801,302 Time Spent Online 2.7 hrs/wk

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000141 m Daily E-mails 12 m247 m Text Messages 400,0004.5 b Daily Newspaper 4,4801,302 Time Spent Online 2.7 hrs/wk18 hrs/wk

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000141 m Daily E-mails 12 m247 m Text Messages 400,0004.5 b Daily Newspaper 4,4801,302 Time Spent Online 2.7 hrs/wk18 hrs/wk CD Sales Revenue \$ 943 m

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000141 m Daily E-mails 12 m247 m Text Messages 400,0004.5 b Daily Newspaper 4,4801,302 Time Spent Online 2.7 hrs/wk18 hrs/wk CD Sales Revenue \$ 943 m\$ 427.9 m

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000141 m Daily E-mails 12 m247 m Text Messages 400,0004.5 b Daily Newspaper 4,4801,302 Time Spent Online 2.7 hrs/wk18 hrs/wk CD Sales Revenue \$ 943 m\$ 427.9 m iTunes Downloads 0

How Much Are Times Changing How Much Are Times Changing 20002010 Daily Google Search 100 m2 b Active Blogs 12,000141 m Daily E-mails 12 m247 m Text Messages 400,0004.5 b Daily Newspaper 4,4801,302 Time Spent Online 2.7 hrs/wk18 hrs/wk CD Sales Revenue \$ 943 m\$ 427.9 m iTunes Downloads 010 b Source: Newsweek – July 26, 2010

The Changing Landscape Technology Globalization

Equity Excellence

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

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

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

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

Why – What - HOW

19 th Annual Model Schools Conference June 26 – 29, 2011 www.ModelSchoolsConference.com

You need a Three Year Transition Plan

8 COMPONENTS

1. Create a Culture 8 COMPONENTS

The Changing Landscape Technology Globalization

1. Create a Culture 2. Shared Vision/Data 8 COMPONENTS

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

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)

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)

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)

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

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)

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

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%

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%

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

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

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%

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)

1. Create a Culture 2. Shared Vision 3. Leadership 8 COMPONENTS

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

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

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

Leadership A CD B Rules Results

Leadership A CD B Control Empower Rules Results

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

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

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

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

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

1. Create a Culture 2. Shared Vision 3. Leadership 4. Clear Expectations 8 COMPONENTS

STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS JUNE 2010

State Performance Indicator Not Aligned to Common Core State Standards ELAMathematics 27.5%42.6%

The Navigator The Navigator

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

TCAP / EOC English LA Content Standards / SPIs Tested

TCAP / EOC Mathematics Content Standards / SPIs Tested

State Tests State Standards A A

State Tests State Standards Now

National Essential Skills Study

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

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

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

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

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

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

Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

State Performance Indicator Not Aligned to Common Core State Standards ELAMathematics 27.5%42.6%

NESS State Tests State Standards C A C

NESS State Tests State Standards A C

NESS State Tests State Standards Today we should address both A and C A C

Common Core State Standards Fewer, Clearer, Higher

Common Core Standards NESS State Tests State Standards C

Common Core Standards NESS State Tests State Standards C A

Common Core Standards NESS State Tests State Standards Consortium Assessment

Common Core Standards NESS State Tests State Standards Consortium Assessment 3 Years D

NESS State Tests State Standards Now A C

Common Core Standards NESS State Tests State Standards Consortium Assessment 3 Years DC

Federal Legislation Formula Grants

Common Core Standards NESS State Tests State Standards Consortium Assessment

Common Core Standards NESS State Tests State Standards Consortium Assessment DA

1. Create a Culture 2. Shared Vision 3. Leadership 4. Clear Expectations 5. Focus on Instruction 8 COMPONENTS

We are now Evaluated as a School AYP

Common Core Standards NESS State Tests State Standards Consortium Assessment Now

We will soon be Evaluated at the Teacher Level AYP Teacher Evaluation

Common Core Standards NESS State Tests State Standards Consortium Assessment 3 Years

A B D C

Gold Seal Lessons

What AYP Teacher Evaluation 3 Year Transition Plan

State Performance Indicator Not Aligned to Common Core State Standards ELAMathematics 27.5%42.6%

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

The Navigator The Navigator

Tennessee Arts Education Tennessee Language Arts Standards/Learning Expectations/Accomplishments High School English II Curriculum Survey of Essential Skills National Rankings End-of- Course Test Visual Arts DanceMusicTheatre 1.08 Develop organized pieces of writing containing focused, well-developed ideas. e12 e54 HHHHH 1.09 Demonstrate effective writing style by the use of vivid words, a variety of sentence structures, and appropriate transitions. e12 e54 HHHHH 1.10 Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness. e14 e41 e62 HMMMM 1.11 Recognize and demonstrate appropriate use of standard English: usage, mechanics and standard spelling, and sentence structure. e1 e7 HHHHH 1.12 Identify and use a variety of resources to revise and edit writing. e21HMMMM 1.13 Research information to prepare presentations or reports which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries. e3 e36a L

Tennessee Career and Technical Education Tennessee English Language Arts Content Standards/ State Performance Indicators English II NESS Rank TCAP / EOC Agriculture, Food & Natural Resources Architecture & Construction Arts, A/V Technology & Communications Food Products &Processing Systems Agribusiness Systems Power, Structural &Technical Systems EnvironmentalService Systems Plant Systems Natural ResourceSystems Animal Systems Design/Pre-Construction Construction Maintenance/Operations Performing Arts Visual Arts Printing Technology Journalism &Broadcasting A/V Technology& Film Telecommunications Standard 2Communication SPI 3002.2.1 Identify the thesis and main points of a challenging speech. E2 E34 H SPI 3002.2.2 Distinguish between a summary and a paraphrase. E20 E28 H SPI 3002.2.3 Distinguish between a critique and a summary. E20 E28 H SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect). E17 E22 H SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes). E37 E44 H SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). E8H

1. Create a Culture 2. Shared Vision 3. Leadership 4. Clear Expectations 5. Focus on Instruction 6. Structure 8 COMPONENTS

Lessons Learned 1. Looping

1. Create a Culture 2. Shared Vision 3. Leadership 4. Clear Expectations 5. Focus on Instruction 6. Structure 7. Assessment 8 COMPONENTS

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

Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

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

Lexile Framework ® - Student Profile 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Matt 600 800 1000 1400 1600 1200 High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter

1. Create a Culture 2. Shared Vision 3. Leadership 4. Clear Expectations 5. Focus on Instruction 6. Structure 7. Assessment 8. Monitor/Refine 8 COMPONENTS

You need a Three Year Transition Plan

Successful Practices Network Mission Rigor, Relevance, and Relationship for ALL Learners Good to Great Best Practices Sustainability

19 th Annual Model Schools Conference June 26 – 29, 2011 www.ModelSchoolsConference.com

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

Similar presentations