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

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

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

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

3 First to the Top Opportunities Challenges Action Plan

4 Schools are Improving School Improvement

5 Schools are Improving School Improvement Changing World

6 Skills Gap

7 Schools are Improving School Improvement Changing World

8 School Improvement Changing World Schools are Improving

9 School Improvement Changing World Schools are Improving

10 19 th Annual Model Schools Conference June 26 – 29, 2011

11 Why – What - How

12 You need a Three Year Transition Plan

13 Why – WHAT - How

14 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

15 Rigor/Relevance For All Students

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

17 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

18 Levels CDCDABABCDCDABAB Blooms Application

19 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.

20 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.

21 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.

22 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.

23 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.

24 Levels CDCDABABCDCDABAB Blooms Application

25 WHY – What - How

26 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 %

27 Tennessee on NAEP 4 th Grade Reading41 st

28 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

29 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 %

30 Tennessee on NAEP 4 th Grade Reading41 st 4 th Grade Math46 th

31 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

32 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 %

33 Tennessee on NAEP 4 th Grade Reading41 st 4 th Grade Math46 th 8 th Grade Reading39 th

34 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

35 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 %

36 Tennessee on NAEP 4 th Grade Reading41 st 4 th Grade Math46 th 8 th Grade Reading39 th 8 th Grade Math42 nd

37 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

38 Lexile Framework ® for Reading Study Summary of Text Lexile Measures 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%)

39 100 % 18 Year Olds Entry Requirements Range of Proficiency

40 2010 High School Graduation Rates U.S.70% Denmark96% Japan93% Poland92%

41 100 % 18 Year Olds Entry Requirements Range of Proficiency 70 % High School Graduate

42 100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate

43 40% of College Students need Remediation

44 100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate 55-60% College Ready

45 100 % 18 Year Olds Entry Requirements Range of Proficiency 70 % High School Graduate 90% Work : Minimal Wage

46 Lexile Framework ® for Reading Study Summary of Text Lexile Measures 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%)

47 100 % 18 Year Olds Entry Requirements Range of Proficiency 70 % High School Graduate 90% Work : Minimal Wage 60-65% Work : Livable Wage

48 100 % 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

49 23% of High School Graduates not eligible for the Military

50 100 % 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

51 100 % 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

52 Create a Culture

53 The Changing Landscape Technology

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

55 Implications Home Work Home Work Term Paper Term Paper

56 What will our Students need to: Know Know Do Do

57

58

59 SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

60 Projection Keyboard

61 Projection Keyboard and Projector

62 LEARN to DO vs. DO to LEARN

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

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

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

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

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

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

69 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m

70 How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400,000

71 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400, b

72 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400, b Daily Newspaper 4,480

73 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400, b Daily Newspaper 4,4801,302

74 How Much Are Times Changing How Much Are Times Changing Daily Google Search 100 m2 b Active Blogs 12, m Daily s 12 m247 m Text Messages 400, b Daily Newspaper 4,4801,302 Time Spent Online 2.7 hrs/wk

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

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

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

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

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

80 The Changing Landscape Technology Globalization

81 Equity Excellence

82 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

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

84 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

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

86 Why – What - HOW

87 19 th Annual Model Schools Conference June 26 – 29, 2011

88 You need a Three Year Transition Plan

89 8 COMPONENTS

90 1. Create a Culture 8 COMPONENTS

91 The Changing Landscape Technology Globalization

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

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

94 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)

95 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)

96 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)

97 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

98 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)

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

100 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%

101 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%

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

103 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%

104 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%

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) 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)

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

107 Coherent Vision Empowerment Leadership Focus

108 ControlControl Vision Driven Quad D Leadership Framework Low HighLow High

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

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

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

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

113 Leadership A CD B Rules Results

114 Leadership A CD B Control Empower Rules Results

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

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

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

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

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

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

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

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

123 The Navigator The Navigator

124 Levels CDCDABABCDCDABAB Blooms Application

125 TCAP / EOC English LA Content Standards / SPIs Tested

126 TCAP / EOC Mathematics Content Standards / SPIs Tested

127 State Tests State Standards A A

128 State Tests State Standards Now

129 National Essential Skills Study

130 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

131 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

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

133 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

134 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

135 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

136 Lexile Framework ® for Reading Study Summary of Text Lexile Measures 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%)

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

138 NESS State Tests State Standards C A C

139 NESS State Tests State Standards A C

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

141 Common Core State Standards Fewer, Clearer, Higher

142 Common Core Standards NESS State Tests State Standards C

143 Common Core Standards NESS State Tests State Standards C A

144 Common Core Standards NESS State Tests State Standards Consortium Assessment

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

146 NESS State Tests State Standards Now A C

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

148 Federal Legislation Formula Grants

149 Common Core Standards NESS State Tests State Standards Consortium Assessment

150 Common Core Standards NESS State Tests State Standards Consortium Assessment DA

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

152 We are now Evaluated as a School AYP

153 Common Core Standards NESS State Tests State Standards Consortium Assessment Now

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

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

156 A B D C

157 Gold Seal Lessons

158 What AYP Teacher Evaluation 3 Year Transition Plan

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

160 Levels CDCDABABCDCDABAB Blooms Application

161 The Navigator The Navigator

162 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

163 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 Identify the thesis and main points of a challenging speech. E2 E34 H SPI Distinguish between a summary and a paraphrase. E20 E28 H SPI Distinguish between a critique and a summary. E20 E28 H SPI Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect). E17 E22 H SPI Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes). E37 E44 H SPI Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). E8H

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

165 Lessons Learned 1. Looping

166 Lessons Learned 1.Looping 2.9 th Grade Academy

167 Lessons Learned 1.Looping 2.9 th Grade Academy 3.Interdisciplinary Department Chairpersons

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

169 Levels CDCDABABCDCDABAB Blooms Application

170 Lexile Framework ® for Reading Study Summary of Text Lexile Measures 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%)

171 Lexile Framework ® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA Text Lexile Measure (L) Matt * Source of National Test Data: MetaMetrics 910

172 Lexile Framework ® - Student Profile 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 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

173 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

174 You need a Three Year Transition Plan

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

176 19 th Annual Model Schools Conference June 26 – 29, 2011

177 1587 Route 146 Rexford, NY Phone (518) Fax (518) International Center for Leadership in Education, Inc.


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