1. International Center for Leadership in Education Dr. Willard R. Daggett Preparing for the Challenges and Opportunities of the Next Three Years February 22, 2011

2. Schools are Improving School Improvement Changing World

3. Schools are Improving School Improvement

4. Schools are Improving School Improvement Changing World

5. Skills Gap

6. School Improvement Changing World Schools are Improving

7. School Improvement Changing World Schools are Improving

8. Why – What - How

9. Well Positioned Tennessee Diploma Project New State Standards and Assessments TVAAS

10. WHY – What - How

11. Culture Drives Strategy

12. The Changing Landscape Technology

13. 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

14. Implications Home Work Home Work Term Paper Term Paper

17. SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

18. Projection Keyboard

19. Projection Keyboard and Projector

20. LEARN to DO

21. LEARN to DO vs. DO to LEARN

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

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

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

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

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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. What will our Students need to: Know Know Do Do

40. 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%)

41. On-the Job Lexile Requirements Construction 1,500 1,400 1,300 1,200 1,100 1,000 900 800 Lexile CraftsmanNurseSalesSecretary National Adult Literacy Study 1992 International Center for Leadership in Education 2009

42. 100 % 18 Year Olds Entry Requirements Range of Proficiency

43. 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

44. 2010 High School Graduation Rates U.S.70% Denmark96% Japan93% Poland92%

45. 100 % 18 Year Olds Entry Requirements Range of Proficiency 70 % High School Graduate

46. 100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate

47. 40% of College Students need Remediation

48. 100 % 18 Year Olds 90+ % College Eligible Entry Requirements Range of Proficiency 70 % High School Graduate 55-60% College Ready

49. 100 % 18 Year Olds Entry Requirements Range of Proficiency 70 % High School Graduate 90% Work : Minimal Wage

50. 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%)

51. 100 % 18 Year Olds Entry Requirements Range of Proficiency 70 % High School Graduate 90% Work : Minimal Wage 60-65% Work : Livable Wage

52. 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

53. 23% of High School Graduates not eligible for the Military

54. 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

55. The Changing Landscape Technology Globalization

56. Equity Excellence

57. 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

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

59. 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

60. Work to Worker

61. PISA 2009 1 Shanghai-China556 2 Korea539 3 Finland536 4 Hong Kong-China533 5 Singapore526 6 Canada524 7 New Zealand521 8 Japan520 9 Australia515 10 Netherlands508 17 United States500 20 Germany497 21 Ireland496 22 France496 25 United Kingdom494 33 Spain481 43 Russian Federation459 48 Mexico425 53 Brazil412 57 Indonesia402 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average

62. PISA 2009 Overall Math Scale Significantly Above OECD Average Not Significantly Different (OECD Average 496) Significantly below OECD Average 1Shanghai-China600 2Singapore562 3Hong Kong-China555 4Korea546 6Finland541 9Japan529 10Canada527 11Netherlands526 13New Zealand519 15Australia514 16Germany513 22France497 28United Kingdom492 31United States487 32Ireland487 34Spain483 38 Russian Federation468 51Mexico419 57Brazil386 61Indonesia371

63. PISA 2009 Overall Science Scale Significantly Above OECD Average Not Significantly Different (OECD Average 501) Significantly below OECD Average 1Shanghai-China575 2Finland554 3Hong Kong-China549 4Singapore542 5Japan539 6Korea538 7New Zealand532 8Canada529 10Australia527 11Netherlands522 13Germany520 16United Kingdom514 20Ireland508 23United States502 27France498 36Spain488 39Russian Federation478 50Mexico416 53Brazil405 60Indonesia383

64. 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

65. Why – WHAT - How

66. 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

67. Rigor/Relevance For All Students

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

69. 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

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

71. 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.

72. 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.

73. 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.

74. 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.

75. 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.

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

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

78. 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)

79. 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)

80. 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)

81. 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

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

83. 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%

84. 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%

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

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

87. 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%

88. 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%

89. 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)

90. Why – What - HOW

91. 19 th Annual Model Schools Conference June 26 – 29, 2011 www.ModelSchoolsConference.com

92. Transitioning to the Common Core State Standards and Next Generation Assessments

93. We are now Evaluated as a School AYP

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

95. Standards Fewer, Clearer, Higher

96. State Standards to CCSS Existing State Standards New Common Core State Standards

97. State Standards to CCSS Existing State Standards New Common Core State Standards For Example, in Tennessee English Language Arts 5.8% Mathematics6.2%

98. State Standards to CCSS Existing State Standards New Common Core State Standards Grade 3 4 5 6 7 8 9 10 Tennessee - English Language Arts 32% - Mathematics 48%

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

100. What AYP Teacher Evaluation

101. The Navigator The Navigator

102. TCAP / EOC English LA Content Standards / SPIs Tested

103. State Tests State Standards

104. State Tests State Standards Now

105. State Tests State Standards A A

106. National Essential Skills Study

107. 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

108. 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

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

110. 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

111. Proficiency

112. 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%)

113. 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 %

114. 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

115. 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 %

116. 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

117. 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 %

118. 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

119. 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 %

120. 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

121. NESS & Lexile State Tests State Standards C A C

122. Common Core Standards NESS & Lexile State Tests State Standards C

123. Common Core Standards NESS & Lexile State Tests State Standards C A

124. Common Core Standards NESS & Lexile State Tests State Standards Consortium Assessment

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

126. Fewer/Clearer/Higher Rigor and Relevant Framework CCSS Next Generation Assessments

127. A B D C

128. Instruction NOT Structure Instruction NOT Structure

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

130. Gold Seal Lessons

131. Rigor and Relevance Handbook

132. Instructional Strategy for Quadrant D Lessons

133. Selection of Strategies Based on Rigor/ Relevance Framework

134. Instructional Strategies: How to Teach for Rigor and Relevance

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

136. 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

137. 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

138. 19 th Annual Model Schools Conference June 26 – 29, 2011 www.ModelSchoolsConference.com

139. Provide Tools and Support IT CAN BE DONE

140. Report Card

141. 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%)

142. 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

143. 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

144. Recommendations Needs Assessment Model Schools Conference Navigator Professional Development

145. Why – What - How

146. Effective and Efficient Framework High Cost Low Cost

147. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

148. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance CDCDABABCDCDABAB EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

149. Coherent Vision Empowerment Leadership Focus

150. ControlControl Vision Driven Quad D Leadership Framework Low HighLow High

151. ControlControl Vision Driven A Quad D Leadership Framework Low HighLow High

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

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

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

155. Leadership A CD B Rules Results

156. Leadership A CD B Control Empower Rules Results

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

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

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

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

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

162. The Navigator The Navigator

163. Effective and Efficient Framework High Cost Low Cost

164. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

165. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance CDCDABABCDCDABAB EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

166. Example Class Size –25 to 24 –4 % increase –Payroll Equals 80 % –Total Cost = 3.2 % of Budget Professional Development

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

168. Gold Seal Lessons

169. The Navigator The Navigator

170. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance Focused Professional Development Reduce Class Size

171. Empower Staff

172. A Defined and Inflexible System Bells Calendar Contracts Tests Rules and Regulations

173. Empower Staff 1. Team of teachers

174. Empower Staff 1. Team of teachers 2.Given group of students

175. Empower Staff 1. Team of teachers 2.Given group of students 3.Agree to their present performance

176. Empower Staff 1. Team of teachers 2.Given group of students 3.Agree to their present performance 4. Give total budget (fixed and variable)

177. Empower Staff 1. Team of teachers 2.Given group of students 3.Agree to their present performance 4. Give total budget (fixed and variable) 5. Give % of savings if student performance improves

178. Successful Examples Teachers in teams with a group of students They get 50% of reduced cost if students maintain student performance. If they dramatically improve student performance they get 80% of reduced cost

179. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance Teacher-Designed Program X X Existing Program

180. Examples 1. Department Chairs

181. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance Interdisciplinary Chairs

182. Examples 1. Department Chairs 2.Looping

183. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance Looping

184. Examples 1. Department Chairs 2.Looping 3.Electives to 9 th Grade

185. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance Electives to 9 th Grade

186. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance On-line Instruction

187. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance SPNetwork

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

189. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance READ 180

190. High School READ 180 TAKS Passing Rates 2008-2009 and 2009-10

191. Middle School READ 180 TAKS Passing Rates 2008-09 and 2009-10

192. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance I CAN Learn

193. Effective and Efficient Framework High Cost Low Cost High Student Performance Low Student Performance Expert Space

194. EXPERT SPACE

195. Expert Space Expert Space Tied to Standards

196. Multiple Reading Scaffolds

197. Lexile Level: 600-800 600-800

198. 800-1000 800-1000

199. 1000-1200 1000-1200

200. Spanish Translations

201. EXPERT SPACE – Includes Updated Cross Curricular 21 st Century Project Based Electronic Portfolio 24/7 Learning Parent Involvement

202. 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.