1. Systemwide Focus on Effective Instruction
Bill Daggett, Founder and Chairman
February 21, 2014

2. Growing Gap
School Improvement

3. Growing Gap
Changing World
School Improvement

4. Growing Gap
Changing World
School Improvement

5. Growing Gap
School Improvement
Changing World

6. Take Control or Be Controlled

7. System

13. Organizational Leadership
Culture
Culture

14. Findings
Culture Trumps Strategy

15. The Solution becomes the Problem

17. Questions

18. 70%

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

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

21. 70%
Are they employable?

22. Are they headed to public assistance?
70%
Are they headed to public assistance?

23. Population
1950
Male
Female

24. Life Expectancy Vs. the Social Security Retirement Age90
Female 85
Male 80 75 70
Retirement Age 65 60
Source: 2004 Annual Reports of the Board of Trustees of Social Security and Medicare

25. Birth Rates,
Births Per 1,000 women ages 15-44
140
120
100 80 60 40 20
Source: National Center For Health Statistics Pew Research Center

26. Population
Male
Female

27. The Changing Landscape
Technology

28. Technology Shift
Chip Processing Speed
Memory Capacity
Cloud

29. What is different here? Pope Francis Pope Benedict XVI FY 2005
Paul took over as CEO
$ 5.6 B in rev (FY)
210 M 3G device shipment estimates (CY)
250M 3G connections
Top handset models
Moto, RIM, Nokia
2013
$24.5B – midpoint revenue guidance
1.05 B3G/4G device shipment estimates
~ 2.1 B 3G/4G connections
Pope Benedict XVI
Pope Francis

32. SmartWatch (Samsung, Sony, Apple)

33. SPOT
Integrated Projection
Projection Keyboard

34. Projection Keyboard

35. Projection Keyboard and Projector

36. On Line and Gaming

37. Findings Culture Trumps Strategy
Address today’s issues within context of emerging trend

38. Emerging Trends
Career Ready

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

40. Freshmen Needing Remediation
Two Year College – 51.7%
Four Year College – 19.9%

41. College Retention Rate
2012
First to Second Year
Two-Year Colleges – 55.5% Four-Year Colleges – 65.2%
Source: ACT

42. College Dropout Rate 2012 First to Second Year
Two-Year Colleges – 44.5% Four-Year Colleges – 34.8%
Source: ACT

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

44. California 4 Year Public College

45. California 2 Year Public College

46. Career Ready

47. 13 Million Americans are Unemployed
BUT 3.8 million jobs in the U.S. remain unfilled

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

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

50. Your Major Matters
A LOT

51. Bachelor’s Degrees Business General Studies Social Science and History
Psychology
Health Professions
Education
Visual and Performing Arts
Engineering and Technology
Communications and Journalism
Computer and Information Science
Source: National Center for Education Statistics

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

53. 48% of employed 4-year college graduates are in jobs that require less than a 4-year degree
Source: Bureau of Labor Statistics

54. 37% of employed 4-year college graduates are in jobs that require less than a high school diploma
Source: Bureau of Labor Statistics

55. Job Shares by Skill Group, 1980-2010
High-skill
Upper-middle
Lower-middle
Low-skill
Percent
100 80 60 40 20
12.7
18.9
47.1
21.3
16.2
25.4
37.7
20.7
1980
2010
2040
Sources: NY Fed Calculations, U.S. Census Bureau

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

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

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

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

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

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

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

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

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

65. College Challenges
Success of Graduates
Cost

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

67. 2012 college grad average loan debt was $26,600
Source: ACT

68. Percent Change Since January 1978
College
Medicare
Shelter
Consume Price Index
Food
1,200%
1,000%
800%
600%
400%
200%
1980
1990
2000
2010

69. The Growing Call
For
Career Ready

70. Systemwide Focus on Effective Instruction
Bill Daggett, Founder and Chairman
February 21, 2014

71. System

77. Organizational Leadership
Culture
Culture

79. Teaching
Rigor and Relevance
Rigor and Relevance

80. Emerging Trends
Career Ready
Focus on Application

81. Application Model Knowledge in one discipline
Application within discipline
Application across disciplines
Application to real-world predictable situations
Application to real-world unpredictable situations

82. Poh, M.Z., Swenson, N.C., Picard, R.W.
4:00 PM
7:00 PM
9:00 PM
12:00 AM
3:00 AM
6:00 AM
9:00 AM
12:00 PM
3:00 PM

83. Knowledge Taxonomy Awareness Comprehension Application Analysis
Synthesis
Evaluation

84. Levels
Bloom’s
C D
A B 4 5 6 3 2 1
Application

85. Rigor/Relevance Framework6
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. D C 5 4 3
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. 2 A B 1 1 2 3 4 5

86. Rigor/Relevance Framework6
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. D
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. C 5 4 3
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. 2 A B 1 1 2 3 4 5

87. Rigor/Relevance Framework6
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.
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.
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 5 4 3
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. 2 A B 1 1 2 3 4 5

88. Levels
Bloom’s
C D
A B 4 5 6 3 2 1
Application

89. Quad D Skills and Knowledge
Decision Making
Innovation/Creativity
Goal Setting/Results Driven
Multi Tasking
Work with Others

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

92. Instructional Leadership
High Expectations
High expectations

93. Interquartile Ranges Shown (25% - 75%)
Reading Study Summary
Interquartile Ranges Shown (25% - 75%)
1600
1400
1200
Text Lexile Measure (L)
1000
800
600
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

94. Grade 4 Reading ProficiencyTN
170 MA
234 CA
202

95. Grade 4 Reading ProficiencyTN
170 MA
234 CA
202
(210)

96. Grade 8 Reading ProficiencyMO
267 CA
259 TX
201

97. Grade 8 Reading ProficiencyMO
267
(262) CA
259 TX
201

98. Grade 4 Math ProficiencyTN
195 MA
255 CA
220

99. Grade 4 Math ProficiencyTN
195 MA
255 CA
220
(231)

101. Organizational Leadership
Structure and Systems
Vision
Culture

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

103. 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)

104. 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)

109. 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)

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

111. 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)
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)

112. Rubrics

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

114. 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%

115. 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%

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

117. 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%

118. Organizational Leadership
Structure and Systems
Structure and systems
Vision
Culture

119. Organizational Changes
Looping

120. Organizational Changes
Looping
Interdisciplinary Chairs

121. Organizational Changes
Looping
Interdisciplinary Chairs
9th Grade Electives

122. Organizational Leadership
Build Leadership
Structure and systems
Build leadership
Vision
Culture

123. Top-down support for bottom-up success

124. Empower Leadership Teams

125. Organizational Leadership Selection, Support, Evaluation
Structure and systems
Build leadership
Selection, support, evaluation
Vision
Culture

126. Organizational Leadership Selection, Support, Evaluation
Structure and systems
Build leadership
Selection, support, evaluation
Vision
Culture

127. Organizational Leadership
Data Systems
Structure and systems
Build leadership
Selection, support, evaluation
Vision
Data systems
Culture

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

129. 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)
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)

130. Rubrics

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

133. Instructional Leadership
High Expectations
High expectations

135. Instructional Leadership
Curriculum
Curriculum
High expectations

136. Instructional Leadership
Literacy and Math
Literacy and math
Curriculum
High expectations

137. Instructional Leadership
Data-driven
Literacy and math
Data-driven
Curriculum
High expectations

138. Instructional Leadership Provide Professional Growth
Literacy and math
Data-driven
Curriculum
Provide professional growth
High expectations

141. Teaching
Rigor and Relevance
Rigor and Relevance

142. Levels
Bloom’s
C D
A B 4 5 6 3 2 1
Application

143. Standards D C A B

144. Assessments D C A B

145. Teaching
Relationships
Relationships
Rigor and Relevance

146. Rigor/Relevance FrameworkD C 3 A B
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. 2 1 1 2 3 4 5

147. Rigor/Relevance FrameworkD C 3 A B
Know the characteristics and phenomena of sound waves and light waves.
Understand the effect of sounds, words, and imagery on a listening audience. 2 1 1 2 3 4 5

148. Teaching
Content
Content
Relationships
Rigor and Relevance

149. Teaching How Students Learn How students learn Content Relationships
Rigor and Relevance

150. Levels
Bloom’s
C D
A B 4 5 6 3 2 1
Application

151. D C A B

152. LEARN to DO

153. D C A B

154. LEARN to DO vs. DO to LEARN

155. Instructional Strategies
Teaching
Instructional Strategies
How students learn
Content
Instructional strategies
Relationships
Rigor and Relevance

156. Take off the plate

157. HOW Take off the plate Quad D lessons Quad D assessments
Focused and Sustained Professional Development

158. Instructional Strategies
Teaching
Instructional Strategies
How students learn
Content
Instructional strategies
Relationships
Rigor and Relevance

159. Assessment to Guide Instruction
Teaching
Assessment to Guide Instruction
How students learn
Content
Instructional strategies
Relationships
Assessment to guide instruction
Rigor and relevance

160. Conference Model Schools 22nd Annual June 22 – June 25 |Orlando, FL

161. Doctor
Pilot

162. ACTION ITEMS
Create a Culture

163. ACTION ITEMS Create a Culture Address both Rigor and Relevance for
for ALL Students

164. ACTION ITEMS Create a Culture Address both Rigor and Relevance for
for ALL Students
Focus on Literacy

165. ACTION ITEMS Create a Culture Address both Rigor and Relevance for
for ALL Students
Focus on Literacy
Needs Assessment – 20 Day Plan

166. 20 Day Plans

167. ACTION ITEMS Create a Culture Address both Rigor and Relevance for
for ALL Students
Focus on Literacy
Needs Assessment – 20 Day Plan
Support your Teachers - Nextpert

168. CA STAR / CAHSEE English LA Benchmarks Tested

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

170. ACTION ITEMS Create a Culture Address both Rigor and Relevance for
for ALL Students
Focus on Literacy
Needs Assessment – 20 Day Plan
Support your Teachers – Nextpert
Model Schools Conference

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

172. Doctor

173. Systemwide Focus on Effective Instruction
Bill Daggett, Founder and Chairman
February 21, 2014

174. System

180. Organizational Leadership
Culture
Culture

181. The Changing Landscape
Technology
Financial

182. The Changing Landscape
Technology
Financial
Globalization

184. The Changing Landscape
Technology
Financial
Globalization
Demographics

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

186. ACTION ITEMS Create a Culture Address both Rigor and Relevance for
for ALL Students
Focus on Literacy
Needs Assessment – 20 Day Plan
Support your Teachers – Nextpert
Model Schools Conference

187. ACTION ITEMS Create a Culture Address both Rigor and Relevance for
for ALL Students
Focus on Literacy
Needs Assessment – 20 Day Plan
Support your Teachers - Nextpert

188. ACTION ITEMS Create a Culture Address both Rigor and Relevance for
for ALL Students
Focus on Literacy
Needs Assessment – 20 Day Plan

189. ACTION ITEMS Create a Culture Address both Rigor and Relevance for
for ALL Students
Focus on Literacy

190. ACTION ITEMS Create a Culture Address both Rigor and Relevance for
for ALL Students

191. ACTION ITEMS
Create a Culture