Where Best Practices Meet Next Practices Willard R. Daggett, Founder and Chairman June 20, 2012

A Look to the Future

Schools are Improving School Improvement

Schools are Improving – BUT Changing World School Improvement

Three Central Challenges Common Core State Standards, Next Generation Assessments and Teacher Evaluation

Growing Readiness Gap Grade Level Expectations Student Readiness

Three Central Challenges Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress

Schools must find new and innovative ways to improve student performance with increasingly fewer resources.

Three Central Challenges Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress Change

Three Central Challenges Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress Change Needs to be Evolutionary Not Revolutionary

Schools are Improving – BUT Changing World School Improvement

Schools are Improving – BUT Some More Than Others Changing World School Improvement

Schools are Improving – BUT Some More Than Others School Improvement Changing World

A Look to the Future It will require: Proactive Leadership Focused and Sustained Professional Development

A Look to the Future More with Less

Effectiveness and Efficiency Framework High Cost Low Cost

Effectiveness and Efficiency Framework High Student Performance Ef fec t iveness High Cost Low Cost Low Student Performance

Effectiveness and Efficiency Framework High Student Performance Ef fec t iveness C D A B High Cost Low Cost Low Student Performance

A Look to the Future CCSS / NGA

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

Item Exemplars: Performance Task Performance Task drawn from the Ohio Performance Assessment Project. Available at, www.ModelSchoolsConference.com/handouts12.html

Common Core State Standards Content VS. Instruction

Will Require Proactive Leadership A Look to the Future Will Require Proactive Leadership

Proactive Leader Reactive Leader Focused on CCSS, NGAs, and Teacher Evaluation Proactive Leader Equally focused on Science, the Arts, CTE, Physical Education

Will Require a Comprehensive Solution A Look to the Future Will Require a Comprehensive Solution

Organizational Leadership Student Achievement Organizational Leadership

Organizational Leadership Student Achievement Organizational Leadership

Instructional Leadership Organizational Leadership Teaching Student Achievement Instructional Leadership Organizational Leadership

Instructional Leadership Organizational Leadership Teaching Student Achievement Instructional Leadership Organizational Leadership

Instructional Leadership Organizational Leadership Teaching Student Achievement Instructional Leadership Organizational Leadership

Three Central Challenges Common Core State Standards, Next Generation Assessments and Teacher Evaluation Financial Stress Change Needs to be Evolutionary Not Revolutionary

Evolution of Change Model 1 – Incremental Change (Improving Core Practices) 2 – Innovative Change (Fundamental Change of Core Practice) 3 – Transformational Change (Affect Entire System) 3 2 1

Transportation 1 – Saddle 2 – Horse and Wagon 3 – Car 3 2 1

Information is Everywhere… A Look to the Future Information is Everywhere…

A Look to the Future Smart Technology

Smart Technology 1 – Google Search 1

Semantic Web Analyze Documents Keywords and headers (Google) Meaning / Concepts Wolfram Alpha Siri Complete Task

Smart Technology 1 – Google Search 2 – Google Glasses 2 1

Project Glass 39

Download any movie, website, or piece of information into your glasses or contact lenses

In the Near Future… Students will be able to scan the Internet via their contact lenses. How will you deal with this in your schools?

Today’s students live in a hyper-connected world, except in school OR are they also connected in school but we just don’t know it?

Information is everywhere Information is everywhere. In this changing world, sense-making and the ability to evaluate the credibility of information are paramount.

Smart Technology 3 2 1 1 – Google Search 2 – Google Glasses 3 – Google Car 3 2 1

K-12 Education – High Impact Factors 3 2 1

K-12 Education – High Impact Factors Gaming Online Instruction Blended Learning

Gaming is increasingly being built based upon brain research.

Gaming is increasingly being built based upon brain research Gaming is increasingly being built based upon brain research. What is the implication to education?

Angry Birds Downloaded 1 billion times Average of 800 bird launches per download Collectively 800 billion birds launched Over 600 million minutes played per day 400,000 years of time played

Game Theory in Education 1 – Sushi Monster 1

Game-based Programs Continuous improvement Immediate feedback

Status of Gaming Addictive

How do you feel about students being addicted to learning?

Status of Gaming Addictive Today’s education games are often a technologically enhanced version of drill and practice

Status of Gaming Addictive Today’s education games are often a technologically enhanced version of drill and practice Moving to real-world applications

Status of Gaming Addictive Today’s education games are often a technologically enhanced version of drill and practice Moving to real-world applications Enabling more personalized learning

Gamification is Turning Towards Education Self-motivated Self-directed Intensely engaged Genuinely enthusiastic

650,000 Apps in the App Store

Technology Provides Personalization

Technology Provides Personalization Repetition Volume

Critical to Move from Working to Stored Memory – Needed for Fluency Technology Provides Critical to Move from Working to Stored Memory – Needed for Fluency Personalization Repetition Volume

A Look to the Future FASTT Math Next Generation 18 Games

Game Theory in Education 1 – Sushi Monster (FASTT Math Next Generation) 1

Growing Readiness Gap Grade Level Expectations Student Readiness

Game Theory in Education 1 – Sushi Monster (FASTT Math Next Generation) 2 - iRead 2 1

A Look to the Future iRead

Your Avatar…

Your Reading Buddy…

iRead Phonics

iRead Phonics Embedded Assessments

iRead Phonics Embedded Assessments Beastie Hall – A School for Monsters

Game Theory in Education 1 – Sushi Monster (FASTT Math Next Generation) 2 – iRead 2 1

Game Theory in Education 1 – Sushi Monster (FASTT Math Next Generation) 2 – iRead - Math 180 2 1

A Look to the Future Math 180 Scope and Sequence tied to CCSS Embedded Assessments like NGAs

MCAT

Blended Model

Teachers Relationship Build Conceptual Understanding

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

Online Instruction

Online Learning Facts 30 states have full-time online schools 96% of LEAs have students enrolled in distance education courses at the HS level

US Average per Pupil Expenditures Fully online model - $6,400 Blended-learning model - $8,900 Traditional school model - $10,000

Game Theory in Education 1 – Sushi Monster (FASTT MATH) 2 – Math 180 3 – Online Game-based Learning 3 2 1

Blended Model

Common Core State Standards Content VS. Instruction

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

Knowledge Taxonomy Awareness Comprehension Application Analysis Synthesis Evaluation

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

D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5 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

D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5 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

D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5 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

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

Rigor/Relevance Framework D 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

Rigor/Relevance Framework D 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

A Look to the Future It Can be Done…

Technology in Schools 3 2 1 1 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT) 3 2 1

Pencil Budget

Technology is a Tool NOT a Function Instruction Professional Development Leadership Development Data Systems

Technology needs to do to education what it has done to countless other industries: Disrupt It

Instruction 3 2 1 1 – Project-based Learning 2 – Flipped Classroom 3 – Online Gaming-based System 3 2 1

Grading of Papers 3 2 1 1 – Training all teachers to grade essays 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance 3 2 1

Learning 1 – Learning Together 1

Professional Development 1 – Student run technology P.D. (survey/3 levels) 2 – Teachers are given technology IEP with students as their mentors 3 – Top 1/3rd students and teachers create alternative instructional delivery system 3 2 1

Assessments 3 2 1 1 – Paper and Pencil Formative Assessments 2 – Gas Bill -Application bases -Multi disciplined -Quad D 3 – Tablets with instant computer based scoring and instruction 3 2 1

Use of Data 1 – Status Report – gather and reflect on performance and value added data 1

Use of Data 2 1 1 – Status Report 2 – Predictive Data – i.e. drop out, performance, etc. to assist in decision making of staffing, facilities, course offerings, etc. 2 1

Use of Data 3 2 1 1 – Status Report 2 – Predictive Data 3 – Reward teachers who out-preform what predictive data projects 3 2 1

Personalized Instruction 1 – IEP for ALL Students 2 – Match student’s learning style with teacher’s instructional style 3 – Blended comprehensive instructional plan including teacher, gaming and online 3 2 1

Integration 1 – Integration of Art/Music/CTE into academics and visa-versa - Interdisciplinary Departments 3 2 1

Integration 1 – Integration 2 – Career pathway for ALL students 3 2 1

Integration 3 2 1 1 – Integration 2 – Career pathway for ALL students 3 – Combining blended learning and multiple institutions 3 2 1

Take off the plate

CCSS NGA 1 – Curriculum Matrix 1

Road Map State Standards to State Tests

Wisconsin English LA Achievement Frameworks Subskills/Descriptors Knowledge and Concepts Exam - CRT (WKCE)

National Essential Skills Study (NESS)

NESS Study – Subgroup Rankings ELA Skill: Write clear and concise directions or procedures. Group Rank Overall 9 Business/Industry 2 Other Non-educators 10 English Language Arts Teachers 25 Other Educators 8

NESS Study – Subgroup Rankings ELA Skill: Give clear and concise oral directions. Group Rank Overall 7 Business/Industry 3 Other Non-educators 9 English Language Arts Teachers 28 Other Educators

NESS Study – Subgroup Rankings Math Skill: Apply the Pythagorean Theorem to right triangles. Group Rank Overall 20 Business/Industry 29 Other Non-educators 31 Mathematics Teachers 4 Other Educators 24

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. Group Rank Overall 12 Business/Industry 3 Other Non-educators 10 Mathematics Teachers 30 Other Educators 8

Proficiency

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

2005 Proficiency – Grade 4 Reading Proficient Required NAEP Score Mississippi 88 % Tennessee Wisconsin 83 % Texas 81 % Ohio 77 % Florida 71 % Oklahoma 52 % Massachusetts 48 %

2009 Proficiency – Grade 4 Reading Proficient Required NAEP Score Tennessee 90 % Georgia 87 % Texas 84 % Wisconsin 82 % Florida 74 % Oklahoma 62 % Massachusetts 60 % Mississippi 52 %

2005 Proficiency – Grade 4 Reading Proficient Required NAEP Score Mississippi 88 % 161 Tennessee 170 Wisconsin 83 % 189 Texas 81 % 190 Ohio 77 % 199 Florida 71 % 202 Oklahoma 52 % 182 Massachusetts 48 % 234

2009 Proficiency – Grade 4 Reading Proficient Required NAEP Score Tennessee 90 % 178 Georgia 87 % 188 Texas 84 % 192 Wisconsin 82 % 189 Florida 74 % 206 Oklahoma 62 % 211 Massachusetts 54 % 234 Mississippi 52 % 210

2009 Proficiency - Grade 4 Reading Proficient Required NAEP Score Georgia 87 % (0) 178 (+3) Texas 84 % (+3) 188 (-2) Ohio 82 % (+5) 192 (-7) Wisconsin 82 % (-1) 189 (0) Florida 74% (+3) 206 (+4) Arkansas 70 % (+17) 200 (-17) Massachusetts 54 % (+6) 234 (0) Mississippi 52 % (-36) 210 (+49)

2009 Proficiency - Grade 8 Reading Proficient Required NAEP Score Texas 94 % (+11) 201 (-24) Wisconsin 85 % (-1) 232 (+3) Georgia 77 % (-6) 209 (-15) Ohio 72 % (-8) 251 (+10) Arkansas 71 % (+14) 241 (-13) Florida 54 % (+10) 262 (-3) Mississippi 48 % (-10) 254 (+7) California 48 % (+9) 259 (-3)

2009 Proficiency - Grade 4 Mathematics Proficient Required NAEP Score Texas 85 % (+3) 214 (-5) Wisconsin 81 % (+7) 219 (-6) Mississippi 58 % (-21) 223 (+17) Georgia 75 % (0) 218 (+3) Ohio 78 % (+13) 219 (-14) Florida 75 % (+12) 225 (-5) Arkansas 78 % (+25) 216 (-20) Massachusetts 48 % (+9) 255 (0)

2009 Proficiency - Grade 8 Mathematics Proficient Required NAEP Score Texas 83 % (+22) 254 (-19) Georgia 81 % (+12) 247 (-8) Wisconsin 79 % (+4) 262 (-1) Florida 66 % (+8) 266 (-3) Ohio 59 % (+8) 269 (-9) Arkansas 61 % (+27) 267 (-21) Mississippi 54 % (+1) 264 (+2) Massachusetts 49 % (+7) 300 (-1)

State Standards State Tests NESS & Lexile

CCSS NGA 1 – Curriculum Matrix 2 – Next Network 2 1

Next Network

1 2 3 4 5

State Standards State Tests NESS & Lexile Common Core Standards

State Standards State Tests NESS & Lexile Common Core Standards

WIS. Standards  CCSS

CCSS  WIS. Standards CCSS  GA. Standards

Road Map State Standards to State Tests State Standards to Research State Standards to CCSS CCSS to State Standards

Road Map State Standards to State Tests State Standards to Research State Standards to CCSS CCSS to State Standards State Tests to CCSS Sample NGAs

Item Exemplars: Performance Task Performance Task drawn from the Ohio Performance Assessment Project. Available at, www.ModelSchoolsConference.com/handouts12.html

Road Map State Standards to State Tests State Standards to Research State Standards to CCSS CCSS to State Standards State Tests to CCSS Sample NGAs

Create a large spinner for a game that has at least eight sectors Create a large spinner for a game that has at least eight sectors. Each sector should be assigned a different ‘prize’. Prizes should range in value from most appealing to least appealing. Vary the sectors so that the probability to win a desired prize is much less that the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize. Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which price has the greatest probability and which prize has the least probability? NGA State Test Source: Next Navigator

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

Gold Seal Lessons 145

Gold Seal Lessons 146

Gold Seal Lessons 147

Gold Seal Lessons 148

Focused and Sustained Professional Development A Look to the Future Focused and Sustained Professional Development

CCSS NGA 3 2 1 1 – Curriculum Matrix 2 – Next Network 3 – Online Game-based System 3 2 1

Our Mission 3 2 1 1 – Teaching 2 – Learning 3 – Personalization of Learning 3 2 1

Organizational Leadership Student Achievement Organizational Leadership

Organizational Leadership Student Achievement Organizational Leadership

Instructional Leadership Organizational Leadership Teaching Student Achievement Instructional Leadership Organizational Leadership

Instructional Leadership Organizational Leadership Teaching Student Achievement Instructional Leadership Organizational Leadership

Instructional Leadership Organizational Leadership Teaching Student Achievement Instructional Leadership Organizational Leadership

The Role of the Teacher… A Look to the Future The Role of the Teacher…

Instructional Leadership Organizational Leadership Teaching Student Achievement Instructional Leadership Organizational Leadership

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) 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)

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)

Guiding Principles Responsibility Contemplation Initiative Perseverance Optimism Courage Respect Compassion Adaptability Honesty Trustworthiness 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) 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)

Those things that are easy to measure are least important Those things that are easy to measure are least important. Those things that are most important are hardest to measure.

Doctor Pilot

Organizational Leadership Student Achievement Organizational Leadership

Effectiveness and Efficiency Framework High Student Performance Ef fec t iveness C D A B High Cost Low Cost Low Student Performance

Student-Teacher Relationship Effective Efficient

Application of Knowledge Effective Efficient

Professional Development Effective Efficient

Teacher Expectations and Clarity Effective Efficient

Assessment to Inform and Differentiate Instruction Effective Efficient

Literacy Strategies Effective Efficient

PD Peer Tutor Class Size Summer School Ability Group Achieve Prior 0.22 0.90 0.90 0.60 0.72 0.90 0.75 0.90 0.69 0.80 0.55 0.75 0.62 0.75 0.40 0.67 0.60 0.65 0.30 0.55 0.23 0.20 0.21 0.20 PD Peer Tutor Class Size Summer School Ability Group Achieve Prior Teach Test Literacy Strats. Meta Strats. Form. Eval. Student Teacher Teacher Clarity

Class Size Effective Efficient

Summer School Effective Efficient

Greatest Impact Culture of High Expectations Relevance of Instruction Strong Relationships

Instructional Leadership Organizational Leadership Teaching Student Achievement Instructional Leadership Organizational Leadership

Organizational Leadership Culture Culture

What do you need to do to create a culture to support change?

The Changing Landscape Technology Financial Globalization Demographics Workplace

Where are the Jobs? Non-Routine Routine Results Driven Decision Making More Innovation / Creativity Routine Rules Driven Problem Solving Less Innovation/Creativity 1980 2011

Where are the Jobs? Non-Routine Routine Cannot Write an Algorithm Cannot be Digitized Cannot be Outsourced Routine Write an Algorithm Can be Digitized Can be Outsourced 1980 2011

Organizational Leadership Vision Vision Culture

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

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)

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)

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)

Organizational Leadership Structure and Systems Structure and systems Vision Culture

Organizational Changes Looping

Organizational Changes Looping Interdisciplinary Chairs

Repeating Grades 2010-11 SOURCE: US Department of Education

Organizational Changes Looping Interdisciplinary Chairs 9th Grade Electives

Organizational Leadership Build Leadership Structure and systems Build leadership Vision Culture

Top-down support for bottom-up success

Empower Leadership Teams

Leadership Teams Coherent Vision Empowerment

Today’s Leaders Must visualize, understand, decide and direct. Trained to only decide and direct.

Quadrant D Leadership Framework C o n t r o l Low High Low High Vision Driven

Quadrant D Leadership Framework C o n t r o l Low A High Low High Vision Driven

Quadrant D Leadership Framework C o n t r o l Low A B High Low High Vision Driven

Quadrant D Leadership Framework C C o n t r o l Low A B High Low High Vision Driven

Quadrant D Leadership Framework C C o n t r o l Low A B High Low High Vision Driven

Leadership Results C D Rules A B

Leadership Empower Results C D Control Rules A B

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

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

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

Innovation that happens from the top down tends to be orderly, but dumb. Innovation that happens from the bottom up tends to be chaotic and smart.

Practical strategies to support school and district leaders: Supporting teachers in changing instruction to meet the requirements of the Common Core State Standards and Next Generation Assessments Approaching evaluation from the broader perspective of selection, support, and evaluation of all educators Providing meaningful Teacher Evaluations even with limited time and resources

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

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

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)

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

Data systems have changed how medicine is being practiced; it has become more personalized.

Data systems should enable us to personalize learning but it has caused us to standardized it.

Instructional Leadership Teaching Student Achievement Instructional Leadership

Instructional Leadership High Expectations High expectations

Instructional Leadership Curriculum Curriculum High expectations

Instructional Leadership Literacy and Math Literacy and math Curriculum High expectations

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

Wisconsin Career and Technical Education   Wisconsin Career and Technical Education Wisconsin English Language Arts Objectives/Subskills/Descriptors WKCE/WMAS Alignment Grade 10 NESS Rank WKCE-CT Agriculture, Food & Natural Resources Architecture & Construction Arts, A/V Technology & Communications Food Products & Processing Systems Agribusiness Systems Power, Structural & Technical Systems Environmental Service Systems Plant Systems Natural Resource Systems Animal Systems Design/ Pre-Construction Construction Maintenance/ Operations Performing Arts Visual Arts Printing Technology Journalism & Broadcasting A/V Technology & Film Telecommunications 10.1.2. Use knowledge of word structure to determine the meaning of words and phrases. Content Standard A.1 Use effective reading strategies to achieve their purposes in reading. E5 L  10.1.3. Use word reference materials to determine the meaning of words and phrases. E4 M 10.2.1. Demonstrate understanding of literal meaning by identifying stated information in literary text. Content Standards A.1 Use effective reading strategies to achieve their purposes in reading A.2 Read, interpret, and critically analyze literature. A.3 Read and discuss literary and nonliterary texts in order to understand human experience. E2

Curriculum Matrix for Social Studies Wisconsin Curriculum Matrix for Social Studies Wisconsin History and Social Science Learning Standards Grade 9-12 Excerpt National Essential Skills Study (NESS) Rankings Rank CRT NESS Priority Standard A: Geography A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region, employing such concepts as climate, plate tectonics, volcanism, and landforms, and to describe the human attributes, employing such concepts as demographics, birth and death rates, doubling time, emigration, and immigration SS1 Employ geographic tools (maps, globes, photographs, models, satellite images, charts, databases, GPS, etc.) and other visual images (physical, mental, and electronic representations) to acquire, process, and report information about people, places, and environments from a spatial perspective. H SS22 Analyze the causes and effects of population change on the characteristics, distribution, and complexity of Earth’s diverse populations and cultures, including the impact of demographics and the fact that they are constantly shifting. A.12.2 Analyze information generated from a computer about a place, including statistical sources, aerial and satellite images, and three-dimensional models Standard D: Economics D.12.1 Explain how decisions about spending and production made by households, businesses, and governments determine the nation's levels of income, employment, and prices SS10 Explain how changes in supply or demand cause relative prices to change and, in turn, affect the purchasing and sales incentives of buyers and sellers. M SS24 Describe how buyers and sellers interact to create market forces whereby market prices are determined and scarce goods and services are allocated. SS39 Analyze how a nation’s overall levels of income, employment, and price for goods are determined by the interaction of spending and production decisions made by all households, firms, government agencies, and others in the economy.

Arts Education Wisconsin English Language Arts Reading Frameworks Objectives/Subskills/Descriptors Aligned to WMAS Content Standard A Grade 7 National Essential Skills Study (NESS) Rankings WKCE-CRT Visual Arts Dance Music Theatre 7.1. Determine the meaning of words and phrases in context. 7.1.1. Use context clues to determine the meaning of words and phrases. • Use context clues to determine the meaning of unfamiliar words. • Understand the meaning of words and phrases used figuratively. • Use context clues to determine the meaning of multiple-meaning words. • Use knowledge of synonyms and antonyms to determine the meaning of words. • Identify analogies to demonstrate understanding of word meaning. • Understand connotative and denotative meaning of words. Content Standard A.1 Use effective reading strategies to achieve their purposes in reading. E5 H  7.1.2. Use knowledge of word structure to determine the meaning of words and phrases. • Identify the meaning of a word with an affix. • Use knowledge of root words to determine the meaning of a word. M

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

Teaching Rigor and Relevance Rigor and Relevance

Teaching Relationships Relationships Rigor and Relevance

Teaching Content Content Relationships Rigor and Relevance

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

How Students Learn

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

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

Instructional Leadership Organizational Leadership Teaching Student Achievement Instructional Leadership Organizational Leadership

Needs Assessment

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