International Center for Leadership in Education Dr. Willard R. Daggett Ten Components of Successful Schools J une , 2007

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Why Why What What How How Change Process

1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade 6. Curriculum 5. Data 7. Relationships / Reflective Thought 8. Professional Development 9. Leadership 10. Create the Culture

Why Why What What How How Change Process

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

Why Why What What How How Change Process

The Students are Different Schools Success in Changing World InputProcessOutput

Input The Students are Different

Research Donald Roberts - Stanford Jordan Grafman – National Institute of Neurological Disorders Hal Pashler – University of California Cheryl Grady – Rothman Research Center, Toronto David Meyer – University of Michigan Claudia Knooz – Duke

Multitasking Toggling Prefrontal Cortex Pew Research

Todays Youth Digital Learners Multimedia Find and manipulate data Analyze data and images

The Students are Different Schools Success in Changing World InputProcessOutput

Challenges Technology Globalization

Challenges Technology Globalization Demographics

Why Why What What How How Change Process

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

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%)

Criteria Core Academic 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)

Rigor/Relevance For All Students

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

Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

12345 Application Knowledge Rigor/Relevance Framework

Levels CDCDABABCDCDABAB Blooms Application

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.

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.

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.

Levels CDCDABABCDCDABAB Blooms Application

(Reflective Thought)

Criteria Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

Criteria Core Academic 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)

Why Why What What How How Change Process

1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade 6. Curriculum 5. Data 7. Relationships / Reflective Thought 8. Professional Development 9. Leadership 10. Create the Culture

Characteristics 1.Small Learning Communities 2. High Expectations Especially in LiteracyEspecially in Literacy

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%)

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade 5. Data

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%)

Quantile Framework Numbers and Operations Numbers and Operations Algebra / Patterns & Functions Algebra / Patterns & Functions Data Analysis & Probability Data Analysis & Probability Measurement Measurement Geometry

Quantile Measure (Q) Personal Use Employment High School First-Year College Interquartile Ranges Shown (25% - 75%) Quantile Framework ® for Math Study Summary of Quantile Measures 8th 10th 11th

Levels CDCDABABCDCDABAB Blooms Application

Research McREL McREL 15,465 vs. 9,042 15,465 vs. 9,042 Two Expectations Two Expectations Needed Needed On Test On Test

ISAT/PSAE English LA Benchmarks Tested

NESS Results for Illinois ELA – Illinois Top 5 Topic Illinois Rank National Rank Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. 12 Research information from a variety of sources and draft a well- organized, accurate, and informative report or essay that engages an audience and addresses its needs. 2 tie7 Collect and focus thoughts about the writing activity (brainstorming, listing, drafting, etc.). 2 tie6 Apply writing rules and conventions, (grammar, usage, punctuation, sentence structure, and spelling). 41 Develop processes or techniques for building vocabulary, decoding unfamiliar words/texts, and understanding or remembering information by using such strategies as context clues, word structure, letter-sound relationships, word histories, and mnemonics. 55

NESS Results for Illinois ELA – USA Top 5 Topic Illinois Rank National Rank Apply writing rules and conventions, (grammar, usage, punctuation, sentence structure, and spelling). 41 Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. 12 Follow oral directions. 6 tie3 Use resources (dictionary, grammar books, thesaurus, online references, etc.) as needed to edit. 14 tie4 Develop processes or techniques for building vocabulary, decoding unfamiliar words/texts, and understanding or remembering information by using such strategies as context clues, word structure, letter-sound relationships, word histories, and mnemonics. 55

NESS Results for Illinois ELA – Illinois/USA Discrepancies Topic Illinois Rank National Rank Demonstrate ability to select and use appropriate technology or media for presenting information to the target audience for the specific purpose. 6 tie17 Use resources (dictionary, grammar books, thesaurus, online references, etc.) as needed to edit. 14 tie4

NESS Results for Illinois Math – Illinois Top 5 (with ties) Topic Illinois Rank National Rank Perform operations fluently with positive and negative numbers, including decimals, ratios, percents, and fractions, and show reasoning to justify results 11 Understand and apply basic algebraic properties (commutative and associative laws of addition and multiplication, distributive law of multiplication over addition, and identities and inverses). 22 Use proportional reasoning to solve real-world problems. 3 tie3 Understand the properties of and apply parallel, perpendicular, and intersecting lines in problem- solving situations. 3 tie4 Demonstrate understanding of, and accurately apply, place value to round off numbers. 5 tie7 Understand and apply a systematic methodology or procedure (e.g., direct or indirect measurement, direct or indirect proof, inductive or deductive reasoning) to model and solve problems. 5 tie10 Use the technique of dimensional analysis to convert units of measure (e.g., kilometers/hour to meters/minute) and apply ratios in real-world situations (e.g., scale drawings). 5 tie 13 tie Solve problems using units of metric measure and convert between metric and English/customary units. 5 tie9

NESS Results for Illinois Math – USA Top 5 Topic Illinois Rank National Rank Perform operations fluently with positive and negative numbers, including decimals, ratios, percents, and fractions, and show reasoning to justify results 11 Understand and apply basic algebraic properties (commutative and associative laws of addition and multiplication, distributive law of multiplication over addition, and identities and inverses). 22 Use proportional reasoning to solve real-world problems. 3 tie3 Understand the properties of and apply parallel, perpendicular, and intersecting lines in problem-solving situations. 3 tie4 Simplify and solve algebraic equations by identifying and using the correct order of operations and techniques necessary to carry out the solution. 9 tie5

NESS Results for Illinois Math – Illinois/USA Discrepancies Topic Illinois Rank National Rank Know the equation for the slope of a line and compute slope given the coordinates of two points. 29 tie45 Understand the properties and applications of the undefined terms of geometry (point, line, and plane) and their relationship with intuitive concepts (i.e., collinear points, coplanar points, opposite rays, and parallel lines). 29 tie41 Understand and apply the concepts and applications of quartiles (distributing groups into four equal sizes), percentiles (distributing individuals into 100 groups of equal size), and random distribution to understand and interpret data. 32 tie47 Evaluate and employ accurate and appropriate procedures for statistical data collection, organization, analysis, and display including making estimates and predictions, critiquing data, and drawing inferences (e.g., using the normal curve and z-scores, line of best fit). 43 tie22

NESS Results for Illinois Social Studies – Illinois Top 5 Topic Illinois Rank National Rank Explain the roles, rights, and responsibilities of the U.S. citizen in our democracy. 1 tie2 Examine the purpose of rules and laws, explain how governments enact and enforce them, and assess ways to evaluate rules and laws. 1 tie3 Examine the concepts of civic life, politics, and government and explain why government is necessary. 34 Analyze long-term changes and recurring patterns in world history and explain any relationship to situations in the world today. 48 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. 51

NESS Results for Illinois Social Studies – USA Top 5 Topic Illinois Rank National Rank 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. 51 Explain the roles, rights, and responsibilities of the U.S. citizen in our democracy. 1 tie2 Examine the purpose of rules and laws, explain how governments enact and enforce them, and assess ways to evaluate rules and laws. 1 tie3 Examine the concepts of civic life, politics, and government and explain why government is necessary. 34 Describe the U.S. Constitution and why it, or any constitution, is important. 8 tie5

NESS Results for Illinois Social Studies – Illinois/USA Discrepancies Topic Illinois Rank National Rank Investigate how political, religious, and social values and institutions emerged in the English colonies and assess how they impacted life in the Americas during the 16th to 18th century Explain how workers incomes depend primarily on the market value of what they produce, the skill with which they produce it, and how productive they are. 16 tie33 Analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics, but also values and beliefs. 16 tie38 Describe the impacts of revolution and reform on the world economy from the early 20th century through today and explain the causes and global consequences of local, regional, and global wars. 25 tie12 Analyze major global occurrences from 1000 BCE – 1914 CE (onset of World War I) and describe the causes, consequences, or results. 40 tie25

NESS Results for Illinois Science – Illinois Top 5 (with ties) Topic Illinois Rank National Rank Know and apply the principles of scientific inquiry for generating knowledge, including prediction, estimation, developing hypotheses, drawing conclusions, evaluation, and following ethical principles and professional procedures. 1 tie1 Make observations and accurate and precise measurements using senses, tools, and technology. 1 tie4 Identify and understand the structure and parts that compose the human body systems (e.g., cardiovascular, nervous, reproductive, lymphatic, muscular regions). 3 tie2 Use the Scientific Method to collect data and draw conclusions. Understand that all scientific conclusions and theories are subject to modification as new data are collected and reviewed publicly by peers and that all scientific ideas must satisfy common criteria including the ability to be tested. 3 tie3 Explain the processes involved in the water cycle (evaporation, condensation, precipitation, transpiration, surface runoff, percolation, etc.). 5 tie7 Examine how humans, through technology, cause environmental change by disrupting the equilibrium or balance of nature. Critique ways to improve environmental protection through education, research, laws, and conservation and judge the effectiveness of conservation practices and preservation techniques on environmental quality 5 tie8

NESS Results for Illinois Science – USA Top 5 Topic Illinois Rank National Rank Know and apply the principles of scientific inquiry for generating knowledge, including prediction, estimation, developing hypotheses, drawing conclusions, evaluation, and following ethical principles and professional procedures. 1 tie1 Identify and understand the structure and parts that compose the human body systems (e.g., cardiovascular, nervous, reproductive, lymphatic, muscular regions). 3 tie2 Use the Scientific Method to collect data and draw conclusions. Understand that all scientific conclusions and theories are subject to modification as new data are collected and reviewed publicly by peers and that all scientific ideas must satisfy common criteria including the ability to be tested. 3 tie3 Make observations and accurate and precise measurements using senses, tools, and technology. 1 tie4 Examine how natural events cause environmental change and impact populations. 8 tie5

NESS Results for Illinois Science – Illinois/USA Discrepancies Topic Illinois Rank National Rank Analyze and evaluate the concepts and theories of acids and bases, including pH and alkalinity. 19 tie33 Know the features of genetic patterns such as sex inheritance and sex linkage and how dominant and recessive traits explain variations that are hidden in one generation can be expressed in the next. 22 tie39 Analyze physical change (e.g., change of phase between gases, liquids, and solids) and chemical change (e.g., conservation of mass-energy). 39 tie26 Know how to neutralize acids and bases and form a conjugate acid-base pair in acid-base reactions. 48 tie63 Know characteristics of the erosional-depositional system by differentiating between an erosional process and a depositional process. 67 tie85

Illinois Career and Technical Education Illinois English Language Arts Benchmarks Grade 11 PSAE Grade 11 Data Not Available Agriculture and Natural Resources Architecture and Construction Ag Production AgMechanics Ag Services(AgBusiness) NaturalResources ArchitecturalDraftingCluster Building Trades Apply information to a described situation. MMHHHM Use comparison/contrast to identify how information in a passage has similar or different characteristics. MMMMMM Identify and interpret the authors purpose and point of view in expository texts and literary passages. MMMMMM Explain how dialogue is used in a given passage to develop characters and create mood. LLLLLL Determine an author's implied meaning by drawing conclusions based on facts, events, images, patterns, symbols, etc. found in the text. HHHHHH Identify elements of fiction (e.g., theme, tone, mood, foreshadowing, symbolism, irony, imagery). LLLLLL

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%)

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade 6. Curriculum 5. Data

Scope and Sequence

Grade 9 ELA Grade 10 ELA Grade 11 ELA Grade 12 ELA Grade 9 Math Grade 9 Science Grade 9 Social Studies Grade 10 Math Grade 10 Science Grade 10 Social Studies Grade 11 Math Grade 11 Science Grade 11 Social Studies Grade 12 Math Grade 12 Science Grade 12 Social Studies Curriculum Alignment: The Reality

Grade 9 ELAMathScience Social Studies Grade 10 ELAMathScience Social Studies Grade 11 ELAMathScience Social Studies Grade 12 ELAMathScience Social Studies Curriculum Alignment: The Goal

Standards Test Test Real World Real World

Standards Curriculum Scope & Sequence Scope & Sequence Textbooks Textbooks

Standards Curriculum Instruction Rigor & Relevance Rigor & Relevance Instructional Strategies Instructional Strategies

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

Strategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Technology Instructional Technology Lecture Lecture Note-taking/Graphic Organizers Note-taking/Graphic Organizers Memorization Memorization Presentations/Exhibitions Presentations/Exhibitions Research Research Problem-based Learning Problem-based Learning Project Design Project Design Simulation/Role-playing Simulation/Role-playing Socratic Seminar Socratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning

Selection of Strategies Based on Rigor/ Relevance Framework

Standards Curriculum Assessment Instruction Curriculum Matrix Curriculum Matrix Test Prep Techniques Test Prep Techniques

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade 6. Curriculum 5. Data 7. Relationships / Reflective Thought

Levels CDCDABABCDCDABAB Blooms Application

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

Curriculum RigorRigor RelevanceRelevance RelationshipsRelationships Reflective ThoughtReflective Thought

Levels CDCDABABCDCDABAB Blooms Application

(Reflective Thought)

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade 6. Curriculum 5. Data 7. Relationships / Reflective Thought 8. Professional Development

Characteristics 1.Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade 6. Curriculum 5. Data 7. Relationships / Reflective Thought 8. Professional Development 9. Leadership

Leadership Problem is more people than TechnicalProblem is more people than Technical Not CharismaticNot Charismatic Entrepreneurial vs. BureaucraticEntrepreneurial vs. Bureaucratic Performance vs. CompliancePerformance vs. Compliance Department ChairsDepartment Chairs Focus on InstructionFocus on Instruction

Why Why What What How How Change Process

1.Use Data 2.Focus on Instruction – Not Structure 3.Start with Student Needs 4.Build Relationships 5.Transition Years 6.Systems Approach Action Plan

Model Schools Conference June 30 – July 3, 2007 Washington D.C.

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

International Center for Leadership in Education Dr. Willard R. Daggett Ten Components of Successful Schools J une , 2007

Why Why What What How How Change Process

SPOT MicrosoftMicrosoft –Citizen –Fossil –Suunco

SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

Projection Keyboard

Projection Keyboard and Projector

Each and Every Child

Model Schools Conference June 30 – July 3, 2007 Washington D.C.

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

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%)

Quantile Measure (Q) Personal Use Employment High School First-Year College Interquartile Ranges Shown (25% - 75%) Quantile Framework ® for Math Study Summary of Quantile Measures 8th 10th 11th

Levels CDCDABABCDCDABAB Blooms Application

Research McREL McREL 15,465 vs. 9,042 15,465 vs. 9,042 Two Expectations Two Expectations Needed Needed On Test On Test

ISAT/PSAE English LA Benchmarks Tested

NESS Results for Illinois ELA – Illinois Top 5 Topic Illinois Rank National Rank Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. 12 Research information from a variety of sources and draft a well- organized, accurate, and informative report or essay that engages an audience and addresses its needs. 2 tie7 Collect and focus thoughts about the writing activity (brainstorming, listing, drafting, etc.). 2 tie6 Apply writing rules and conventions, (grammar, usage, punctuation, sentence structure, and spelling). 41 Develop processes or techniques for building vocabulary, decoding unfamiliar words/texts, and understanding or remembering information by using such strategies as context clues, word structure, letter-sound relationships, word histories, and mnemonics. 55

Illinois Career and Technical Education Illinois English Language Arts Benchmarks Grade 11 PSAE Grade 11 Data Not Available Agriculture and Natural Resources Architecture and Construction Ag Production AgMechanics Ag Services(AgBusiness) NaturalResources ArchitecturalDraftingCluster Building Trades Apply information to a described situation. MMHHHM Use comparison/contrast to identify how information in a passage has similar or different characteristics. MMMMMM Identify and interpret the authors purpose and point of view in expository texts and literary passages. MMMMMM Explain how dialogue is used in a given passage to develop characters and create mood. LLLLLL Determine an author's implied meaning by drawing conclusions based on facts, events, images, patterns, symbols, etc. found in the text. HHHHHH Identify elements of fiction (e.g., theme, tone, mood, foreshadowing, symbolism, irony, imagery). LLLLLL

Criteria Core Academic 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)

Levels CDCDABABCDCDABAB Blooms Application

(Reflective Thought)

Criteria Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

Criteria Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

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

Personal Skill Development Student Engagement Stretch Learning Core Learning Learning Criteria SchoolOthers

Model Schools Conference June 30 – July 3, 2007 Washington D.C.

Each and Every Child

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