International Center for Leadership in Education Dr. Willard R. Dagget 21 st Century Skills & Your Leadership February 23, 2011

Schools are Improving School Improvement

Schools are Improving School Improvement Changing World

Skills Gap

Schools are Improving School Improvement Changing World

School Improvement Changing World Schools are Improving

School Improvement Changing World Schools are Improving

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

3. Leadership 8 COMPONENTS

Coherent Vision Empowerment Leadership Focus

ControlControl Vision Driven Quad D Leadership Framework Low HighLow High

ControlControl Vision Driven A Quad D Leadership Framework Low HighLow High

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

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

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

Leadership A CD B Rules Results

Leadership A CD B Control Empower Rules Results

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

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

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

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

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

1. Create a Culture 8 COMPONENTS

Culture Drives Strategy

Financial Challenges Larger Context

New York 15.2% State Shortfalls

Alabama 8.6% State Shortfalls

Tennessee 9.8% Alabama 8.6% State Shortfalls

Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

New York15.2% Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

Colorado21.6% New York15.2% Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

California21.6% Colorado21.6% New York15.2% Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

Georgia26.2% California21.6% Colorado21.6% New York15.2% Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

Illinois41.5% Georgia26.2% California21.6% Colorado21.6% New York15.2% Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

Nevada54% Illinois41.5% Georgia26.2% California21.6% Colorado21.6% New York15.2% Ohio11.3% Texas10.2% Tennessee 9.8% Alabama 8.6% State Shortfalls

THE CLIFF State Shortfalls State Shortfalls Stimulus Stimulus -$100 Billion -$100 Billion - $4 Billion - $4 Billion

Federal Legislation Formula Grants

Population (Billions)

Debt (Trillions)

Debt / Person

GermanyFrance U.K.

Debt / Person Germany France U.K. Bangladesh Brazil PakistanIndonesia

Effective and Efficient Framework High Cost Low Cost

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

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

Financial Challenges Technology Larger Context

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

Implications Home Work Home Work Term Paper Term Paper

SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

Projection Keyboard

Projection Keyboard and Projector

LEARN to DO

LEARN to DO vs. DO to LEARN

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What will our Students need to: Know Know Do Do

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%)

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

100 % 18 Year Olds Entry Requirements Range of Proficiency

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

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

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

40% of College Students need Remediation

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

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

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%)

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

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

23% of High School Graduates not eligible for the Military

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

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

Financial Challenges Technology Globalization Larger Context

Equity Excellence

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

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

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

Work to Worker

PISA Shanghai-China556 2 Korea539 3 Finland536 4 Hong Kong-China533 5 Singapore526 6 Canada524 7 New Zealand521 8 Japan520 9 Australia Netherlands United States Germany Ireland France United Kingdom Spain Russian Federation Mexico Brazil Indonesia402 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average

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 34Spain Russian Federation468 51Mexico419 57Brazil386 61Indonesia371

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

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

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

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

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

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.

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.

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.

Levels CDCDABABCDCDABAB Blooms Application

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) 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 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)

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

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

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%

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%

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

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

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%

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%

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)

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

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

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

Common Core State Standards Fewer, Clearer, Higher

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

Ohio English Language Arts Indicators Tested

State Tests State Standards

State Tests State Standards Now

State Tests State Standards A A

National Essential Skills Study

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

State Standards to CCSS Existing State Standards New Common Core State Standards Grade New York - English Language Arts 5.88% - Mathematics 26.62%

Percentage of State Standards Not Aligned to Common Core Standards ELAMathematics FL HI3.433 IN KY MS NC NY OH OK TN3248

Proficiency

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%)

Proficiency Grade 4 Reading Proficiency Grade 4 Reading Proficient Required NAEP Score North Carolina 82 % Texas 81 % Ohio 77 % Florida 71 % Massachusetts 48 % California 48 % South Carolina 35 %

Proficiency Grade 4 Reading Proficiency Grade 4 Reading Proficient Required NAEP Score North Carolina 82 %183 Texas 81 %190 Ohio 77 %199 Florida 71 %202 Massachusetts 48 %234 California 48 %210 South Carolina 35 %228

Proficiency Grade 8 Reading Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 % Texas 83 % Ohio 80 % Florida 44 % California 39 % South Carolina 30 %

Proficiency Grade 8 Reading Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 %217 Texas 83 %225 Ohio 80 %241 Florida 44 %265 California 39 %262 South Carolina 30 %276

Proficiency Grade 4 Mathematics Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 % Texas 82 % Michigan 73 % Ohio 65 % Florida 63 % California 51 % South Carolina 39 % Massachusetts 39 %

Proficiency Grade 4 Mathematics Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 %203 Texas 82 %219 Michigan 73 %222 Ohio 65 %233 Florida 63 %230 California 51 %231 South Carolina 39 %246 Massachusetts 39 %255

Proficiency Grade 8 Mathematics Proficiency Grade 8 Mathematics Proficient Required NAEP Score North Carolina 84 % Ohio 63 % Texas 61 % Michigan 61 % Florida 58 % Massachusetts 42 % South Carolina 24 %

Proficiency Grade 8 Mathematics Proficiency Grade 8 Mathematics Proficient Required NAEP Score North Carolina 84 %247 Ohio 63 %274 Texas 61 %273 Michigan 61 %269 Florida 58 %269 Massachusetts 42 %301 South Carolina 24 %305

NESS & Lexile State Tests State Standards C A C

Common Core Standards NESS & Lexile State Tests State Standards C

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

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

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

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

Common Core State Standards Fewer, Clearer, Higher

A B D C

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

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

The Navigator The Navigator

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

Instruction NOT Structure Instruction NOT Structure

Gold Seal Lessons

Levels CDCDABABCDCDABAB Blooms Application

Career & Technical Education Ohio English Language Arts Benchmarks/Indicators Grade 10 OTG Agriculture, Food & Natural Resources Architecture & Construction Food Products & Processing Systems Agribusiness Systems Power, Structural & Technical Systems Environmental Service Systems Plant Systems Natural ResourceSystems Animal Systems Design/ Pre-Construction Maintenance/ Operations 1. Define unknown words through context clues and the authors use of comparison, contrast and cause and effect. H 2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships. L 3. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns. H 4. Analyze the ways that historical events influenced the English language. H 5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). H 6. Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars. M 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. H

Ohio Arts Education Ohio English Language Arts Benchmarks/Indicators Grade 6 NESS Grade 6 Achievement Test Visual Arts DanceMusicTheatre 1. Define the meaning of unknown words by using context clues and the authors use of definition, restatement and example. E5H 1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems. E2 E12 H 2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text. E12 E13 H 3. Make critical comparisons across texts, noting authors style as well as literal and implied content of text. E24H 4. Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions. E2 E9 H 5. Select, create and use graphic organizers to interpret textual information. E6 E22 E31 M 6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. E2H

Levels CDCDABABCDCDABAB Blooms Application

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Teacher Works StudentThinks Student Thinks and Works StudentWorks High Low Teacher/Student Roles

Rigor and Relevance Handbook

Instructional Strategy for Quadrant D Lessons

Selection of Strategies Based on Rigor/ Relevance Framework

Instructional Strategies: How to Teach for Rigor and Relevance

What AYP Teacher Evaluation 3 Year Transition Plan

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

Lessons Learned 1. Looping

Lessons Learned 1.Looping 2.9 th Grade Academy

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

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

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%)

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

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

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

Brain Research

Sight Connections / Pathways Prefrontal Cortex Hearing Association Area

19 th Annual Model Schools Conference June 26 – 29,

Effective and Efficient Framework High Cost Low Cost

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

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

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