1. WELCOME To 2013 CONNECTION CONFERENCE

2. Preparing Students for the 21 st Century – Lessons Learned from our Nations Most Rapidly Improving Schools Bill Daggett, Founder and Chairman March 13, 2013

3. School Improvement Growing Gap Readiness Changing World

4. School Improvement Growing Gap Changing World

5. School Improvement Growing Gap Changing World

6. School Improvement Growing Gap Changing World

13. Culture Organizational Leadership

14. 70%

15. Eligible for the Military Lack High School Diploma Can Not Pass Basic Literacy Test Obesity Drugs Prison

16. 70% -Is Increasing at 1% Per Year-

17. 70% Are they employable?

18. 70% Are they headed to public assistance?

19. The Changing Landscape Technology

20. Analyze Documents o Keywords and Headers (Google) Meaning / Concepts o Wolfram Alpha Complete Task Semantic Web

21. 2 + 2 Integrate x^2 sin^3 x dx gdp francewhat is the gdp of france?what is the gdp of france / italyinternet users in europe springfield Weather Springfield

22. Homework Implications

23. Homework Term Paper Implications

26. Integrated Projection Projection Keyboard SPOT

27. Projection Keyboard

28. Projection Keyboard and Monitor

29. Technology should work for youto be there when you need it and get out of your way when you dont. Google X started Project Glass to build this kind of technology, one that helps you explore and share your world, putting you back in the moment. Project Glass

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

31. Todays students live in a hyper-connected world, except in school OR are they also connected in school but we just dont know it?

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

33. Technology Financial The Changing Landscape

36. 2011 US Federal Budget -borrowing 41% of every dollar it is spending

37. Federal Obligations $534,000 per household More than 5 times Mortgages Car Loans College Loans Credit Cards

38. Technology Financial Globalization The Changing Landscape

44. Shenzhen 1980 -Fishing Village 2013 -

45. Only Superpower Highest per Capita Income 1 st in Economic Growth 5 % of Population Greater than 24 % of Consumption U.S. – 2 nd Half of 20 th Century Source: National Academy of Science

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

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

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

49. Technology Financial Globalization Demographics The Changing Landscape

50. Technology Financial Globalization Demographics The Changing Landscape

51. Population FemaleMale 1950 2010 2050

52. 70%

53. Museum

54. Recommendations Start with Staff 1/3 Power of Discovery

55. 21 st Annual Model Schools Conference Effective and efficient practices for improving student achievement in times of decreasing resources and increasing expectations Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations Providing effective instructional approaches for special populations June 30 – July 3 | Washington, D.C. www.modelschoolsconference.com

56. 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Reading Study Summary Interquartile Ranges Shown (25% - 75%)

57. 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 Application Model

58. The two-second rule is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown. As the speed of the cars increases, the minimum following distance also increases. Explain how the two-second rule leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour. 2 Second Rule

59. Preparing for the Challenges and Opportunities of the Common Core State Standards Bill Daggett, Founder and Chairman March 13, 2013

60. School Improvement Growing Gap Changing World

61. Common Core State Standards

62. Next Generation Assessments Next Generation Assessments Common Core State Standards

63. Next Generation Assessments Next Generation Assessments Fewer Common Core State Standards

64. Next Generation Assessments Next Generation Assessments Fewer Clearly Common Core State Standards

65. Next Generation Assessments Next Generation Assessments Fewer Clearly Higher Common Core State Standards

71. High expectations Instructional Leadership

72. 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Reading Study Summary Interquartile Ranges Shown (25% - 75%)

73. 2005 Proficiency Grade 4 Reading Illinois does not have 2005 Data Proficient Required NAEP Score Mississippi 88 % Georgia 87 % Wisconsin 83 % Texas 81 % Ohio 77 % New York 71% Arkansas 53 % Massachusetts 48 %

74. 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 % Texas 84 % Ohio 82 % Wisconsin 82 % New York 77% Illinois 74 % Mississippi 52 % Massachusetts 52 %

75. 2005 Proficiency Grade 4 Reading Illinois does not have 2005 Data Proficient Required NAEP Score Mississippi 88 %161 Georgia 87 %175 Wisconsin 83 %189 Texas 81 %190 Ohio 77 %199 New York 71%207 Arkansas 53 %217 Massachusetts 48 %234

76. 2009 Proficiency Grade 4 Reading Proficient Required NAEP Score Georgia 87 %178 Texas 84 %188 Ohio 82 %192 Wisconsin 82 %189 New York 77%200 Illinois 74 %198 Mississippi 52 %210 Massachusetts 52 %234

77. 2009 Proficiency Grade 4 Reading Illinois does not have 2005 Data Proficient Required NAEP Score Georgia 87 % (0)178 (+3) Texas 84 % (+3)188 (-2) Ohio 82 % (+5)192 (-7) Wisconsin 82 % (-1)189 (0) New York 77% (+6)200 (-7) Illinois 74 %198 Mississippi 52 % (-36)210 (+49) Massachusetts 52 % (+4)234 (0)

78. 2009 Proficiency Grade 8 Reading Proficient Required NAEP Score Texas 94 % (+11)201 (-24) Wisconsin 85 % (-1)232 (+3) Illinois 83 % (+11)234 (-11) Ohio 72 % (-8)251 (+10) Arkansas 71 % (+14)241 (-13) New York 68 % (+19)247 (-21) Mississippi 48 % (-10)254 (+7) California 48 % (+9)259 (-3)

79. 2009 Proficiency Grade 4 Mathematics Illinois does not have 2005 Data Proficient Required NAEP Score New York 87 % (+0)207 (+0) Illinois 85 %207 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)

80. 2009 Proficiency Grade 8 Mathematics Proficient Required NAEP Score Texas 83 % (+22)254 (-19) Illinois 82 % (+28)251 (-25) New York 80 % (+24)249 (-26) Ohio 71 % (+8)265 (-9) Oklahoma 59 % (-8)269 (+11) Mississippi 54 % (+1)264 (+2) Massachusetts 49 % (+7)300 (-1) Missouri 47 % (+32)287 (-24)

81. Next Generation Assessments Next Generation Assessments Fewer Clearly Higher Different Common Core State Standards

82. Rigor and Relevance Teaching

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

84. 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 Application Model

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

86. Rigor/Relevance Framework 1 2 3 4 5 6 12345 A B D C 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.

87. Rigor/Relevance Framework 1 2 3 4 5 6 12345 A B D C 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.

88. Rigor/Relevance Framework 1 2 3 4 5 6 12345 A B D C 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.

89. The two-second rule is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown. As the speed of the cars increases, the minimum following distance also increases. Explain how the two-second rule leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour. 2 Second Rule

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

91. A B D C

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

93. Blooms 4 5 6 3 2 1 Application Test Rigor/Relevance Framework

94. 1 2 3 4 5 Blooms 4 5 6 3 2 1 Application Test CTE/ Jobs Rigor/Relevance Framework

95. 1 2 3 4 5 Blooms 4 5 6 3 2 1 Application Test CTE/ Jobs College Ready Rigor/Relevance Framework

96. 1 2 3 4 5 Blooms 4 5 6 3 2 1 Application Test CTE/ Jobs Career Ready College Ready Rigor/Relevance Framework

97. High expectations Curriculum Instructional Leadership

98. High expectations Curriculum Literacy and math Instructional Leadership

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

100. Take off the plate

101. Next Network

102. State Standards to State Tests Road Map

103. ISAT/PSAE English LA Benchmarks Tested

104. ISAT/PSAE Mathematics Benchmarks Tested

105. State Tests State Standards

106. Road Map State Standards to State Test State Standards to Research

107. National Essential Skills Study (NESS)

108. NESS Study Subgroup Rankings ELA Skill: Write clear and concise directions or procedures. GroupRank Overall9 Business/Industry2 Other Non-educators10 English Language Arts Teachers25 Other Educators8

109. NESS Study Subgroup Rankings ELA Skill: Give clear and concise oral directions. GroupRank Overall7 Business/Industry3 Other Non-educators9 English Language Arts Teachers28 Other Educators7

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

111. NESS Study Subgroup Rankings Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error. GroupRank Overall12 Business/Industry3 Other Non-educators10 Mathematics Teachers30 Other Educators8

112. Proficiency

113. Reading Study Summary 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

114. NESS & Lexile State Tests State Standards

115. Gold Seal Lessons NESS & Lexile State Tests State Standards A

116. Gold Seal Lessons

117. Gold Seal Lessons NESS & Lexile State Tests State Standards Consortium Assessment

118. The two-second rule is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown. As the speed of the cars increases, the minimum following distance also increases. Explain how the two-second rule leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour. 2 Second Rule

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

120. Illinois Career and Technical Education Illinois English Language Arts Goals/Standards/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 1.11.22 Apply information to a described situation. MMHHHM 1.11.23 Use comparison/contrast to identify how information in a passage has similar or different characteristics. MMMMMM 1.11.28 Identify and interpret the authors purpose and point of view in expository texts and literary passages. MMMMMM 1.11.29 Explain how dialogue is used in a given passage to develop characters and create mood. LLLLLL 1.11.30 Determine an author's implied meaning by drawing conclusions based on facts, events, images, patterns, symbols, etc. found in the text. HHHHHH 2.11.01 Identify elements of fiction (e.g., theme, tone, mood, foreshadowing, symbolism, irony, imagery). LLLLLL

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

122. Doctor

123. Pilot

126. Career and Technical Education at a Crossroads Bill Daggett, Founder and Chairman March 13, 2013

127. These Are the Best of Times

128. These Are the Worst of Times

129. School Improvement Growing Gap Changing World

130. School Improvement Growing Gap Changing World

131. School Improvement Growing Gap Changing World

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

138. 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 Application Model

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

140. Rigor/Relevance Framework 1 2 3 4 5 6 12345 A B D C 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.

141. Rigor/Relevance Framework 1 2 3 4 5 6 12345 A B D C 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.

142. Rigor/Relevance Framework 1 2 3 4 5 6 12345 A B D C 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.

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

144. Blooms 4 5 6 3 2 1 Application Test Rigor/Relevance Framework

145. 1 2 3 4 5 Blooms 4 5 6 3 2 1 Application Test CTE/ Jobs Rigor/Relevance Framework

146. 1 2 3 4 5 Blooms 4 5 6 3 2 1 Application Test CTE/ Jobs College Ready Rigor/Relevance Framework

147. 1 2 3 4 5 Blooms 4 5 6 3 2 1 Application Test CTE/ Jobs Career Ready College Ready Rigor/Relevance Framework

148. Academics

149. Layers of non-sequential but increasingly complex knowledge

150. College Ready 1 2 3 4 5 4 5 6 3 2 1

151. Rules K-12 Culture

152. Rules Regulation K-12 Culture

153. Rules Regulation Certification K-12 Culture

154. Rules Regulation Certification Tenure K-12 Culture

155. Rules Regulation Certification Tenure Contracts K-12 Culture

156. Rules Regulation Certification Tenure Contracts Teachers Trained K-12 Culture

157. Rules Regulation Certification Tenure Contracts Teachers Trained Physical Plant K-12 Culture

158. Career Ready

159. 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 Career Ready

161. College Ready

162. 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Reading Study Summary Interquartile Ranges Shown (25% - 75%)

163. Career Ready

165. Requires Both Vertical and Horizontal Integration Career Ready

167. Blended Model

168. 3 2 1 1 – Incremental Change (Improving Core Practices) 2 – Innovative Change ( Fundamental Change of Core Practice) 3 – Transformational Change ( Affect Entire System) Evolution of Change Model

170. 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 Angry Birds

173. 3 2 1 1 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT) Technology in Schools

174. Pencil Budget

175. 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 Grading of Papers

176. 1 1 – Learning Together Learning

177. 3 2 1 1 – Student-run technology P.D. (survey/3 levels) 2 – Teachers are given technology IEP with students as their mentors 3 – Top 1/3 rd students and teachers create alternative instructional delivery system Professional Development

178. Reading Study Summary 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

179. Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

180. Lexile Framework ® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0 600 800 1000 1400 1600 1200 Text Lexile Measure (L) Matt 910 * Source of National Test Data: MetaMetrics

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

182. Career Ready Network

183. School Improvement Growing Gap Changing World

184. Effectiveness and Efficiency Framework High Cost Low Cost

185. High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst Effectiveness and Efficiency Framework

186. High Cost Low Cost High Student Performance Low Student Performance EfEffecfecttivenessivenessEfEffecfecttivenessivenesst Effectiveness and Efficiency Framework CDCDABABCDCDABAB

187. Class Size EffectiveEfficient

188. Summer School EffectiveEfficient

189. Student-Teacher Relationship Effective Efficient

190. Application of Knowledge EffectiveEfficient

191. Professional Development Effective Efficient

192. Teacher Expectations and Clarity EffectiveEfficient

193. Assessment to Inform and Differentiate Instruction Effective Efficient

194. Literacy Strategies Effective Efficient

195. 0.72 0.90 0.62 0.75 0.40 0.67 0.90 0.60 0.75 0.90 0.69 0.80 0.60 0.65 0.55 0.75 0.21 0.20 0.30 0.55 0.22 0.90 0.23 0.20 Student Teacher PD Prior Achieve Form. Eval. Teacher Clarity Meta Strats. Literacy Strats. Peer Tutor Class Size Ability Group Teach Test Summer School

196. Greatest Impact Culture of High Expectations Relevance of Instruction Strong Relationships

197. School Improvement Growing Gap Changing World

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

199. No Formula

200. 21 st Annual Model Schools Conference Effective and efficient practices for improving student achievement in times of decreasing resources and increasing expectations Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations Providing effective instructional approaches for special populations June 30 – July 3 | Washington, D.C. www.modelschoolsconference.com

203. Culture Organizational Leadership

204. 70%

205. Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

206. Reading Requirements Findings Entry-level –Highest in 6/16 –Second Highest in 7/16 Consistent Across Country

207. Human Services

208. Construction

209. Manufacturing

210. A four year degree isnt necessarily a way to get a good job but its a requirement to get an interview for a good job

211. Culture Vision Organizational Leadership

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

213. 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

214. 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

219. 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) Learning Criteria

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

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

222. Culture Vision Structure and systems Organizational Leadership

223. Looping Organizational Changes

224. Looping Interdisciplinary Chairs Organizational Changes

225. Looping Interdisciplinary Chairs 9 th Grade Electives Organizational Changes

226. Culture Vision Structure and systems Organizational Leadership Build leadership

227. Top-down support for bottom-up success

228. Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Build leadership

229. Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Build leadership

230. 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) Learning Criteria

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

233. High expectations Instructional Leadership

234. 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Reading Study Summary Interquartile Ranges Shown (25% - 75%)

235. High expectations Curriculum Instructional Leadership

236. High expectations Curriculum Literacy and math Instructional Leadership

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

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

239. 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%

240. 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

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

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

243. 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

244. T – I recognize students when they demonstrate positive behavior in school. 95% S – Good citizenship is rewarded in this school. 40% Teacher vs. Student Comparison

245. High expectations Curriculum Literacy and math Data-driven Provide professional growth Instructional Leadership

247. Rigor and Relevance Teaching

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

249. A B D C

250. Rigor and Relevance Relationships Teaching

251. 1 2 3 12345 A B D C Calculate with numbers, including decimals, ratios, percents, and fractions. Understand two- dimensional motion and trajectories by separating the motion of an object into x and y components. Rigor/Relevance Framework

252. 1 2 3 12345 A B D C Know the characteristics and phenomena of sound waves and light waves. Understand the effect of sounds, words, and imagery on a listening audience. Rigor/Relevance Framework

253. Rigor and Relevance Relationships Content Teaching

254. Rigor and Relevance Relationships Content Teaching How students learn

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

256. A B D C

257. How Students Learn

258. A B D C

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

260. Take off the plate

261. Next Network

262. A Look to the Future

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

264. Gaming is increasingly being built based upon brain research.

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

266. 3 2 1 1 – Teaching 2 – Learning 3 – Personalization of Learning Our Mission

267. 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

268. Employment 1970s High Skill Low Skill

269. Employment 1990s High Skill Low Skill Semi Skill

270. Employment 2010 High Skill Low Skill Semi Skill

271. 1970s 1990s 2010

272. Workplace 1.What you major in matters

273. Brain Research

274. Career Ready Network