1. A Comprehensive Solution to School Improvement Willard R. Daggett, CEO October 7, 2011

2. School Improvement Schools are Improving

3. School Improvement Changing World

4. Skills Gap

5. School Improvement Changing World Schools are Improving

6. School Improvement Changing World Schools are Improving

7. School Improvement Changing World Schools are Improving

8. What Works RESEARCH

9. What Works RESEARCH MODEL SCHOOLS

10. What Works RESEARCH MODEL SCHOOLS STRUCTURE

11. What Works RESEARCH MODEL SCHOOLS BEST PRACTICES STRUCTURE

12. What Works RESEARCH MODEL SCHOOLS ACTION PLAN BEST PRACTICES STRUCTURE

13. What Works RESEARCH MODEL SCHOOLS ACTION PLAN BEST PRACTICES STRUCTURE

14. Focus What is effective?

15. Research on Effectiveness Data-rich, analysis-poor –Meta-analysis

16. Research on Effectiveness Data-rich, analysis-poor –Meta-analysis Visible Learning by John Hattie –52,637 –800 meta-analyses

17. Research on Effectiveness Data-rich, analysis-poor –Meta-analysis Visible Learning by John Hattie –52,637 –800 meta-analyses Sutton Trust Research, UK

18. 1 Standard Deviation Students do better than 84% of students not in that initiative

19. 1 Standard Deviation Students do better than 84% of students not in that initiative Typically represent 2 years growth in one year

20. Focus What is effective?

21. Application of Knowledge Effective.65 SD = 1.30 Years Growth per Year

22. Student Teacher Relationship Effective.72 SD = 1.44 Years Growth per Year

23. Literacy Strategies Effective.61 SD = 1.22 Years Growth per Year

24. Focus What is effective? What you can impact? What is most efficient?

25. Effectiveness and Efficiency Framework High Cost Low Cost

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

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

28. Greatest Impact What is effective? What you can impact? What is most efficient?

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

30. Findings Teachers are our greatest hope.

31. Student Teacher Relationship Effective Efficient

32. Application of Knowledge EffectiveEfficient

33. Teacher Expectations and Clarity EffectiveEfficient

34. Professional Development Effective Efficient

35. Literacy Strategies Effective Efficient

36. What is less effective and efficient

37. Class Size EffectiveEfficient

38. Summer School EffectiveEfficient

39. 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

40. Student Achievement

41. Key to Effective Instruction Is Alignment Organizational Leadership Instructional Leadership Teaching

42. Organizational Leadership Instructional Leadership Student Achievement

43. Rigor and Relevance Teaching

44. 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

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

46. 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

47. 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

48. 1 2 3 4 5 6 12345 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.

49. 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. Rigor/Relevance Framework

50. 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. Rigor/Relevance Framework

51. 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

52. A B D C

53. Rigor and Relevance Relationships Teaching

54. 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

55. 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

56. A B D C

57. Teaching Organizational Leadership Instructional Leadership Student Achievement

58. High expectations Instructional Leadership

59. 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%)

60. Common Core State Standards Fewer Clearer Higher

61. Next Navigator

62. Common Core State Standards Fewer Clearer Higher Different

63. Next Navigator

64. 12345

65. Road Map State Standards to State Test

66. Ohio English Language Arts Indicators Tested

67. State Tests State Standards A A

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

69. National Essential Skills Study (NESS)

70. 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

71. 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

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

73. 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

74. Proficiency

75. 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%)

76. NESS & Lexile State Tests State Standards C A C

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

78. OH Standards CCSS

79. CCSS OH Standards

80. Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard

81. Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA

82. Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA

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

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

85. Road Map State Standards to State Test State Standards to Research State Standards to CCSS CCSS to State Standard State Test to CCSS Samples to NGA NGA to CCSS

86. 12345

87. A B D C

88. Gold Seal Lessons

89. Model Schools Conference 2012 June 24 - 27, 2012 Gaylord Palms Resort and Convention Center Orlando, FL SAVE THE DATE!

90. ORLANDO June 24-27 2012 20 th Annual Model Schools Conference www.modelschoolsconference.com

91. Organizational Leadership Student Achievement

92. Organizational Leadership

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

94. 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)

95. 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)

100. 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)

101. 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

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

103. 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%

104. 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%

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

106. 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%

107. 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

108. 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)

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

110. Rubrics AASA NEA AFT NASSP NSBA CCSSO NASBE ASCD AIR Gates Foundation

111. 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)

112. Is your purpose to prepare students for the test?

113. Is your purpose to prepare students for the test? What else should you prepare them for?

114. 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)

115. Culture Organizational Leadership

116. Culture Vision Organizational Leadership

117. Culture Vision Structure and systems Organizational Leadership

118. Culture Vision Structure and systems Organizational Leadership Build leadership

119. Top-down support for bottom-up success

120. Empower Leadership Teams

121. Leadership Teams Coherent Vision Empowerment

122. ControlControl Vision Driven Quadrant D Leadership Framework Low HighLow High

123. ControlControl Vision Driven A Low HighLow High Quadrant D Leadership Framework

124. ControlControl Vision Driven A B Low HighLow High Quadrant D Leadership Framework

125. ControlControl Vision Driven A B C Low HighLow High Quadrant D Leadership Framework

126. ControlControl Vision Driven A B D C Low HighLow High Quadrant D Leadership Framework

127. Leadership A CD B Rules Results

128. Leadership A CD B Control Empower Rules Results

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

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

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

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

133. ControlControl Vision Driven A B D C Quadrant D Leadership Framework Low HighLow High

134. www.leadrered.com/leadershipacademy

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

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

137. Successful Practices Network www.successfulpractices.org Provide Focused / Sustained Professional Development System Robust Online Teacher Support Resources Support Transition to CCSS Improving Instruction / Student Engagement Low Cost - Highly Effective Resources

138. Model Schools Conference 2012 June 24 - 27, 2012 Gaylord Palms Resort and Convention Center Orlando, FL SAVE THE DATE!

139. ORLANDO June 24-27 2012 20 th Annual Model Schools Conference www.modelschoolsconference.com

140. 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail: info@LeaderEd.com www.LeaderEd.com International Center for Leadership in Education