1. Building a System-Wide Focus on Student Achievement Willard R. Daggett Joe Shannon September 27-28, 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. System

16. Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight Lawyers in a Law Firm Troops in Battle Teachers in a School System

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

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

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

20. 1 Standard Deviation Students do better than 84% of students not in that initiative

21. 1 Standard Deviation Students do better than 84% of students not in that initiative Typically represent 2 years growth in one year

22. Focus What is effective?

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

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

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

26. Focus What is effective? What you can impact?

27. Socioeconomic Status Effective

28. You Cannot Change Where YOUR STUDENTS CAME FROM However You Can Change Where YOUR STUDENTS ARE GOING

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

30. Effectiveness and Efficiency Framework High Cost Low Cost

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

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

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

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

35. Student Teacher Relationship Effective Efficient

36. Application of Knowledge EffectiveEfficient

37. Professional Development Effective Efficient

38. Teacher Expectations and Clarity EffectiveEfficient

39. Assessment to Inform and Differentiate Instruction Effective Efficient

40. Literacy Strategies Effective Efficient

41. What is less effective and efficient

42. Class Size EffectiveEfficient

43. Summer School EffectiveEfficient

44. 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

45. Student Achievement

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

47. Organizational Leadership Instructional Leadership Student Achievement

48. Organizational Leadership Student Achievement

49. Culture Organizational Leadership

50. The Changing Landscape Technology

51. Semantic Web Analyze Documents Key words and headers (Google) Meaning / Concepts Wolfram Alpha Complete Task

52. Implications Homework Term Paper

53. -Wolfram Alpha- Will search all language and give you response in your language Will respond in writing or verbally (in your language)

56. SPOT Integrated ProjectionIntegrated Projection Projection KeyboardProjection Keyboard

57. Projection Keyboard

58. Projection Keyboard and Projector

59. The Changing Landscape Technology Financial

61. 2011 US Federal Budget -borrowing 41% of every dollar it is spending

62. The Changing Landscape Technology Financial Globalization

63. Equity and Excellence

64. Port of Shenzhen Source: Atlantic Monthly 1 / Second 24 / 7

65. Wal Mart Largest Corporation 8 times Size of Microsoft 2 % of GDP 1.4 Million Employees More Employees than: GM, Ford, G.E. and IBM Combined

66. China today exports in a single day more than it exported in all of 1978. Source: The Rise of India and China...

67. 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

68. Elementary Schools 6 Years Integrated Science Biology / Chemistry Grade 7 Biology / PhysicsGrade 8 Physics / Chemistry Grade 9 Integrated ScienceGrades 10 - 12 Source: Ed Week 6/6/07 Chinese Science

69. The Changing Landscape Technology Financial Globalization Demographics

70. Population FemaleMale 1950 2010 2050

71. Workforce 2020 The Ratio of the Prime Working Age Population to the Elderly is Falling YearRatio 19954.1 20004.1 20054.0 20103.9 20203.1 20302.3 Source: Census Bureau Projections

72. Organizational Leadership Student Achievement

73. Culture Organizational Leadership

74. Culture Vision Organizational Leadership

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

76. 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)

77. 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)

78. 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)

79. 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

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

81. 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%

82. 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%

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

84. 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%

85. 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

86. 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)

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

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

89. 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)

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

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

92. Teaching Organizational Leadership Instructional Leadership Student Achievement

93. 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

94. 1.Model Schools Conference 2012 2.June 24 - 27, 2012 3.Gaylord Palms Resort and Convention Center Orlando, FL SAVE THE DATE!

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

96. Organizational Leadership 1.Does the school/district promote a culture of high expectation for each student, and address the challenges of changing demographics, a wired and tech-savvy generation of students growing up in a digital world; as well as a global economy in which America must innovate and compete? 2.Does the school/district have a shared vision that defines student success, not just as scholars but as future workers, citizens, consumers, and parents?

97. Teaching Organizational Leadership Instructional Leadership Student Achievement

98. Rigor and Relevance Teaching

99. Common Core State Standards Fewer Clearer Higher Different

100. 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

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

102. 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

103. 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

104. 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.

105. 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

106. 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

107. 1 2 3 4 5 Blooms CDCDABABCDCDABAB 4 5 6 3 2 1 Application Levels

108. 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

109. 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

110. A B D C

111. Gold Seal Lessons

115. Rigor and Relevance Relationships Teaching

116. A B D C

117. Discuss the following questions pertaining to the Teaching segment of the Daggett System for Effective Instruction 1.Do ALL teachers understand that high expectations for all students are attained through rigorous and relevant instruction? 2.Do the majority of teachers have strong, positive, and trusting relationships with students?

118. Rigor and Relevance Relationships Content Teaching

119. Rigor and Relevance Relationships Content Teaching How students learn

120. A B D C

121. How They Learn

122. A B D C

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

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

125. Gold Seal Lessons

126. Rigor and Relevance Handbook

127. Selection of Strategies Based on Rigor/ Relevance Framework

128. Instructional Strategies: How to Teach for Rigor and Relevance

129. Rigor and relevance Relationships Content Teaching How students learn Instructional strategies Assessment to guide instruction

130. Teaching Organizational Leadership Instructional Leadership Student Achievement

131. High expectations Instructional Leadership

132. 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%)

133. Common Core State Standards Fewer Clearer Higher

134. Next Navigator

135. 12345

136. Road Map State Standards to State Test

137. Alabama English LA Strands / Objectives ARMT/ASGE

138. State Tests State Standards A A

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

140. National Essential Skills Study (NESS)

141. 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

142. 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

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

144. 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

145. Proficiency

146. 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%)

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

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

149. Alabama Standards CCSS

150. CCSS Alabama Standards

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

152. 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

153. 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

154. 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?

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

156. 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

157. 12345

158. A B D C

159. Instructional Leadership Discuss the following questions pertaining to the Teaching segment of the Daggett System for Effective Instruction 1.Do instructional leaders use research to establish urgency for higher expectations?

160. Teaching Organizational Leadership Instructional Leadership Student Achievement

161. Culture Vision Structure and systems Organizational Leadership

162. Organizational Changes Looping Interdisciplinary Chairs Electives to 9th Grade

163. Culture Vision Structure and systems Organizational Leadership Build leadership

164. Top-down support for bottom-up success

165. Empower Leadership Teams

166. Leadership Teams Coherent Vision Empowerment

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

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

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

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

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

172. Leadership A CD B Rules Results

173. Leadership A CD B Control Empower Rules Results

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

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

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

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

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

179. www.leadrered.com/leadershipacademy

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

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

182. Teacher evaluation systems need to be tied directly to data systems

183. Teaching Organizational Leadership Instructional Leadership Student Achievement

184. High expectations Curriculum Instructional Leadership

185. High expectations Curriculum Literacy and math Instructional Leadership

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

187. Lexile Framework ® for Reading Study 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%) Summary of Text Lexile Measures

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

189. 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

190. Alabama Career and Technical Education Alabama English Language Arts Standards Grade 10 AHSGE Agriculture & Natural Resources Architecture & Construction Arts, AV Tech & Communications AgProduction Ag Services(AgBusiness) AgMechanicsNaturalResources Architecture Surveying& Drafting Construction Visual Arts& Design PerformingArts Communications 1. Apply appropriate strategies to interpret various types of reading materials. Textual Functional Recreational L 2. Exhibit the habit of reading for a substantial amount of time daily, including assigned and self-selected materials at their independent and instructional levels. L 3. Read for a variety of purposes. Practical information Survival Pleasure L 4. Demonstrate reading improvement gained through substantial amounts of daily reading. L 5. Exhibit familiarity with American literature to 1900 and related world literature representing a variety of cultures. L 6. Identify examples of differences in language usage among several authors. L

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

192. Teaching Organizational Leadership Instructional Leadership Student Achievement

193. Next Steps

194. Start with awareness program Next Steps

195. Start with awareness program Needs Assessment Next Steps

196. Start with awareness program Needs Assessment Transition Plan Next Steps

197. Start with awareness program Needs Assessment Transition Plan Provide support to teachers now Next Navigator Focused and sustained professional development Next Steps

198. Start with awareness program Needs Assessment Transition Plan Provide support to teachers now Next Navigator Focused and sustained professional development Monitor progress Next Steps

199. 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

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

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

202. 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