Where Best Practices Meet Next Practices Willard R. Daggett, Founder and Chairman June 20, 2012

Where Best Practices Meet Next Practices

Willard R. Daggett, Founder and Chairman June 20, 2012

A Look to the Future

School Improvement

Schools are Improving

School Improvement

Changing World

Schools are Improving – BUT

Common Core State Standards, Next Generation Assessments and Teacher Evaluation

Three Central Challenges

Grade Level Expectations

Growing Readiness Gap

Student Readiness

Common Core State Standards, Next Generation Assessments and Teacher Evaluation

Financial Stress

Three Central Challenges

Schools must find new and innovative ways to improve student

performance with increasingly fewer resources.

Common Core State Standards, Next Generation Assessments and Teacher Evaluation

Financial Stress Change

Three Central Challenges

Common Core State Standards, Next Generation Assessments and Teacher Evaluation

Financial Stress Change Needs to be

Evolutionary Not Revolutionary

Three Central Challenges

School Improvement

Changing World

Schools are Improving – BUT

School Improvement

Changing World

Schools are Improving – BUT Some More Than Others

School

Impro

vement

Schools are Improving – BUT Some More Than Others

Changing World

It will require:• Proactive Leadership• Focused and Sustained

Professional Development

A Look to the Future

A Look to the Future

More with Less

Effectiveness and Efficiency Framework

High Cost

Low Cost

High Cost

Low Cost

High Student Performance

Low Student Performance

EEffffeeccttiivveenneessss

Effectiveness and Efficiency Framework

High Cost

Low Cost

High Student Performance

Low Student Performance

EEffffeeccttiivveenneessss

Effectiveness and Efficiency Framework

CC DD

AA BB

A Look to the Future

CCSS / NGA

1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world

predictable situations5. Application to real-world

unpredictable situations

Application Model

Performance Task drawn from the Ohio Performance Assessment Project.

Available at, www.ModelSchoolsConference.com/handouts12.html

Common Core State Standards

• Content VS.•Instruction

A Look to the Future

Will RequireProactive Leadership

Focused on CCSS, NGAs, and Teacher Evaluation

Reactive Leader

Proactive LeaderEqually focused on Science,

theArts, CTE, Physical Education

A Look to the Future

Will Require aComprehensive Solution

Organ

izational

Lead

ersh

ip

StudentAchievement

Organ

izational

Lead

ersh

ip

StudentAchievement

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Common Core State Standards, Next Generation Assessments and Teacher EvaluationFinancial StressChange Needs to be Evolutionary Not Revolutionary

Three Central Challenges

32

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

32

1

1 – Saddle 2 – Horse and Wagon 3 – Car

Transportation

A Look to the Future

Information is Everywhere…

A Look to the Future

Smart Technology

1

1 – Google Search

Smart Technology

Semantic Web

• Analyze Documents—Keywords and headers (Google)

• Meaning / Concepts—Wolfram Alpha—Siri

• Complete Task

21

1 – Google Search 2 – Google Glasses

Smart Technology

Project Glass

Download any movie, website, or piece of information into your glasses or

contact lenses

•Students will be able to scan the Internet via their contact lenses.

•How will you deal with this in your schools?

In the Near Future…

Today’s students live in a hyper-connected world,

except in school OR

are they also connected in school but we just don’t know it?

Information is everywhere. In this changing world, sense-making and

the ability to evaluate the credibility of information are paramount.

32

1

1 – Google Search 2 – Google Glasses 3 – Google Car

Smart Technology

32

1

K-12 Education – High Impact Factors

• Gaming• Online Instruction• Blended Learning

K-12 Education – High Impact Factors

Gaming is increasingly being built based upon brain research.

Gaming is increasingly being built based upon brain research.

What is the implication to education?

• 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

1

1 – Sushi Monster

Game Theory in Education

• Continuous improvement• Immediate feedback

Game-based Programs

• Addictive

Status of Gaming

How do you feel about students being addicted to learning?

• Addictive• Today’s education games are often

a technologically enhanced version of drill and practice

Status of Gaming

• Addictive• Today’s education games are often

a technologically enhanced version of drill and practice

• Moving to real-world applications

Status of Gaming

• Addictive• Today’s education games are often

a technologically enhanced version of drill and practice

• Moving to real-world applications• Enabling more personalized

learning

Status of Gaming

• Self-motivated• Self-directed• Intensely engaged• Genuinely enthusiastic

Gamification is Turning Towards Education

650,000 Apps in the App Store

• Personalization

Technology Provides

• Personalization

• Repetition• Volume

Technology Provides

• Personalization

• Repetition• Volume

Technology Provides

Critical to Move from Working to

Stored Memory –

Needed for Fluency

• FASTT Math Next Generation• 18 Games

A Look to the Future

1

1 – Sushi Monster (FASTT Math Next Generation)

Game Theory in Education

Grade Level

Expectations

Growing Readiness Gap

Student

Readiness

21

1 – Sushi Monster (FASTT Math Next Generation)

2 - iRead

Game Theory in Education

A Look to the Future

iRead

Your Avatar…

Your Reading Buddy…

• Phonics

iRead

• Phonics• Embedded Assessments

iRead

• Phonics• Embedded Assessments• Beastie Hall – A School for

Monsters

iRead

21

1 – Sushi Monster (FASTT Math Next Generation)

2 – iRead

Game Theory in Education

21

1 – Sushi Monster (FASTT Math Next Generation)

2 – iRead - Math 180

Game Theory in Education

•Math 180• Scope and Sequence tied to

CCSS• Embedded Assessments like

NGAs

A Look to the Future

MCAT

Blended Model

• Relationship• Build Conceptual Understanding

Teachers

Guiding Principles ResponsibilitResponsibilit

yy ContemplatioContemplatio

nn InitiativeInitiative PerseverancPerseveranc

ee OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthineTrustworthine

ssss LoyaltyLoyalty

Online Instruction

• 30 states have full-time online schools

• 96% of LEAs have students enrolled in distance education courses at the HS level

Online Learning Facts

• Fully online model - $6,400• Blended-learning model - $8,900• Traditional school model - $10,000

US Average per Pupil Expenditures

32

1

1 – Sushi Monster (FASTT MATH) 2 – Math 180 3 – Online Game-based Learning

Game Theory in Education

Blended Model

Common Core State Standards

• Content VS.•Instruction

Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable

situations5. Application to real-world unpredictable

situations

Knowledge Taxonomy1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

1

2

3

4

5

6

1 2 3 4 5

A B

DC

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.

1

2

3

4

5

6

1 2 3 4 5

A B

DC• 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

1

2

3

4

5

6

1 2 3 4 5

A B

DC• 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

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

1

2

3

1 2 3 4 5

A B

DC

• 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

1

2

3

1 2 3 4 5

A B

DC

• 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

A Look to the Future

It Can be Done…

32

1

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

Technology in Schools

Pencil Budget

• Instruction• Professional Development• Leadership Development• Data Systems

Technology is a Tool NOT a Function

Technology needs to do to education what it has done to countless other

industries: Disrupt It

32

1

1 – Project-based Learning 2 – Flipped Classroom 3 – Online Gaming-based System

Instruction

32

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

1

1 – Learning Together

Learning

32

1

1 – Student run technology P.D. (survey/3 levels)

2 – Teachers are given technology IEP with students as their mentors

3 – Top 1/3rd students and teachers create alternative instructional delivery system

Professional Development

32

1

1 – Paper and Pencil Formative Assessments

2 – Gas Bill -Application bases -Multi disciplined -Quad D

3 – Tablets with instant computer based scoring and instruction

Assessments

1

1 – Status Report – gather and reflect on performance and value added data

Use of Data

21

1 – Status Report 2 – Predictive Data – i.e. drop out, performance, etc. to assist in decision making of staffing, facilities, course offerings, etc.

Use of Data

32

1

1 – Status Report 2 – Predictive Data

3 – Reward teachers who out-preform what predictive data projects

Use of Data

32

1

1 – IEP for ALL Students 2 – Match student’s learning style with teacher’s instructional style 3 – Blended comprehensive instructional plan including teacher, gaming and online

Personalized Instruction

32

1

1 – Integration of Art/Music/CTE into academics and visa-versa - Interdisciplinary Departments

Integration

32

1

1 – Integration 2 – Career pathway for ALL students

Integration

32

1

1 – Integration 2 – Career pathway for ALL students3 – Combining blended learning and multiple institutions

Integration

Take off the plate

1

1 – Curriculum Matrix

CCSS NGA

• State Standards to State Tests

Road Map

Wisconsin English LA Achievement Frameworks Subskills/Descriptors

Knowledge and Concepts Exam - CRT (WKCE) High Medium Low Grade 3 4 3 11 Grade 4 4 3 11 Grade 5 3 1 14 Grade 6 5 5 8 Grade 7 4 6 8 Grade 8 6 4 8 Grade 9 3 7 8

Grade 10 4 6 8 Grade 11 4 6 8 Grade 12 4 5 9

National Essential Skills Study(NESS)

ELA Skill: Write clear and concise directions or procedures.

Group Rank

Overall 9

Business/Industry 2

Other Non-educators 10

English Language Arts Teachers 25

Other Educators 8

NESS Study – Subgroup Rankings

ELA Skill: Give clear and concise oral directions.

Group Rank

Overall 7

Business/Industry 3

Other Non-educators 9

English Language Arts Teachers 28

Other Educators 7

NESS Study – Subgroup Rankings

Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall 20

Business/Industry 29

Other Non-educators 31

Mathematics Teachers 4

Other Educators 24

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.

Group Rank

Overall 12

Business/Industry 3

Other Non-educators 10

Mathematics Teachers 30

Other Educators 8

NESS Study – Subgroup Rankings

Proficiency

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Reading Study SummaryInterquartile Ranges Shown (25% - 75%)

ProficientRequired

NAEP Score

Mississippi 88 %

Tennessee 88 %

Wisconsin 83 %

Texas 81 %

Ohio 77 %

Florida 71 %

Oklahoma 52 %

Massachusetts 48 %

2005 Proficiency – Grade 4 Reading

ProficientRequired

NAEP Score

Tennessee 90 %

Georgia 87 %

Texas 84 %

Wisconsin 82 %

Florida 74 %

Oklahoma 62 %

Massachusetts 60 %

Mississippi 52 %

2009 Proficiency – Grade 4 Reading

ProficientRequired

NAEP Score

Mississippi 88 % 161

Tennessee 88 % 170

Wisconsin 83 % 189

Texas 81 % 190

Ohio 77 % 199

Florida 71 % 202

Oklahoma 52 % 182

Massachusetts 48 % 234

2005 Proficiency – Grade 4 Reading

ProficientRequired

NAEP Score

Tennessee 90 % 178

Georgia 87 % 188

Texas 84 % 192

Wisconsin 82 % 189

Florida 74 % 206

Oklahoma 62 % 211

Massachusetts 54 % 234

Mississippi 52 % 210

2009 Proficiency – Grade 4 Reading

2009 Proficiency - Grade 4 Reading2009 Proficiency - Grade 4 Reading

ProficientRequired

NAEP Score

Georgia 87 % (0) 178 (+3)

Texas 84 % (+3) 188 (-2)

Ohio 82 % (+5) 192 (-7)

Wisconsin 82 % (-1) 189 (0)

Florida 74% (+3) 206 (+4)

Arkansas 70 % (+17)

200 (-17)

Massachusetts 54 % (+6) 234 (0)

Mississippi 52 % (-36) 210 (+49)

2009 Proficiency - Grade 8 Reading2009 Proficiency - Grade 8 Reading

ProficientRequired

NAEP Score

Texas 94 % (+11)

201 (-24)

Wisconsin 85 % (-1) 232 (+3)

Georgia 77 % (-6) 209 (-15)

Ohio 72 % (-8) 251 (+10)

Arkansas 71 % (+14)

241 (-13)

Florida 54 % (+10)

262 (-3)

Mississippi 48 % (-10) 254 (+7)

California 48 % (+9) 259 (-3)

2009 Proficiency - Grade 4 Mathematics2009 Proficiency - Grade 4 Mathematics

ProficientRequired

NAEP Score

Texas 85 % (+3) 214 (-5)

Wisconsin 81 % (+7) 219 (-6)

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)

2009 Proficiency - Grade 8 Mathematics2009 Proficiency - Grade 8 Mathematics

ProficientRequired

NAEP Score

Texas 83 % (+22)

254 (-19)

Georgia 81 % (+12)

247 (-8)

Wisconsin 79 % (+4) 262 (-1)

Florida 66 % (+8) 266 (-3)

Ohio 59 % (+8) 269 (-9)

Arkansas 61 % (+27)

267 (-21)

Mississippi 54 % (+1) 264 (+2)

Massachusetts 49 % (+7) 300 (-1)

NESS &

Lexile

StateTests

StateStandards

21

1 – Curriculum Matrix 2 – Next Network

CCSS NGA

Next Network

1 2 3 4 5

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

WIS. Standards CCSS

CCSS GA. StandardsCCSS WIS. Standards

• State Standards to State Tests• State Standards to Research• State Standards to CCSS• CCSS to State Standards

Road Map

• State Standards to State Tests• State Standards to Research• State Standards to CCSS• CCSS to State Standards• State Tests to CCSS• Sample NGAs

Road Map

Performance Task drawn from the Ohio Performance Assessment Project.

Available at, www.ModelSchoolsConference.com/handouts12.html

• State Standards to State Tests• State Standards to Research• State Standards to CCSS• CCSS to State Standards• State Tests to CCSS• Sample NGAs

Road Map

State TestCreate 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?

NGA

Source: Next Navigator

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

ConsortiumAssessment

Gold Seal Lessons

Gold Seal Lessons

Gold Seal Lessons

Gold Seal Lessons

A Look to the Future

Focused and Sustained Professional Development

32

1

1 – Curriculum Matrix 2 – Next Network 3 – Online Game-based System

CCSS NGA

32

1

1 – Teaching 2 – Learning 3 – Personalization of Learning

Our Mission

Organ

izational

Lead

ersh

ip

StudentAchievement

Organ

izational

Lead

ersh

ip

StudentAchievement

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

A Look to the Future

The Role of the Teacher…

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

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)

• 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)

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)

• 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)

Guiding Principles ResponsibilitResponsibilit

yy ContemplatioContemplatio

nn InitiativeInitiative PerseverancPerseveranc

ee OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthineTrustworthine

ssss LoyaltyLoyalty

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)

• 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)

Those things that are easy to measure are least important.

Those things that are most important are hardest to

measure.

Doctor

Pilot

Organ

izational

Lead

ersh

ip

StudentAchievement

High Cost

Low Cost

High Student Performance

Low Student Performance

EEffffeeccttiivveenneessss

Effectiveness and Efficiency Framework

CC DD

AA BB

Student-Teacher Relationship

0.72

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Application of Knowledge

0.65

0

0.2

0.4

0.6

0.8

1

0.80

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Professional Development

0.62

0

0.2

0.4

0.6

0.8

1

0.75

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Teacher Expectations and Clarity

0.75

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Assessment to Inform and Differentiate Instruction

0.65

0

0.2

0.4

0.6

0.8

1

0.80

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Literacy Strategies

0.61

0

0.2

0.4

0.6

0.8

1

0.65

0

0.2

0.4

0.6

0.8

1

Effective Efficient

0.7

2

0.9

0

0.6

2

0.7

5

0.4

0

0.6

7

0.9

0

0.6

0

0.7

5

0.9

0

0.6

9

0.8

0

0.6

0 0.6

5

0.5

5

0.7

5

0.2

1

0.2

0

0.3

00

.55

0.2

2

0.9

0

0.2

3

0.2

0

Stu

den t

Teach

e r

PD

Pri

or

Ach

iev e

Form

.

Eva

l.

Teach

e r

Cla

rity

Meta

Str

ats

.

Lit

era

c y

Str

ats

.P

eer

Tu

tor

Cla

ss

Siz

e

Ab

ilit

y

Gro

up

Teach

Test

Su

mm

e r

Sch

ool

Class Size

0.210

0.2

0.4

0.6

0.8

1

0.20

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Summer School

0.230

0.2

0.4

0.6

0.8

1

0.200

0.2

0.4

0.6

0.8

1

Effective Efficient

• Culture of High Expectations• Relevance of Instruction• Strong Relationships

Greatest Impact

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Culture

Organizational Leadership

What do you need to do to create a culture to support change?

• Technology• Financial• Globalization• Demographics• Workplace

The Changing Landscape

Non-Routine

Routine Rules Driven Problem Solving Less Innovation/Creativity

Results Driven Decision Making More Innovation / Creativity

1980 2011

Where are the Jobs?

Write an Algorithm Can be Digitized Can be Outsourced

Cannot Write an Algorithm Cannot be Digitized Cannot be Outsourced

1980 2011

Non-Routine

Routine

Where are the Jobs?

Culture

Vision

Organizational Leadership

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

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)

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)

• 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

• 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

Culture

Vision

Structure and

systems

Organizational Leadership

• Looping

Organizational Changes

• Looping• Interdisciplinary Chairs

Organizational Changes

Repeating Grades 2010-11

SOURCE: US Department of Education

• Looping• Interdisciplinary Chairs• 9th Grade Electives

Organizational Changes

Culture

Vision

Structure and

systems

Organizational Leadership

Bui

ld le

ader

ship

Top-down support for bottom-up success

Empower Leadership Teams

• Coherent Vision• Empowerment

Leadership Teams

Must visualize, understand, decide and direct.

Trained to only decide and direct.

Today’s Leaders

C o n t r o l

Vision Driven

Quadrant D Leadership Framework

Low

HighLow

High

C o n t r o l

Vision Driven

AA

Low

HighLow

High

Quadrant D Leadership Framework

C o n t r o l

Vision Driven

AA BB

Low

HighLow

High

Quadrant D Leadership Framework

C o n t r o l

Vision Driven

AA BB

CCLow

HighLow

High

Quadrant D Leadership Framework

C o n t r o l

Vision Driven

AA BB

DDCCLow

HighLow

High

Quadrant D Leadership Framework

Leadership

AA

CC DD

BB

Rules

Results

Leadership

AA

CC DD

BB

Control

Empower

Rules

Results

Leadership

AA

CC DD

BB

Teaching / Teachers

Learning / Students

Rules Control

Results Empower

Leadership

AA

CC DD

BB

Compliance

Engaged

Rules Control Teaching/Teachers

Results Empower Learning / Students

Leadership

AA

CC DD

BB

Inputs

Outputs

Compliance Rules Control Teaching/Teachers

Engage Results Empower Learning / Students

Innovation that happens from the top down tends to be orderly, but dumb.

Innovation that happens from the bottom up tends to be chaotic

and smart.

Practical strategies to support school and district leaders:•Supporting teachers in changing instruction to meet the requirements of the Common Core State Standards and Next Generation Assessments •Approaching evaluation from the broader perspective of selection, support, and evaluation of all educators •Providing meaningful Teacher Evaluations even with limited time and resources

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Organizational Leadership

Bui

ld le

ader

ship

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Organizational Leadership

Bui

ld le

ader

ship

• 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

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Data

syste

msB

uild

lead

ersh

ip

Organizational Leadership

Data systems have changed how medicine is being practiced; it has

become more personalized.

Data systems should enable us to personalize learning but it has caused

us to standardized it.

Teaching

Instructional

Leadership

Student Achievement

High expectations

Instructional Leadership

High expectations

Curriculum

Instructional Leadership

High expectations

Curriculum

Literacy and math

Instructional Leadership

High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Instructional Leadership

Wisconsin Career and Technical EducationWisconsin Career and Technical Education 

Wisconsin English Language Arts Objectives/Subskills/Descriptors

WKCE/WMAS AlignmentGrade 10

NE

SS

Ran

k

WK

CE

-CT

Agriculture, Food& Natural Resources

Architecture&

Construction

Arts, A/V Technology& Communications

Food P

roducts & P

rocessing Systems

Agribusiness System

s

Pow

er, Structural & T

echnical System

s

Environm

ental Service Systems

Plant System

s

Natural R

esource Systems

Anim

al Systems

Design/

Pre-C

onstruction

Construction

Maintenance/ O

perations

Perform

ing Arts

Visual A

rts

Printing T

echnology

Journalism &

Broadcasting

A/V

Technology

& F

ilm

Telecom

munications

10.1.2. Use knowledge of word structure to determine the meaning of words and phrases.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.

E5 L

10.1.3. Use word reference materials to determine the meaning of words and phrases.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.

E4 M

10.2.1. Demonstrate understanding of literal meaning by identifying stated information in literary text. Content StandardsA.1 Use effective reading strategies to achieve their purposes in readingA.2 Read, interpret, and critically analyze literature.A.3 Read and discuss literary and nonliterary texts in order to understand human experience.

E2 L

WisconsinCurriculum Matrix for Social Studies

Wisconsin History and Social ScienceLearning StandardsGrade 9-12 Excerpt

National Essential Skills Study (NESS)RankingsRank

CRT NESS Priority

Standard A: Geography

A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region, employing such concepts as climate, plate tectonics, volcanism, and landforms, and to describe the human attributes, employing such concepts as demographics, birth and death rates, doubling time, emigration, and immigration

SS1

Employ geographic tools (maps, globes, photographs, models, satellite images, charts, databases, GPS, etc.) and other visual images (physical, mental, and electronic representations) to acquire, process, and report information about people, places, and environments from a spatial perspective.

H H H

SS22

Analyze the causes and effects of population change on the characteristics, distribution, and complexity of Earth’s diverse populations and cultures, including the impact of demographics and the fact that they are constantly shifting.

A.12.2 Analyze information generated from a computer about a place, including statistical sources, aerial and satellite images, and three-dimensional models

SS1

Employ geographic tools (maps, globes, photographs, models, satellite images, charts, databases, GPS, etc.) and other visual images (physical, mental, and electronic representations) to acquire, process, and report information about people, places, and environments from a spatial perspective.

H H H

Standard D: Economics

D.12.1 Explain how decisions about spending and production made by households, businesses, and governments determine the nation's levels of income, employment, and prices

SS10Explain how changes in supply or demand cause relative prices to change and, in turn, affect the purchasing and sales incentives of buyers and sellers.

M H HSS24Describe how buyers and sellers interact to create market forces whereby market prices are determined and scarce goods and services are allocated.

SS39

Analyze how a nation’s overall levels of income, employment, and price for goods are determined by the interaction of spending and production decisions made by all households, firms, government agencies, and others in the economy.

Arts Education

Wisconsin English Language Arts Reading Frameworks

Objectives/Subskills/Descriptors Aligned toWMAS Content Standard A

Grade 7

National Essential

Skills Study

(NESS)Rankings

WKCE-CRT

Visual Arts

Dance Music Theatre

7.1. Determine the meaning of words and phrases in context.7.1.1. Use context clues to determine the meaning of words and phrases.• Use context clues to determine the meaning of unfamiliar words.• Understand the meaning of words and phrases used figuratively.• Use context clues to determine the meaning of multiple-meaning words.• Use knowledge of synonyms and antonyms to determine the meaning of words.• Identify analogies to demonstrate understanding of word meaning.• Understand connotative and denotative meaning of words.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.

E5 H

7.1.2. Use knowledge of word structure to determine the meaning of words and phrases.•Identify the meaning of a word with an affix.•Use knowledge of root words to determine the meaning of a word.Content StandardA.1 Use effective reading strategies to achieve their purposes in reading.

E5 M

High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Provid

e

prof

essio

nal g

rowth

Instructional Leadership

Rigor and Relevance

Teaching

Rigor and Relevance

Relationships

Teaching

Rigor and Relevance

Relationships

Content

Teaching

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

How Students Learn

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Rigor and relevance

Relationships

Content H

ow s

tude

nts

lear

n

Inst

ruct

iona

l stra

tegi

es

Asses

smen

t to

guid

e

inst

ruct

ion

Teaching

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Needs Assessment

1587 Route 146Rexford, NY 12148

Phone (518) 399-2776Fax (518) 399-7607

E-mail - info@LeaderEd.comwww.LeaderEd.com