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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