preparing students for the 21 st century willard r. daggett, ceo august 11, 2011

Preparing Students forthe 21st CenturyWillard R. Daggett, CEO

August 11, 2011

School Improvement

Schools are Improving


School Improvement

Changing World

Skills Gap

School Improvement

Changing World


School

Impro

vement

Changing World


WHY – WHAT - HOW

The Changing Landscape

• Technology

Semantic Web

• Analyze Documents—Key words and headers (Google)

• Meaning / Concepts—Wolfram Alpha

• Complete Task

Implications Homework Term Paper

-Wolfram Alpha-

• Will search all language and give you response in your language

• Will respond in writing or verbally (in your language)

SPOTSPOT

• Integrated ProjectionIntegrated Projection• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

1991

2011

Computing

Capacity

Moore’s Law – Doubles Every 2 Years

2021


• Technology• Financial

2011 US Federal Budget2011 US Federal Budget

-borrowing 41% of -borrowing 41% of every dollar it is every dollar it is

spending spending


• Technology• Financial• Globalization

Equity

Excellence

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

“China today exports in a single day more than it exported in all of 1978.”

Source: The Rise of India and China . . .

U.S. – 2nd Half of 20th Century•Only Superpower•Highest per Capita Income•1st in Economic Growth•5% of Population > 24% of Consumption

Source: National Academy of Science

Elementary Schools

6 Years Integrated Science

Biology / Chemistry

Grade 7

Biology / Physics

Grade 8

Physics / Chemistry

Grade 9

Integrated Science

Grades 10 - 12Source: Ed Week 6/6/07

Chinese Science


• Technology• Financial• Globalization• Demographics

Population

FemaleMale

1950

2010

2050

Workforce 2020The Ratio of the Prime Working Age Population to the Elderly is Falling

Year Ratio1995 4.1

2000 4.1

2005 4.0

2010 3.9

2020 3.1

2030 2.3

Source: Census Bureau Projections

WHY – WHAT - HOW

Aligned for Success

• Doctors/Nurses in Hospitals• Pilots in Flight• Lawyers in a Law Firm• Troops in Battle• Teachers in a School System

why – WHAT - how

Reading Study Summary

600

800

1000

1400

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1200

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L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

COMMON CORE STATE STANDARDS

college and career ready

Common Core State Standards

• Fewer• Clearer• Higher

ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Tennessee 88 %

North Carolina 82 %

Texas 81 %

Iowa 77 %

Indiana 72 %

Massachusetts 48 %

California 48 %


ProficientRequired

NAEP Score

Tennessee 88 % 170

North Carolina 82 % 183

Texas 81 % 190

Iowa 77 % 197

Indiana 72 % 199

Massachusetts 48 % 234

California 48 % 210


ProficientRequired

NAEP Score

North Carolina 88 %

Tennessee 87 %

Iowa 72 %

Indiana 66 %

California 39 %

South Carolina 30 %


ProficientRequired

NAEP Score


Tennessee 87 % 222

Iowa 72 % 250

Indiana 66 % 249

California 39 % 262

South Carolina 30 % 276

ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

North Carolina 91 %

Tennessee 87 %

Iowa 80 %

Indiana 72 %

Florida 63 %

California 51 %

South Carolina 39 %

Massachusetts 39 %


ProficientRequired

NAEP Score


Tennessee 87 % 200

Iowa 80 % 219

Indiana 72 % 225

Florida 63 % 230

California 51 % 231

South Carolina 39 % 246



ProficientRequired

NAEP Score

Tennessee 88 %

North Carolina 84 %

Iowa 76 %

Indiana 70 %

Michigan 61 %

Florida 58 %

Massachusetts 42 %


ProficientRequired

NAEP Score

Tennessee 88 % 230


Iowa 76 % 262

Indiana 70 % 266

Michigan 61 % 269

Florida 58 % 269


Common Core State Standards

• Fewer• Clearer• Higher• Different

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

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

situations5. Application to real-world unpredictable

situations

1 2 3 4 5

Bloom’sBloom’s

CC DD

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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 median and mode of real data displayed in a histogram


•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.


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 median and mode of real data displayed in a histogram.



1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321


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.


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.


AA BB

DDCC

why – what - HOW

Next Navigator

1 2 3 4 5

Road Map

• State Standards to State Test

ISTEP+ / ECA English LALearning Expectations Tested

High Medium Low

Grade 3 40 8 20 Grade 4 34 7 24 Grade 5 32 5 24 Grade 6 35 6 23 Grade 7 34 10 17 Grade 8 24 17 21 Grade 10 35 4 28

MCA II English LABenchmarks Tested

Reading High Medium Low

Grade 3 6 5 13 Grade 4 10 5 12 Grade 5 13 2 13 Grade 6 14 0 16 Grade 7 12 0 20 Grade 8 12 0 23 Grade 10 13 1 16

Louisiana iLEAP / LEAP English Language Arts

Grade Level Expectations High Medium Low Grade 3 35 0 17 Grade 4 27 10 13 Grade 5 32 3 13 Grade 6 31 3 14 Grade 7 32 0 14 Grade 8 24 7 14 Grade 9 21 13 9 Grade 10 19 17 10 Grade 11-12 15 15 11

26

NC End-of-Course/Grade Test English LA - Objectives

High Medium Low

Grade 3 14 0 24

Grade 4 22 0 18

Grade 5 16 0 24

Grade 6 15 0 1

Grade 7 15 0 1

Grade 8 14 0 2

English 1 18 0 1

Alabama English LA Strands / Objectives

ARMT/AHSGE High Medium Low

Grade 3 8 3 24 Grade 4 9 1 25 Grade 5 15 0 21 Grade 6 7 0 23 Grade 7 7 0 21 Grade 8 5 0 22 Grade 10 5 0 25 Grade 11 4 0 28

StateTests

StateStandards

AA

AA

Road Map

• State Standards to State Test• State Standards to Research

National Essential Skills Study (NESS)

NESS StudySubgroup Rankings

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


ELA Skill: Give clear and concise oral directions.

Group Rank

Overall 7

Business/Industry 3


English Language Arts Teachers 28

Other Educators 7


Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall 20

Business/Industry 29


Mathematics Teachers 4

Other Educators 24


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


Mathematics Teachers 30

Other Educators 8

Proficiency

Reading Study Summary

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800

1000

1400

1600

1200

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HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*



NESS &

Lexile

StateTests

StateStandards

CC

AA CC

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

CCAA

OK Standards CCSS

CCSS OK Standards

Road Map

• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard

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

State Test NGACreate 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?

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

ConsortiumAssessment

DDAA

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

1 2 3 4 5

AA BB

DDCC

WHY – WHAT - HOW

Aligned for Success


What Works

RESEARCH

What Works

RESEARCHMODEL

SCHOOLS

What Works

RESEARCHMODEL

SCHOOLSSTRUCTURE

What Works

RESEARCHMODEL

SCHOOLS

BEST PRACTICES

STRUCTURE

What Works

RESEARCHMODEL

SCHOOLS

ACTION PLAN

BEST PRACTICES

STRUCTURE

What Works

RESEARCH

MODELSCHOOLS

ACTION PLAN

BEST PRACTICES

STRUCTURE

Focus

•What is effective?

Research on Effectiveness• Data-rich, analysis-poor

– Meta-analysis


– Meta-analysis

• Visible Learning by John Hattie– 52,637– 800 meta-analyses


– Meta-analysis

• Visible Learning by John Hattie– 52,637– 800 meta-analyses

• Sutton Trust Research, UK

1 Standard Deviation

• Students do better than 84% of students not in that initiative

1 Standard Deviation

• Students do better than 84% of students not in that initiative

• Typically represent 2 years growth in one year

Focus

•What is effective?

Application of Knowledge

0.65

0

0.2

0.4

0.6

0.8

1

Effective

.65 SD = 1.30 Years

Growth per Year

Student Teacher Relationship

0.72

0

0.2

0.4

0.6

0.8

1

Effective

.72 SD = 1.44 Years

Growth per Year

Literacy Strategies

0.61

0

0.2

0.4

0.6

0.8

1

Effective.61 SD = 1.22 Years

Growth per Year

Focus

•What is effective?•What you can impact?

Socioeconomic Status

0.57

0

0.2

0.4

0.6

0.8

1

Effective

You Cannot Change Where YOUR STUDENTS CAME FROM

However

You Can Change Where YOURSTUDENTS ARE GOING

Focus

•What is effective?•What you can impact?•What is most efficient?

Effectiveness and Efficiency Framework

High

Cost

Low

Cost


High

Cost

Low

Cost

High Student Performance

Low Student Performance

EEffffeeccttiivveenneessss


High Cost

Low Cost

High Student Performance

Low Student Performance

CC DD

AA BB

EEffffeeccttiivveenneessss

Greatest Impact

• What is effective?• What you can impact?• What is most efficient?

Greatest Impact

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

Findings

• Teachers are our greatest hope.

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

What is less effective and efficient

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

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

System

Aligned for Success


StudentAchievement

Key to Effective Instruction Is Alignment

• Organizational Leadership• Instructional Leadership• Teaching

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Organ

izational

Lead

ersh

ip

StudentAchievement

Culture

Organizational Leadership

Semantic Web

• Analyze Documents—Key words and headers (Google)

• Meaning / Concepts—Wolfram Alpha

• Complete Task

Create a Culture

• What is the message? • Who it is delivered to and in what

order? • How to deliver it?

Culture

Vision


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)

Criteria• Foundation Learning (Achievement in the core

subjects of English language arts, math and science and others identified by the school)



• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

Guiding Principles

ResponsibilitResponsibilityy

ContemplatioContemplationn

InitiativeInitiative PerseverancPerseveranc

ee OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthineTrustworthine

ssss LoyaltyLoyalty

Survey Tools for Rigor, Relevance and

Relationships

We Learn Student Survey

We Teach Instructional Staff Survey

We Lead Whole Staff Survey

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%


T – Students in my classroom engage in hands-on activities.

88%

S – We do lots of hands-on activities in my classes.

45%


T – I make learning exciting for my students.

84%

S – My teachers make learning exciting.

40%


T – I recognize students when they demonstrate positive behavior in school.

95%

S – Good citizenship is rewarded in this school.

40%

Guiding Principles

ResponsibilitResponsibilityy

ContemplatioContemplationn

InitiativeInitiative PerseverancPerseveranc

ee OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthineTrustworthine

ssss LoyaltyLoyalty

Those things that are easy to measure are least important

Those thing that are most important are hardest to measure

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

Is your purpose to prepare students for the test?

Is your purpose to prepare students for the test?

What else should you prepare them for?

Culture

Vision

Structure and

systems


Organizational Changes

• Looping• Interdisciplinary Chairs• Electives to 9th Grade

Culture

Vision

Structure and

systems


Bui

ld le

ader

ship

Top-down support for bottom-up success

Empower Leadership Teams

Leadership Teams

• Coherent Vision• Empowerment

www.leadrered.com/leadershipacademy

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n


Bui

ld le

ader

ship

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n


Data

syste

msB

uild

lead

ersh

ip

Teacher evaluation systems need to be tied directly to data

systems

Rigor and Relevance

Teaching

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321


Levels

Gold Seal Lessons

Rigor and Relevance

Relationships

Teaching

AA BB

DDCC

Rigor and Relevance

Relationships

Content

Teaching

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

AA BB

DDCC

How They Learn

AA BB

DDCC

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

RIGOR

RELEVANCE

AA BB

DDCC


Teacher Teacher WorksWorks

StudentStudentThinksThinks

Student Thinks Student Thinks and Worksand Works

StudentStudentWorksWorks

High

HighLow

Low

Teacher/Student Roles

Selection of Strategies Based on Rigor/Relevance Framework

Instructional Strategies:

How to Teach for Rigor and Relevance

Rigor and relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Asses

smen

t to

guid

e

inst

ruct

ion

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

High expectations

Instructional Leadership

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

Next Navigator

AA BB

DDCC

High expectations

Curriculum


High expectations

Curriculum

Literacy and math


High expectations

Curriculum

Literacy and math

Dat

a-dr

iven


Indiana Career and Technical Education

Indiana Language Arts Literacy

Standards/Strands/Learning Expectations

Grade 9

ISTEP

+Grade 10

Agriculture, Food& Natural Resources

Architecture&

Construction

Arts, A/V Technology& Communications

Fo

od

Pro

du

cts & P

rocessin

g

System

s

Ag

ribu

siness S

ystems

Po

wer, S

tructu

ral & T

echn

ical S

ystems

En

viron

men

tal Service S

ystems

Plan

t System

s

Natu

ral Reso

urce S

ystems

An

imal S

ystems

Desig

n/

Pre-C

on

structio

n

Co

nstru

ction

Main

tenan

ce/ Op

eration

s

Perfo

rmin

g A

rts

Visu

al Arts

Prin

ting

Tech

no

log

y

Jou

rnalism

& B

road

casting

A/V

Tech

no

log

y &

Film

Teleco

mm

un

ication

s

Vocabulary and Concept Development

9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.

M

9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.

M

9.1.3 Use knowledge of mythology (Greek, Roman, and others mythologies) to understand the origin and meaning of new words.

M

Structural Features of Informational and Technical Materials

9.2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.

H

9.2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents, such as consumer, government, workplace and others.

L

Indiana Arts EducationIndiana Language Arts Literacy

Standards/Strands/Learning ExpectationsGrade 9

NESSRankings

ISTEP+Grade

10

Visual Arts

Dance MusicTheatr

e

Vocabulary and Concept Development

9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.

E5 M

9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.

E5 M

9.1.3 Use knowledge of mythology (Greek, Roman, and others mythologies) to understand the origin and meaning of new words.

E5E23

M

9.2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.

E20E25

H

9.2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents, such as consumer, government, workplace and others.

E27 L*

9.2.3 Generate relevant questions about readings on issues or topics that can be researched. E6 L*

9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

E24 H

Power of Discovery

Lexile and Quantile Study Opportunity

Lexile Framework® for Reading Study

600

800

1000

1400

1600

1200

Text

Lexil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*



Summary of Text Lexile Measures

Lexile Framework® - Student Profile

600

800

1000

1400

1600

1200

Text

Lexil

e M

easu

re (

L)

Matt


910

Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0

Lexile Framework® - Student Profile

600

800

1000

1400

1600

1200

Text

Lexil

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easu

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L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*


Matt600

800

1000

1400

1600

1200

HighSchool

LiteratureCollege

Literature

HighSchool

TextbooksCollege

Textbooks

Military

PersonalUse


SAT 1,ACT,AP*

1st

Quarter2nd

Quarter3rd

Quarter4th

Quarter

High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Provid

e

prof

essio

nal g

rowth


Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

StudentAchievement

Next Steps

• Start with awareness program

Next Steps

• Start with awareness program• Needs Assessment

Next Steps

• Start with awareness program• Needs Assessment• Transition Plan

Next Steps

• Start with awareness program• Needs Assessment• Transition Plan• Provide support to teachers now

— Next Navigator— Focused and sustained professional

development

Next Steps

• Start with awareness program• Needs Assessment• Transition Plan• Provide support to teachers now

— Next Navigator— Focused and sustained professional

development• Monitor progress

Next Steps

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

ORLANDO

June

24-27

2012

20th Annual Model Schools Conference

www.modelschoolsconference.com

• Model Schools Conference 2012

•June 24 - 27, 2012

• Gaylord Palms Resort and Convention Center Orlando, FL

SAVE THE DATE!

1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail: [email protected]

International Center for Leadership in Education

preparing students for the 21 st century willard r. daggett, ceo august 11, 2011

Documents

world slide

language slide

projector slide

evaluation slide

school system slide

chinese science slide

equity excellence slide

career ready slide