international center for leadership in education

International Center for Leadership in Education

Dr. Willard R. Daggett

Region 11 Education Service CenterRegion 11 Education Service Center

Rigor & Relevance for School Rigor & Relevance for School ImprovementImprovement

March 29-30, 2006March 29-30, 2006

Skills Gap

Rigor/Relevance - AllRigor/Relevance - All

WhyWhy

Do We Need Do We Need to Changeto Change Schools?Schools?

WhatWhat

Needs to Needs to Be Done?Be Done?

HowHow

Do We DoDo We Do It?It?

Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline2. Application within discipline2. Application within discipline3. Application across 3. Application across

disciplinesdisciplines4. Application to real-world 4. Application to real-world

predictable situationspredictable situations5. Application to real-world 5. Application to real-world

unpredictable situationsunpredictable situations

Rigor/Relevance - AllRigor/Relevance - All

WhyWhy

Do We Need Do We Need to Changeto Change Schools?Schools?

WhatWhat

Needs to Needs to Be Done?Be Done?

HowHow

Do We DoDo We Do It?It?

Challenges

• Globalization• Demographics• Values / Beliefs• Technology

GlobalizationGlobalization

• 9/11• 11/9• Information Tech

(Work to Worker)

GlobalizationGlobalization

• Tax Returns• MRIs• Reuters• McDonalds• A- Level

World LeadersWorld Leaders• 1600s Spanish• 1700 Dutch• 1800s British• 1900s United States• 2000s ?? ?? ??

ChinaChina• Clothes / Shoes• Furniture• Consumer Electronics• Computers• Bio Technology

What do you see when you think What do you see when you think of China?of China?

China TodayChina Today

ChinaChina• World Class for 10%• K – 12 Universal by 2020• 100 World Class Universities• 30 World Class Research Universities• Math /Science Focus (Specialist – 3rd Grade on)• International Orientation (110 Million – English)• “Not Invented Here”• Coherent Teacher Preparation• Early Childhood (3 year old – universal by 2015)• Career Focus

Source: Education in China: Lessons for U.S. Educators, Asia Society – Business Roundtable, CCSSO

The WorkplaceThe Workplace

Moving from a PlaceMoving from a Placeto a Spaceto a Space

Challenges

• Globalization• Demographics• Values / Beliefs• Technology

Start WorkingEnd WorkingLongevity

1900 2000 2100

47

62

77

21

62

14 18

107

• 1910 3.0 / 100

Demographics / Economic

• 1946 4.6 / 100

• 2000 1.4 – 1.8 / 100

MedicareMedicare

• 2004 9 %• 2020 25 %• 2040 50 %

Source: Time Magazine October 31, 2005Source: Time Magazine October 31, 2005

Retirement and Health CareRetirement and Health Care

• DeltaDelta• NorthwestNorthwest• UnitedUnited• US AirUS Air

AirlinesAirlines General MotorsGeneral Motors FordFord

AutoAuto

OveralOveralll1985 – 112, 2001985 – 112, 200

2005 - 29, 7002005 - 29, 7002115 - ?2115 - ?

As the largest buyer of U.S. As the largest buyer of U.S. Treasury securities, China is Treasury securities, China is never far removed from U.S. never far removed from U.S.

MarketsMarkets

Source: Chicago Tribune 1.26.06

Pensions in Peril

$500$500

$400$400

$300$300

$200$200

$100$100 00

Source: Time Magazine October 31, 2005Source: Time Magazine October 31, 2005

……the the amount amount companies companies are short-are short-changing changing their plans is their plans is climbing…climbing…

’’95 ’97 ’99 ’01 ‘0395 ’97 ’99 ’01 ‘03

In billionsIn billions

Public – Employee Pension FundPublic – Employee Pension FundShortfallShortfall

$ 700 Billion$ 700 Billion

Source: Barclay Global Investment October, 2005Source: Barclay Global Investment October, 2005

Public Pension Shortfall

• Illinois Teachers 62%• Illinois State Employees 54.2%• Mississippi State Employees 53.4%• Nationwide 87.8%

Source: The Associated Press

Registered VotersRegistered VotersSchool Age ChildrenSchool Age Children

• 1960 50 %

• 2005 18 %

Challenges

• Globalization• Demographics• Values / Beliefs• Technology

Larger ContextLarger Context

• 1901 – 24 G.I.• 1925 – 45 Silent• 1946 – 60 Boomers• 1961 – 81 Gen X• 1982 - Millennial

Challenges

• Globalization• Demographics• Values / Beliefs• Technology

Information TechnologyInformation Technology• ProcessingProcessing• CommunicationsCommunications

Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB

2004 iPod = 4 GB2004 iPod = 4 GB

2005 iPod = 20 GB2005 iPod = 20 GB

2006 iPod = 80 GB2006 iPod = 80 GB

1964 IBM System / 360 Mainframe1964 IBM System / 360 Mainframe

Nano TechnologyNano Technology• Atom UpAtom Up

SPOTSPOT• MicrosoftMicrosoft

– CitizenCitizen– FossilFossil– SuuncoSuunco

SPOTSPOT

• Integrated ProjectionIntegrated Projection• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

ComputingComputing

Speed

Storage

Binary Computing

WhyWhy - - WhatWhat - - HowHow

• Millions times faster• Million times more storage• Parallel computing

DNA Computing

WhyWhy - - WhatWhat - - HowHow

• Faster• Storage• Multiple Computing

Quantum Computing

ComputingComputing

Speed

Storage

DNA

Quantum

Binary

Information TechnologyInformation Technology• ProcessingProcessing• CommunicationsCommunications

Bio TechnologyBio Technology• Biological ScienceBiological Science• Practical ApplicationPractical Application

Ruth Fremson, The New York Times

www.kidzworld.com

Information TechnologyInformation Technology• ProcessingProcessing• CommunicationsCommunications

Bio TechnologyBio Technology• Biological ScienceBiological Science• Practical ApplicationPractical Application

Nano TechnologyNano Technology• Atom UpAtom Up

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20002000

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20062006

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20102010

Bio / Nano / InfoBio / Nano / Info

‘68 ‘78 ‘88 ‘98 ‘08

CapacityCapacity

ApplicationsApplications

Size

The Last Remnants of The Last Remnants of Industrial AgeIndustrial Age

• Government• Schools

Skills Gap

GapsGaps

• Achievement• Ambition• Education

STEMSTEM

• Physical Science 43 %• Mathematics 42 %• Computer Science 46 %• Physics 36 %• Engineering Science 56 %

Science / EngineeringScience / Engineering• 60 % of Degrees – Asia• 5 % of Degrees – U.S.• 350,000 per Year in China• 2010 - 90 % in Asia• High Skill - Low Wage• U.S.

– 12%• 3rd to 17th

• 2/3 to retire

Rigor/Relevance - All

WhyWhy

Do We Need Do We Need to Changeto Change Schools?Schools?

WhatWhat

Needs to Needs to Be Done?Be Done?

HowHow

Do We DoDo We Do It?It?

Grade EquivalentGrade Equivalent

Semantic DifficultySemantic Difficulty Syntactic ComplexitySyntactic Complexity

Lexile FrameworkLexile Framework

Semantic DifficultySemantic Difficulty Syntactic ComplexitySyntactic Complexity

Lexile LiteratureLexile Literature1500 - On Ancient Medicine1400 - The Scarlet Letter1300 - Brown vs. Board of Ed.1200 - War and Peace1100 - Pride and Prejudice1000 - Black Beauty 900 - Tom Swift in the Land of Wonders 800 - The Adventures of Pinocchio 700 - Bunnicula: A Rabbit Tale of Mystery 600 - A Baby Sister for Frances 500 - The Magic School Bus Inside the Earth 400 - Frog and Toad are Friends 300 - Clifford’s Manners

Lexile TextsLexile Texts1500 - The Making of Memory: From Molecules to Mind;

Doubleday1400 - Philosophical Essays; Hackett Publishing1300 - Psychology: An Introduction; Prentice Hall1200 - Business; Prentice Hall1100 - America: Pathways to Present; Prentice Hall1000 - Writing and Grammar Gold Level; Prentice Hall 900 - World Cultures: A Global Mosaic; Prentice Hall 800 - Word 97; Glencoe/McGraw-Hill 700 - World Explorer: The U.S. & Canada; Prentice Hall 600 - Science (Grade 4); Addison-Wesley 500 - People and Places; Silver Burdett Ginn 400 - Imagine That!; Scholastic Inc. 300 - My World; Harcourt Brace

Personal UsePersonal UseAetna Health Care Discount Form (1360)Medical Insurance Benefit Package (1280)Application for Student Loan (1270)Federal Tax Form W-4 (1260) Installing Your Child Safety Seat (1170)Microsoft Windows User Manual (1150)G.M. Protection Plan (1150)CD DVD Player Instructions (1080)

NewspapersNewspapersReuters (1440)NY Times (1380)Washington Post (1350)Wall Street Journal (1320)Chicago Tribune (1310)Associated Press (1310)USA Today (1200)

16 Career Clusters16 Career ClustersDepartment of EducationDepartment of Education

Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications

Business and Administration Architecture and Construction

Education and Training Finance

Health Science Hospitality and Tourism

Human Services Information Technology

Law and Public Safety Manufacturing

Government and Public Administration

Retail, Wholesale, and Service

Scientific Research and Engineering Transportation, Distribution, and Logistics

Reading RequirementsReading RequirementsFindingsFindings

Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16

Consistent Across CountryConsistent Across Country

Adv

ance

d

Lexile Reading Level Range: 850-930

Inte

rmed

iate

Lexile Reading Level Range: 940-1090

Ent

ry L

evel

Lexile Reading Level Range: 1000-1140

Human ServicesHuman Services

A

dvan

ced

Lexile Reading Level Range: 1310-1390

Inte

rmed

iate

Lexile Reading Level Range: 1250-1340

Ent

ry L

evel

Lexile Reading Level Range: 1310-1350

ConstructionConstruction

Adv

ance

d

Lexile Reading Level Range: 1310-1440

Inte

rmed

iate

Lexile Reading Level Range: 1280-1310

Ent

ry L

evel

Lexile Reading Level Range: 1280-1330

ManufacturingManufacturing

ReadingReading

Entry LevelEntry LevelBlue CollarBlue Collar

Reading Comparison – High School

Students Classroom

Materials Personal

Use Newspapers Career

Clusters 75th %

1600

x

1500

x

1400

x x

x x

x x x

x x x x x

1300

x x x

x x x x

1200

x

x x x

1100

1000 Gra

de

11 &

12

Gra

de

11 &

12

ReadingReading

I. Belief– Life Long Learning– Reading Key

II. Best Practices– K – 12– Support Non Reading Teachers– Failure Cycle– Age Appropriate– Build on Strengths / Interests

III. Solution– Address

• Decoding• String words together• Background (Reading in the Content Area)• Techniques (i.e. Mental Picture)• Age Appropriate

ReadingReading

– Balanced Approached• Direction Instruction• Differentiated Instruction• Data Driven Instruction

– Place / Access / Monitor• Lexile

ReadingReading

IV. Read 180– Content Specific– Age Appropriate– Mental Models

Quantile FrameworkQuantile Framework

Numbers and OperationsNumbers and Operations Algebra / Patterns & FunctionsAlgebra / Patterns & Functions Data Analysis & ProbabilityData Analysis & Probability MeasurementMeasurement Geometry

Rigor/Relevance Rigor/Relevance FrameworkFramework

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline2. Application within discipline2. Application within discipline3. Application across 3. Application across

disciplinesdisciplines4. Application to real-world 4. Application to real-world

predictable situationspredictable situations5. Application to real-world 5. Application to real-world

unpredictable situationsunpredictable situations

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

23456

Rigor/Relevance FrameworkRigor/Relevance Framework

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

1

23456

1 2 3 4 5

A B

DCRigor/Relevance FrameworkRigor/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

23456

1 2 3 4 5

A B

DCRigor/Relevance FrameworkRigor/Relevance Framework

• 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.

1

23456

1 2 3 4 5

A B

DCRigor/Relevance FrameworkRigor/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

23456

1 2 3 4 5

A B

DCRigor/Relevance FrameworkRigor/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.

• 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.

• 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.

1

23456

1 2 3 4 5

A B

DCRigor/Relevance FrameworkRigor/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.

• 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.

• 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.

TAKS English LAStudent Expectations Tested

High Medium Low Grade 3 16 0 90 Grade 4 39 0 83 Grade 5 18 0 105 Grade 6 19 0 119 Grade 7 46 0 92 Grade 8 21 0 117 Grade 9 27 0 71 Grade 10 33 0 63 Grade 11 34 0 65

Texas Career and Technical Education

Texas English Language ArtsEssential Knowledge and Skills

English II - 10th GradeEnglish III - 11th Grade (Exit)

TAKS

Ag Services Construction Advertising Health

Science Machinist10th 11th

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

H H H M H H M

(G) analyze strategies that writers in different fields use to compose. L L L L M L L

(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience];

H H H M H H H

(D) interpret the possible influences of the historical context on a literary work. H H M L M M L

(B) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility;

H H H H H H H

Texas Arts EducationTexas Mathematics

Essential Knowledge and Skills7th Grade

TAKS Visual Arts Dance Music Theatre

(A) represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers;

H H H H H

(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

H H H H H

(D) use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;

H M M M M

(B) use properties to classify shapes including triangles, quadrilaterals, pentagons, and circles;

L H M L H

(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

H H H H H

Rigor/Relevance - All

WhyWhy

Do We Need Do We Need to Changeto Change Schools?Schools?

WhatWhat

Needs to Needs to Be Done?Be Done?

HowHow

Do We DoDo We Do It?It?

NetworkNetwork

300300

7575

2525

Criteria• Core Academic Learning (Achievement in the core

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

• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

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

Guiding PrinciplesGuiding Principles ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness LoyaltyLoyalty

Personal Skill Development

Student Engagement

Stretch Learning

Core Learning

Learning Criteria

School Others

CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations

• Especially in LiteracyEspecially in Literacy

CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations

• Especially in LiteracyEspecially in Literacy

CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities

2. High Expectations2. High Expectations3. 93. 9thth Grade Grade

CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities

2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade

CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities

2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade5. Data5. Data

TAKS English LAStudent Expectations Tested

High Medium Low Grade 3 16 0 90 Grade 4 39 0 83 Grade 5 18 0 105 Grade 6 19 0 119 Grade 7 46 0 92 Grade 8 21 0 117 Grade 9 27 0 71 Grade 10 33 0 63 Grade 11 34 0 65

Texas Career and Technical Education

Texas English Language ArtsEssential Knowledge and Skills

English II - 10th GradeEnglish III - 11th Grade (Exit)

TAKS

Ag Services Construction Advertising Health

Science Machinist10th 11th

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

H H H M H H M

(G) analyze strategies that writers in different fields use to compose. L L L L M L L

(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience];

H H H M H H H

(D) interpret the possible influences of the historical context on a literary work. H H M L M M L

(B) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility;

H H H H H H H

Texas Arts EducationTexas Mathematics

Essential Knowledge and Skills7th Grade

TAKS Visual Arts Dance Music Theatre

(A) represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers;

H H H H H

(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

H H H H H

(D) use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;

H M M M M

(B) use properties to classify shapes including triangles, quadrilaterals, pentagons, and circles;

L H M L H

(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

H H H H H

CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities

2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade

6. Curriculum6. Curriculum5. Data5. Data

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities

2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade

6. Curriculum6. Curriculum5. Data5. Data

7. Relationships / Reflective Thought7. Relationships / Reflective Thought

Guiding PrinciplesGuiding Principles ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness LoyaltyLoyalty

CurriculumCurriculum• RigorRigor• RelevanceRelevance• RelationshipsRelationships

• Reflective ThoughtReflective Thought

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade

6. Curriculum6. Curriculum5. Data5. Data

7. Relationships / Reflective Thought7. Relationships / Reflective Thought8. Professional Development8. Professional Development

CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade

6. Curriculum6. Curriculum5. Data5. Data

7. Relationships / Reflective Thought7. Relationships / Reflective Thought8. Professional Development8. Professional Development9. Leadership9. Leadership

LeadershipLeadership• Problem is more people than TechnicalProblem is more people than Technical• Not Charismatic Not Charismatic • Entrepreneurial vs. BureaucraticEntrepreneurial vs. Bureaucratic• Performance vs. CompliancePerformance vs. Compliance• Department ChairsDepartment Chairs• Focus on InstructionFocus on Instruction

NetworkNetwork

300300

7575

2525

Agents of ChangeAgents of Change

vs.vs.

Object of ChangeObject of Change

Each and Every Child

1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail - info@LeaderEd.comwww.LeaderEd.com

International Center for Leadership in Education, Inc.