International Center for Leadership in Education

1
International Center for Leadership in Education
Rigor and Relevance Part IIDecember 18, 2007

• Dr. Willard R. Daggett

2
International Center Finding

• Nations top performing
• Nations most rapidly improving

3
Skills Gap
4
Application Model

• 1. Knowledge in one discipline
• 2. Application within discipline
• 3. Application across disciplines
• 4. Application to real-world predictable
  situations
• 5. Application to real-world unpredictable
  situations

5
Rigor/Relevance For All Students
6
Knowledge Taxonomy

• 1. Awareness
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

7
Application Model

• 1. Knowledge in one discipline
• 2. Application within discipline
• 3. Application across disciplines
• 4. Application to real-world predictable
  situations
• 5. Application to real-world unpredictable
  situations

8
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
9
Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
10
Rigor/Relevance Framework
6

• 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.

• 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.

D
C
5
4
3

• 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.

2
B
A
1
1
2
3
4
5
11
Rigor/Relevance Framework
6

• 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.

• 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.

D
C

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

5
4
3

• 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.

2
B
A
1
1
2
3
4
5
12
Rigor/Relevance Framework
6

• 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.

• 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.

D
C
5
4
3

• 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.

2
B
A
1
1
2
3
4
5
13
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
14
Rigor/Relevance Framework
D
C
3
B
A

• 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.

2
1
1
2
3
4
5
15
International Center Finding

• Nations top performing
• Nations most rapidly improving

16

• I. Needs Assessment
• Learning Criteria
• 8 Components
• II. Implementation
• 8 Components

17
Learning Criteria
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Actions that help you achieve what you believe in.
19
Not on the Test
20
Criteria

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

21
Begin with the End in Mind
The Floor
CORE
22
Core AcademicData Indicators

• meeting state proficiency
• Average scores on ACT / SAT / PSAT
• requiring English / math remediation in college
• graduating high school in 4 years
• Military ASVAB score

23
Brockton High School
Index
Personal Skill Development
Stretch Learning
Student Engagement
CORE Learning
24
McBride High School
Index
Stretch Learning
Student Engagement
Personal Skill Development
CORE Learning
25
McBride High School
Brockton High School
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Criteria

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

27
Begin with the End in Mind
Relevance
Student Engagement
The Floor
CORE
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Student Survey Percentages
29
Student Survey Percentages
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Brockton High School
Index
Personal Skill Development
Stretch Learning
Student Engagement
CORE Learning
31
McBride High School
Index
Stretch Learning
Student Engagement
Personal Skill Development
CORE Learning
32
McBride High School
Brockton High School
33
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)

34
Begin with the End in Mind
Rigor
Stretch Learning
Relevance
Student Engagement
The Floor
CORE
35
American Education
Ri g o r
2007 and Beyond
1850 - 1950
S t u d e n t s
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Stretch LearningData Indicators

• Credits Earned
• Interdisciplinary Work (e.g. Senior Exhibition)
• International Baccalaureate
• Advanced Placement Courses
• 3 Year Foreign Language
• Specialized Certificates

37
Student Survey Percentages
38
Brockton High School
Index
Personal Skill Development
Stretch Learning
Student Engagement
CORE Learning
39
McBride High School
Index
Stretch Learning
Student Engagement
Personal Skill Development
CORE Learning
40
McBride High School
Brockton High School
41
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)

42
Begin with the End in Mind
Personal
Relationship
Skill Development
Rigor
Stretch Learning
Relevance
Student Engagement
The Floor
CORE
43
Personal SkillsData Indicators

• Service Learning
• Participation in Clubs / Sports
• Teamwork
• Time Management and Organizational Skills
• Reduce Incidences of Conflict

44
Student Survey Percentages
45
Student Survey Percentages
46
Student Survey Percentages
47
Brockton High School
Index
Personal Skill Development
Stretch Learning
Student Engagement
CORE Learning
48
McBride High School
Index
Stretch Learning
Student Engagement
Personal Skill Development
CORE Learning
49
Guiding Principles

• Responsibility
• Contemplation
• Initiative
• Perseverance
• Optimism
• Courage

• Respect
• Compassion
• Adaptability
• Honesty
• Trustworthiness
• Loyalty

50
McBride High School
Brockton High School
51
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)

52

• I. Needs Assessment
• Learning Criteria
• 8 Components
• II. Implementation
• 8 Components

53
Eight Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
54
Challenges

• Globalization

55
Computer Sales
Computer Manufacturers
Dell Sony Compaq HP IBM Think Pad Apple NEC Gatewa
y Toshiba
Quanta Wispron Asustek Compal Inventec
90
Mainland China Companies
56
Cities with 1 Million People
57
Challenges

• Technology
• Globalization

58

• Information Technology
• Processing
• Communications

59
1983 - A Nation at Risk

• E-mail
• Web pages
• Google
• iPODs
• Laptops
• Digital cameras
• Doppler radar
• Cell Phones
• Debit cards

60
2000

• Blogs
• Wikis
• Tagging
• Text messaging
• MySpace
• Podcasts
• PDAs
• Genetic code

61
Todays Youth

• Digital Learners
• Multimedia
• Find and manipulate data
• Analyze data and images

62
Eight Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
63
SPOT

• Microsoft
• Citizen
• Fossil
• Suunco

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SPOT

• Integrated Projection
• Projection Keyboard

65
Eight Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
66
Language Translation
67
Translation Goggles
68
Semantic Web

• Analyze Documents
• Key words and headers
• Meaning/concepts
• Complete Task

69
Dewey Decimal System

• gtBring order to books

70
Evolution of the Web

• Web 1.0 (1990-2000)
• Web used as an information source

71
(No Transcript)
72
Evolution of Web

• Web 2.0 (2000-2010)
• Web used as a communication source

73
(No Transcript)
74
Increase Sophistication

• HTML
• gthighway system
• gtno connecting roads---Feline is a
  cat(people vs. computer)

75
Web 1.0 vs. Web 2.0
76
Evolution of Web

• Web 1.0
• Web 2.0
• Web 3.0

77
3 Levels

• Level 1 XML

78
(No Transcript)
79
Increase sophistication

• HTML
• XML
• gtgood but---
• custom tags
• signs in different languages

80
Web 3.0

• Web will transform from a network of separate
  applications to a seamless whole.

81
Increase Sophisication

• HTML
• XML
• RDF
• gtontologies
  

82
(No Transcript)
83
3 Levels

• RDF

Done
XML
Done
84
3 Levels
Soft.
In Development

• RDF

Done
XML
Done
85

• Semantic Memory
• Capacity

86
Next Five Years

• Semantic Web
• DNA vs. Binary
• Quantum computing

87
Teacher Characteristics

• What teacher characteristics?
• Student success
• in school
• in higher education
• employment

88
1973 2002 5 years

• 18 months

1 month
minutes
89
Possible Causes of Autism

• Hereditary factors (genes)
• Agents that cause birth defects
• Mercury (vaccines)
• Ultrasound
• Lead
• Television

90
Goal

• Highest impact initiatives to improve student
  academic performance

91

• State test scores by
• Discipline
• Grade
• Subgroups
• Other criteria
• Stretch
• Student Engagement
• Personal Skill Development

92

• School size
• Social/Economic
• free/reduced lunch
• Graduation rate (same calculation)
• Per pupil expenditure

93
Compare to

• Class size
• Physical plant
• Professional development
• Educational materials
• Technology
• Organizational structure of teachers
• Bell schedule
• Administrative structure

94
Best Examples at Conference

• Schedule time to meet/discuss
• Sit at same round table

95
Teaching Practices

• Use of Rigor/Relevance Framework
• Gold Seal Lessons
• Reading in content area
• Writing across discipline
• Service Learning
• Use of data to
• Focus instruction
• Set proficiency levels
• Student engagement

96
Give 5 Initiatives for Greatest Impact

• Create a Culture to Support Change
• Curriculum Matrix
• Professional Development in Rigor/Relevance
• Gold Seal Lessons
• Reading in the Content Area
• Model Schools Conference
• Successful Practices Network

97
2008 How?

• International Center for Leadership in Education
• Needs analysis (2 days)
• Pull from successful schools (2 days)
• Make recommendations (1 day)

98
Five Years

• Enter data
• Seconds
• Data sources
• International Center for Leadership in Education
• Effective schools
• McRel
• HSTW
• U.S. Department of Education
• Flight schedule
• Hotel

99
Eight Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
100
Eight Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
2. Build and Use Data to Guide Whole-School
/ District Reform
101
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)

102
Begin with the End in Mind
Personal
Relationship
Skill Development
Rigor
Stretch Learning
Relevance
Student Engagement
The Floor
CORE
103
Eight Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
2. Build and Use Data to Guide Whole-School
/ District Reform
3. Create and Support Leadership Teams
104
Eight Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
2. Build and Use Data to Guide Whole-School
/ District Reform
3. Create and Support Leadership Teams
4. Define Student Learning Expectations
105
PSSA English LAAnchors/Eligible Content Tested
106
Pennsylvania Career and Technical Education
107
Pennsylvania Arts Education
108
Eight Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
2. Build and Use Data to Guide Whole-School
/ District Reform
3. Create and Support Leadership Teams
4. Define Student Learning Expectations
109
2005 ProficiencyGrade 8 Reading
110
2005 ProficiencyGrade 8 Reading
111
2005 ProficiencyGrade 8 Mathematics
112
2005 ProficiencyGrade 8 Mathematics
113
2005-06 Lexile Framework for Reading Study
Summary of Text Lexile Measures
Interquartile Ranges Shown (25 - 75)
1600
1400
1200
Text Lexile Measure (L)
1000
800
600
High School Literature
College Literature
High School Textbooks
College Textbooks
Military
Personal Use
Entry-Level Occupations
SAT 1, ACT, AP
Source of National Test Data MetaMetrics
114
16 Career ClustersDepartment of Education
115
Reading RequirementsFindings

• Entry-level
• Highest in 6/16
• Second Highest in 7/16
• Consistent Across Country

116
Human Services
 
117
Construction
 
118
Manufacturing
 
119
On-the Job Lexile Requirements
Lexile
National Adult Literacy Study 1992
1,500 1,400 1,300 1,200 1,100 1,000 900 800
International Center for Leadership in Education
2006
Construction
Craftsman
Nurse
Sales
Secretary
120
Quantile Framework

• Numbers and Operations
• Algebra / Patterns Functions
• Data Analysis Probability
• Measurement
• Geometry

121
2005-06 Quantile Framework for Math
Interquartile Ranges Shown (25 - 75)
1500
1400
1300
1200
11th
10th
1100
Quantile Measure (Q)
1000
8th
900
800
700
600
500
Personal Use
Employment
High School
First-Year College
122
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
123
Eight Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
2. Build and Use Data to Guide Whole-School
/ District Reform
3. Create and Support Leadership Teams
4. Define Student Learning Expectations
124
Actions that help you achieve what you believe in.
125
Eight Implementation Steps to Excellence
5. Concentrate on Effective Instructional
Practices
126
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
127
Input to Brain
Front
Back
128
Input to Brain
Sight
Hearing
129
Input to Brain
Sight
Hearing
130
Input to Brain
Sight
Hearing
131
Input to Brain
A
Sight
Hearing
132
Connections / Pathways
C
Association Area
Sight
Hearing
133
Connections / Pathways
C
Association Area
Prefrontal Cortex
Sight
Hearing
134
Connections / Pathways
Association Area
Prefrontal Cortex
Sight
Hearing
135
Connections / Pathways
Association Area
Prefrontal Cortex
Sight
Hearing
136
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
137
United States
Source Tough Choices Tough Times, National
Center on Education and the Economy
138
Technology
139
(No Transcript)
140
I CAN Learn Algebra

• What Works Clearinghouse Recognized Evidence of
  Success
• US Dept.of Education Promising Mathematics
  Program

141
Eight Implementation Steps to Excellence
5. Concentrate on Effective Instructional
Practices
6. Address Organizational Structures
142
Eight Implementation Steps to Excellence
5. Concentrate on Effective Instructional
Practices
6. Address Organizational Structures
7. Monitor Student Progress
143
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
144
Eight Implementation Steps to Excellence
5. Concentrate on Effective Instructional
Practices
6. Address Organizational Structures
7. Monitor Student Progress
8. Review and Refine Process
145
What Works

• Rigor and Relevance
• Academics Into
• Arts
• CTE
• Interdisciplinary
• Academies
• Electives in 9th Grade
• Foreign Language
• Looping
• Technology
• Read 180
• I CAN Learn

146
2008 Symposium for Grades K-12 Shifting the
Focus from Teaching to Learning and How to Manage
the Change

• Friday, February 8 - Sunday, February 10
• Town and Country Resort Convention Center
• San Diego, California

For more information and registration visit
www.LeaderEd.com
147
Network
25
75
600
148

• I. Needs Assessment
• Learning Criteria
• 8 Components
• II. Implementation
• 8 Components

149
Eight Implementation Steps to Excellence
1. Create a Culture to Support R R For ALL
Students
2. Build and Use Data to Guide Whole-School
/ District Reform
3. Create and Support Leadership Teams
4. Define Student Learning Expectations
150
Eight Implementation Steps to Excellence
5. Concentrate on Effective Instructional
Practices
6. Address Organizational Structures
7. Monitor Student Progress
8. Review and Refine Process
151
International Center for Leadership in Education,
Inc.
1587 Route 146 Rexford, NY 12148 Phone (518)
399-2776 Fax [phone] E-mail -
info_at_LeaderEd.com www.LeaderEd.com
152
Long Range Planning
153
Long Range Planning
154
Not on the Test
155
A.J. Moore Academy Waco, Texas

• A Model of
• Career academies
• Magnet school
• Positive school culture
• Staff collaboration
• Technology integration
• Community partnerships
• Postsecondary partnerships
• 9th grade success

• By the Numbers (2007)
• 700 students
• 80 minority
• 22 students with disabilities
• 5 English language learners
• 80 economically disadvantaged
• 95 attendance rate
• 1 dropout rate
• AYP met

156
Moore for Your Future
Academy of Finance students volunteer 9
hours/week to do free tax preparation for anyone
in the community. During 2007 tax season, over
1,100 tax returns were completed - refunds
totally approx. 1.2 million.
Project CARES (Computers Are Refurbished for
Elementary Students). Students refurbish donated
computers and give them to local elementary
students. Moore students also teach computer
sessions to increase usage in the home.
157
Kennesaw Mountain High SchoolCobb County,
Georgia

• A Model of
• Effective leadership
• Special education
• Character-centered teaching
• Service education
• Rigor/Relevance Framework
• Personalized learning
• Supportive relationships

• By the Numbers (2007)
• 3,100 students
• 29 minority
• 9.8 students w/disabilities
• 14 free/reduced lunch
• 3 dropout rate

158
Teaching tomorrows adults

• Algebra students make recommendations to their
  grandparents whether to accept Social Security at
  62 or defer until fully vested.
• Economic students develop
• original companies and products,
• then market and sell the product
• at the mall.
• Students with disabilities run a small café that
  sells morning coffee. Customers may also
  pre-order by email.

159

Performance Highlights
State report Card data from 2005-06
160
Freeport Intermediate SchoolFreeport, Texas

• Model of
• Analyzing and using data
• Personalized learning
• Professional learning communities
• Relationships
• Leadership
• Goal and objective setting

• By the Numbers
• 617 students
• 75 economically disadvantaged
• 20.5 mobility rate
• 7 migrant
• 4 limited English proficient
• 57 Hispanic
• 13 African American

161
Best Practices

• Academic pep rally- Regular pep rallies hosted
  by an academic team with a theme that permeates
  the entire school through interdisciplinary
  lessons. Parents, students, local businesses and
  community patrons play an active roll.

• Teachers sends positive postcards/e-mails home
  regularly to let parents hear good news from
  school.
• The switchboard operator/receptionist and a
  counselor are bilingual to help bridge language
  barriers.

162
English Estates Elementary SchoolSeminole
County, Florida

• Model of
• Analyzing and using data
• Differentiated instruction/inclusion
• Student empowerment
• Relationships
• Personal skill development
• Goal and objective setting

• By the Numbers (2007)
• 711 students
• 60 free/reduced lunch
• 11 English language learners
• 13 students with disabilities
• AYP met

163
Leadership is Elementary

• All-Pro Dads- Dads/male role models have
  breakfast and participate in fun activities with
  their children. This program was originally
  created by NFL coach Tony Dungy.
• School hosts an event to showcase Leadership Is
  Elementary. Business leaders and community
  members are invited to attend.
• Students track their progress through a Student
  Data Notebook. Each student sets goals and
  action plans - both personal and academic. This
  has been highly successful in helping students
  see progress and accept responsibility for
  learning.

164
Caprock High School Amarillo, Texas

• By the Numbers (2007)
• 1,850 students
• 68 minority
• 16 students with disabilities
• 7 migrant students
• 8 English language learners
• 54 free/reduced price lunch
• 23 mobility rate
• 93 daily attendance rate

• A Model of
• Personalization
• 9th grade initiative
• Use of data to drive instruction
• Academic interventions
• Principal leadership
• Focused professional development
• Special education/ELL integration

165
Commitment to excellence

• Leadership Amarillo provides learning
  opportunities for sophomores and juniors in the
  community
• Student leaders serve on an advisory committee to
  the building adult leadership team.
• Student leaders serve on the Superintendents
  Forum.

166
Performance Highlights
167
Brockton High SchoolBrockton, MA

• A Model of
• Comprehensive high school
• Small learning communities
• Literacy
• Collaborative instructional leadership
• Inclusion
• Support for 9th grade
• Personalization
• Use of data for instruction

• By the Numbers (2007)
• 4,350 students
• 66 minority
• 52 free/reduced lunch
• 11 disabilities
• 9 ELL
• AYP met

168
Stretch Learning

• Course of Study Guide is a checklist for
  college planning. Tool used to advise students of
  the necessary steps for future college
  applications. Many students will be the first in
  their family to attend college.
• Students are offered business training that
  culminates in an internship.
• In one course, student teams invent a new
  service/product. Past team projects include a
  desk of the future, automated shopping carts,
  remote voting machines, and robotic pill
  dispensers.

169
Performance Highlights
We are constantly looking in the mirror to use
whatever data are available to assess where we
are and what is working well to correct what is
not working well. Dr. Susan Szachowicz,
Principal
170
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)

171
Begin with the End in Mind
The Floor
CORE
172
Begin with the End in Mind
Relevance
Student Engagement
The Floor
CORE
173
Begin with the End in Mind
Rigor
Stretch Learning
Relevance
Student Engagement
The Floor
CORE
174
Begin with the End in Mind
Personal
Relationship
Skill Development
Rigor
Stretch Learning
Relevance
Student Engagement
The Floor
CORE
175
Rigor
Stretch
Relevance
CORE
Student Engagement
Personal SkillDevelopment
Relationships
176
CORE
Stretch
Rigor
Student Engagement
Relevance
Relationships
Personal SkillDevelopment
177
(No Transcript)
178
STUDENT ASPIRATIONS

• SELF WORTH
• RELATIONSHIPS
• ACTIVE
• ENGAGEMENT
• RELEVANCE
• PURPOSE
• RIGOR

• Belonging
• Heroes
• Sense of Accomplishment
• Fun Excitement
• Curiosity Creativity
• Spirit of Adventure
• Leadership Responsibility
• Confidence to Take Action

179
NATIONAL DATA
Belonging
SELF WORTH
Heroes
Sense of Accomplishment
47 I am proud of my school. 48 I enjoy being at
school. 40 Teachers care about my problems and
feelings. 45 Teachers care about me as an
individual. 44 Teachers care if I am absent from
school. 20 I have never been recognized for
something positive at school. 47 If I have a
problem, I have a teacher with whom I can
talk. 51 Teachers respect students.
36 Students respect teachers. 28 Students
respect each other
180
NATIONAL DATA
48 School is boring. 53 At school I am
encouraged to be creative. 35 My classes help me
understand what is happening in my everyday
life. 53 Teachers enjoy working with students
36 Teachers have fun at school. 27 Teachers
make school an exciting place to learn. 70 My
teachers present lessons in different ways
181
NATIONAL DATA
63 I am a good decision maker. 58 I see
myself as a leader. 34 Other students see me as
a leader. 91 I believe I can be
successful. 76 Teachers expect me to be
successful. 63 I believe I can make a difference
in this world. 65 I put forth my best effort at
school. 35 I know the goals my school is working
on. 28 Students council represents all students
at school.
182
NATIONAL DATA
Sad Similarities
I am excited to tell my colleagues when I do
something well. T 56 I am excited to tell my
friends when I get good grades. S 54 I see
myself as a leader. T 67 S 58 My colleagues
see me as a leader. T 48 Other students see me
as a leader. S 34 I know the goals my school T
64 is working on this year. S 35
183
NATIONAL DATA
A Crisis of Respect
I respect students. T 99 Teachers respect
students. S 51 Students respect me. T
86 Students respect teachers. S 36 Staff
respect each other. T 61 Students respect each
other. S 28
99
86
61
51
36
28
184
Available Resources

• 1. Create a Culture
• White Papers
• Creating Model Schools DVD Series
• 2. End in Mind
• Consulting Services
• Student Surveys

185
Available Resources

• 3. Leadership Teams
• Professional Development
• Coaching
• 4. Define Expectations
• Curriculum Matrix
• Literacy and Math Kits

186
Available Resources

• 5. Instructional Practices
• Rigor, Relevance, and Relationships Kit
• Instructional Strategies Kit
• Gold Seal Lessons
• 6. Organizational Changes
• Small Learning Community
• 9th Grade Kit

187
Available Resources

• 7. Monitor Student Progress
• Technical Assistance
• 8. Ongoing Review
• Model Schools Conference
• Symposium
• Case Studies
• Successful Practices Network

188
Whole School Reform SymposiumBest Practices to
Engage 21st Century Learners

• Friday, February 8 - Sunday, February 10
• Town and Country Resort Convention Center
• San Diego, California

For more information and registration visit
www.LeaderEd.com
189
Mark your calendars!The 16th Annual Model
Schools Conference

• June 22-25, 2008Walt Disney World
• Swan Dolphin ResortOrlando, Florida

For more information and registration visit
www.ModelSchoolsConference.com
190
International Center for Leadership in Education,
Inc.
1587 Route 146 Rexford, NY 12148 Phone (518)
399-2776 Fax [phone] E-mail -
info_at_LeaderEd.com www.LeaderEd.com