International Center for Leadership in Education Dr. Willard R. Daggett El Paso Independent School District July 14, 2009

International Center for Leadership in Education

Dr. Willard R. Daggett

El Paso Independent School District

July 14, 2009

International Center Finding

• Nation’s top performing

• Nation’s most rapidly improving

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

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

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/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

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework• 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

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework





• 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.


LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


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

• 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.

Components of School ExcellenceComponents of School Excellence


1. Create a Culture to Support RR & RFor ALL Students

The Financial ChallengesThe Financial Challenges

1.1. Global competitionGlobal competition

2.2. TechnologyTechnology

Wal Mart

Source: The Post-American World

• 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 exported

in all of 1978.”

Source: The Rise of India and China . . .

Savings RateSavings Rate

1.1. India -- 25%India -- 25%

2. Japan -- 28%2. Japan -- 28%

3. Korea -- 30%3. Korea -- 30%

4. China -- 50%4. China -- 50%

5. United States -- (-4%)5. United States -- (-4%)

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 Schools6 Years Integrated Science

Biology / Chemistry Grade 7

Biology / Physics Grade 8

Physics / Chemistry Grade 9

Integrated Science Grades 10 - 12

Source: Ed Week 6/6/07

Chinese Science

Global CompetitionGlobal Competition

Outsourcing enable U.S. companies to:Outsourcing enable U.S. companies to:– Gain hiring flexibilityGain hiring flexibility

– Cut hiring cost (40%)Cut hiring cost (40%)

– Cut overheadCut overhead

– Increasingly more skilled workforceIncreasingly more skilled workforce

International Competition

• Large Market

• Resources

• Well Educated

• Low Labor Cost

Global SocietyGlobal Society

Who will stay and who will leave

ConsequencesConsequences

• Job creation has slowedJob creation has slowed

• GDP growth slowedGDP growth slowed

• Per capita income slowedPer capita income slowed

• Trade deficit is increasingTrade deficit is increasing

• Multinational Corp leave countryMultinational Corp leave country

The Financial ChallengesThe Financial Challenges

1.1. Global competitionGlobal competition

2.2. TechnologyTechnology

Emerging TechnologiesEmerging Technologies

1. Smaller

Hierarchy of Length Scales

Nanotubes

1 nanometer (nm) diameter of

nanotube

http://www.polyfuel.com/technology/direct-methanol-fuel-cell-membrane.html

Penny

190,000,000 nm

Snowflake

3,000,000 nm

Human Red Blood Cell

6,000 nm

Visible Light Wavelength

300 – 800 nm

Virus

100 nm

SPOTSPOT

• Integrated ProjectionIntegrated Projection

• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector


1. Smaller

2. Faster


1. Smaller

2. Faster

3. Stronger


1. Smaller

2. Faster

3. Stronger

4. Mobile

Teens Use of Cell Phones in ClassJune 18, 2009

Source: USAToday/Common Sense Media

• Store information to look at during test – 26%

• Texts friends answers – 25%

• Search Webs for answers – 20%

• Take photo of test to send friends – 17%

Future Technologies

• Cloud Computing

• Nanotechnology

• Genomics

• Green Related

The Challenges The Challenges

We are preparing students for a world fundamentally different than the world schools were designed to

prepare students for

AND

A world we were not prepared for

HOW WELL ARE OUR HOW WELL ARE OUR STUDENTS PREPARED?STUDENTS PREPARED?

MUSEUMSMUSEUMS

The Good NewsThe Good News

A growing number of successful schools, teachers and students are experiencing success rates most did

not think could be obtained






2. Build and Use Data to Guide Whole-School /District Reform

Criteria

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

Criteria


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

Criteria



• 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)

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 encourage students to explore career pathways.

80%

S – My teachers encourage me to explore different careers.

49%


T – I make learning exciting for my students. 84%

S – My teachers make learning exciting. 40%


T – I encourage students to use multiple resources when solving problems.

93%

S – My teachers encourage me to use many resources to solve problems.

65%


T – I am aware of my students’ interests outside of school.

87%

S – My teachers know my interests outside of school.

30%


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

95%

S – Good citizenship is rewarded in this school.

40%


T – I know my students’ academic interests and goals.

84%

S – My teachers know my academic interests and goals.

35%


T – I know what my students are passionate about.

78%

S – My teachers know what I love to do outside of school.

28%

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


Criteria




• 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

Criteria




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




3. Create and Support Leadership Teams

K-12 Fall SymposiumK-12 Fall SymposiumOctober 23-25, 2009October 23-25, 2009

San DiegoSan Diego

reFOCUS rePOSITION reINVENT

www.LeaderEd.comwww.LeaderEd.com

Leadership Leadership AcademyAcademy

January 29-31, 2010January 29-31, 2010New OrleansNew Orleans

www.LeaderEd.com




3. Create and Support Leadership Teams

4. Define Student Learning Expectations

TAKS English LAStudent Expectations Tested

High Medium Low

Grade 3 12 2 60

Grade 4 10 2 50 Grade 5 11 12 49 Grade 6 10 12 47 Grade 7 19 8 40 Grade 8 16 6 45 Grade 9 24 0 46 Grade 10 25 4 42

Grade 11 25 4 39

Grade Subject TX NC

3 ELA 74 38Math 43 27

4 ELA 62 40Math 43 27

Grade TX NC CA CO FL MA MI MN

3 74 38 51 17 65 40 55 47

English Language Arts Comparison


3 74 38 51 17 65 40 55 47

4 62 40 53 34 60 40 54 51



3 74 38 51 17 65 40 55 47

4 62 40 53 34 60 40 54 51

5 62 40 43 34 57 29 54 53



3 74 38 51 17 65 40 55 47

4 62 40 53 34 60 40 54 51

5 62 40 43 34 57 29 54 53

6 69 26 51 33 56 52 51 56



3 74 38 51 17 65 40 55 47

4 62 40 53 34 60 40 54 51

5 62 40 43 34 57 29 54 53

6 69 26 51 33 56 52 51 56

7 67 26 46 38 58 31 51 60



3 74 38 51 17 65 40 55 47

4 62 40 53 34 60 40 54 51

5 62 40 43 34 57 29 54 53

6 69 26 51 33 56 52 51 56

7 67 26 46 38 58 31 51 60

8 67 26 49 35 60 59 51 63



3 74 38 51 17 75 40 55 47

4 62 40 53 34 80 40 54 51

5 62 40 43 34 77 29 54 53

6 69 26 51 33 76 52 51 56

7 67 26 46 38 78 31 51 60

8 67 26 49 35 80 59 51 63

9 70 NA 53 36

81 74



3 74 38 51 17 65 40 55 47

4 62 40 53 34 60 40 54 51

5 62 40 43 34 57 29 54 53

6 69 26 51 33 56 52 51 56

7 67 26 46 38 58 31 51 60

8 67 26 49 35 60 59 51 63

9 70 NA 53 36

81 7410 73 NA 54 36 81 46



3 74 38 51 17 65 40 55 47

4 62 40 53 34 60 40 54 51

5 62 40 43 34 57 29 54 53

6 69 26 51 33 56 52 51 56

7 67 26 46 38 58 31 51 60

8 67 26 49 35 60 59 51 63

9 70 NA 53 36

81 7410 73 NA 54 36 81 46

11 71 29 45


ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Georgia 87 %

North Carolina 82 %

Texas 81 %

Florida 71 %

Massachusetts 48 %

California 48 %

South Carolina 35 %


ProficientRequired

NAEP Score

Georgia 87 % 175

North Carolina 82 % 183

Texas 81 % 190

Florida 71 % 202

Massachusetts 48 % 234

California 48 % 210

South Carolina 35 % 228


ProficientRequired

NAEP Score

North Carolina 88 %

Texas 83 %

Georgia 83 %

Florida 44 %

California 39 %

South Carolina 30 %


ProficientRequired

NAEP Score


Texas 83 % 225

Georgia 83 % 224

Florida 44 % 265

California 39 % 262


ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

North Carolina 91 %

Texas 82 %

Georgia 75 %

Ohio 65 %

Florida 63 %

California 51 %

South Carolina 39 %

Massachusetts 39 %


ProficientRequired

NAEP Score


Texas 82 % 219

Georgia 75 % 215

Ohio 65 % 233

Florida 63 % 230

California 51 % 231




ProficientRequired

NAEP Score

North Carolina 84 %

Iowa 76 %

Georgia 69 %

Michigan 61 %

Florida 58 %

Massachusetts 42 %

South Carolina 24 %


ProficientRequired

NAEP Score


Iowa 76 % 262

Georgia 69 % 255

Michigan 61 % 269

Florida 58 % 269



Proficiency Levels Proficiency Levels

Lexile Framework® for Reading Study Summary of Text Lexile Measures

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800

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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

Interquartile Ranges Shown (25% - 75%)

Texas Lexile StudySummary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

High School

Textbooks

CollegeLiterature

Comm.College

Textbooks

Military Adult Role/Personal

Use

Entry-Level

Occupations

SAT 1,ACT,AP*



Comm./TechCollege

Textbooks

4-Year.College

Textbooks


600

800

1000

1400

1600

1200

Tex

t L

exil

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easu

re (

L)

HighSchool

Literature

High School

Textbooks

CollegeLiterature

Comm.College

Textbooks


Use

Entry-Level

Occupations

SAT 1,ACT,AP*



Comm./TechCollege

Textbooks

4-Year.College

Textbooks


600

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1000

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1200

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Literature

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Textbooks

CollegeLiterature

Comm.College

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Use

Entry-Level

Occupations

SAT 1,ACT,AP*



Comm./TechCollege

Textbooks

4-Year.College

Textbooks


600

800

1000

1400

1600

1200

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Literature

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Textbooks

CollegeLiterature

Comm.College

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Use

Entry-Level

Occupations

SAT 1,ACT,AP*



Comm./TechCollege

Textbooks

4-Year.College

Textbooks


600

800

1000

1400

1600

1200

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HighSchool

Literature

High School

Textbooks

CollegeLiterature

Comm.College

Textbooks


Use

Entry-Level

Occupations

SAT 1,ACT,AP*



Comm./TechCollege

Textbooks

4-Year.College

Textbooks


600

800

1000

1400

1600

1200

Tex

t L

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HighSchool

Literature

High School

Textbooks

CollegeLiterature

Comm.College

Textbooks


Use

Entry-Level

Occupations

SAT 1,ACT,AP*



Comm./TechCollege

Textbooks

4-Year.College

Textbooks


600

800

1000

1400

1600

1200

Tex

t L

exil

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re (

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HighSchool

Literature

High School

Textbooks

CollegeLiterature

Comm.College

Textbooks


Use

Entry-Level

Occupations

SAT 1,ACT,AP*



Comm./TechCollege

Textbooks

4-Year.College

Textbooks


600

800

1000

1400

1600

1200

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exil

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Literature

High School

Textbooks

CollegeLiterature

Comm.College

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Use

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Occupations

SAT 1,ACT,AP*



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Textbooks

4-Year.College

Textbooks


600

800

1000

1400

1600

1200

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Literature

High School

Textbooks

CollegeLiterature

Comm.College

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Use

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Occupations

SAT 1,ACT,AP*



Comm./TechCollege

Textbooks

4-Year.College

Textbooks


600

800

1000

1400

1600

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CollegeLiterature

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Textbooks

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

Texas Lexile StudyBlue Collar and White Collar Entry-Level Jobs

Q1

Blue 1078

White 1050


Q1 Median

Blue 1078 1170

White 1050 1200


Q1 Median Q3

Blue 1078 1170 1270

White 1050 1200 1330

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

Ad

van

ced

Lexile Reading Level Range: 850-930

Inte

rmed

iate


En

try

Lev

el


Human ServicesHuman Services

A

dva

nce

d


Inte

rmed

iate


En

try

Lev

el


ConstructionConstruction

Ad

van

ced


Inte

rmed

iate


En

try

Lev

el


ManufacturingManufacturing

High School READ 180TAKS Passing Rates2006-07 and 2007-08

13

61

6

53

19

65

3

31

0

27

8

33

0

10

20

30

40

50

60

70

Cypress Springs Jersey Village CYF Air Cypress Falls Langham Creek Cypress Ridge

Middle School READ 180TAKS Passing Rates2006-07 and 2007-08

23

85

3

66

3

64

35

89

9

55

22

68

0

10

20

30

40

50

60

70

80

90

Goodson Truitt Arnold Hamilton Dean Watkins

Eight Implementation Steps to ExcellenceEight Implementation Steps to Excellence

5. Concentrate on Effective Instructional Practices

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


Gold Seal Lessons

Texas Career and Technical Education

Texas English Language ArtsStrands/Learning Standards

English I

NE

SS

Ran

k

TAKS

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

Reading

(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

E5 H

(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;

E5 H

(C) produce analogies that describe a function of an object or its description; E5 H

(D) describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo); and

E5 H

Texas Arts Education

Texas MathematicsEssential Knowledge and Skills/

Student Expectations7th 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

Not on the Test


6. Address Organizational Structures




7. Monitor Student Progress


Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

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HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*



Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0

600

800

1000

1400

1600

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Tex

t L

exil

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L)

Matt


910

Lexile Framework® - Student Profile

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800

1000

1400

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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



7. Monitor Student Progress


8. Review and Refine Process

K-12 Fall SymposiumK-12 Fall SymposiumOctober 23-25, 2009October 23-25, 2009

San DiegoSan Diego

reFOCUS rePOSITION reINVENT

www.LeaderEd.comwww.LeaderEd.com

Leadership Leadership AcademyAcademy

January 29-31, 2010January 29-31, 2010New OrleansNew Orleans

www.LeaderEd.com

Example

• Class Size– 25 to 24

– 4 % increase

– Payroll Equals 80 %

– Total Cost = 3.2 % of Budget

• Professional Development

Efficient and Effective Framework

High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

CC DD

AA BB

EEffffeeccttiivveenneessss

Example

• Class Size– 25 to 24

– 4 % increase

– Payroll Equals 80 %

– Total Cost = 3.2 % of Budget

• Professional Development

TAKS English LAStudent Expectations Tested

High Medium Low

Grade 3 12 2 60

Grade 4 10 2 50 Grade 5 11 12 49 Grade 6 10 12 47 Grade 7 19 8 40 Grade 8 16 6 45 Grade 9 24 0 46 Grade 10 25 4 42

Grade 11 25 4 39

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


Gold Seal Lessons


High High CostCost

Low Low CostCost



Focused Professional Focused Professional DevelopmentDevelopment

Reduce Reduce Class SizeClass Size

Empower StaffEmpower Staff

A Defined and Inflexible SystemA Defined and Inflexible System

• Bells• Calendar• Contracts• Tests• Rules and Regulations


1.1. Team of teachers Team of teachers



2.2. Given group of students Given group of students




3.3. Agree to their present performanceAgree to their present performance




3.3. Agree to their present performanceAgree to their present performance

4. Give total budget (fixed and 4. Give total budget (fixed and variable)variable)


1.1. Team of teachers Team of teachers 2.2. Given group of students Given group of students 3.3. Agree to their present performanceAgree to their present performance4. Give total budget (fixed and 4. Give total budget (fixed and

variable)variable)5. Give % of savings if student 5. Give % of savings if student

performance improvesperformance improves

Successful ExamplesSuccessful Examples

Teachers in teams with

a group of students

They get 50% of reduced cost if students maintain student

performance. If they dramatically improve student performance they get

80% of reduced cost


High High CostCost

Low Low CostCost



Teacher-Designed Teacher-Designed ProgramProgram

X

XExisting Existing ProgramProgram

ExamplesExamples

1.1. Department ChairsDepartment Chairs


High High CostCost

Low Low CostCost



Interdisciplinary Interdisciplinary ChairsChairs

ExamplesExamples


2.2. Looping Looping


High High CostCost

Low Low CostCost



LoopingLooping

ExamplesExamples


2.2. Looping Looping

3.3. Electives to 9Electives to 9thth Grade Grade


High High CostCost

Low Low CostCost



Electives to Electives to 99thth Grade Grade


High High CostCost

Low Low CostCost



SPNetworkSPNetwork

Technology


High High CostCost

Low Low CostCost



READ 180READ 180

High School READ 180TAKS Passing Rates2006-07 and 2007-08

13

61

6

53

19

65

3

31

0

27

8

33

0

10

20

30

40

50

60

70

Cypress Springs Jersey Village CYF Air Cypress Falls Langham Creek Cypress Ridge

Middle School READ 180TAKS Passing Rates2006-07 and 2007-08

23

85

3

66

3

64

35

89

9

55

22

68

0

10

20

30

40

50

60

70

80

90

Goodson Truitt Arnold Hamilton Dean Watkins


High High CostCost

Low Low CostCost



I CAN LearnI CAN Learn


High High CostCost

Low Low CostCost



On-line On-line InstructionInstruction

The Good NewsThe Good News

A growing number of successful schools, teachers and students are experiencing success rates most did

not think could be obtained

Brockton High SchoolBrockton High School

White 27.5 %

Black 52.2 %

Hispanic 9.7 %

Asian 2.2 %

Other 8.4 %

Free/Reduced Lunch

65.5 %

Racial / Ethical Composition

Brockton High SchoolBrockton High School

10th Grade

Black Students

94 % of all State

White Students

10th Grade

Hispanic Students

94 % of all State

White Students

DELAYDELAYis is

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1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - [email protected]

www.LeaderEd.com

International Center for Leadership in Education, Inc.

Documents

International Center for Leadership in Education Dr. Willard R. Daggett El Paso Independent School District July 14, 2009