21 model schools conference

June 30 – July 3, 2013 National Harbor

21st Annual

Model Schools Conference

Sunday

9:00 a.m. – 8:00 p.m. Registration & Conference Services — Exhibit Hall C Foyer (Sunday Only)

11:00 a.m. – 4:00 p.m Pre-Conferences — Various Locations (see page 39)

5:00 p.m. – 7:00 p.m. Resource Center — Convention Center Foyer

7:00 p.m. – 8:45 p.m. Keynote by Sue Szachowicz — Potomac Ballroom

Monday

7:00 a.m. – 5:00 p.m. Conference Services — Potomac Lobby

7:00 a.m. – 5:00 p.m. Resource Center — Convention Center Foyer

7:00 a.m. – 8:00 a.m. Coffee/Pastry — Prince George’s Exhibit Hall D

8:00 a.m. – 9:45 a.m. Keynote by Bill Daggett — Potomac Ballroom

10:15 a.m. – 12:30 p.m. Concurrent Sessions and Mini Tech Sessions

12:30 – 2:00 p.m. Lunch › Cash Concessions — Prince George’s Exhibit Hall D › Networking Lunch with Bill Daggett and Deb Delisle — Baltimore 3-5

(pre-registration required)

2:00 p.m. – 5:00 p.m. Concurrent Sessions and Mini Tech Sessions

3:15 p.m. – 3:45 p.m. Beverage Break — Prince George’s Exhibit Hall D

Tuesday


7:00 a.m. – 5:00 p.m. Resource Center – Convention Center Foyer

7:00 a.m. – 8:00 a.m. Coffee/Pastry — Prince George’s Exhibit Hall D

8:00 a.m. – 11:45 a.m. Concurrent Sessions and Mini Tech Sessions

11:45 p.m. – 1:00 p.m. Lunch › Cash Concessions — Prince George’s Exhibit Hall D › Networking Lunch with Sue Szachowicz and Ray McNulty — Baltimore 3-5

(pre-registration required)

Noon – 5:00 p.m. Concurrent Sessions

3:30 p.m. – 4:00 p.m. Beverage Break — Prince George’s Exhibit Hall D

Wednesday


7:00 a.m. – noon Resource Center — Convention Center Foyer

8:00 a.m. – 10:30 am Concurrent Sessions and Mini Tech Sessions

11:00 a.m. – noon Closing Keynote by Bill Daggett, Sue Gendron, Ray McNulty, and Sue Szachowicz — Potomac Ballroom

Noon – 1:00 p.m. Lunch — Cash Concessions — Prince George’s Exhibit Hall D

2:00 p.m. – 4:00 p.m. Post-Conference — Woodrow Wilson A

CONFERENCE-AT-A-GLANCE

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Bill Daggett, Ed.D.Founder and Chairman

Welcome to Washington, D.C.!

We are so excited that you have joined us for the 21st Annual Model Schools Conference here in Washington, D.C. Nearly 5,000 participants from around the world are here to network with America’s premier education leaders who will share their successful practices in the area of organizational leadership, instructional leadership, and teaching. Presentations, coupled with conference materials, will enable you to return home with many new ideas and strategies for increasing student achievement with a systemwide approach.

Since its inception in 1991, the International Center for Leadership in Education has been committed to finding and showcasing the nation’s most innovative schools that have experienced transformational change to meet the needs of the changing demographics, technological advancements, and global marketplace requirements. As we move toward higher standards and more rigorous assessments—while facing significant budget pressure—the need to become more effective and efficient has never been clearer. By engaging in sessions, you will acquire practical approaches, relevant perspectives, and research-based strategies to make positive change when you return to your school.

Our goal over the next three days is to inform and inspire you to take action to meet the challenges and opportunities we confront today as K-12 educators. This year’s program includes the following highlights:

• Effective and efficient approaches to meeting increased expectations in times of declining resources • Explicit modeling of instructional practices for increasing student achievement• Deep dive discussions on leadership issues related to teacher support, selection, and evaluation• Systemwide strategies for preparing students to be college and career ready

If we can answer any questions at any time, please stop by Conference Services in the Potomac Lobby. Don’t forget to stop by the Convention Center Foyer where you will find our Resource Center highlighting all of our publications and services.

On behalf of everyone at the International Center for Leadership in Education, I thank you for your dedication and commitment to education and the students we serve.

We look forward to an exciting Conference.

WELCOME!

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Daggett System for Effective Instruction .........2

Conference Information ....................................3

Resource Center ................................................4

Digital Conference Items ..................................6

Keynote Speakers ..............................................7

Elementary/Middle Schools ..............................8

High Schools ....................................................11

Featured Speakers ...........................................14

How-To Sessions ..............................................21

Resource Sessions ............................................27

Schedule ..................................................... 28-29

Mini Tech Sessions ...........................................37

Pre & Post-Conferences ..................................39

Immersion Sessions .........................................40

Hotel Maps .......................................................42

About the International Center ......................44

Nextpert ...........................................................46

Planning Tools ..................................................54

Presenter Index ................................................58

CONTENTS

The Daggett System for Effective Instruction provides a coherent focus across the entire education organization on the development and support of instructional effectiveness to improve student achievement.

Organizational Leadership• Create a culture of high academic expectations, positive

relationships• Establish a shared vision and communicate to all

constituent groups• Align organizational structures and systems to the vision• Build leadership capacity through an empowerment

model• Align teacher/administrator selection, support, and

evaluation• Support decision making with relevant data systems

Teaching• Build effective instruction based on rigorous and relevant expectations• Create and implement an effective learner environment that is engaging and aligned to learner needs• Possess and continue to develop content area knowledge and make it relevant to the learner• Plan and provide learning experiences using effective research-based strategies that are embedded with best practices

including the use of technology• Use assessment and data to guide and differentiate instruction• Further content and instructional knowledge through continuous professional learning that is both enriching and

collaborative

Instructional Leadership• Use research and establish the urgent need for change

to promote higher academic expectations and positive relationships

• Develop, implement, and monitor standards-aligned curriculum and assessments

• Integrate literacy and math across all disciplines• Facilitate data-driven decision making to inform instruction• Provide opportunities for professional learning,

collaboration, and growth focused on high quality instruction and increased student learning

The Daggett System for Effective Instruction

33

CONFERENCE INFORMATION

Please Wear Your Name Tag at All Times Your name tag provides you access to all Conference sessions and to our daily refreshment breaks. Hotel and International Center staff will be monitoring meeting rooms and food/beverage functions for everyone’s security, so please always wear your name tag.

Conference Services Potomac Lobby

If you have questions at any time, please visit Conference Services in the Potomac Lobby.

Resource Center Convention Center Foyer

Learn more about International Center publications, online tools, and services.

RESOURCE CENTER HOURS:

Sunday 5:00 p.m. – 7:00 p.m.

Monday 7:00 a.m. – 5:00 p.m.

Tuesday 7:00 a.m. – 5:00 p.m.

Wednesday 7:00 a.m. – noon

Food and BeveragesPrince George’s Exhibit Hall D

Coffee and pastries will be offered each morning. Lunch items will be available for purchase or with your pre-purchased voucher each day. This is the best place to get a reasonably priced, quick lunch. The Gaylord has a few dining options in the main hotel area as well.

Graduate CreditA three-credit graduate course is offered at the Conference. Information is available at Conference Services in the Potomac Lobby. Informational meetings will be held on Monday at 5:15 p.m. and Tuesday at 7:00 a.m. and 5:15 p.m. in Chesapeake A-C.

Conference Materials and ResourcesSee www.modelschoolsconference.com/handouts13.html or our Conference App for:• Presenter PowerPoints and Handouts• Case Studies of Model Schools• White Papers• Certificate of Attendance• Session Evaluations• Overall Conference Evaluation

Conference Evaluation FormsEvaluation forms for all sessions will be available online or through the Model Schools Conference App. We hope you will share your comments and suggestions with us. Participants who complete the most evaluations will be entered to win gift cards. Paper forms are available at Conference Services in the Potomac Lobby.

Internet Café and Charging StationsCherry Blossom Foyer

An Internet Café and Charging Station are available for your use in the Cherry Blossom Foyer. Please be respectful and mindful of others and limit your computer time to 10 minutes. Internet access is available in your guest room and the atrium area of the hotel. There is no wireless Internet access in the Convention Center.

Lost and FoundPlease take any found items to Conference Services in the Potomac Lobby. We will hold items until the end of the day at which time they will be turned over to Gaylord Security.

Luggage Storage Luggage storage will be available on Wednesday morning in National Harbor 1 from 7:00 a.m. – 4:00 p.m. for guests checking out of overflow hotels.

All Conference sessions are offered at the Gaylord National Resort & Convention Center.

• As a safety precaution to avoid trip-and-fall hazards, please do not use electrical outlets around the perimeter of session rooms to plug in laptops or other devices. Charging Stations are located in the Cherry Blossom Foyer.

• Please turn off all devices that make noise during Conference sessions unless otherwise noted by the presenter.

Thank you.

Please note: Wireless Internet access is not available in the Convention Center or meeting rooms.

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RESOURCE CENTERVisit us in the Convention Center Foyer to learn more about the publications, online tools, and services we offer. Browse through our products, meet some of our authors, and speak with our team of senior consultants to learn how we can tailor solutions to meet the needs of your school or district.

Handbooks for Leaders and TeachersVisit the Resource Center to browse and purchase our handbooks. These useful handbooks are aligned to the Daggett System for Effective Instruction and are packed full of practical strategies to use immediately upon your return to school.

Want to learn more about our publications? Look for the book icons next to the Resource Sessions throughout this program. These presentations will go into depth on key publications.

Resource Sessions

Common Core — Practical Applications Bundle

Effective Teaching Bundle

Daggett System for Effective Instruction Bundle

Best Value Pricing for Onsite PurchasesSave up to 25%—plus the cost of shipping—when you take advantage of our Model Schools Conference bundle prices. With seven bundles to choose from, there is something for every educator.

Measuring College and Career Readiness: Next Generation Assessments (Included in the Common Core — Next Generation Assessments Bundle)

Transforming Brockton High School: High Standards, High Expectations, No Excuses

(Included in the Brockton Transformation Bundle)

NEW

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RESOURCE CENTERBOOK SIGNINGS

Meet our Authors at the Resource Center — Convention Center Foyer

TuesdayThe Daggett System for Effective Instruction: Alignment for Student Achievement

Dr. Bill Daggett 2:00 – 2:30 p.m.

Transforming Brockton High School: High Standards, High Expectations, No Excuses

Dr. Sue Szachowicz3:30 – 4:00 p.m.

It’s Not Us Against Them: Creating the Schools We Need

Ray McNulty3:30 – 4:00 p.m.

Resource Center Hours:

Sunday5:00 – 7:00 p.m.

Monday7:00 a.m. – 5:00 p.m. Tuesday7:00 a.m. – 5:00 p.m. Wednesday7:00 a.m. – noon

Visit the Resource Center in the Convention Center Foyer

Free PostersStop by the Resource Center to get a free 16”x 23” poster of the Rigor/Relevance Framework® and the Daggett System for Effective Instruction.

Rigor/Relevance Framework®

Rigor, Relevance, and Relationships for ALL Students

Application Model

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Evaluation 6

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Knowledge in one

discipline

Apply indiscipline

Apply across disciplines

Apply to real-world

predictable situations

Apply to real-world

unpredictable situations

Assimilation Adaptation

ApplicationAcquisitionKnowledge/Awareness

Comprehension

Application

Analysis

Synthesis

www.LeaderEd.com

“Learning should be an active process. Too often, students come to school to watch their teachers work. When students use what they learn (Quadrants B and D), they

remember the information better and understand the utility of what is being taught.”

Willard R. Daggett, Ed.D.

Daggett System forEffective Instruction

The Daggett System provides a coherent focus across the entire education organization on the development and support of instructional effectiveness to improve student achievement.

6

MSC AppModel Schools Conference — Mobile App Sponsored by Nextpert

Search for the app on your device’s store using the keywords MSC, ICLE, or Model Schools Conference. The Model Schools Conference App is your one-stop shop for the Conference. You can use this app to browse our schedule, look up speakers and partners, create your personal schedule for the Conference, and connect with other attendees before, during, and after the event.

• Fully searchable schedule so you can explore the Conference on the go.

• Give quick feedback about the sessions you attended.

• Send messages to other attendees.• View maps of the convention facilities.• Get information about sponsors and

partners.• Stay connected to the latest

Conference updates.

Internet CaféSponsored by Nextpert

Stop by the Internet Café in the Cherry Blossom Foyer to check your email or post updates from MSC on your favorite social media site.

Charging StationSponsored by Scholastic

Need to recharge your phone or tablet? Visit the Cherry Blossom Foyer.

TwitterFollow us on Twitter. The International Center will be tweeting with program updates, room changes, and educators’ perspectives on what is happening at the Conference.

Check the latest updates by going to http://Twitter.com/RigorRelevance. Use the hashtag #21stMSC when tweeting about the Conference.

FacebookFind us on Facebook under the International Center for Leadership in Education and keep up to date on the latest education news and International Center happenings after the Conference.

PinterestShare your images from the conference on our Pinterest page at www.pinterest.com/rigorrelevance.

InstagramShare your MSC experience on Instagram by using hashtag #21stMSC

Handouts and SlidesVisit www.modelschoolsconference.com/handouts13.html to download session handouts, slides, and your Certificate of Attendance.

DIGITAL CONFERENCE ITEMS

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KEYNOTE ADDRESSESOPENING KEYNOTES:

Leading for Change: It’s About the Adults, Not the Kids Dr. Sue Szachowicz, Senior Fellow, International Center for Leadership in Education; Principal (Retired), Brockton High School, Brockton, Massachusetts

As educators we are always facing new pressures and greater challenges: Don’t leave any child behind! Improve student achievement! You must make AYP! Implement the Common Core! Get ready for the Next Generation Assessments! To meet these challenges, we have to look within our own schools for the answers. In this session, Dr. Szachowicz will share leadership strategies to get results and describe how to tap into the power and expertise at the Model Schools Conference. We have the solutions to ensure success for ALL students. The key to improvement in our schools is not about the kids —it’s about the adults.

Begin with the End in MindDr. Bill Daggett, Founder and Chairman, International Center for Leadership in Education

Is the ultimate goal of PreK-12 to prepare students for success on the standards (state and Common Core State Standards) and state tests (Next Generation Assessments)? Is it to prepare them for entry into college? The nation’s most rapidly improving schools would say no to each of these questions. State standards, state tests, and college admission are all means to an end or benchmarks along a path to the ultimate goal: career ready. To support our youth in becoming independent in their adult years we must make them career ready. Dr. Daggett will describe how the nation’s most rapidly improving schools have achieved this desired goal.

CLOSING KEYNOTE:

Creating the Action Plan Dr. Bill Daggett, Founder and Chairman, International Center for Leadership in Education; Sue Gendron, Senior Fellow, International Center for Leadership in Education and Policy Coordinator, Smarter Balanced Assessment Consortium; Raymond J. McNulty, Senior Fellow, International Center for Leadership n Education and Chief Learning Officer, Penn Foster; and Dr. Sue Szachowicz, Senior Fellow, International Center for Leadership in Education; Principal (Retired), Brockton High School, Brockton, Massachusetts

Good ideas, interesting strategies, and successful practices will not lead to sustained improvement in student performance unless you create a comprehensive and focused action plan. Bill Daggett, Sue Gendron, Ray McNulty, and Sue Szachowicz will lead participants through a process to create an action plan to improve student performance.

Sunday, June 30 7:00 - 8:30 p.m. Potomac Ballroom

Monday, July 18:00 - 9:30 a.m. Potomac Ballroom

Wednesday, July 3 11:00 - noon Potomac Ballroom

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ELEMENTARY/ MIDDLE SCHOOLSA. B. COMBS LEADERSHIP MAGNET ELEMENTARY SCHOOL (K-5) RALEIGH, NORTH CAROLINA

Raising Rigor, Relevance, and Relationships

Shannon Page, Teacher

A. B. Combs Leadership Magnet, one of the most recognized schools in the nation, rose to the challenge to bring rigor, relevance, and authentic learning activities to its students. A. B. Combs has made this possible by creating engaging learning experiences for students, both in the classroom and during community-based field trips. Teachers at A. B. Combs understand that students have a desire to feel needed and essential; therefore they share leadership roles with students. Playing to the strengths and interests of students provides them with more relevant and engaging learning experiences. Participants will experience firsthand how to create an engaging learning environment and design learning activities that will bring rigor, relevance, and a deep understanding of the Common Core State Standards to students.

COUNTRY MEADOWS ELEMENTARY SCHOOL (K-8) PEORIA, ARIZONA

Changing Culture and Raising Achievement

Val Barrett, Principal and Alice Cushing, Instructional Specialist

Two major factors changed the culture, raised achievement, and moved Country Meadows out of state school improvement in a short period of time. This session will share this K-8 school’s approach to teacher support and evaluation through an audit mentoring process where teachers take ownership of their instructional practice that is focused on rigor, relevance, and relationships.

C.T. SEWELL ELEMENTARY SCHOOL (K-5)HENDERSON, NEVADA

Technopalooza: Celebrating the Integration of Technology to Increase Student Achievement for All Learners

Dr. Carrie Buck, Principal

This Title I school moved from 35% to 90% proficiency by embracing a variety of digital resources, several blended learning models, as well as engaging online programming to individualize instruction for all learners. At C.T. Sewell, teachers meet weekly to discuss high-quality, tier-one strategies for effective lesson delivery based on the Common Core State Standards, incorporating special education co-teaching and inclusive instruction. Incorporating technology is highly motivational for all students and the foundation of our children’s future. With rigorous and engaging curriculum, all students have access to individual progress data, empowering students to set personal goals, participate in ongoing assessment, and master standards. Recognizing that funding for blended learning resources is a challenge, this session also offers creative opportunities for obtaining grants, as well as garnering donor dollars for technology.

A.B. COMBS K-5

Mon 2:00 Maryland DTues 8:00 Tues 10:45 Maryland C

A Model of › Creativity › Leadership › Mentoring Program › Rigor/Relevance/

Relationships › Student Leadership

By the Numbers › 872 Students › 50% White › 20% Black › 15% Hispanic › 34% Free/reduced lunch › 28 Languages/68 countries › AYP met

A Model of › Culture › Mentoring › Rigor/Relevance/

Relationships › Teacher Support

By the Numbers › 1,200 Students › Grades Pre-K-8 › 40% Hispanic › 12% African American › 45% Caucasian › 72% Free/reduced lunch › 23% With IEPs or 504s › 8% English language learners › 5% Considered homeless › 99% Promotion rate › AYP met

A Model of › Assessment of Learning › Blended Learning › Co-teaching › Empowering Leadership › Response to Instruction › Student Academic and

Behavioral Team

By the Numbers › 735 Students › Grades Pre-K-5 › 13% African American › 27% Hispanic › 66% Poverty › 8% Considered homeless › 16% With IEPs › AYP met

COUNTRY MEADOWS K-8

Mon 10:15 Tues 9:30 Tues 2:30 Chesapeake 4-6

C.T. SEWELL K-5

Mon 11:30 Mon 2:00 Tues 1:00 Woodrow Wilson B-C

A.B. COMBS K-5

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COUNTRY

2

C.T. SEWELL K-5

3

LEGEND:Daggett System for Effective Instruction Segments

Organizational Leadership

Instructional Leadership

TeachingOL IL T

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GEORGE READ MIDDLE SCHOOL (6-8)COLONIAL, DELAWARE

Zeros Are Not Tolerated

Holly Grieshop Sage, Principal

Using ideas from other Model Schools, George Read Middle School created a plan centered on relationships and rigor to transform its culture. Participants will learn about the three strategies employed to build its all-inclusive community through strengthening relations with staff, focused instructional strategies, and the implementation of the policy “Zeros are NOT tolerated.”

NEWARK VALLEY MIDDLE SCHOOL (4-7)NEWARK VALLEY, NEW YORK

Project-Based Learning Focused on Career Development

Jessica Williams, Teacher

The implementation of the Enrichment Triad Model allows the teacher to create experiences focused on career interest and student talent. This model of teaching and learning has extended across multiple classrooms, becoming the central focus of 7th grade students. Building on this success, ELA, math, science, social studies, and health teachers collaborate with career and technical education teachers to create a new style of Career Academies. Shared in this session will be specific examples of Common Core aligned, project-based learning activities that focus on career development, differentiate based on talents and interests, as a way to redefine the purpose of education for our young adolescent students.

OWL CREEK SCHOOL (K-7) FAYETTEVILLE, ARKANSAS

Team Infrastructure Focused on Data

Kristen Champion, Principal

From being designated as a School Needing Improvement in 2009 to becoming an Achieving School in 2012, to being recognized as a 2013 Diamond School to Watch by the National Forum to Accelerate Middle Grades Reform, Owl Creek School has made great strides in student achievement in just four short years. This K-7 school will share its focus areas and building initiatives for each year, including the development of a team infrastructure to support ongoing change; the schoolwide focus on rigor, relevance, and relationships; the work of instructional facilitators to strengthen core instruction and student engagement; and its transition in 2012 to Common Core units and quarterly assessments.

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5

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GEORGE READ 6-8

Mon 2:00 Tues 8:00 Tues 2:30 Chesapeake D-F

NEWARK VALLEY 4-7

Tues 8:00 Tues 2:30 Wed 8:00 Maryland B

OWL CREEK K-7

Mon 3:45 Tues 9:30 Tues 2:30 Woodrow Wilson B-C

A Model of › All Inclusive Community › Data-driven Instruction › Focus on Literacy › Rigorous Instructional

Practices › Strong Staff-Student

Relationships

By the Numbers › 807 Students › 43% African American › 35% Caucasian › 19% Hispanic › 63% Free/reduced lunch › 59% Students reading on

grade level › 19% Students with disabilities › 4% English language learners › AYP met

A Model of › Career & Technical Education › Career Academies › College & Career Planning › Curriculum Differentiation › Integrated & Interdisciplinary

Curriculum › Student Engagement › Teacher Leadership in

Curriculum Design

By the Numbers › 1,250 Students › 33% Free/reduced lunch › 14% Receive special

education services

A Model of › Common Core

Implementation › Data-driven Instruction › Distributed Leadership › Literacy › Positive Behavior Support › Rigor/Relevance/

Relationships › Student Engagement › Teaming Infrastructure

By the Numbers › 850 Students › 68% Free/reduced lunch › 15% English Language

Learners › 12% Special needs › 75% of K-4 students read on

grade level › 80% of 5th-7th students read

on grade level › 6% Considered homeless › AYP met

LEGEND: Literacy Math College & Career Readiness

Strands

L M CCR

ELEMENTARY/ MIDDLE SCHOOLS MODEL SCHOOLS

LIL T

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10

A Model of › Collaboration › Engagement › High Expectations › Relationships

By the Numbers › 600 Students › 22% African American › 92% Poverty › 10% Considered homeless › 24% With IEPs

A Model of › Innovative Technology › MTSS/Interventions › Parent Engagement › Professional Development › School and Community

Partnership

By the Numbers › 686 Students › Grades K–2 › 7% Minority › 44% Free/reduced lunch › 88% Reading proficiency › 15% Students with disabilities

A Model of › Coherent Vision › Culture of Rigor/Relevance/

Relationships › Organizational Transformation › Professional Development › Literacy

By the Numbers › 596 Students › 80% White › 17% Hispanic › 50% Free/reduced lunch › 21% With IEP or 504 Plan › 20% English second language › 7% Limited English proficiency

SOUTH HEIGHTS ELEMENTARY SCHOOL (K-5) HENDERSON, KENTUCKY

Thinking Differently About Innovation in School Improvement

Rob Carroll, Principal

Over a period of 15 years, South Heights Elementary rose from the bottom of the list to the top. With the adoption of Common Core State Standards and a new, more challenging state assessment, the climb begins again. The South Heights leadership team will share how they invest in human capital, innovation, and next practices to meet new challenges compounded by declining resources. Topics include “Ideas Rule”, “Go Big Or Go Home”, “You Have To Believe It To See It”, and “Lead Like You Want To Be Led!” This engaging, inspiring session is full of great ideas that you can implement now to help you succeed with no exceptions, no excuses.

S.S. DIXON PRIMARY SCHOOL (K-2) PACE, FLORIDA

Creating a Primary Digital Learning Environment

Debbie Anderson, Principal

At S.S. Dixon, innovation and increased rigor at the primary level are facilitated through a focus on technology. In leading this change, S.S. Dixon had to think outside the box and tackle tough barriers such as funding, change agents, professional development, parent involvement, and curriculum redesign. As a result, every classroom now has iPads, document cameras, LCD Projectors, Interactive Mimio tools, laptops, and flip cameras. In addition, S.S. Dixon was recognized by the state of Florida through the Regional Parent Involvement Award. Session participants will have access to a sample technology action plan which includes a framework for implementation, as well as useful resources including digital storytelling, Brain Pop Jr., Discovery Education, Education City, and virtual science labs.

SOUTH MIDDLE SCHOOL (6-8) WESTFIELD, MASSACHUSETTS

Using Student Feedback to Inform a Schoolwide Literacy Initiative

Ron Rix, Principal

Using perception data from the WE LEARN, WE TEACH, and WE LEAD surveys, South Middle School designed and implemented a schoolwide literacy initiative to strengthen its students’ speaking, active reading, and writing skills. The session will focus on monitoring implementation progress, changes in the school’s climate, and student feedback about the new instructional practices. This session will highlight the Listening, Speaking, Reading, Writing, and Critical Thinking components of South Middle School’s Literacy Initiative and the rubrics used to assess students’ use of these skills.

SOUTH HEIGHTS K-5

Mon 3:45 Tues 10:45 Tues 1:00 Maryland B

S.S. DIXON K-2

Mon 10:15 Tues 10:45 Tues 4:00 Woodrow Wilson B-C

SOUTH MIDDLE 6-8

Mon 10:15 Tues 1:00 Wed 8:00 National Harbor 10-11

SOUTH MIDDLE 6-8

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S.S. DIXON K-2

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WESTERN OAKS MIDDLE SCHOOL (6-8) BETHANY, OKLAHOMA

Increasing Student Success and Growth with Intention

Patricia Balenseifen, Principal

New initiatives can be overwhelming, but change is inevitable. The key to successfully weaving new initiatives with a Common Core thread is purposeful planning. Learn how to increase rigor and create tools for every classroom, with an emphasis on English language learners, that proves to intentionally result in student success. Western Oaks Middle School, an Oklahoma Academic Achievement Award School, will provide usable, tangible templates and tools such as schoolwide rubrics, scales, academic vocabulary activities, and more.

BROAD RIPPLE MAGNET HIGH SCHOOL (6-12) INDIANAPOLIS, INDIANA

Making School Improvement a Reality

Mike Akers, Principal, Nancy Lafferty, Teacher, Stephanie Williams, Instructional Coach and Matt Rimer, Magnet School Director

Broad Ripple initiated a series of improvement strategies, including a complete revamp of its use of teacher professional development time to effectively implement a common set of high-impact instructional strategies and test taking strategies such as using text-based evidence, justifying the answer, and tackling constructed/extended response items. Through these efforts, Broad Ripple achieved amazing results. Come and hear the Broad Ripple story: The Broad Ripple Way, Every Classroom, Every Day.

BROCKTON HIGH SCHOOL BROCKTON, MASSACHUSETTS

Sustaining a Decade of Continuous Improvement

Sharon Wolder, Associate Principal of Curriculum and Instruction

Brockton High School has transformed itself from a culture of low expectations to a school defying the demographics to become recognized for academic excellence. This session will describe the schoolwide literacy initiative that increased academic achievement for all students and the professional development model that requires all teachers to be teachers of reading, writing, speaking, and reasoning. The four-step approach of empowering a team, focusing on literacy, implementing a schoolwide plan, and monitoring progress has made it possible for Brockton High School to sustain academic improvements for the past 12 years.

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A Model of › Collaborative Instructional

Leadership › Differentiated Instruction › ELL Instruction › Inclusion › Intervention Time › Literacy › Response to Intervention

By the Numbers › 674 Students › 21% Hispanic › 82% Free/reduced lunch › 21% With disabilities › 100% Passed and scored

advanced in geometry three consecutive years

A Model of › Arts and Humanities › Effective Use of Data › Interventions › Rigor, Relevance,

Relationships › Shared Leadership

By the Numbers › 950 Students › Grades 6-12 › 68% African American › 14% White › 12% Hispanic › 85% Free/reduced lunch › 97% Attendance › 12% Students receiving special

education services › 5% English language learners

A Model of › Collaborative Instructional

Leadership › Comprehensive High School › Data-driven Instruction › Focus on Adult Development › Inclusion › Literacy for All › Personalization › Support for 9th grade

By the Numbers › 4,100 Students › 76% Minority › 76% Free/reduced lunch › 11% With disabilities › 17% English language learners › 79% High needs population › 50% First language not English › 33% Graduates with state

scholarships › 99% Passed ELA/

math state tests

WESTERN OAKS 6-8

Tues 8:00 Woodrow Wilson B-CTues 2:30 Maryland CWed 8:00 Woodrow Wilson B-C

BROAD RIPPLE

Mon 2:00 Tues 10:45 Tues 2:30 National Harbor 10-11

BROCKTON

Mon 10:15 Maryland ATues 9:30 Potomac DWed 8:00 Maryland A


Strands

L M CCR


IL T L M

HIGH SCHOOLS MODEL SCHOOLS

IL

LIL

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A Model of › Academic Excellence › College and Career Readiness › Continuous Improvement › Data-driven Instruction › Professional Learning Teams › Rigorous, Specialized Health

and Science Curriculum

By the Numbers › 860 Students › 39% Asian/Pacific Islander › 29% Hispanic › 23% Black › 9% White › 47% Free/reduced meals › 45% Gifted and Talented › 100% Graduation rate › 100% College acceptance › 98% Attendance rate

A Model of › Academic Cohorting for All

Students › Academies › Data-driven Instruction › Early College Program › Fast-track Accelerated

Program for At-Risk Students › High Expectations › Relationships

By the Numbers › 780 Students › 99% Minority › 85% Free/reduced lunch › 25% With disabilities › 50% Mobility rate › 75% High needs population

DEBAKEY HIGH SCHOOL FOR HEALTH PROFESSIONS HOUSTON, TEXAS

Shaping Instruction for Future Careers

Agnes Perry, Principal, Michael E. DeBakey High School for Health Professions and Dr. Charlesetta Deason, President and CEO, Michael E. DeBakey High School for Health Professions at Qatar

For over 40 years, Michael E. DeBakey High School for Health Professions (DeBakey HSHP) has developed a successful college preparatory curriculum with a health career focus. Key to this success is the partnership with Baylor College of Medicine and Texas Medical Center. This model has provided an outstanding academic program for students pursuing careers in medicine, engineering, and sciences. During this session, DeBakey HSHP staff will provide an overview of the academic program and partnership activities that have prepared students for college and careers and earned national and international acclaim as one of the best high schools.

FREDERICK DOUGLASS HIGH SCHOOL BALTIMORE, MARYLAND

Operation Graduation: Using Vision, Data, Instruction, and Student Supports in School Turnaround

Dr. Antonio Hurt, Campus Principal and Tricia Hunter-Crafton, Assistant Principal, Teaching and Learning

Within the past two years, The Academies at Frederick Douglass High School’s focus on educational advancement has led to an increase in student achievement, resulting in double-digit gains on the state-wide high stakes assessments and an increased attendance and graduation rate. Once deemed a “drop-out” factory, the school now features an Early College Program for students to earn college credits as early as their 9th grade year, a Fast Track Program for students who are over age and under credited, two interest-based academies, and three career and technical options for students. Dr. Hurt, along with his leadership team, has designed and implemented a program called Operation Graduation to increase the graduation rate and student achievement as measured by academic targets for high schools in Maryland. This session will describe the three distinct focus areas of Operation Graduation including data, instruction, and student support.

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DEBAKEY

Tues 9:30 Maryland CTues 1:00 Chesapeake D-F

FREDERICK DOUGLASS

Mon 2:00 Tues 8:00 Tues 1:00 Potomac D




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HARMONY MAGNET ACADEMY PORTERVILLE, CALIFORNIA

Creating Capacity for Innovation and Change through Collaborative Leadership and Community Engagement

Gary Hoachlander, President, ConnectEd: The California Center for College and Career; Cindy Brown, Director of Student Pathways, Porterville Unified School District; Jeff Brown, Principal, Harmony Magnet Academy; and Scott Karjala, Pathway Lead

The NAF Engineering Academy at Harmony Magnet Academy, Porterville Unified School District, is a premier example of a high quality Linked Learning Pathway. Learn how the school has designed a comprehensive four-year program of study that combines college preparatory academics, career-based curriculum, work-based learning, and personalized student supports. Linked Learning is an approach that is transforming education for California students by integrating rigorous academics with career-based learning and real-world workplace experiences. Linked Learning ignites high school students’ passions by creating meaningful learning experiences through career-oriented pathways in fields such as engineering, health care, performing arts, law, and more. When students love learning, they work harder, dream bigger, and learn more. Porterville Unified School District is one of nine districts in California that for the past four years has been implementing district-wide systems of Linked Learning that have become the primary strategy for transforming high schools, as well as the larger K-12 enterprise.

MERRILLVILLE COMMUNITY HIGH SCHOOL MERRILLVILLE, INDIANA

Balancing Behavior and Academics

Lorri Covaciu, Assistant Principal

Merrillville Community High School, serving over 2,400 students, is the only minority majority high school in the state of Indiana to receive an A grade. As a result of a schoolwide literacy initiative and mentoring program, students achieved positive results on their state assessments. Positive Behavior Intervention and Support (PBIS) builds on positive student behavior, decreasing discipline referrals. All teachers are required to include open-ended response questions on their assessments, which are graded using a common rubric. This session will describe the role of the leadership team in supporting teachers who also implemented a common note-taking strategy, resulting in a drastic improvement in test scores.

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A Model of › Career Pathways › Personalization › Culture of Collaboration › Distributed Leadership

By the Numbers › 289 Students › 71% Minority › 52% Economically

disadvantaged

A Model of › 9th Grade Success › Comprehensive High School › High Expectations › Literacy › Mentoring › Rigor/Relevance/

Relationships › Small Learning Communities

By the Numbers › 2,400 Students › 84% Minority › 53% Free/reduced lunch › 20% With disabilities › 5% English language learners › 88% Passed Algebra ECA/

GQE › 80% Passed English ECA/

GQE

MERRILLVILLE

Tues 10:45 Tues 4:00 Wed 8:00 Chesapeake D-F


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15HARMONY MAGNET

Mon 11:30 Mon 2:00 Tues 1:00 Chesapeake 4-6

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SPRING HILL HIGH SCHOOL COLUMBIA, TENNESSEE

Improving Student Achievement and Graduation Rates: Fundamental Strategies Produce Results

Richard Callahan, Principal and Rick Godfrey, Assistant Principal

Six years ago Spring Hill High School found itself targeted for its low graduation rate. While meeting benchmarks with other AYP areas, the staff was also concerned that the new curriculums and assessments coming for Algebra I, English II, and Biology could put other targets on their backs. After studying best practices at multiple Model Schools Conferences, the instructional leaders of the school went back to the basics. Instructionally intensive strategies have improved student achievement, as well as being a leader in Algebra I Value Added growth and Algebra I year to year achievement growth. The initiatives that the school has been devoted to for years are providing a foundation and a confidence within the staff to embrace and work with the Common Core and the Next Generation Assessments.

Culture Trumps Strategy: How to Create That Culture

Dr. Bill Daggett, Founder and Chairman, International Center for Leadership in Education

The single most important lesson learned from the nation’s most rapidly improving schools is culture trumps strategy. Until you create a culture that embraces the belief that we can and must improve student performance, successful strategies will be blocked by the resistance to change. In this session, Dr. Daggett will present successful practices on how to create a culture to support change.

Preparing Students to Be College and Career Ready


To successfully meet the growing demand to make all students college and career ready, K-12 educators must overcome a series of challenges. Schools will be required to make a fundamental shift in both what is taught and how it will be taught. Students will be assessed on standards that are far more rigorous and much more applied than in the past; therefore, teachers will need to match their instruction to those higher levels of rigor and relevance. Dr. Daggett will lay out why these changes are being made, the impact they will have on curriculum and instruction, and ways that the nation’s most rapidly improving schools have developed and used a blueprint to meet these challenges successfully.

19COLLEGE AND CAREER READY

Tues 8:00 Potomac A-B




TeachingOL IL T

OL IL CCR

18CULTURE TRUMPS STRATEGY

Mon 2:00 Potomac A-B

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17SPRING HILL

Mon 10:15 Chesapeake D-FMon 3:45 Wed 9:30 National Harbor 2-3


OL IL T M

A Model of › 9th Grade Success › Advisory/Portfolios › Algebra I Math › Career Tech › Culture › High Expectations › Inclusion and Interventions › Mentoring › Relationships

By the Numbers › 926 Students › 74% White › 15% African American › 16% Special education › 95% Attendance › 33% Free/reduced lunch › 92% Graduation rate

FEATURED SPEAKERS

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FEATURED SPEAKERSCreating Systemwide Focus on Effectiveness and Efficiency: The Daggett System for Effective Instruction


To improve student performance, especially during times of declining financial resources, the nation’s most rapidly improving schools have found that it is essential to align priorities and initiatives, and work of all levels of the system—from classroom to school to district—around instructional effectiveness. The design of the Daggett System for Effective Instruction incorporates the best practices in these schools and is based on an extensive review of research and a deep understanding of what schools can reasonably afford and reasonably impact. Dr. Daggett will describe the system and specific tools and strategies that schools can use to improve the performance of all students, even during times of declining financial resources.

Engaging and Empowering Staff

Dr. Sue Szachowicz, Senior Fellow, International Center for Leadership in Education; Principal (Retired), Brockton High School, Brockton, Massachusetts

Virtually all the educational reform literature asserts that Instructional Leadership is a crucial component for school success. But what does Instructional Leadership actually look like? To be effective as an instructional leader, it is essential to engage the faculty and create the conditions for teacher leadership. A variety of strategies to empower faculty will be shared. Participants are encouraged to bring suggestions of faculty empowerment strategies that have been successful in their schools to share with colleagues.

Principles for Principals

Dr. Sue Szachowicz, Senior Fellow, International Center for Leadership in Education; Principal (Retired), Brockton High School, Brockton, Massachusetts

No matter what happens in a school, it ends up on the principal’s desk. Whether it’s low test scores, a bus driver strike, inappropriate photos of students on Facebook, or the superintendent’s child receiving a D, this is the life of the principal. In this session, Dr. Szachowicz will share strategies for leadership based on her many years as principal of a large urban high school.

The New Normal in Education

Raymond J. McNulty, Senior Fellow, International Center for Leadership in Education and Chief Learning Officer, Penn Foster

The 21st century is creating a new normal for learning today. Yes, the standards are higher, but something fundamental to the process has changed. The teacher’s role as disseminator of information and assessor of knowledge has changed to content expert, coach, and evaluator of learning. The once passive role of the student has changed to the learner, a more active, independent, and self-learning role. These changes increase the level of professionalism for educators, as students are given the opportunity to become self-learners. This session will describe the new normal for students, teachers, and instructional leaders and the resulting Epic Win! This session is 90 minutes.

23NEW NORMAL

Mon 11:30 Potomac A-B


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21EMPOWERING STAFF

Mon 10:15 Potomac A-BMon 2:00 Cherry Blossom

OL IL

22PRINCIPLES FOR PRINCIPALS

Tues 9:30 Potomac A-BWed 9:30 Maryland AOL IL

20SYSTEMWIDE DSEI

Wed 8:00 Potomac A-B

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FEATURED SPEAKERSThe Extraordinary Play to Win

Raymond J. McNulty, Senior Fellow, International Center for Leadership in Education and Chief Learning Officer, Penn Foster

There’s a saying: “Do you play to win, or to not lose?” Are you driven by a set of values that cause you to be the leader, or do you hang in the background watching others take the risk? Either works; it just depends on what motivates you and what you value. Take the topic of teacher evaluation: is it important when improving the work of the teacher to get feedback just from trained evaluators? What about feedback from the students? Whose feedback do you value most? Perhaps there is no clear answer. However, in this session, Ray McNulty will push your thinking to be driven by what you value most.

New-Age Model to Support the 21st Century Learner

Joe Gagnon, President and Chief Operating Officer, Penn Foster and Raymond J. McNulty, Senior Fellow, International Center for Leadership in Education and Chief Learning Officer, Penn Foster

Improving the student learning experience and elevating the role of the teacher while reducing costs and improving satisfaction is a challenge that all schools face in the 21st century. Joe Gagnon and Ray McNulty will describe a new approach that starts with treating a student like a customer, infusing hospitality into the learning experience, and recognizing the inherent learning abilities of the 21st-century student. Putting the right mix of online, social, and interactive tools in the hands of the student cultivates their natural curiosity, creativity, and learning abilities and over time, provides a powerful student experience while creating a self-directed, independent, and empowered learner.

Ready or Not: Next Generation Assessments

Sue Gendron, Senior Fellow, International Center for Leadership in Education and Policy Coordinator, Smarter Balanced Assessment Consortium

Explore newly released items from the assessment consortia. In this session, participants will examine grade level released items, discuss implications for classroom instruction, technology needs, and how to prepare students for the new assessments in the 2014-15 school year.

Pioneering Literacy for Young Children in a Digital World


Early childhood education is gaining much needed attention in our nation at the same time that resources are scarce. Explore the opportunity of integrating emerging digital technologies into education and lifelong learning for professionals, beginning with teachers in preschools and K-2 schools to achieve a cost-effective, relevant, and engaging learning environment for students.

Doing More With Less While Being Effective and Efficient


This is an era of rapid change, unprecedented challenges, and declining resources for public education. School systems must develop robust data systems to track key information on what practices or programs are truly closing the achievement gaps and to inform the strategies needed to truly be effective and efficient. In this session, explore model best practices you can implement in your schools.

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READY OR NOT: NGA

Mon 10:15 Maryland BTues 10:45 Potomac A-B

PIONEERING LITERACY FOR CHILDREN

Mon 2:00 Maryland B




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EXTRAORDINARY PLAY TO WIN

Tues 1:00 Potomac A-B

NEW-AGE MODEL

Tues 9:30 Maryland B

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28DOING MORE WITH LESS

Tues 2:30 Cherry Blossom

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FEATURED SPEAKERSR/R 101: Getting to Know the Rigor/Relevance Framework®

TJ Mears, Senior Consultant, International Center for Leadership in Education

The Rigor/Relevance Framework is used to add both rigor and relevance to learning for students in all grades. This session will introduce this powerful tool for analyzing curriculum, instruction, activities, and assessments in the K-12 classroom. After selecting a standard or expectation from their curriculum, participants will scaffold the learning to raise the level of critical thinking required of the student and relate the learning to a real-world application.

Advanced Rigor and Relevance

Linda Jordan, Director of Content Development, International Center for Leadership in Education

Instructional strategies focused on increasing rigor, relevance, and relationships are the key to implementing the Rigor/Relevance Framework. Advanced applications of the framework include the ability to select and apply the most effective strategies for a specific goal, skill, or outcome. This session will provide a deeper dive into the Framework as a tool for reflection and support to align to other teaching frameworks (such as Marzano/Danielson).

Commitment to Kids

Deb Delisle, Assistant Secretary of Elementary and Secondary Education, U.S. Department of Education; Former Senior Fellow, International Center for Leadership in Education

In an era that seems to be infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons that engage students’ minds and hearts. In this session, Deb Delisle will emphasize the need for a significant transformation of school cultures now to meet the needs of our students for their future—not for our present. Deb will challenge everyone to resist those who believe our best days are behind us and to renew our commitment to kids. By sharing stories about students, classrooms, and leaders, this session will energize you and inspire you to create learning environments that embrace innovation and, perhaps, even create breakthroughs that have yet to be imagined.

Open Dialogue with Deb

Deb Delisle, Assistant Secretary of Elementary and Secondary Education, U.S. Department of Education; Former Senior Fellow, International Center for Leadership in Education

This question and answer session is an opportunity to participate in an open dialogue with the Assistant Secretary of Elementary and Secondary Education. Bring your questions and issues to share with Deb and engage in a meaningful discussion focused on issues facing educators today. This session will be moderated by Dr. Sam Houston, President and CEO, North Carolina Science, Math, and Technology Education Center.

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ADVANCED R/R

Tues 2:30 Potomac A-BTues 4:00 Potomac D

COMMITMENT TO KIDS

Mon 10:15 Potomac D


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29R/R 101

Mon 10:15 Potomac CMon 3:45 Potomac A-B

32OPEN DIALOGUE WITH DEB

Mon 11:30 Potomac D

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FEATURED SPEAKERSFrom Classroom to Boardroom

Dr. Karen Garza, Incoming Superintendent, Fairfax County Public Schools, Fairfax, Virginia; Former Superintendent, Lubbock Independent School District, Lubbock, Texas

What actions must a district take to create a culture and support system that enables its individual schools to experience success with all students? Dr. Garza will explain why clear, consistent actions, driven by data and supported by effective professional development, are the key to creating a model district. She will address the need for effective leadership in order to improve student performance, and how to create effective leaders at the teacher and principal levels. She will also share how the alignment of curriculum, with a special focus on literacy, is critical to improving student achievement.

Flip Your Class

Jim Warford, Senior Consultant, International Center for Leadership in Education

“Flipping the Class” is one of the most exciting Next Practices. It is now spreading fastest at the elementary level as more teachers begin to prepare for the Common Core and Next Generation Assessments. In this session you will hear from teachers who use various technologies to deliver the lesson content in new ways in order to find more class time for students to apply the content in real-world problem solving and project-based activities. This session provides leading examples and the resources needed to flip your class immediately.

Are You Ready for the Technology Demands of the Common Core?

Jim Warford, Senior Consultant, International Center for Leadership in Education

The Common Core and Next Generation Assessments call for technology to be integrated seamlessly into both instruction and assessment. They establish significantly higher expectations for increased technology use and proficiency throughout the process. The timelines are set and the clock is ticking. Are you ready? This session will provide tools, resources, and strategies to help you identify the gaps, plan the transition, and prepare your students for success.

The Gamification of Math: Building a Growth Mindset Among Students Who Need It Most

Dr. David Dockterman, Chief Architect of Learning Sciences, Scholastic Education and Adjunct Lecturer, Harvard Graduate School of Education

In games, failure typically prompts players to adjust and try again. In school mistakes, particularly in math, can lead to shut down, reaffirming the student’s sense of inadequacy. Too many struggling students have, in the words of Carol Dweck, a “fixed mindset” about math, a belief that they just can’t do it. They stop trying. Without effort, though, success is impossible. On the other hand, perseverance, a key standard of mathematical practice in the Common Core, is a fundamental characteristic of “growth mindset” and the way kids naturally approach games. This session brings together research-validated and research–based tools for leveraging gaming elements to shift the math mindsets of the students who need it most.

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FLIP YOUR CLASS

Mon 2:00 Maryland AWed 9:30 Potomac A-B

TECHNOLOGY DEMANDS

Tues 10:45 Potomac DWed 8:00 Potomac D




TeachingOL IL T

33FROM CLASSROOM TO BOARDROOM

Mon 11:30 Woodrow Wilson A

36GAMIFICATION OF MATH

Tues 10:45 Woodrow Wilson ATues 2:30 Potomac D

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FEATURED SPEAKERSTransitioning from Print to Digital: The Relationship Between Content and Teachers

Jeff Mao, Learning Technology Policy Director, Maine Department of Education

Digital content is replacing printed materials in classrooms across the nation and the world. Is this just a natural evolutionary step or an opportunity for transformation? What can you do in your classroom or your school to ensure that you are not simply moving paper from a backpack to “the desktop”? Learn about the impact of reuse, revise, remix and redistribution and transform your relationship with instructional content.

Preparing Every Student for Success on the Next Generation of Assessments

Cathy Seeley, Senior Fellow (Emerita), Charles A. Dana Center, Austin, Texas; Past President, National Council of Teachers of Mathematics; Former Director of Mathematics, State of Texas

Students across the country are facing a new generation of high-stakes tests, whether or not they live in a Common Core state. These assessments are based on an exciting new model for testing called Evidence-Centered Design. Of more importance, these tests will target student thinking, reasoning, and communication in ways rarely, if ever, seen on large-scale tests. We will discuss how the new tests will address the Common Core State Standards for Mathematical Practice, and we will look at sample tasks from both assessment consortia. We will also consider what it will take to support teachers in making this major paradigm shift.

Using Technology to Drive Data-Based Decisions for Struggling Students

Dr. Ted Hasselbring, Research Professor, Department of Special Education, Peabody College of Vanderbilt University and Dr. Allison Bruhn, Assistant Professor of Special Education, University of Iowa

Collecting student data can help determine effects of instruction, provide formative and summative evaluation, inform decisions about service allocation, and promote communication between educational stakeholders. Yet, many barriers to collecting academic and behavioral data in the classroom exist. We will show teachers how to improve data collection and instructional decisions, particularly for struggling students, by leveraging current technology.

Leadership for Career Readiness

Dr. Richard Jones, Senior Consultant, Successful Practices Network and Dr. Kathleen Weigel, Senior Consultant, Successful Practices Network

School leaders are comfortable with the goal of raising achievement to prepare students for the next level of schooling, including college readiness. However, preparing students to be career ready requires a change of culture. Discover the leadership mental model, levers of change, and strategies from successful schools that align individual and organizational leadership critical for career readiness.

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NGA MATH

Mon 3:45 Cherry BlossomTues 9:30 Maryland D

DATA-BASED DECISIONS

Mon 10:15 Maryland DTues 8:00 Woodrow Wilson A

LEADERSHIP FOR CAREER READINESS

Mon 10:15 Woodrow Wilson ATues 1:00 Potomac CWed 9:30 Woodrow Wilson B-C


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37FROM PRINT TO DIGITAL

Tues 4:00 Potomac A-BOL IL

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FEATURED SPEAKERSFinding the Commonalities in the Common Core State Standards and the Next Generation Science Standards

Kenneth Wesson, Education Consultant, Neuroscience

The major content areas of the Common Core State Standards and Next Generation Science Standards not only overlap, but significant portions of the school curriculum offer captivating opportunities for learners. Cross-curricular concept applications, skills development, vocabulary, and learning extensions abound. We read our math problems. Science fiction is a best-selling genre of literature. Knowledge in a given content area should be underscored when it complements, connects to, adds depth of meaning, or opens new doors into other disciplines. Through these conceptual intersections, less turns out to be much more, where content is suddenly valued by students for its eye-opening and memorable connections provoking the “a-ha” reactions. This session will review the expectations set by the Next Generation Science Standards and their commonalities with the Common Core expectations.

Leveraging Formative Assessment

Sherry St. Clair, Senior Consultant, International Center for Leadership in Education

The Common Core State Standards will require teachers to know how to develop a range of assessments, balance the use of formative and summative assessments, and use the data to understand each learner’s progress, adjust instruction, provide feedback, and document student progress against standards. This session for teachers and administrators will explore the most effective forms of formative and summative assessments, including the types of assessments that help students retain information the longest, align with the Common Core State Standards, and are easy to implement. Participants will analyze assessments and learn strategies to move assessments to a higher quadrant on the Rigor/Relevance Framework.

Supporting and Strengthening the Instructional Core and Leadership through Implementing Coherent District Systems and Structures

Cece Mahre, Associate Superintendent for Teaching and Learning and Erin Chaplin, Director of Instruction, Yakima School District, Yakima, Washington

This session will focus on the Yakima School District’s proactive, systems-based approach to the transition and implementation of the Common Core State Standards and a new approach to teacher evaluation while concurrently implementing the Flexibility Waivers for Priority, Emerging, and Focus schools. Yakima School District staff will highlight the intentionally aligned steps they have taken to collaboratively build a cohesive district-wide plan focusing on two priority goals. Participants will experience first-hand the district-wide instructional strategies chosen specifically to engage and support all students including English language learners and students with disabilities.

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FORMATIVE ASSESSMENT

Tues 8:00 Tues 9:30 Wed 8:00 Cherry Blossom

SYSTEMWIDE STRUCTURES

Mon 11:30 National Harbor 10-11Tues 8:00 Tues 1:00 National Harbor 2-3




TeachingOL IL T

41NGSSMon 3:45 Potomac C

Tues 8:00 Maryland A

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HOW-TO SESSIONSNextpert: The Expert System for Next Generation Instruction

Linda Jordan, Director of Content Development and Dan MacCracken, Director of Digital Development, International Center for Leadership in Education

Build, learn, and connect through Nextpert, a new approach to online professional learning that is both easy to access and easy to use. School leaders and teachers can use this online tool to adapt to the instructional changes driven by the Common Core, Next Generation Assessments, and new teacher evaluation requirements. Nextpert sets teachers up for success on evaluations, in transforming instruction, and in preparing their students for successful futures. This session will demonstrate the wealth of resources and functionality Nextpert has to offer, while highlighting the lesson and assessment build tools necessary to create Quadrant D experiences inside the classroom.

Quad D Classroom

Quadrant D teaching and learning engages all learners in using the Rigor/Relevance Framework by creating opportunities for students to think and work. This classroom session will demonstrate how to move a typical Quadrant A task toward Quadrant D by using research-based strategies that increase rigor and relevance. Participants will experience a learning environment that models effective instruction using performance tasks. Be ready to engage in meaningful discussions around the strategies that can be applied in a single class period. These sessions are 75 minutes. Registration fee of $29 includes a copy of Effective Instructional Strategies — Quadrant D Moments (a $34.99 value). See page 40 for more details.

Transformational Leadership in Action

This is a hands-on, high-energy session in which proven and innovative leaders will actively engage participants in cutting-edge approaches to school leadership. Ideal for both current and aspiring leaders, this session will challenge and inspire you with thought provoking, real-life leadership scenarios, real-time feedback, and facilitated discussion among peers. These sessions are 75 minutes. Registration fee of $29 includes a copy of A Systemwide Approach to Leadership (a $29.99 value). See page 41 for more details.

The Importance of Text Complexity

Sherry St. Clair, Consultant, International Center for Leadership in Education

Reading Standard 10 of the Common Core State Standards addresses the text complexity level of materials used in classrooms. What is text complexity and how can you ensure the materials used in your classroom are at the appropriate level? This session will outline how to measure text complexity, examples of reading appropriate materials, and effective teaching strategies to help students understand materials at the correct level of text complexity.

Quadrant D Writing Habits

Bernadette Lambert, Senior Consultant, International Center for Leadership in Education

The Common Core Literacy Writing Standards provide opportunities to use writing as a tool for thinking, and thereby raise rigor. However, some content teachers will need support to integrate beneficial writing practices with the demands of subject-area standards. During this session, participants think through a self-evaluation of current writing habits while learning ways to implement writing without sacrificing content.

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LEADERS IN ACTION

TEXT COMPLEXITY

Mon 10:15 Mon 11:30 Wed 9:30 Cherry Blossom


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45QUAD D CLASSROOM

See page 40 for schedule. Annapolis

44NEXTPERT

Mon 11:30 Tues 9:30 Potomac CWed 9:30 Maryland B

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48QUAD D WRITING HABITS

Mon 10:15 Mon 2:00 Mon 3:45 Maryland C

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HOW-TO SESSIONSClose Reading in Action

Tammy Ledenko, Director of Implementation, Scholastic

Are you curious about what Common Core close reading in action looks like? Join us and participate in a model close reading lesson. You will actively participate in reading engagement routines, text-dependent questioning, and writing in response to reading. In addition, you will learn about the research base, lesson planning, selecting student text, and how to create your own close reading lesson.

Systemwide Curriculum Mapping

Dr. Melissa Watson, Curriculum Specialist, Warren City Schools, Warren, Ohio

Learn how Warren City Schools engaged all stakeholders in curriculum mapping and design for the Common Core. Teacher leaders participated in a series of professional learning and design sessions that equipped them with the knowledge, skills, and tools necessary to align standards to units of instruction, deconstruct the standards into what students must know and be able to do, design Next Generation Assessments, and write the unit lessons. This session will outline how a five-phase collaborative process was implemented to build buy-in and facilitate the curriculum mapping and design work for all grades and subject areas.

Boot Camp: Skill-Building Activities that Prepare Students for College and Career Success

Jacob Clifford, Teacher, San Pasqual High School, Escondido, California

How can you make sure that all students are prepared for the unique challenges of high school? The answer is boot camp! Boot camp is a series of experiential learning activities that allow students to practice the skills required for success. The activities are not content specific, but relevant for all teachers. The skills focus on developing five essential skills related to Next Generation Assessment expectations: teamwork, communication, organization, reading, and problem solving. Participants will complete a variety of exciting hands-on activities that are designed to strengthen, empower, and motivate students.

Blended Learning at the Middle Level

Kwame Simmons, Principal, Kramer Middle School, District of Columbia Public Schools, Washington D.C.

As a result of a new technology-rich online model, math proficiency at Kramer Middle School increased significantly last year, specifically with a 15 percent increase with students receiving special education services. This project-based, blended learning model is a dramatic shift from traditional learning. This session will share how thoughtful integration of technology can assist in rapidly improving student performance, where students spend 50 percent of their time learning online and 50 percent of their time engaging in face-to-face instruction, all during the school day.

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CURRICULUM MAPPING

Mon 11:30 Chesapeake D-FTues 8:00 Wed 8:00 Chesapeake 4-6

BOOT CAMP

Mon 11:30 National Harbor 2-3Tues 8:00 Tues 2:30 Maryland D




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49CLOSE READING

Mon 10:15 Mon 2:00 Tues 10:45 National Harbor 2-3

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52BLENDED LEARNING

Mon 11:30 Tues 10:45 Tues 1:00 Maryland D

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HOW-TO SESSIONSBrain Health: Meeting the Needs of At-Risk Students

Linda Jordan, Director of Content Development, International Center for Leadership in Education

What is the brain health and lifestyle of your students? The goal of helping underperforming students to become lifelong learners is critical for preparing students for college and career. In this session, participants will learn the latest neuroscience findings and how they directly apply to student behavior and learning. Instructional strategies you can use to meet the needs of at-risk students will be modeled.

Building a Culture Focused on Reading

Stephanie Brant, Principal, Gaithersburg Elementary School, Montgomery County Public Schools, Gaithersburg, Maryland

This session will focus on strategies to build a culture focused on reading. During the session you will receive quick take-away strategies to kick off your school year. These will include how to model reading, how to implement a homework policy focused on reading, and how to design the role of the librarian/media specialist focused on a reading culture. These strategies are geared toward instructional leaders who want to create a school community where reading is the norm. The session will also model active reading strategies aligned to the Common Core State Standards that teachers may replicate with their students using sample texts. We will also explore professional texts focused on building a culture of reading in your school community.

Understanding Focus, Coherence, and Rigor in the Common Core Priority Standards for K-2 Number and Operations

Lisa Rogers, Regional Education Manager, Math Solutions

This session will help participants make sense of the focus, coherence, and rigor embedded in the Common Core State Standards for Mathematics. The emphasis of this session is on building understanding of the role of place value and properties of operations in the Number and Operations Progression of content across Grades K-2.

Understanding Focus, Coherence, and Rigor in the Common Core Priority Standards for Grades 3-5 Operations and Fractions

Diane Reynolds, Regional Education Manager, Math Solutions

This session will help participants make sense of the focus, coherence, and rigor embedded in the Common Core State Standards for Mathematics. The emphasis of this session is on building understanding of the progression of fraction concepts and skills across Grades 3-5.

55

54READING CULTURE

Tues 1:00 Tues 2:30 Wed 8:00 Woodrow Wilson A

NUMBER/OPERATIONS K-2

Mon 3:45 Tues 1:00 Wed 8:00 Chesapeake A-C


Strands

L M CCR

53BRAIN HEALTH

Mon 3:45 Maryland DTues 8:00 Potomac C

56OPERATIONS/FRACTIONS 3-5

Mon 11:30 Tues 8:00 Wed 9:30 Chesapeake A-C

IL T

IL LT

T M

T M

24

HOW-TO SESSIONSUnderstanding Focus, Coherence, and Rigor in the Common Core Priority Standards for Grades 6-8 Ratio and Proportional Thinking

Genni Steele, Regional Education Manager, Math Solutions

This session will help participants make sense of the focus, coherence, and rigor embedded in the Common Core State Standards for Mathematics. The emphasis of this session is on building understanding of the progression of Ratio and Proportional Relationships in Grades 6 and 7 and the connection to Expressions and Equations in Grade 8.

Bridging the Gaps Between the Written, Taught, and Assessed Curriculum

Alfreda Jernigan, Mathematics Teacher Specialist, Norfolk Public Schools, Norfolk, Virginia

Middle School and Elementary mathematics teachers of Norfolk Public Schools worked collaboratively to develop assessment items and unit assessments that reflected the increased rigor and content changes of the revised Virginia Standards of Learning. Teacher teams unwrapped standards to determine the level of thinking and content expectations of the standards, as well as discussed instruction and pedagogy needs before rolling up their sleeves to develop common formative assessments. This session will share experiences from this process to bridge the curriculum gaps.

Effective Ways to Open and Close Lessons to Increase Rigor and Relevance

Denise White, Consultant, International Center for Leadership in Education

Looking for ways to integrate more rigor and relevance into daily practice? This session will provide teachers with effective instructional strategies to bump up instruction, from engaging ways to hook students when they enter the door to effective strategies to integrate right before they leave. Learn how to take advantage of brain real estate to maximize learning.

Building a Culture Where Poverty Rules

Caroline Bloxom, Principal, Worcester Technical High School, Worcester, Maryland

In 2010, Pocomoke Middle School, a high-poverty school on the Eastern Shore of Maryland, was featured by the “Today” show as a school that raised students’ state assessment scores in reading from 55 percent to 83 percent and in math from 50 percent to 81 percent, while decreasing student office referrals 65 percent. Come hear why this rural, grades 4-8 2008 MetLife Foundation-NASSP Breakthrough School gained national attention and continued to increase scores to 90 percent in both reading and math in 2012. Principal Bloxom, who became principal of Worcester Technical High School this past fall, will also share middle school strategies for engaging students that also work at the high school level.

58

59

BRIDGING THE MATH CURRICULUM GAP

Mon 10:15 Tues 10:45 Tues 4:00 Chesapeake A-C

OPEN AND CLOSE LESSONS

Tues 1:00 Tues 4:00 Cherry BlossomWed 9:30 Chesapeake 4-6




TeachingOL IL T

57RATIO/PROPORTIONAL THINKING 6-8

Mon 2:00 Tues 9:30 Tues 2:30 Chesapeake A-C

T M

T MIL

T

60MIDDLE LEVEL CULTURE

Tues 10:45 Cherry BlossomTues 4:00 Wed 8:00 Maryland D

OL

25

HOW-TO SESSIONSDeep Dive into the Daggett System for Effective Instruction

Scott Spurgeon, Consultant, International Center for Leadership in Education

Is student achievement at the center of your school or organization? Far too often the distractions of our everyday work take our focus off student achievement. Do you have hardwired structures in place to facilitate the improvement of teaching and learning and the right systems created to produce high level results? Bring your team to this session and be prepared to see how the Daggett System for Effective Instruction (DSEI) can help you ask the right questions in your leadership team meetings to get to the right answers and align your systems for improving your school or organization. In order to achieve improved results, we must stay disciplined in our approach and focused on student achievement. This session is 75 minutes.

Co-Teaching and Academic Supports to Improve Achievement and Student Mindsets

Dianne Davis, Department Head, Special Education, Brockton High School, Brockton, Massachusetts

Through significant changes to its service delivery model, a reallocation of resources, and a shift in belief systems, the special education department received the highest designation from the Commonwealth of Massachusetts. Using the co-teaching model combined with academic supports for students with significant learning disabilities, emotional/behavioral disorders, and autism spectrum disorders, Brockton High School is meeting the needs of students with disabilities. A response to intervention model is used via the student support teams that address students’ academic and social/behavioral needs. This session will focus on some of the most effective strategies used to improve the achievement and mindsets of students with disabilities.

Systemwide Focus on Digital Learning

Chuck Grable, Associate Superintendent, Huntington County Community Schools, Huntington, Indiana

Huntington County Community Schools are transforming traditional K-12 classrooms to digital learning environments through the implementation of digital curriculum and Project-Based Learning (PBL) in a 1:1 environment with iPads. Learn about the implementation components, key strategies, and funding considerations as well as lessons learned in the implementation of these models.

Effectively Implementing RTI with Limited Funding

Chuck Grable, Associate Superintendent, Huntington County Community Schools, Huntington, Indiana

Using data to inform instruction is the most effective way to meet the needs of all learners. Learn the major components of the Response to Intervention Model for grades K-12, how it aligns to the Rigor/Relevance Framework and Common Core State Standards, and how to implement the tiers with limited funding.

63

62CO-TEACHING

Mon 11:30 Maryland CMon 3:45 Potomac DTues 1:00 Maryland C

DIGITAL LEARNING

Tues 10:45 Tues 1:00 Tues 2:30 Maryland A


Strands

L M CCR

61DSEI DEEP DIVE

Mon 3:45 Tues 4:00 Maryland AWed 9:30 Maryland D

64RTI

Mon 11:30 Maryland BMon 2:00 Potomac CTues 9:30 Maryland A

OL IL CCR

OL IL

OL IL

OL IL T

T

26

HOW-TO SESSIONSCareer Readiness Instructional Model

Dr. Richard Jones, Senior Consultant, Successful Practices Network

Career readiness includes learning a combination of academic and technical skills, but more importantly, it is a mindset that comes from unique learning experiences. Career readiness is acquired much from the way students learn in school rather than what they learn. Learn the six instructional elements that define career readiness instruction, and that can be applied in all subjects and all grade levels.

Aligning High School, College, and Industry Through 9-14 Schools

Melissa Silberman, Deputy Executive Director, Office of Post Secondary Readiness, New York City Department of Education and David Fisher, Senior Director for Career and Technical Education, Brooklyn, New York

In a rapidly evolving labor market that rewards both skill attainment and network-building, career and technical education at the secondary level can fulfill its potential to connect young people to career-track employment through strong partnerships with higher education and industry. New York City has made a deep investment in this model through development of three “9-14” high schools that include associate’s degrees, industry experience, and “first in line” consideration of qualified graduates for jobs. Pathways in Technology Early College High School (PTECH), is the first school of this kind, developed through a partnership with the City University of New York and IBM, and was cited by President Obama in his 2013 State of the Union address. In this session, participants will discuss the evolution of the 9-14 concept, implementation, and future plans.

Engineering-Focused Elementary Schools

Dr. Laura Bottomley, Director, The Engineering Place, North Carolina State University; Elizabeth Parry, Consultant for North Carolina Department of Public Instruction; Emily Hardee, STEM Coordinator, Brentwood Elementary School; Allison Ashton, STEM Coordinator, Rachel Freeman Elementary School

Instead of teaching forces and motion, multiplication, and contextual writing all in isolation, two North Carolina elementary schools plan inquiry-based instruction focused on engineering to address all goals simultaneously. These schools have learned that relevance is instantly increased when instruction is interdisciplinary. The session will feature elementary schools that use engineering as the standard course of study. Specific classroom activities aligned to the Common Core State Standards, Next Generation Science Standards, and Next Generation Assessments will be shared.

Leveraging Community Resources for Career Academies

Dr. Kathleen Weigel, Senior Consultant, Successful Practices Network

Do you want to create career academies, but have limited staff resources? In this session, learn how to leverage community resources and create exciting career academies that improve school culture, increase student achievement, and keep students on track for graduation. Learn how successful career academies in criminal justice, fire safety, construction, sports marketing, and childcare have been built with community staff and resources.

66

67

NYC 9-14 SCHOOLS

Mon 3:45 Chesapeake D-FTues 8:00 Tues 9:30 National Harbor 10-11

ELEMENTARY ENGINEERING

Tues 9:30 Tues 2:30 Tues 4:00 National Harbor 2-3




TeachingOL IL T

65CAREER READINESS INSTRUCTIONAL MODEL

Tues 4:00 Wed 8:00 Potomac C

OL IL CCR

OL CCR

IL CCRT

68CAREER ACADEMIES

Mon 11:30 Maryland ATues 10:45 Tues 2:30 Potomac C

IL CCRT

27

HOW-TO SESSIONSCollaborative Leadership Focused on Team Development

Jim Herrholtz, Associate Superintendent, Ohio Department of Education Division of Learning, Columbus, Ohio

Create a culture of collaboration using standards-aligned instruction and assessments as the platform for teacher-based teams. Organizational leaders provide the structure and support to build leadership capacity. This session will focus on creating and sustaining effective teacher-based teams with practical advice on form, substance, usage of time, and do’s and don’ts.

Supporting English Language Learners Systemwide and in the Classroom

Dr. Norma Godina-Silva, Consultant, International Center for Leadership in Education

Schools are faced with the challenge of educating English language learners (ELLs) and culturally and linguistically diverse students in mainstream K-12 classrooms. Creating sheltered instruction learning environments, as well as implementing instructional strategies to support learning outcomes aligned to state standards and core curriculum are a must for teachers of ELLs. Participants will be introduced to the International Center’s handbooks, Supporting English Language Learners Systemwide and Supporting English Language Learners in the Classroom, which feature a variety of strategies for K-12 teachers and tools for building administrators to support classroom teachers and monitor on-going progress of ELLs. The session will use Dr. Daggett’s Rigor/Relevance Framework and Dr. Jim Cummins’ language demand quadrants as frameworks to support teachers in sheltering instruction for ELLs.

Strategies for Parent Engagement

Al Fabrizio, Principal, Martin County High School, Stuart, Florida

Parent engagement and student achievement have been shown to be strongly related, regardless of economic circumstances, ethnicity, or race. This session will present effective parent engagement activities and strategies from the K-6 and 7-12 handbooks on Engaging Parents in Student Learning, as well as experiences from leaders from high performing schools. Designed and tested by administrators and teachers, these activities and strategies are complete and ready-to-use by the teacher, principal, or central administrator to help parents assist their children at home, in school, or in concert with the classroom teacher. This session will also provide methods to increase parent engagement while reaching out and more effectively communicating with parents. Participants will leave with a user friendly template that they can use to develop an action plan to both increase and enhance parent involvement for the upcoming school year.

70

71PARENT ENGAGEMENT

Mon 3:45 Woodrow Wilson ATues 4:00 Wed 9:30 Maryland C

ELL SUPPORTS

Mon 3:45 Tues 4:00 Wed 9:30 National Harbor 10-11


Strands

L M CCR

69COLLABORATIVE LEADERSHIP


OL IL

OL IL T

OL IL T

A H A N D B O O K F O R L E A D E R S

Supporting English Language

Learners Systemwide

7-12

Instructional EffectivenessStudent Achievement

Organizational LeadershipInstructionalLeadership

A H A N D B O O K F O R T E A C H E R S

Supporting English Language

Learners in the Classroom

K-12

Teaching

Instructional EffectivenessStudent Achievement O

rganizationalLeadership

Instr

uctio

nalL

ead

ersh

ip

A H A N D B O O K F O R L E A D E R SEngaging Parents in Student Learning

7-12



A H A N D B O O K F O R L E A D E R SEngaging Parents in Student Learning

K-6

TeTeTac

hing



RESOURCE SESSIONS

``Sunday June 30 Monday July 1

7 PM 8:00-9:45 10:15-11:15 11:30 - 12:30 2:00-3:1575 Minutes

3:45 - 5:0075 Minutes

Potomac A-B

Opening General Session

Opening Keynote

21 Empowering Staff

23 New Normal(90 minutes)

Lunc

h - 1

2:30

- 2:

00

18 Culture Trumps

Strategy 29

R/R 101

Potomac C 29 R/R 101

44 Nextpert

64 RTI

41 NGSS

Potomac D 31 Commitment to Kids

32 Open Dialogue

with Deb14

Frederick Douglass62

Co-Teaching

Maryland A 12 Brockton

68 Career Academies

34 Flip Your Class

61 DSEI Deep Dive

Maryland B 26 Ready or Not: NGA

64 RTI

27 Pioneering Literacy

for Children7

South Heights K-5

Maryland C48

Quad D Writing Habits

62 Co-Teaching

48 Quad D Writing

Habits

48 Quad D Writing

Habits

Maryland D 39 Data-Based Decisions

52 Blended Learning

1 A.B. Combs K-5

53 Brain Health

Cherry Blossom

47 Text Complexity

47 Text Complexity

21 Empowering Staff

38 NGA Math

Woodrow Wilson A

40 Leadership for Career

Readiness

33 From Classroom to

Boardroom88

LEGO StoryStarter71

Parent Engagement

Woodrow Wilson B-C

8 S.S. Dixon K-2

3 C.T. Sewell K-5

(75 minutes)

3 C.T. Sewell K-5

(75 minutes)6

Owl Creek K-7

Chesapeake 1-3

69 Collaborative

Leadership

91 Afterschool Intervention

69 Collaborative

Leadership


Chesapeake 4-6

2 Country Meadows K-8

15 Harmony Magnet

15 Harmony Magnet Closed Session

Chesapeake A-C

58 Bridging the Math Curriculum Gap

56 Operations/Fractions

3-5

57 Ratio/Proportional

Thinking 6-8

55 Number/Operations

K-2Chesapeake

D-F17

Spring Hill50

Curriculum Mapping4

George Read 6-866

NYC 9-14 Schools

National Harbor 2-3

49 Close Reading

51 Boot Camp

49 Close Reading

17 Spring Hill

National Harbor 10-11

9 South Middle 6-8

43 Systemwide Structures

11 Broad Ripple

70 ELL Supports

National Harbor 4

83 MATH 180: Intervention

for the Common Core


for the Common Core

82 MATH 180: An

Equation That Works

82 MATH 180: An

Equation That Works

National Harbor 5

85 Do The Math/ FASTT Math

86 Do The Math/

Fraction NationNational

Harbor 1278

READ 180(75 Minutes)

79 System 44

78 READ 180

National Harbor 13

80 Code X

77 iRead

77 iRead

National Harbor 6-7

75 White Plains

75 White Plains

80a Code X Overview

The four classes below start at 10:00

Annapolis 145

Quad D Classroom High

45 Quad D Classroom

High

45 Quad D Classroom

High

45 Quad D Classroom

High

Annapolis 245

Quad D Classroom Middle

45 Quad D Classroom

Middle

45 Quad D Classroom

Middle

45 Quad D Classroom

Middle

Annapolis 345

Quad D Classroom Elementary

45 Quad D Classroom

Elementary

45 Quad D Classroom

Elementary

45 Quad D Classroom

Elementary

Baltimore 146

Leaders in Action Elementary

46 Leaders in Action

Secondary


Elementary


SecondaryCherry

Blossom Foyer

28 LEGEND Elementary/Middle Schools High Schools Featured

SpeakersHow-to-Sessions

Resource Sessions Mini Sessions

94 Twitpic

12:35

95 #YOLO

3:20

100Nextpertise

1:30

29

Tuesday July 2 Wednesday July 3

8:00-9:00 9:30-10:30 10:45 -11:45 1:00 - 2:00 2:30 - 3:30 4:00-5:00 8:00-9:00 9:30-10:30 11:00-12:00

19 College and

Career Ready

22 Principles for

Principals26

Ready or Not: NGA

Lunc

h - 1

1:45

- 1:

00

24 Extraordinary Play to Win

30 Advanced R/R

37 From Print to

Digital

20 Systemwide

DSEI34

Flip Your ClassClosing Keynote

53 Brain Health

44 Nextpert

68 Career Academies

40 Leadership for

Career Readiness

68 Career

Academies

65 Career Readiness

Instructional Model

65 Career Readiness

Instructional Model14

Frederick Douglass

12 Brockton

35 Technology Demands

14 Frederick Douglass

36 Gamification of

Math30

Advanced R/R35

Technology Demands

41 NGSS

(75 Minutes)64

RTI63

Digital Learning63

Digital Learning63

Digital Learning61

DSEI Deep Dive (75 Minutes)

12 Brockton

22 Principles for

Principals5

Newark Valley 4-725

New-Age Model7

South Heights K-57

South Heights K-5

5 Newark Valley

4-7

93 Stretch All Learners

5 Newark Valley

4-744

Nextpert

1 A.B. Combs K-5

13 DeBakey

1 A.B. Combs K-5

62 Co-Teaching

10 Western Oaks

6-8

71 Parent

Engagement

93 Stretch All Learners

71 Parent

Engagement

51 Boot Camp

38 NGA Math

52 Blended Learning

52 Blended Learning

51 Boot Camp

60 Middle Level

Culture

60 Middle Level

Culture

61 DSEI Deep Dive

(75 Minutes)42

Formative Assessment

42 Formative

Assessment

60 Middle Level

Culture

59 Open and Close

Lessons

28 Doing More

with Less

59 Open and Close

Lessons

42 Formative

Assessment

47 Text

Complexity39

Data-Based Decisions

89 LEGO Mindstorms

36 Gamification of

Math54

Reading Culture54

Reading Culture88

LEGO StoryStarter

54 Reading Culture

89 LEGO

Mindstorms10

Western Oaks 6-86

Owl Creek K-78

S.S. Dixon K-23

C.T. Sewell K-5 (75 minutes)

6 Owl Creek K-7

8 S.S. Dixon K-2

10 Western Oaks

6-8

40 Leadership for

Career Readiness69

Collaborative Leadership


90 Empowering

Students with IEPs92

Union County92

Union County90

Empowering Students with IEPs

92 Union County

90 Empowering

Students with IEPs50

Curriculum Mapping

2 Country Meadows

K-8

72 Closed Session

Learnin

15 Harmony Magnet

2 Country

Meadows K-8Closed Session

50 Curriculum

Mapping

59 Open and

Close Lessons56

Operations/Fractions 3-5


Thinking 6-8


55 Number/

Operations K-2


Thinking 6-8


55 Number/

Operations K-2

56 Operations/Fractions 3-5

4 George Read 6-8 Closed Session 16

Merrillville13

DeBakey4

George Read 6-816

Merrillville16

Merrillville43

Systemwide Structures

67 Elementary Engineering

49 Close Reading

43 Systemwide Structures



17 Spring Hill

66 NYC 9-14 Schools

66 NYC 9-14 Schools

11Broad Ripple

9 South Middle

6-811

Broad Ripple70

ELL Supports9

South Middle 6-8

70 ELL Supports

87 SMI

8 Jamestown


for the Common Core

83 MATH 180:

Intervention for the Common Core

87 SMI

72 Denver

72 Denver

85 Do The Math/FASTT Math

84 Math Programs Overview K-8+

(75 Minutes)

63 Qms

86 Do The Math/

Fraction Nation

85 Do The Math/ FASTT Math

73 Washington,

D.C.

73 Washington,

D.C. 78

READ 180 (75 Minutes)

79 System 44

(75 Minutes)

78 READ 180

(75 Minutes) 20

La Quinta79

System 44(75 Minutes)

6 Sunnyside

75 min

102 What Matters

Most80

Code X80

Code X 77

iRead 77a

iRead Overview81

SRI79a

System 44 Overview

78a READ 180 Overview

76 Tangipahoa

76 Tangipahoa

74 Napa

74 Napa

45 Quad D Classroom

High

45 Quad D Classroom

High

45 Quad D Classroom

High

45 Quad D Classroom

High

45 Quad D Classroom

High45

Quad D Classroom Middle

45 Quad D Classroom

Middle

45 Quad D Classroom

Middle

45 Quad D Classroom

Middle45

Quad D Classroom Elementary

45 Quad D Classroom

Elementary

45 Quad D Classroom

Elementary

45 Quad D Classroom

Elementary

45 Quad D Classroom

Elementary

45 Quad D Classroom

Elementary

45 Quad D Classroom

Elementary46

Leaders in Action Secondary


Secondary


Secondary


Elementary


Elementary


Secondary96

Minecraft: The New Sandbox

9:05

99 Jump Start BYOD

9:05

100Nextpertise

10:35

100Nextpertise

2:05

100Nextpertise

3:35

98 Tech Enhanced

12:30

97 Quad D Games

11:50

30

RESOURCE SESSIONSTurning Around Traditional Public Schools—Bringing Research to National Scale: Denver Public Schools, Denver, Colorado

Jeremy Beard, National Director of Programs, Blueprint Schools Network

The Far Northeast Region of Denver Public Schools was in crisis; faced with a high rate of underperforming students, the schools worked with Blueprint School Network to turn students into confident, successful mathematicians. Presenters will discuss the instructional strategies and structured interactions that are having a major impact on student achievement throughout the district. Participants will learn the instructional strategies used to better understand students’ mathematical thinking and reasoning. Deliberate, structured interactions and a cohesive curriculum program have provided students with core understanding that stretches beyond the intervention setting. This session will also focus on how frequent growth monitoring impacts instructional decision making, resulting in a rise in student achievement.

Completing the Puzzle of Math Understanding: DC Bilingual Public Charter School, Washington, D.C.

Rebecca Rappaport, Teacher and Heather Kurtz, Teacher

What can we do to help our most struggling students in math? How can literacy skills support our students in learning math? How do we provide math interventions for an inclusion classroom with English language learners and students with special needs? These questions pushed teachers at DC Bilingual Public Charter School to create an intervention curriculum using Scholastic’s Do the Math and Math Reads programs. Presenters will share their experiences on implementing the programs, as well as tailoring them to fit students’ needs. They will share successes and answer questions regarding the use of these programs alongside the Math Solutions general curriculum. Participants will watch videos of classroom lessons and have a chance to play Do the Math games, as well as explore Math Reads literature.

Improving Academic and Behavioral Outcomes and Reducing Costs: Napa Valley Unified School District, Napa, California

Dr. Laura Ryan, Administrator, Assessment and Interventions and David DeSchryver, Vice President of Education Policy, Whiteboard Advisors

Napa Valley Unified School District developed an investment management model in response to an increasing demand for cost effectiveness and a careful examination of its English Language Arts program outcomes. This model was applied to the district’s implementation of its Positive Behavioral Intervention Support (PBIS) and READ 180 and System 44 programs, which yielded transformational results. Presenters will share how improving school environments, and eliminating the “wait to fail” process that occurs when struggling students are not provided with intensive literacy supports ultimately leads to a strong return on investment. The presentation will detail lessons learned about how to implement a successful districtwide literacy program, including the need for district-level vision and leadership, a comprehensive business plan, program champions, careful program selection, layered professional development, coaching, data collection and analysis, communication, and celebration.

74NAPA

Wed 8:00 Wed 9:30 National Harbor 6-7




TeachingOL IL T

OL IL L

72DENVER

Wed 8:00 Wed 9:30 National Harbor 4

MOL IL

73WASHINGTON, D.C.

Wed 8:00 Wed 9:30 National Harbor 5

IL M

31

RESOURCE SESSIONSBuilding a Web of Support for ALL Students: White Plains Public Schools, White Plains, New York

Jessica O’Donovan, Assistant Superintendent for Curriculum and Instruction and Suzanne Lasser, Director of ESOL and Dual Language Programs

During the spring of 2010, White Plains Schools recognized the need to develop a comprehensive intervention for struggling readers in general education, special education, and ESL classrooms. As a result, during the 2011-12 school year, a districtwide implementation of READ 180 was launched at the middle and high schools, and System 44 for qualifying students in grades 3-12. The faithful implementation of these programs has equipped White Plains Schools to maximize every moment of literacy instruction for the most struggling readers. This presentation will focus on the successes and challenges during this journey, and lessons learned along the way.

Creating Student Literacy Learning Targets Using the Scholastic Reading Inventory: Tangipahoa Parish School System, Amite, Louisiana

Dr. Daniel Williams, Director of Curriculum and Dr. Linda Baker, Literacy Coordinator

The teacher evaluation system in Louisiana is nationally recognized because of its high level of teacher involvement in setting Student Learning Targets. In this session, district leaders from Tangipahoa Parish Schools will share their district’s vision for working with teachers to create and monitor progress on Student Learning Targets. With attention to the important role effective data management and technology play in their model, Drs. Williams and Baker will discuss the rationale in choosing Scholastic Reading Inventory as a measure of student growth and will share sample Student Learning Targets for discussion. Participants in this session have the opportunity to discuss their challenges.

Experience the iRead Classroom

Scholastic Program Expert

iRead is the breakthrough digital program designed to ensure mastery of all foundational reading outcomes of the Common Core. iRead provides targeted instruction and ongoing practice in phonological awareness, alphabet knowledge, phonics, decoding, word recognition, fluency, and morphological awareness, ensuring mastery of foundational reading by the end of second grade. The classroom experience will showcase how iRead is the necessary foundation for all core reading programs and can be implemented flexibly into your core K-2 reading block. Limited to 42 participants per session—sign up outside session room recommended.

iRead Overview: The New Digital Foundational Reading Program for the Common Core in Grades K-2


Learn more about how iRead provides targeted instruction and ongoing practice in phonological awareness, alphabet knowledge, phonics, decoding, word recognition, fluency, and morphological awareness—placing ALL K-2 students on a predicable path to college and career.

77

77a

iREAD

Mon 2:00 Mon 3:45 Tues 2:30 National Harbor 13

iREAD OVERVIEW

Tues 4:00 National Harbor 13


Strands

L M CCR

76TANGIPAHOA

Tues 10:45 Tues 2:30 National Harbor 6-7

75WHITE PLAINS

Mon 11:30 Mon 2:00 National Harbor 6-7

IL T L

IL T L

T L

T L

32LEGEND:

Daggett System for Effective Instruction Segments



TeachingOL IL T

RESOURCE SESSIONSExperience the READ 180 Next Generation Classroom


READ 180 Next Generation is a comprehensive system of curriculum, instruction, assessment, and professional development proven to raise reading achievement for struggling readers in grades 4-12+. Experience a hands-on classroom that leverages adaptive technology to individualize instruction through engaging, multi-media science, social studies, and literary content. The most thoroughly researched and documented reading program in the world, READ 180 Next Generation is the most effective bridge to the Common Core State Standards. This session is 75 minutes. Limited to 42 participants per session—sign up outside session room recommended.

READ 180 Next Generation Overview: Literacy for the Common Core


Learn more about the newest edition of READ 180, including a suite of iPad-ready features developed to provide teachers with point-of-use tools for lesson planning and differentiated instruction to prepare students with the 21st century literacy skills needed to succeed in school and in life.

Experience the System 44 Next Generation Classroom

Scholastic Directors of Implementation

System 44 is a proven foundational reading and phonics intervention program designed to get your most challenged readers in Grades 3-12+ on the path to the Common Core. System 44 Next Generation helps students master foundational reading skills required through explicit instruction in phonics, morphology, reading, comprehension, and writing. The classroom experience will present best practices from Scholastic’s System 44 program, which helps students master the English language in order to become college and career ready. This session is 75 minutes. Limited to 42 participants per session—sign up outside session room recommended.

System 44 Overview: Foundational Reading for the Common Core in Grades 3-12


Learn more about how System 44 Next Generation is proven to help students master the foundational reading skills required for success with the Common Core through explicit instruction in comprehension, writing, and a personalized learning progression driven by technology.

79SYSTEM 44

Mon 2:00 Tues 10:45 Tues 4:00 National Harbor 12

78READ 180

Mon 10:15 Mon 3:45 Tues 8:00 Tues 1:00 National Harbor 12

78aREAD 180 OVERVIEW

Tues 9:30 National Harbor 6-7

79aSYSTEM 44 OVERVIEW

Tues 8:00 National Harbor 6-7

T L

T L

T L

T L

33

RESOURCE SESSIONSExperience the Common Core Code X Classroom

Scholastic Directors of Implementation

Common Core Code X is a new comprehensive English Language Arts Curriculum for Grades 6-8, built specifically to address the rigorous demands of the Common Core State Standards. Experience how Code X prepares students for the Common Core through a powerful combination of: cross curricular content to build knowledge across disciplines; text analysis and close reading of contemporary, relevant nonfiction and literature; writing and performance assessments designed to ensure evidence-based competency; routines that build academic language and vocabulary; and support to scaffold text and differentiate learning for all students. Limited to 42 participants per session—sign up outside session room recommended.

Common Core Code X Overview: An English Language Arts Curriculum Built for the Common Core in Grades 6-8


Learn more about how Code X supports teachers and ensures students become deep readers and measured writers who can translate these skills into success on the Next Generation Assessments.

Scholastic Reading Inventory: The Universal Screener that Establishes Growth Expectations

Dr. Kim Knutson, Scholastic Research Consultant

This session will focus on setting growth goals for all students with Lexile measures from the Scholastic Reading Inventory (SRI). Dr. Knutson will discuss how goals to meet college and career readiness can be set—and achieved—through multi-year planning. Dr. Knutson will also discuss how Lexile measures from SRI support individual goal-setting and how SRI allows educators to set relevant growth goals to reach specific outcomes.

MATH 180: An Equation that Works

Nikki LaLonde and Linda Schoenbrodt, Math Implementation Managers, Math Solutions

MATH 180 is a revolutionary new program designed to address the needs of struggling students and their teachers, equally. Its groundbreaking instructional design uses adaptive software to provide students with personalized instruction and practice, while equipping teachers with an ecosystem of support. In this session, participants will learn about how MATH 180 is designed to shift the attitudes of struggling learners with a comprehensive system that equips them with the knowledge, reasoning, and confidence to thrive in algebra, while fueling teachers with the tools, resources, and professional learning they need to reach intervention students and maximize instructional time. This session is 75 minutes. Limited to 40 participants per session—sign up outside session room recommended.


Strands

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81

82

SRI

Wed 8:00 National Harbor 13

MATH 180: AN EQUATION THAT WORKS

Mon 2:00 Mon 3:45 National Harbor 4

80CODE X


80aCODE X OVERVIEW

Mon 3:45 National Harbor 6-7

T L

T L

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RESOURCE SESSIONSMATH 180: Revolutionary Math Intervention for the Common Core

Amy Langelier and Joanna Hammes, Math Implementation Consultants, Math Solutions

MATH 180 is a revolutionary new intervention program specifically designed to address the needs of struggling middle school math students and their teachers, equally. Attendees will participate in the two-part learning experience of a MATH 180 student—teacher directed instruction and adaptive student software. Limited to 40 participants per session—sign up outside session room recommended.

Scholastic Math Programs Overview Grades K-8+

Linda Schoenbrodt, Math Implementation Manager, Math Solutions

Scholastic math programs target the Core within the Core—the standards within the Common Core that focus on fluency with whole numbers and fractions, the critical skills and concepts students need for success in algebra and higher-level mathematics. In this session, participants will learn about Scholastic’s solutions for struggling math learners. Scholastic Math Inventory (SMI) is a research-based, computer-adaptive math assessment program for students in Grades 2 – 9+ that measures math understanding on The Quantile Framework® for Mathematics. Do The Math and Math Reads (Grades K-5) develop students’ understanding of whole numbers and fractions through lessons that foster reasoning and number sense. FASTT Math Next Generation (Grades 2-5+) and Fraction Nation (Grades 3-5+) leverage the power of technology to build fluency and automaticity with basic facts and fractions. MATH 180 (Grades 6 and up) is a revolutionary math intervention program that supports students and their teachers equally. This session is 75 minutes. Limited to 40 participants per session—sign up outside session room recommended.

Build Whole Number Foundations with Do The Math and FASTT Math Next Generation

Alise Furlong and Jessica Mansfield, Math Implementation Consultants, Math Solutions

Experience two premier intervention programs designed to help teachers meet the needs of struggling math students by rebuilding their mathematical foundations in whole numbers and operations. This experience will include participation in a hands-on student lesson from Do The Math, the math intervention program created by Marilyn Burns to develop students’ number sense and problem solving skills, and the student experience for FASTT Math Next Generation, the highly adaptive software program designed to help students meet the Common Core standards for fact fluency. Do The Math is designed for intervention students (Grades 1-5) and FASTT Math Next Generation is used for all students in Grades 2-5+. Limited to 40 participants per session—sign up outside session room recommended.

Build Fraction Foundations with Do The Math and Fraction Nation Alise Furlong and Jessica Mansfield, Math Implementation Consultants, Math Solutions

Experience two premier intervention programs designed to help teachers meet the needs of struggling math students. This classroom experience will model how an intervention classroom can use two highly effective resources, Do The Math and Fraction Nation, to rebuild students’ foundations with fractions and decimals. This experience will include participation in a hands-on student lesson from Do The Math the intervention program created by Marilyn Burns to help students rebuild the foundations for algebra, and the student experience for Fraction Nation, the highly adaptive software program designed to help students meet the Common Core standards for fraction fluency. Do The Math is designed for intervention students in Grades 1-5 and up, and Fraction Nation is used for all students in Grades 3-5+. Limited to 40 participants per session—sign up outside session room recommended.

85

84

86DO THE MATH/FRACTION NATION

Mon 11:30 Tues 2:30 National Harbor 5

DO THE MATH/FASTT MATH


MATH PROGRAMS OVERVIEW K-8+

Tues 9:30 National Harbor 5

83MATH 180: INTERVENTION FOR THE COMMON CORE

Mon 10:15 Mon 11:30 Tues 10:45 Tues 1:00 National Harbor 4

T M

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TeachingOL IL T

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RESOURCE SESSIONSScholastic Math Inventory Overview: A Universal Screener and Growth Monitoring Tool

Nikki LaLonde and Linda Schoenbrodt, Math Implementation Managers, Math Solutions

Using data that truly informs instruction is a must in every math classroom. The Scholastic Math Inventory (SMI) serves as a universal screener and a growth monitoring assessment to place students in RTI tiers and help educators plan for differentiated instruction. During this session, participants will experience a short SMI student assessment and learn how the data and included resources can be used to monitor students’ trajectory for algebra and plan differentiated mathematics instruction. Limited to 40 participants per session—sign up outside session room recommended.

Let’s Build Our Story Together: LEGO® Education StoryStarter and Common Core

Erin Hardy, Teacher, East Richland Elementary School, Olney, Illinois

Elementary teachers: Dive deep into supporting Common Core writing standards with LEGO®. Learn how to use LEGO bricks to inspire engagement in writing and reading. In this session, you will gain experience with StoryStarter, a hands-on manipulative designed to help elementary students understand the structure and process of writing their own stories. We’ll look at ways to use hands-on tools to support Common Core State Standards and explore how to offer differentiated instruction in a literacy lesson. You’ll walk away with ideas for enhancing writing and reading lessons in your elementary classroom.

LEGO® MINDSTORMS® Education EV3 Robotics in the Middle School Classroom

Kelly Reddin, LEGO Education Master Trainer

Robotics is a proven and effective way to capture students’ attention and keep them engaged in hands-on science, technology, engineering, and math lessons. This session is for educators just getting started with new LEGO® MINDSTORMS® Education EV3 or considering how to incorporate MINDSTORMS into the classroom. Learn firsthand how LEGO Education MINDSTORMS EV3 can get your students excited as they model real-life mechanisms and solve real-world challenges, all while building the critical thinking and creative problem-solving skills that will serve them well for a lifetime.

Learning Together: Empowering Students with IEPs to Serve as Successful Peer Tutors

Cathy Hines, Principal and Brenda Carle, Assistant Principal and Administrator of Special Education, Clover Hill Elementary School, Midlothian, Virginia

This session provides how-to information about a successful literacy intervention implemented at Clover Hill Elementary School in Chesterfield County, Virginia. Students from Grade 5, each with an IEP, tutored younger children in Grade 3; they proved to be excellent cross-age peer tutors despite their specific learning disabilities. Both sets of students showed academic gains, and significantly higher engagement levels in all of their classes. The students on IEPs shared that the experience gave them “courage” to participate in other school activities and that they were proud that their teachers trusted them with so much responsibility. Teachers noted remarkable gains in the emotional and academic confidence levels of their students. The Learning Together cross-age peer teaching program is a unique way to empower and engage students with learning disabilities and to raise achievement for both older and younger students who are struggling below grade-level on reading and literacy.


Strands

L M CCR

88

89

90

LEGO STORYSTARTER

Mon 2:00 Tues 4:00 Woodrow Wilson A

LEGO MINDSTORMS

Tues 9:30 Wed 9:30 Woodrow Wilson A

EMPOWERING STUDENTS WITH IEPS

Tues 10:45 Tues 4:00 Wed 9:30 Chesapeake 1-3

87SMI

Tues 8:00 Tues 2:30 National Harbor 4

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RESOURCE SESSIONSLearning Together: Afterschool Intervention that Supports Common Core by Engaging Student Leadership and Responsibility

Kate Cobb, Lead Teacher and Naomi Lewis, After School Program Advisor, Prince George’s County Public Schools, Maryland

This session shares strategies for extended day learning that promotes student achievement through leadership. Elementary schools in Prince George’s County, Maryland, challenged their 4th and 5th grade English language learners to stay after school and serve as tutors for their younger peers. The program combined a rigorous academic peer tutoring and mentoring curriculum aligned to Common Core with culturally diverse enrichment activities, and used certified elementary school teachers and young adults from the community to facilitate the program. By combining enrichment activities planned and led by the young adults with sessions facilitated by community arts, theater, nutrition, sports, martial arts, and dance groups, schools were able to stretch resources and positively engage both students and their families. Schools reported significant academic gains, improved behavior, greater community and family engagement, and increased leadership skills development. The Learning Together after school reading and literacy intervention provided a solid academic, social and emotional anchor to capitalize on an extended day learning program that combined rigorous learning and fun activities in a unique program to engage struggling students.

Union County: Education + Economy = Career and College Ready Students

Evan Jackson, Principal, Union County High School and Holly Keeney, Director of Instruction, Union County Schools, Kentucky

Join this session to learn how Union County Schools is actively redefining career and college readiness efforts using a new “Educonomy” model. The transformational changes include injecting a districtwide Personalized Career Readiness System. Learn how students are exposed to standards-aligned web-based programs that help them understand and plan for workplace realities through personalized, project-based learning; career exploration; and soft skills enrichment needed for success. Union County Schools is working with local businesses to provide real-world experiences with 21st century teaching and learning

Stretch All Learners with High Impact Strategies

Nicole Hochholzer, Literacy Coordinator, Kaukauna High School, Kaukauna, Wisconsin and Consultant, International Center for Leadership in Education

Common Core Literacy Standards have made it clear that everyone is responsible for raising our students’ literacy and reading levels. But how? Learn how to use high-impact reading and writing strategies to take our students and stretch them to higher levels of achievement. Find out what high-interest Young Adult fiction and informational titles can be used with these strategies across all content areas. This session will highlight the Common Core — Practical Applications Bundle.

93STRETCH ALL LEARNERS

Tues 4:00 Maryland BWed 8:00 Maryland C

91

92

AFTERSCHOOL INTERVENTION


UNION COUNTY

Tues 1:00 Tues 2:30 Wed 8:00 Chesapeake 1-3

T LOL

OL CCR

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TeachingOL IL T

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TwitPic (Twitter and Instagram)

Gregg McGough, English Teacher, Penn Manor High School, Millersville, Pennsylvania

Tweet and Instagram your way through MSC! Learn how to use Twitter and Instagram to engage with others here at the Conference, as well as how social media can be incorporated into teaching and learning. Social media teaching strategies can lead to creative learning for both students and staff. Those who participate in this session will cultivate a Professional Learning Community (PLC) that will allow the conference to extend into the school year. This session is 15 minutes.

#YOLO


#YOLO: You only live once! Take advantage of this session to learn more about social media such as Tumblr, Pinterest, Facebook, YouTube, and Zite, and how you can help your students unlock the capacity of social media to benefit their learning. Some educational technology experts have labeled Generation Y as “digital natives” while older generations are merely “digital immigrants.” The difficulty is that a majority of students are familiar with the personal use of technology but lack any framework for application in an educational setting. Engage in this session that is jam packed with free tools that facilitate data aggregation, information sharing, and learning connections. This session is 15 minutes.

Minecraft: The New Sandbox


Many childhood experts bemoan the loss of creative play in the current, technology-driven generation of learners. Instead of fighting the attraction of video games, educators should search for those games that contain the capacity for creative play and collaboration. Think outside of the box and see how Minecraft, one of the most addictive games, can be used for teaching and learning. This session will provide multi-disciplinary lesson plans that call upon the learner to problem-solve and create in the many worlds of Minecraft. This session is 15 minutes.

Five Quad “D” Games to Inspire Through Relevancy


Get ready for a fast-paced demonstration of five cool games in 15 minutes. Each game has been selected because of the level of thinking required by the “gamer.” Disclaimer: the presenter is not responsible for any time lost while playing these rigorous games! This session is 15 minutes.

Technology-Enhanced, Technology-Enabled: What Does It Mean?


Next Generation Assessments will be technology-enhanced and technology-enabled meaning students will be expected to be able to demonstrate 21st century academic abilities in a technology-driven assessment format. This session will focus on the types of Common Core State Standards questions that will be used to assess students. This session is 15 minutes.

MINI TECH SESSIONS


Strands

L M CCR

97QUAD D GAMES

Tues 11:50 Cherry Blossom Foyer

95

96

#YOLO

Mon 3:20 Cherry Blossom Foyer

MINECRAFT: THE NEW SANDBOX


94TWITPIC

Mon 12:35 Cherry Blossom Foyer

98TECH ENHANCED


38

99

100NEXTPERTISE

Mon 1:30 Tues 2:05 Tues 3:35 Wed 10:35 Cherry Blossom Foyer

JUMP START BYOD

Wed 9:05 Cherry Blossom Foyer

MINI TECH SESSIONS




TeachingOL IL T

Jump Start BYOD


Now that you are sold on the power of digital learning, it is time to get started developing policies and procedures to make it a consistent reality in your school. In this mini session, experience sample Next Generation Assessments that make authentic use of BYOD—Bring Your Own Device. Sample technology rationales and district acceptable use policies will also be provided. This session is 15 minutes.

Build Your ‘Nextpertise’ in Next Generation Instruction

Program Expert

Be among the first to learn about our exciting new offering! Nextpert is a new approach to online professional learning that supports teachers every step of the way as they transform their instruction for the new educational landscape. This expert system for next generation instruction guides teachers through building their own Common Core-ready lessons and assessments, connects them directly to instructional experts, and pinpoints support directly where it’s needed most based upon the outcomes of teacher evaluations. This session is 15 minutes.

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PRE-CONFERENCESSunday, June 30 | 11:00 a.m. – 4:00 p.m.

Kick off the event by attending a Pre-Conference session to deepen your Conference experience. Lunch will be provided for Pre-Conference participants. Bring mobile devices.

Internet will not be provided.

LOCATION

Systemwide Approach to LeadershipBill Daggett and Karen Garza

Potomac D

Integrating Literacy Across All Content AreasBernadette Lambert and Noelle Morris

Potomac C

Integrating Math Across All Content AreasTJ Mears, Genni Steele, and Lisa Rogers

Potomac 1-3

Effective Assessment for Rigorous and Relevant Instruction – K12 Linda Jordan and Sue Gendron

Cherry Blossom

Planning and Preparation for Creating Blended Learning EnvironmentsSherry St. Clair

Chesapeake 4-6

Effective Instruction for Special PopulationsSue Szachowicz, Sharon Wolder, and Dianne Davis

Potomac 4-6

POST-CONFERENCE

Wednesday, July 3 | 1:00 p.m. – 4:00 p.m.Stay for the Post-Conference to help you synthesize what you learned and determine how to use it when

you return home. Bring your laptop, tablet, or smartphone. Internet will not be provided.

LOCATION

Implementation Planning and Next Steps Bill Daggett, Joe Shannon, Lanette Reese-Jones

Woodrow Wilson A

PRE & POST-CONFERENCES

Register Onsite for Pre-Conferences SUNDAY 9:00 – 11:00 a.m.

Prince George’s Exhibit Hall C Foyer

Register Onsite for the Post-ConferenceMONDAY AND TUESDAY 10:00 a.m. – 5:00 p.m.

WEDNESDAY 8:00 a.m. – noon

Conferences Services – Potomac Lobby

40

IMMERSION SESSIONSQUADRANT D CLASSROOM Quadrant D teaching and learning engages all learners in using the Rigor/Relevance Framework® by creating opportunities for students to think and work. This classroom session will demonstrate how to move a typical Quadrant A task toward Quadrant D by using researched-based strategies that increase rigor and relevance. Participants will experience a learning environment that models effective instruction using performance tasks. Be ready to engage in meaningful discussions around the strategies that can be applied in a single class period. These sessions are 75 minutes each.

Sample Agenda15 minutes Introduction and Overview of Roles

45 minutes Model Lesson

15 minutes Debriefing and Reflection

Key Points• Quadrant D lessons are posted to the MSC website for each session.

• Model lessons are aligned to Common Core State Standards.

Essential QuestionsWhat does Quadrant D instruction look like in 45 minutes?

How many instructional strategies are included?

How does the experience align with the expectations set by the Common Core State Standards?

Who Should Attend?Teachers, Instructional Leaders

Schedule of Sessions:• ELEMENTARY CLASSROOMS

Monday: 10:00 (session full), 11:30 (session full), 2:00, 3:45

Tuesday: 8:00, 10:45, 1:00, 2:30, 4:00

Wednesday: 8:00, 9:30

• MIDDLE SCHOOL CLASSROOMS

Monday: 10:00 (session full), 11:30, 2:00, 3:45

Tuesday: 8:00, 10:45, 2:30, 4:00

• HIGH SCHOOL CLASSROOMS

Monday: 10:00 (session full), 11:30, 2:00, 3:45

Tuesday: 8:00, 10:45, 1:00, 2:30, 4:00

ALL SESSIONS ARE LOCATED IN THE ANNAPOLIS ROOMS.

Register Onsite for Immersion SessionsSpace is limited.

SUNDAY 2:00 – 8:00 p.m. Prince George’s Exhibit Hall C Foyer

MONDAY AND TUESDAY 8:00 a.m. – 5:00 p.m. Annapolis Rooms

Registration fee of $29 includes a copy of Effective Instructional Strategies—Quadrent D Moments (a $34.99 value).

4141

TRANSFORMATIONAL LEADERS IN ACTION This is a hands-on, high-energy session in which proven and innovative leaders will actively engage participants in cutting-edge approaches to school leadership. Ideal for both current and aspiring leaders, this session will challenge and inspire you with thought provoking, real-life leadership scenarios, real-time feedback, and facilitated discussion among peers. These sessions are 75 minutes each.

Sample Agenda20 minutes Introductions and Leadership Dilemma Discussion

45 minutes Teacher Selection, Support and Evaluation

10 minutes Debriefing and Reflection

Key Points• Leadership resources are posted to the Model Schools Conference website for each session.

• Strategies are aligned to support instructional leaders take action in challenging situations.

Essential QuestionsWhat is the role of the instructional leader in supporting teachers?

How can instructional leaders effectively handle challenging personnel issues?

Who Should Attend?Instructional Leaders

Schedule of Sessions:• ELEMENTARY LEADERS IN ACTION

Monday: 10:00, 2:00

Tuesday: 2:30, 4:00

• SECONDARY LEADERS IN ACTION

Monday: 11:30, 3:45

Tuesday: 8:00, 10:45, 1:00

Wednesday: 8:00

ALL SESSIONS ARE LOCATED IN BALTIMORE 1.

Registration fee of $29 includes a copy of A Systemwide Approach to Leadership (a $29.99 value).

IMMERSION SESSIONSNew

session for

2013!

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Potomac Lobby:• Conference Services

CONVENTION CENTER LEVEL 2

Convention Center Foyer:• Resource Center• Nextpert

To Hotel Ballroom Level 2

HOTEL BALLROOM LEVEL 2

Networking Lunch

Cherry Blossom Foyer

Cherry Blossom Foyer: • Internet Cafe• Charging Stations• Mini Session Demos• Partner & Sponsor Exhibits

ToConvention

Center Level 2

Immersion Sessions:• Transformational Leaders in Action• Quadrant D Classroom

CONVENTION CENTER MAPS

4343

Registration-Sunday

Food & BeverageCash Concessions for Lunch


Escalator to: • Ballrooms• Resource Center• Conference Services

National Harbor Conference Rooms


Maryland Ballroom

Below

PotomacBallroom

Below

CONVENTION CENTER MAPS

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ABOUT USFor more than 20 years, the International Center for Leadership in Education has stood at the forefront of comprehensive school improvement. Driven by our basic tenets—rigor, relevance, and relationships—our collaboration with thousands of schools and hundreds of districts has transformed the way educators deliver instruction to help improve student achievement. Our core belief is that success should not be defined by grades or tests, but rather by whether learners are equipped with the skills and knowledge needed to succeed in an ever-changing world.

To that effect, the International Center provides the following resources to education professionals:

Awareness Building Through Keynote PresentationsOur keynote speakers are available to assist schools, districts, state agencies, and regional and national organizations with customized presentations around key education issues.

Planning and Advisory ServicesBecause we believe that every school has its own DNA, our first step in assisting your school or district is to gain a deeper understanding of your goals and challenges. We then develop a plan together to meet those needs.

Common Core State Standards Transition ServicesThe Common Core State Standards require educators to teach with an expanded repertoire of skills. The International Center is uniquely positioned to help teachers implement the Common Core State Standards and prepare for the new, more rigorous assessments.

Leadership DevelopmentThrough workshops and job-embedded executive coaching we build leadership capacity and demonstrate how to clearly communicate a school’s vision and help empower staff and students to be leaders themselves.

Effective TeachingThrough a blended approach of workshops, job-embedded instructional coaching, and online tools, we work with teachers to clarify learning expectations and deliver rigorous and relevant instruction to every student.

Comprehensive School ImprovementTo improve student achievement, schools must have a shared vision for teaching and learning, a solid understanding of priorities, and a clearly defined path to accomplish their goals. The International Center’s proven school enrichment specialists partner with school leaders to develop and implement an actionable plan for transformation.

Leadership Academy November 8-10, 2013

Hyatt Regency New Orleans

22nd Annual

Model Schools Conference June 22-25, 2014

Swan and Dolphin, Orlando

SAVE THE DATE!

[email protected](518) 399-2776

Contact Us

45

The Daggett System for Effective Instruction The Daggett System for Effective Instruction is a cohesive approach for making instructional excellence the norm in every classroom, and for equipping educators with the skills and resources to accomplish this goal. This framework is based on the premise that a coordinated focus on all three levels of the education organization is required to make improvements in classroom teaching sustainable and scalable. In order to realize the vision of the Daggett System for Effective Instruction we offer intensive support for both leaders and teachers to give them the support they need for effective teaching.

Rigor/Relevance Framework®

The Framework is a versatile and easy-to-use tool to aid in the development of instruction and assessment at high levels of rigor and relevance. It also helps teachers select appropriate instructional strategies to meet learners’ needs and higher achievement goals.

Effectiveness and Efficiency FrameworkThe Effectiveness and Efficiency Framework serves as guide to support district decision making. The E/E Framework compares the effectiveness (student performance) and efficiency (cost) of a wide variety of strategies, professional development approaches, organizational configurations, and procedural decisions schools make.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

6

5

4

3

2

1

1 2 3 4 5

Knowledge in one discipline

Apply indiscipline

Apply across disciplines

Apply to real-world predictable situations

Apply to real-world unpredictable situations

Assimilation Adaptation

ApplicationAcquisition

Application ModelK

now

led

ge

Ta

xono

my

Our work is guided by key principles we have established through research and experience. These principles ensure that school improvement is effective, sustained, and focused above all else on student achievement.

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A NEW APPROACH TO ONLINE PROFESSIONAL LEARNING

Nextpert sets teachers up for success—on evaluations, in transforming instruction for the Common Core and Next Generation Assessments, and in preparing students for success-ful futures.

NEXTPERT UNIFIES:• Lesson and assessment building tools that empower teachers to develop their own

high-quality instruction [BUILD]

• Online courses and resources that target teachers’ personal goals [LEARN]

• On-demand access to instructional experts and peer collaboration that guide teachers’ planning and preparation for next generation instruction [CONNECT]

Visit the Resource Center to try Nextpert for yourself

and save 20%

DEEP-DIVE SESSIONSLearn more about Nextpert – and how it can help transform instruction in your school – by attending one of the following sessions:

How-To Sessions (#44)Monday, July 111:30 a.m. – 12:30 p.m.Potomac C

Tuesday, July 29:30 – 10:30 a.m.Potomac C

Wednesday, July 39:30 – 10:30 a.m.Maryland B

Mini-Sessions (#100)Monday, July 11:30 – 1:45 p.m.

Tuesday, July 22:05 – 2:20 p.m.3:35 – 3:50 p.m. Wednesday, July 310:35 – 10:50 a.m.

Cherry Blossom Foyer

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BUILDLesson and Assessment Building Tools guide teachers through the process of building Common Core lessons and assessment items

• Built-in Nextpert Tips increase teachers’ capacity every step of the way

• Standards Comparison Tool illustrates gaps between current state standards and Common Core State Standards

LEARNTeacher evaluation framework tagging leads to resources relevant to a teacher’s specific area of need

• Graduate Level Courses aligned for Common Core, available through Scholastic U

• Library of Common Core lessons, assessments, videos, and case studies across all grade levels, vetted by literacy and mathematics experts

CONNECTAsk a Nextpert provides access to Common Core instructional experts who can rapidly answer teachers’ questions

• Peer Networking improves instruction with tools that encourage online collaboration

• Coaches from the Scholastic Achievement Partners team provide feedback and resources

VIEW PROGRESSImplementation Zone helps leaders and teachers track the progress of Scholastic Achievement Partners implementations

• Data Reporting and Implementation Support at leaders’ fingertips provide visibility into a district’s professional learning initiatives

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READ 180 Common Core Edition. Now Available on the iPad®.Unleash the Power.The most powerful blended learning

model is unleashed—READ 180 is now

available on the iPad. The program

leverages adaptive technology to

personalize instruction for students

and provides powerful data to

educators for differentiation. Built for

the Common Core, READ 180 ensures

that all readers have an explicit and

accelerated path to college and

career readiness.

READ180.comVisit Our Booth in the Cherry Blossom Foyer

Grades 4 & Up

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Introducing the Career Readiness Institute. Providing Technical Assistance Focused on the Convergence of Academics with Career and Technical Education.

The Common Core State Standards and Next Generation Assessments are based upon what the nation’s most rapidly improving schools are doing: focusing on preparing students for college and careers—not college or careers. Perception data supports the focus on preparing all students for success in college and careers.

Defining Career ReadyCareer ready is much broader than career and technical education (CTE). Career ready means having the rigorous, applied skills that enable students to integrate academic and job-specific skills to function effectively in today’s workplace and society to be:

lifelong learners | decision makers | problem solvers technologically competent | strong interpersonal skills

To find out more please visit sessions: # 19 – Preparing Students to be College and Career Ready# 40 – Leadership for Career Readiness

For additional sessions focused on career readiness, look for this symbol in the program.

47% of teachersOnly believe that students whograduate from their school are college and/or career ready.

- WE TEACHTM Instructional Staff Survey

strong interpersonal skills

# 19 – Preparing Students to be College and Career Ready

For additional sessions focused on career readiness, look for this symbol in the program.For additional sessions focused on career readiness,

Teacher

Lawyer

Radiologist

InterpreterArchitect

Zoologist Farmer

Chef PoliticianEngineer

Landscaper

EpidemiologistJournalist

Realtor

Carpenter

Accountant

F lorist

Mechanic

#careerready | [email protected]

SPNetwork.org | 518.723.2063

CTE Technical Assistance Center Research & Development Support | Data Analytics Perception Surveys including iKnow My Class and WE Survey Suite

College and Career Readiness for ALL students can be achieved!

501c3

Paramedic

SPN CareerReadiness Flier.indd 1 5/20/13 10:50 PM

For additional sessions focused on career readiness, look for this symbol in the program.look for this symbol in the program.look for this symbol in the program.

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Introducing Revolutionary Math Intervention for the Common Core

With MATH 180, students and teachers can be greater, together.

Designed for struggling students in Grades 6 and up, MATH 180 builds students’ confidence and competence in mathematics, while providing teachers with an ecosystem of support to ensure success.

MATH 180 is the only program that addresses the needs of struggling students and their teachers equally.

can be greater, together.

scholastic.com/MATH180Visit Our Booth in the Cherry Blossom Foyer

Grades 6 & Up

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For more information, attend sessions 103 & 104.

Join us for the LEGO Education workshops throughout the conference!

800-362-4308 • LEGOeducation.us

LEGO® Education helps students’ creativity take flight!

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Provide a clear pathway for successwith WIN Learning.

There is life after high school, and no one prepares you better than WIN.

Contact us at: 888.717.9461 or visit

winlearning.com/modelschools

WIN is a national leader in career readiness initiatives, with more than 10 million learners worldwide. College AND Career Readiness Solutions include: - Career Readiness Courseware - Softskills - Ca - Career-Infused Math and Literacy - myStrategic Compass Career Planning

Follow us on Facebook or Twitter(@edwinworldwide)

*WIN is a proud sponsor of the Model Schools Conference.

53

THANK YOU TO OUR SPONSORS

LEGO EDUCATION

SCHOLASTIC BOOK FAIRS

WIN LEARNING

VISIT OUR SPONSORS AND PARTNERS IN THE CHERRY BLOSSOM FOYER TO LEARN MORE ABOUT THEIR SERVICES.

TM

Sessions #88 and #89

Session #54

Session #92

54

Use the following action planning template to guide your experience through sessions you attend during the Conference. Based on the strategies and experiences shared from model schools and presenters from around the nation, as well as insight gained through networking with colleagues and personal reflection, use this template to set goals and record the actions will you take to achieve those goals upon your return.

Goal

Sessions that informed this goal:

Action steps to be taken: What do you plan to do? Who will do this? By When?

How will the progress be monitored?

ACTION PLANNING TEMPLATE

55

For each time period, write down the number and location of the session you intend to see. Plan to arrive early to ensure a seat. Every effort has been made to match room size with expected audience, but you might want to note a second choice in case that session is filled. Most sessions repeat more than once.

MondayTime Session # and Title Room

8:00-9:45Keynote: Begin with the End in MindDr. Bill Daggett

Potomac Ballroom

10:15-11:15

11:30-12:30

2:00-3:15

3:45-5:00

TuesdayTime Session # and Title Room

8:00-9:00

9:30-10:30

10:45-11:45

1:00-2:00

2:30-3:30

4:00-5:00

WednesdayTime Session # and Title Room

8:00-9:00

9:30-10:30

11:00 – noon Closing Keynote: Creating the Action PlanDr. Bill Daggett, Sue Gendron, Ray McNulty, and Dr. Sue Szachowicz

Potomac Ballroom

PERSONAL PLANNERFOR CONCURRENT SESSIONS

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NOTES AND REFLECTIONS

57


58


59


60

# Presenter

11 Mike Akers

8 Debbie Anderson

46 Bobby Ashley

67 Allison Ashton

76 Dr. Linda Baker

10 Patricia Balenseifen

2 Val Barrett

72 Jeremy Beard

60 Caroline Bloxom

67 Dr. Laura Bottomley

45 Alisa Braddy

54 Stephanie Brant

15 Cindy Brown

15 Jeff Brown

39 Dr. Allison Bruhn

3 Dr. Carrie Buck

17 Richard Callahan

90 Brenda Carle

7 Rob Carroll

6 Kristen Champion

43 Erin Chaplin

51 Jacob Clifford

91 Kate Cobb

16 Lorri Covaciu

2 Alice Cushing

18 Dr. Bill Daggett

19 Dr. Bill Daggett

20 Dr. Bill Daggett

62 Dianne Davis

13 Dr. Charlesetta Deason

31 Deb Delisle

32 Deb Delisle

74 David DeSchryver

36 Dr. David Dockterman

46 Dr. Paul Ezen

71 Al Fabrizio

66 David Fisher

85 Alise Furlong

86 Alise Furlong

25 Joe Gagnon

33 Dr. Karen Garza

26 Sue Gendron

27 Sue Gendron

28 Sue Gendron

45 Margaret Glick

17 Rick Godfrey

# Presenter 70 Dr. Norma Godina-Silva

63 Chuck Grable

64 Chuck Grable

4 Holly Grieshop Sage

83 Joanna Hammes

67 Emily Hardee

88 Erin Hardy

45 Patty Harrington

39 Dr. Ted Hasselbring

69 Jim Herrholtz

90 Cathy Hines

15 Gary Hoachlander

93 Nicole Hochholzer

32 Dr. Sam Houston

14 Tricia Hunter-Crafton

14 Dr. Antonio Hurt

92 Evan Jackson

58 Alfreda Jernigan

40 Dr. Richard Jones

65 Dr. Richard Jones

30 Linda Jordan

44 Linda Jordan

53 Linda Jordan

15 Scott Karjala

92 Holly Keeney

81 Dr. Kim Knutson

73 Heather Kurtz

11 Nancy Lafferty

46 Maria LaFort

82 Nikki LaLonde

87 Nikki LaLonde

45 Bernadette Lambert

48 Bernadette Lambert

83 Amy Langelier

75 Suzanne Lasser

49 Tammy Ledenko

91 Naomi Lewis

44 Dan MacCracken

43 Cece Mahre

85 Jessica Mansfield

86 Jessica Mansfield

37 Jeff Mao

94 Gregg McGough

95 Gregg McGough

96 Gregg McGough

97 Gregg McGough

# Presenter 98 Gregg McGough

99 Gregg McGough

23 Raymond J. McNulty



29 TJ Mears

45 TJ Mears

75 Jessica O'Donovan

1 Shannon Page

67 Elizabeth Parry

13 Agnes Perry

73 Rebecca Rappaport

89 Kelly Reddin

56 Diane Reynolds

11 Matt Rimer

9 Ron Rix

55 Lisa Rogers

74 Dr. Laura Ryan

82 Linda Schoenbrodt



38 Cathy Seeley

66 Melissa Silberman

52 Kwame Simmons

61 Scott Spurgeon

42 Sherry St. Clair

47 Sherry St. Clair

57 Genni Steele

21 Dr. Sue Szachowicz



34 Jim Warford

35 Jim Warford

50 Dr. Melissa Watson

40 Dr. Kathleen Weigel

68 Dr. Kathleen Weigel

41 Kenneth Wesson

45 Denise White

45 Jill White

59 Denise White

5 Jessica Williams

11 Stephanie Williams

76 Dr. Daniel Williams

12 Sharon Wolder

PRESENTER INDEX

DEEP DIVE COMMON CORE SESSIONSDeep dive Common Core sessions in key disciplinary areas are presented in partnership with Scholastic, Math Solutions, and the Successful Practices Network. These sessions include explicit modeling of the kinds of teaching strategies and approaches needed to prepare for next generation instruction and Common Core success.

We are pleased to welcome our partners and experts in literacy, math, and career readiness to this year’s Conference.

Session # Session Nickname

5 Newark Valley 4-7

13 DeBakey

15 Harmony Magnet

40 Leadership for Career Readiness

65 Career Readiness Instructional Model

66 NYC 9-14 Schools

68 Career Academies


39 Data-Based Decisions

49 Close Reading

50 Curriculum Mapping

74 Napa

75 White Plains

76 Tangipahoa

77 iRead Classroom

77a iRead Overview

78 READ 180

78a READ 180 Overview

79 System 44 Classroom

79a System 44 Overview

80 Code X Classroom

80a Code X Overview

81 SRI – Scholastic Reading Inventory


38 NGA Math

55 Number/Operations K-2

56 Operations/Fractions 3-5

57 Ratio/Proportional Thinking 6-8


72 Denver

73 Washington, D.C.

82 MATH 180: An Equation that Works

83 MATH 180: Intervention for the Common Core

84 Math Programs Overview K-8+

85 Do The Math/FASTT Math

86 Do The Math/Fraction Nation

87 SMI – Scholastic Math Inventory

CAREER READINESSIn partnership with

LITERACYIn partnership with

MATHEMATICSIn partnership with

Topic Session # Presenter Session Title

Model School

Session #DSEI

Segment

Create a Culture

18 Bill Daggett Culture Trumps Strategy: How to Create That Culture 7

South Heights K-5

60 Caroline Bloxom Building a Culture Where Poverty Rules

College and Career

Ready

19 Bill Daggett Preparing Students to Be College and Career Ready

5Newark

Valley 4-7

40 Richard Jones & Kathleen Weigel Leadership for Career Readiness 13

DeBakey

Shift from Teaching to

Learning

23 Ray McNulty The New Normal in Education

1A. B. Combs

K-530 Linda Jordan Advanced Rigor and Relevance

26 Sue Gendron Ready or Not: Next Generation Assessments

Leadership

21 Sue Szachowicz Engaging and Empowering Staff

11Broad Ripple22 Sue Szachowicz Principles for Principals

33 Karen Garza From Classroom to Boardroom

DSEI

20 Bill DaggettCreating Systemwide Focus on

Effectiveness and Efficiency: The Daggett System for

Effective Instruction 12Brockton

61 Scott Spurgeon Deep Dive into the Daggett System for Effective Instruction

Technology

63 Chuck Grable Systemwide Focus on Digital Learning

3C.T. Sewell

K-5

34 Jim Warford Flip Your Class8

S.S. Dixon K-2

Supporting Instruction 44 Linda Jordan &

Dan MacCrackenNextpert: The Expert System for

Next Generation Instruction14

Frederick Douglass

DAGGETT SYSTEM FOR EFFECTIVE INSTRUCTION KEY SESSIONS

OL

IL

OL

OL

TILOL

IL

IL

T

IL

TILOL

T

OL

OL

IL

TILOL

TILOL

21 model schools conference

Documents