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International Center for Leadership in Education
Dr. Willard R. Daggett
CTE – The Nation’s Best Rigor & Relevance Programs
April 16, 2009
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International Center Finding
• Nation’s top performing
• Nation’s most rapidly improving
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WHY – what - how
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Challenges
• Globalization
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Wal Mart
Source: The Post-American World
• Largest Corporation
• 8 times Size of Microsoft
• 2 % of GDP
• 1.4 Million Employees
• More Employees than:
• GM, Ford, G.E. and IBM Combined
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“China today exports in a single day more than exported
in all of 1978.”
Source: The Rise of India and China . . .
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Savings RateSavings Rate
1.1. India -- 25%India -- 25%
2. Japan -- 28%2. Japan -- 28%
3. Korea -- 30%3. Korea -- 30%
4. China -- 50%4. China -- 50%
5. United States -- (-4%)5. United States -- (-4%)
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U.S. – 2nd Half of 20th Century
• Only Superpower
• Highest per Capita Income
• 1st in Economic Growth
• 5% of Population > 24% of Consumption
Source: National Academy of Science 2007
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World Economy
• Early 1900s• U.S.• Europe
• Early 1980s• U.S.• Japan
• Early 2020• Viet Nam • Argentina• Brazil• Indonesia• Panama
• Early 2009• U.S.• China
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Challenges
• Globalization
• Technology
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Information TechnologyInformation Technology
• ProcessingProcessing
• CommunicationsCommunications
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1983 – A Nation at Risk
• E-mail• Web pages• Google• iPODs• Laptops• Digital cameras• Doppler radar• Cell phones
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• Blogs
• Wikis
• Tagging
• Text messaging
• MySpace
• Podcasts
• PDAs
2000
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• Adult use often
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• Adult use often
• 14% of teens use often
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Content Creation & Social Media
• MySpace
• Flickr
• YouTube
• Blogs
• Personal Web Pages
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Use of Social Media Among Online Teens
Source: Pew/Internet & American Life Project, Teens and Social Media, 2007
Teens from single-parent or lower-income households are more likely to blog than affluent teens in more traditional households.
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SPOTSPOT
• MicrosoftMicrosoft– CitizenCitizen– FossilFossil– SuuncoSuunco
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SPOTSPOT
• Integrated ProjectionIntegrated Projection
• Projection KeyboardProjection Keyboard
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Projection KeyboardProjection Keyboard
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Projection Keyboard and ProjectorProjection Keyboard and Projector
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Language TranslationLanguage Translation
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Translation GogglesTranslation Goggles
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why - WHAT - how
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Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
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Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
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1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
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Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the
perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram.
• Organize and display collected data, using appropriate tables, charts, or graphs.
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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RelationshipsRelationships
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
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16 Career Clusters16 Career ClustersDepartment of EducationDepartment of Education
Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications
Business and Administration Architecture and Construction
Education and Training Finance
Health Science Hospitality and Tourism
Human Services Information Technology
Law and Public Safety Manufacturing
Government and Public Administration Retail, Wholesale, and Service
Scientific Research and Engineering Transportation, Distribution, and Logistics
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Reading RequirementsReading RequirementsFindingsFindings
Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16
Consistent Across CountryConsistent Across Country
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Ad
van
ced
Lexile Reading Level Range: 850-930
Inte
rmed
iate
Lexile Reading Level Range: 940-1090
En
try
Lev
el
Lexile Reading Level Range: 1000-1140
Human ServicesHuman Services
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A
dva
nce
d
Lexile Reading Level Range: 1310-1390
Inte
rmed
iate
Lexile Reading Level Range: 1250-1340
En
try
Lev
el
Lexile Reading Level Range: 1310-1350
ConstructionConstruction
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Ad
van
ced
Lexile Reading Level Range: 1310-1440
Inte
rmed
iate
Lexile Reading Level Range: 1280-1310
En
try
Lev
el
Lexile Reading Level Range: 1280-1330
ManufacturingManufacturing
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why - what - HOW
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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Gold Seal Lessons
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On line
• 2005 – 06 TO 2006 – 07--------------47% increase
• 25 states now have Web base courses
• Graduate Program
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Oregon Art and Music Education
Oregon English Language ArtsStandards/Benchmarks
Grade 8
Curriculum Survey of Essential
Skills National Rankings
Oregon Statewide
Assessment System
Visual Arts Dance Music Theatre
Determine meanings of words using contextual and structural clues.
e9 H H H H H
Analyze idioms and comparisons, such as analogies, metaphors, and similes, to infer the literal and figurative meanings of phrases.
e9e80
H H H H H
Verify the meaning of a word in its context, even when its meaning is not directly stated, through the use of definition, restatement, example, comparison, or contrast.
e9e80
H H H H H
Determine pronunciations, meanings, alternate word choices, parts of speech, or etymologies of words, using dictionaries and thesauruses.
e9e21
L
Synthesize information found in various parts of charts, tables, diagrams, glossaries, or related grad-level text to reach supported conclusions.
e68e82
H H H H H
Understand and explain the use of a complex mechanical device by following technical directions.
e6e35
L
Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.
e24e46
H H H H H
Clarify understanding of informational texts by creating detailed outlines, graphic organizers, diagrams, logical notes, or summaries.
e40 L
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Oregon Career and Technical Education
Oregon English Language ArtsStandards/Benchmarks
CIM
Curriculum Survey of Essential
Skills National Rankings
StateTest
Agriculture & Natural Resources
Architecture & Construction
Arts, AV Tech & Communications
AgP
roduction
Ag Services
(Ag B
usiness)
Ag M
echanics
Natural
Resources
Architecture
Surveying&
Drafting
Construction
Visual A
rts &D
esign
Perform
ingA
rts
Com
mu
nication
s
Determine meanings of words using contextual and structural clues.
e9 H H H H H H H H H H H
Identify and use the literal and figurative meanings of words and phrases.
e9e80
H M H M H H M M H H H
Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words.
e9e80
H L L L L L L L L M M
Use general dictionaries, specialized dictionaries, glossaries, thesauruses, or related references to increase vocabulary.
e9e21
L H H H H H H H H H H
Understand technical vocabulary in subject area reading.
e26 L H H H H H H H H H H
Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; new stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.
e6e26e28
L H H H H H H H H H H
Analyze the structure and format of job and consumer-related materials, including the graphics and headers, and explain how the features support the intended purposes.
e68 H M H M H H M M H M H
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Literacy is Key
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Survey Tools for Rigor, Relevance and Relationships
We Learn Student Survey
We Teach Instructional Staff Survey
We Lead Whole Staff Survey
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Teacher vs. Student Comparison
T – Students can apply what I am teaching to their everyday lives.
92%
S – I can apply what I learn to my everyday life.
58%
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Teacher vs. Student Comparison
T – Students in my classroom engage in hands-on activities.
88%
S – We do lots of hands-on activities in my classes.
45%
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Teacher vs. Student Comparison
T – I encourage students to explore career pathways.
80%
S – My teachers encourage me to explore different careers.
49%
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Teacher vs. Student Comparison
T – I make learning exciting for my students. 84%
S – My teachers make learning exciting. 40%
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Teacher vs. Student Comparison
T – I encourage students to use multiple resources when solving problems.
93%
S – My teachers encourage me to use many resources to solve problems.
65%
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Teacher vs. Student Comparison
T – I am aware of my students’ interests outside of school.
87%
S – My teachers know my interests outside of school.
30%
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Teacher vs. Student Comparison
T – I recognize students when they demonstrate positive behavior in school.
95%
S – Good citizenship is rewarded in this school.
40%
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Teacher vs. Student Comparison
T – I know my students’ academic interests and goals.
84%
S – My teachers know my academic interests and goals.
35%
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Teacher vs. Student Comparison
T – I know what my students are passionate about.
78%
S – My teachers know what I love to do outside of school.
28%
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Survey Tools for Rigor, Relevance and Relationships
We Learn Student Survey
We Teach Instructional Staff Survey
We Lead Leadership Survey
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Oregon Statewide Assessment System – Language Arts
High Medium Low
Grade 3 33 0 40 Grade 2 33 0 33 Grade 5 37 0 36 Grade 6 36 0 36 Grade 7 42 0 30 Grade 8 39 0 35 Grade 10 42 0 48
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Oregon Statewide Assessment System – Mathematics
High Medium Low
Grade 3 33 0 24 Grade 4 44 0 18 Grade 5 40 0 18 Grade 6 44 0 26 Grade 7 48 0 16 Grade 8 51 0 15 Grade 10 64 0 20
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Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
Matt
* Source of National Test Data: MetaMetrics
910
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Lexile Framework® - Student Profile
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Matt600
800
1000
1400
1600
1200
HighSchool
LiteratureCollege
Literature
HighSchool
TextbooksCollege
Textbooks
Military
PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
1st
Quarter2nd
Quarter3rd
Quarter4th
Quarter
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17th Annual Model Schools Conference17th Annual Model Schools ConferenceJune 28- July 1, 2009June 28- July 1, 2009
Atlanta Atlanta
Visit www.LeaderEd.com for more informationVisit www.LeaderEd.com for more information
Mark Your Calendar!
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Example
• Class Size– 25 to 24
– 4 % increase
– Payroll Equals 80 %
– Total Cost = 3.2 % of Budget
• Professional Development– 1 %
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Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
Focused Professional Focused Professional DevelopmentDevelopment
X
XReduce Reduce Class SizeClass Size
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Empower StaffEmpower Staff
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Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
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Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
2.2. Given group of students Given group of students
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Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
2.2. Given group of students Given group of students
3.3. Agree to their present performanceAgree to their present performance
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Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
2.2. Given group of students Given group of students
3.3. Agree to their present performanceAgree to their present performance
4. Give total budget (fixed and 4. Give total budget (fixed and variable)variable)
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Empower StaffEmpower Staff
1.1. Team of teachers Team of teachers
2.2. Given group of students Given group of students 3.3. Agree to their present performanceAgree to their present performance4. Give total budget (fixed and 4. Give total budget (fixed and
variable)variable)5. Give % of savings if student 5. Give % of savings if student
performance improvesperformance improves
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Successful Examples
1. Teachers in teams with a group of students --- They get 50% of reduced cost if students maintain student performance. If they dramatically improve student performance they get 80% of reduced cost
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Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
Teacher-Designed Teacher-Designed ProgramProgram
X
XExisting Existing ProgramProgram
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ExamplesExamples
1.1. Department ChairsDepartment Chairs
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Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
Interdisciplinary Interdisciplinary ChairsChairs
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ExamplesExamples
1.1. Department ChairsDepartment Chairs
2.2. Looping Looping
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Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
LoopingLooping
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ExamplesExamples
1.1. Department ChairsDepartment Chairs
2.2. Looping Looping
3.3. Electives to 9Electives to 9thth Grade Grade
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Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
Electives to Electives to 99thth Grade Grade
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Technology
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Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
I CAN LearnI CAN Learn
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Efficient and Effective Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
READ 180READ 180
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ExamplesExamples
Coordinate Professional Development Coordinate Professional Development with Graduate Degrees with Graduate Degrees
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1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - [email protected]
www.LeaderEd.com
International Center for Leadership in Education, Inc.