Transitioning to the Common Core State Standards and Next Generation Assessments Yakima, WA Susan...

Transitioning to the Common Core State Standards and Next Generation Assessments

Yakima, WA

Susan GendronSenior Fellow June 14, 2012

Common Core State Standards

• Define the knowledge and skills students need for college and career

• Developed voluntarily and cooperatively by states; 46 states and DC have adopted

• Provide clear, consistent standards in English language arts/Literacy and mathematics

Source: www.corestandards.org

PISA 2009

1 Shanghai-China 556

2 Korea 539

3 Finland 536

4 Hong Kong-China 533

5 Singapore 526

6 Canada 524

7 New Zealand 521

8 Japan 520

9 Australia 515

10 Netherlands 508

17 United States 500

20 Germany 497

21 Ireland 496

22 France 496

25 United Kingdom 494

33 Spain 481

43 Russian Federation 459

48 Mexico 425

53 Brazil 412

57 Indonesia 402

Overall Reading

Scale

Significantly Above OECD Average

Not Significantly Different(OECD Average 493)

Significantly below OECD Average

PISA 2009

Overall Math Scale





2 Singapore 562


4 Korea 546

6 Finland 541

9 Japan 529

10 Canada 527

11 Netherlands 526

13 New Zealand 519

15 Australia 514

16 Germany 513

22 France 497



32 Ireland 487

34 Spain 483


51 Mexico 419

57 Brazil 386

61 Indonesia 371

PISA 2009

Overall Science

Scale





2 Finland 554


4 Singapore 542

5 Japan 539

6 Korea 538

7 New Zealand 532

8 Canada 529

10 Australia 527

11 Netherlands 522

13 Germany 520


20 Ireland 508


27 France 498

36 Spain 488


50 Mexico 416

53 Brazil 405

60 Indonesia 383

Reading Risk

Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

WAWA

ProficiencyProficiencyGrade 4 Reading 2009Grade 4 Reading 2009

ProficientRequired

NAEP Score

California 60 % 202

Massachusetts 54 % 234

Missouri 47 % 229

New Hampshire 74% 211

Oregon 84 % 177

Washington 73 % 205

Vermont 70% 214

Reading Risk


WAWA

ProficiencyProficiencyGrade 8 Reading 2009Grade 8 Reading 2009

ProficientRequired

NAEP Score

California 48% 259

Minnesota 67% 259

Missouri 50% 267

Vermont 69% 259

Oregon 69% 250

Washington 68% 253

Math Risk


WAWA

ProficiencyProficiencyGrade 4 Mathematics 2009Grade 4 Mathematics 2009

ProficientRequired

NAEP Score

California 65 % 220


Hawaii 50 % 239

New Hampshire 73 % 237

New Mexico 77 % 224

Washington 52 % 243

Missouri 45 % 246

Math Risk


WAWA

ProficiencyProficiencyGrade 8 Mathematics 2009Grade 8 Mathematics 2009

ProficientRequired

NAEP Score

California 41 % 270


Missouri 47 % 287

Hawaii 39% 286

Minnesota 58 % 287

Oregon 71 % 266

Washington 53 % 270

Partner Discussion

• What are your risks?• How will you prepare your school for a

potential dip in scores?

15

Post-Secondary Jobs

20

FOUR KEYS TO COLLEGE AND CAREER READINESS

+ Postsecondary awareness

+ Aspirations

+ Norms/culture

+ Postsecondary costs

+ Tuition

+ Financial aid

+ Matriculation

+ Eligibility

+ Admissions

+ Program

+ Career awareness

+ Requirements

+ Readiness

+ Role and identity

+ Role models

+ Self-advocacy

+ Resource acquisition

+ Institutional advocacy

+ Structure of knowledge

+ Key terms and terminology

+ Factual information

+ Linking ideas

+ Organizing concepts

+ Challenge level

+ Value

+ Attribution

+ Effort

© 2011 David T Conley

+ Problem formulation

+ Hypothesize

+ Strategize

+ Research

+ Identify

+ Collect

+ Interpretation

+ Analyze

+ Evaluate

+ Communication

+ Organize

+ Construct

+ Precision & accuracy

+ Monitor

+ Confirm

+ Ownership of learning

+ Goal setting

+ Persistence

+ Self-awareness

+ Motivation

+ Help seeking

+ Progress monitoring

+ Self-efficacy

+ Learning techniques

+ Time management

+ Test taking skills

+ Note taking skills

+ Memorization/recall

+ Strategic reading

+ Collaborative learning

+ Technology proficiency

Common Core Research

• 1900 entry level courses• Instructor ratings• 25 areas, 14 general

education, • Reviewed syllabi,

assignments and exams

21

Key Findings

• CCSS applicable to success in a wide range of courses

• Challenge level is sufficient• Coherent representation of knowledge

necessary• Core of knowledge is common across general

education and career courses• Career areas tend to have knowledge profiles

that differ from general education22

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Te

xt L

exi

le M

eas

ure

(L

)

HighSchool

Lit.

CollegeLit.

HighSchoolTexts

CollegeTexts

Military PersonalUse

Entry-Level

Occupa-tions

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

23

MetaMetrics Survey 2000

Arkansas Democrat Gazette

1230 L

Associated Press 1310 L

LA Times 1330 L

Miami Herald 1200 L

New York Post 1280 L

Oakland Tribune 1210 L

Raleigh News & Observer 1220 L

Wall Street Journal 1320 L

USA Today 1200 L

On-the Job On-the Job Lexile RequirementsLexile Requirements

Construction

1,500

1,400

1,300

1,200

1,100

1,000

900

800

Lexile

Craftsman

Nurse

Sales

Secretary

National Adult Literacy Study 1992International Center for Leadership in Education 2009

Key to Effective Instruction Is Alignment

• Organizational Leadership• Instructional Leadership• Teaching

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Organ

izational

Lead

ersh

ip

StudentAchievement

Culture

Organizational Leadership

Levin and Elmore

• Everyone needs to collaborate to ensure that daily teaching and learning practices are the focus of the school

• All responsible for success• Principals and teachers are fundamentally

evaluators• Leaders responsible for cultural changes – by

displacing specific norms, structures, and processes by others

Does your culture do this?

Culture

Vision

Organizational Leadership

Common Core State StandardsCommon Core State Standards

• All students graduate college and career ready

• All students are prepared for all entry-level, credit-bearing, academic college courses in English, mathematics, the sciences, the social sciences, and the humanities.

• All students enter these classes ready for success (defined for these purposes as a C or better).

• All American students are prepared for the global economic workplace.

Discussion

• How will you create a culture in your schools of ALL students “college and career ready”?

35

Rigor and Relevance

Teaching

BloomBloom’’ss

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

(NOUNS)

Revised BloomRevised Bloom’’ss

Applying

Creating

Evaluating

Analyzing

Understanding

Remembering

(VERBS)

Rigor/Relevance Framework®

STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL STUDIES,

SCIENCE, AND TECHNICAL SUBJECTS

JUNE 2010

http://www.corestandards.org

Design and Organization

Three appendices:A: Research and evidence; glossary of key termsB: Reading text exemplars; sample performance

tasksC: Annotated student writing samples

http://www.corestandards.org

41

Shared Responsibility for Students’ Literacy Development

• “The Standards insist that instruction in reading, speaking, listening, and language be a shared responsibility within the school” (p. 4).

• “This division reflects the unique time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well” (p. 4).

Adapted from “Key Design Considerations” (page 4 of the Standards)

English Language Arts and Literacy Standards “Roadmap”

READING WRITINGSPEAKING & LISTENING LANGUAGE

10 Anchor Standardsfor College and Career Readiness

10 Anchor Standardsfor College and Career

Readiness

6 Anchor Standards for CCR

6 Anchor Standards for CCR

ELA Standards

K-12

ELA Standards

K-12

ELA Standards

K-12

Literacy Standards

6-12

ELA Standards

K-12

Literacy Standards

6-12

Literary Text

Hist. / S.S.

Sci. / Tech Subj.

Inform Text

1K

2

3

4

5

6

7

8

9-10

11-12

9-10

11-12

6-8

9-10

11-12

6-8

11-12

1K

2

3

4

5

6

7

8

9-10 9-10

11-12

6-8

1K

2

3

4

5

6

7

8

9-10

11-12

1K

2

3

4

5

6

7

8

9-10

11-12

K

1

2

3

4

5

9-10

11-12

6

7

8

Found-ational Skills

1

2

3

4

5

K → → → → → → → → → → →→ → → → → → → → → → →→ → → → → → → → → → →

→ → → → → → → → → → →

→ → → → → → → → → → →→ → → → → → → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

Increasing Sophistication

Kindergarten

Integration of Knowledge and Ideas

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Grades 11-CCR


9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Reading Anchor Standard #9 Integration of Knowledge and IdeasAnalyze how two or more texts address similar themes or topics in

order to build knowledge or to compare the approaches the authors take.

45

English Language Arts and Literary Shifts

Engageny.org

Shift 1

Balancing Literature and Informational

Text

Literary/Informational TextLiterature Literature Literature Informational Text

Stories Drama Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts

Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth

Includes staged dialogue and brief familiar scenes

Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

Reading Framework for NAEP 2009

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

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Reading College and Career Readiness Anchor Standards

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.


Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

50



7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

51

Shift #2

Building Knowledge in the Disciplines

Shared Responsibility for Students’ Literacy Development

• “The Standards insist that instruction in reading, speaking, listening, and language be a shared responsibility within the school” (p. 4).

• “This division reflects the unique time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well” (p. 4).

Adapted from “Key Design Considerations” (page 4 of the Standards)

Why Literacy in History/Social Studies, Science and Technical?

• Students are consistently unable to meet the demands of reading text within a particular discipline.

• Reading within a discipline is different than reading literature.

• The ability to read within the discipline is important to citizenship.

• Being literate across a broad range of disciplines is required to be considered College and Career Ready.

How is reading history/social studies different from other types of reading?

• History is interpretive.• History is an argument in favor

of a particular narrative.• Who the author is matters.

(sourcing)• The author’s purpose matters.

(bias and perspective)• A single text is problematic.

(corroboration)

How is reading science and technical reading different from other types of reading?

• Focus is on claims and counter claims

• Precise details, complex details and processes

• Analyze results by comparing• Determining what question is being

raised• Navigate text, graphs, tables, charts• Evaluate basis for claims


Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

57

Shift #3

Staircase of Text Complexity

59

Overview of Text Complexity

Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade

Text complexity is defined by:

Qua

litat

ive

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q

uantitative

2. Quantitative measures – readability and other scores of text complexity

Reader and Task

3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

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Step 1: Qualitative Measures

Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands

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Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Step 2: Quantitative Measures

Text Complexity Grade Bands and Associated Lexile Ranges

Text Complexity Grade Band in the Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

63

Step 3: Reader and Task

Considerations such as:•Motivation•Knowledge and experience•Purpose for reading•Complexity of task assigned regarding text•Complexity of questions asked regarding text

Shift #5

Writing from Sources

College and Career Readiness Anchor Writing Standards

Text Types and Purposes1. Write arguments to support claims in an analysis of substantive

topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

65

NAEP 2011 Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%


Production and Distribution of Writing4. Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

67


Research to Build and Present Knowledge7. Conduct short, as well as more sustained research projects

based on questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

70

College and Career Readiness Writing Standards

Range of Writing10.Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Writing and Research the Analyzes and Deploys Evidence

• Draw evidence from texts to support and develop:• Analysis• Reflection• Research

• Increase opportunities to write in response to sources• Extensive practice with short, focused research projects

• “typically taking a week and occurring—at a minimum—quarterly”

• Increase focus on argumentation and informative writing, less narrative writing

Shift #4

Text Based Answers

High-quality, Text-dependent Questions & Tasks

• “Among the highest priorities of the Common Core Standards is that students can read closely and gain knowledge from texts.”

• “More questions that can be answered only with reference to the text.”

• “Sequences of questions should elicit a sustained discussion.”

• Tasks must “require the use of more textual evidence.”

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

75

College and Career Readiness Anchor Standards for Speaking and Listening

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

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College and Career Readiness Anchor Standards for Language

Conventions of Standard English1. When writing or speaking.2. Use capitalization, punctuation, and spelling when writing.

Knowledge of Language3. To comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and

phrases by using context clues, analyzing meaningful word parts, 5. Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings6. Acquire and use accurately a range of general academic and domain-specific words

Shift #6

Academic Vocabulary

Language Progressive Skills

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Tier I - words of everyday speech

Tier II - general academic words, typically found in text, ways to

communicate simple ideas

Tier III - domain-specific words (informational text)

Reading Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12

Reading critical to building knowledgeAppreciation for the norms and conventionsEvidenceUnderstanding of domain specific wordsAnalyze, evaluate intricate argument, synthesizeComplement the disciplines

Teaching Channel

http://www.teachingchannel.org/videos/pinwheel-discussions-texts-in-conversation

81

Resources

• http://www.achievethecore.org• http://commoncore.org/maps• http://engageny.org• http://www.smarterbalanced.org• http://parcconline.org

STANDARDS FORMATHEMATICS

JUNE 2010

83

Topic Placement in Top Achieving Countries

Topic Placement in the U.S.

K-8 Domain Progressions in CCSS

Domains K 1 2 3 4 5 6 7 8

Counting and Cardinality

Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations - Fractions

Ratios and Proportional Relationships

The Number System

Expressions and Equations

Functions

Measurement and Data

Geometry

Statistics and Probability

Engageny.org

Focus – Shift # 1• Key ideas, understandings, and skills are identified

• Deep learning of concepts is stressed– That is, time is spent on a topic and on learning it well.

This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

88

Grade Level Overview

Critical Areas Critical Areas – similar to – similar to

NCTM’s NCTM’s Curriculum Curriculum Focal PointsFocal Points

Coherence – Shift #2

• Articulated progressions of topics and performances that are developmental and connected to other progressions

• Conceptual understanding and procedural skills emphasized equally

• NCTM states coherence also means that instruction, assessment, and curriculum are aligned

90

Format of Pre-K-8 Standards

StandarStandardd2.NBT.1 (code)2.NBT.1 (code)

Domain Domain Grade Grade

LevelLevel

2.NBT (code)

2.NBT (code)

ClusterCluster

Cluster

Heading

Focus

Coherence

Clarity Rigor

Fractions, Grades 3–6 3. Develop an understanding of fractions as numbers. 4. Extend understanding of fraction equivalence and ordering. 4. Build fractions from unit fractions by applying and extending previous

understandings of operations on whole numbers. 4. Understand decimal notation for fractions, and compare decimal

fractions. 5. Use equivalent fractions as a strategy to add and subtract fractions. 5. Apply and extend previous understandings of multiplication and division

to multiply and divide fractions. 6. Apply and extend previous understandings of multiplication and division

to divide fractions by fractions.

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Mathematics/Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

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The Common Core State Standards offer the possibility of re-orienting school mathematics around a more robust conception of mathematical competence.

Deborah BallUniversity of Michigan, Nov

2011

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Implications for Instruction

Mathematical Practices—requires that the Content be taught

through the Practices. That way, the connections are real—

integrated rather than interspersed.

Viewing Mathematical Practices

•Practice 1•Practice 2•Practice 3•Practice 4

•Practice 5•Practice 6•Practice 7•Practice 8

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Choose one lesson and watch approximately 5-7 minutes of instruction using your rubric. Have a discussion on evidence of the mathematical practice.

97Institute for Advanced Study/Park City Mathematics Institute Secondary School Teachers Program/Visualizing Functions

98

Mathematical practice rubrics

• http://bestcase.wordpress.com/2011/07/22/mathematical-practices/

• RESOURCES TO SUPPLEMENT RUBRICS IMPLEMENTING MATHEMATICAL PRACTICES

Shift #3

Fluency

Rigor -Require fluency, application, and deep understanding

• Conceptual understanding – solving short conceptual problems, applying math in new situations, and speaking about their understanding

• Procedural skill and fluency - speed and accuracy in calculation.

• Application - “real world” situations

Reasoning

• Invite Exploration of important mathematical concepts

• Allow students to solidify and make connections

• Make connections and develop coherent framework for mathematical ideas

• Problem formulation, problem solving and mathematical reasoning

Reasoning

• More than one solution• Development of all students’ disposition to do

math

Mathematically proficient students

• Make conjectures• Build logical progressions to explore the truth

of their conjectures• Justify and communicate their conclusions• Respond to arguments

Which number does not belong? Why?

4 16 36 48 64 81

Instead of asking which numbers are odd?

From: Math for All: Differentiating Instruction, Grades 3-5, Dacey and Lynch

Procedural Fluency

• Knowledgeable about procedures• Know when and how to use them• Skill in performing procedures flexibly,

accurately, efficiently and with understanding

Major flow leading to Algebra

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Shift #4

Deep Understanding

Cognitively-Guided Instruction Process

Grade 2

116

Grade 6

Focus in Math

http://www.achievethecore.org/steal-these-tools/focus-in-math

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Shift #5

Application

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Mrs. Olson’s sidewalk (SMARTER)

Mrs. Olson’s sidewalk

• Content Standards 7.G.6, 7.NS.3, 8.G.7 • Make sense of problems and persevere in

solving them (P1). They will need to analyze the information given and choose a solution pathway.

• Attend to precision (P6) in their careful use of units in the cost calculations.

Shift #6

Dual Intensity

A Schematic representation of CCSSM content

Dual Intensity

HS Pathways

1) Traditional (US) – 2 Algebra, Geometry and Data, probability and statistics included in each course

2) International (integrated) three courses including number , algebra, geometry, probability and statistics each year

3) Compacted version of traditional – grade 7/8 and algebra completed by end of 8th grade

4) Compacted integrated model, allowing students to reach Calculus or other college level courses

As Felicia gets on the freeway to drive to her cousin's house, she notice that she is a little low on gas. There is a gas station at the exit she normally takes, and she wonders if she will have to get gas before then. She normally sets her cruise control at the speed limit of 70mph and the freeway portion of the drive takes about an hour and 15 minutes. Her car gets about 30 miles per gallon on the freeway, and gas costs $3.50 per gallon.

Describe an estimate that Felicia might do in her head while driving to decide how many gallons of gas she needs to make it to the gas station at the other end.Assuming she makes it, how much does Felicia spend per mile on the freeway? Alignment 1: N-Q.1, N-Q.3

Teaching Channel

• http://www.teachingchannel.org/videos/surface-area-lesson?fd=1

Resources

• PARCC Resources: http://parcconline.org • Progressions & Common Core Tools

http://commoncoretools.wordpress.com

• Illustrative Mathematicshttp://illustrativemathematics.org

Resources

• National Council of Supervisors of Math: www.mathleadership.org/ccss

• Mathematics Assessment Project (MAP):• http://map.mathshell.org.uk/materials/

tasks.org

Performance Task drawn from the Ohio Performance Assessment Project.

JUNE 22-27

ORLANDO

Cutting-edge approaches from schools that are ahead of the curve in preparing for the Common Core State Standards, Next Generation Assessments, and Teacher Evaluation based on student performance:

› Leveraging rigor, relevance, and relationships to prepare students for success in the

increasingly technology-driven global economy› Empowering educators to embrace innovation and leverage technology to change the

way they teach www.modelschoolsconference.com

• [email protected]• 1587 Route 146

• Rexford, NY 12148

• Phone (518) 399-2776

• Fax (518) 399-7607

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