Daggett System for Effective Instruction: Where Research and Best Practices Meet Willard R. Daggett, Ed.D. Founder and CEO.

Daggett System for Effective Instruction:Where Research and Best Practices Meet

Willard R. Daggett, Ed.D.

Founder and CEO

The Challenges• Common Core State Standards (CCSS)

The Challenges• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)

The Challenges• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)• Teacher Effectiveness based on

Student Performance

• Created the Rigor / Relevance Framework®

Our Involvement

• Created the Rigor / Relevance Framework®

• Became framework for CCSS and NGA

Our Involvement

• Created the Rigor / Relevance Framework®

• Became framework for CCSS and NGA• Lexile® research is helping define proficiency in

NGA

Our Involvement

• Created the Rigor / Relevance Framework®

• Became framework for CCSS and NGA• Lexile® research is helping define proficiency in

NGA• 5-year study with CCSSO and Gates Foundation

Our Involvement

• Created the Rigor / Relevance Framework®

• Became framework for CCSS and NGA• Lexile® research is helping define proficiency in

NGA• 5-year study with CCSSO and Gates Foundation• Work with the early implementers (RttT)

Our Involvement

• Created the Rigor / Relevance Framework®

• Became framework for CCSS and NGA• Lexile® research is helping define proficiency in

NGA• 5-year study with CCSSO and Gates Foundation• Work with the early implementers (RttT)• International best practices

Our Involvement

• Make the complex simple

• Unrelenting commitment to help schools improve in meeting the needs of all children

The Challenges

• Common Core State Standards (CCSS)

The Challenges

• Common Core State Standards (CCSS)

• Next Generation Assessments (NGA)

The Challenges

• Common Core State Standards (CCSS)

• Next Generation Assessments (NGA)

• Teacher effectiveness based on student performance

The Challenges

• Common Core State Standards (CCSS)

• Next Generation Assessments (NGA)

• Teacher effectiveness based on student performance

• Prepare students for the world beyond school

Agenda

RESEARCH

Agenda

RESEARCHMODEL

SCHOOLS

Agenda

RESEARCHMODEL

SCHOOLSSTRUCTURE

Agenda

RESEARCHMODEL

SCHOOLS

BEST PRACTICES

STRUCTURE

Agenda

RESEARCHMODEL

SCHOOLS

ACTION PLAN

BEST PRACTICES

STRUCTURE

GOALS

• Complex Simple • Tools • Strategies

Worksheet

Agenda

RESEARCH

MODELSCHOOLS

ACTION PLAN

BEST PRACTICES

STRUCTURE

Focus

•What is effective?

Research on Effectiveness1. Data-rich, analysis-poor

– Meta-analysis

Research on Effectiveness1. Data-rich, analysis-poor

– Meta-analysis

2. Visible Learning by John Hattie– 52,637– 800 meta-analyses

Research on Effectiveness1. Data-rich, analysis-poor

– Meta-analysis

2. Visible Learning by John Hattie– 52,637– 800 meta-analyses

3. Sutton Trust Research, UK

Research on Effectiveness1. Data-rich, analysis-poor

– Meta-analysis

2. Visible Learning by John Hattie– 52,637– 800 meta-analyses

3. Sutton Trust Research, UK4. CCSSO’s – InTASC

Research on Effectiveness1. Data-rich, analysis poor

– Meta-analysis

2. Visible Learning by John Hattie– 52,637– 800 meta-analyses

3. Sutton Research, UK4. CCSSO’s – InTASC5. Other Existing Frameworks

Five Categories• Students• Teachers• Schools/Districts• Curricula• Home

Scale

• 138 factors

Scale

• 138 factors• Effect

Scale

• 138 factors• Effect• Standard deviations (SD)

Standard Deviation

1 Standard Deviation

• Students do better than 84% of students not in that initiative

1 Standard Deviation

• Students do better than 84% of students not in that initiative

• Typically represent 2 years growth in one year

Focus

•What is effective?•What you can impact?

Literacy Strategies

0.61

0

0.2

0.4

0.6

0.8

1

Effective.61 SD = 1.22 Years

Growth per Year

Focus

• What is effective?• What you can impact?

– nation’s most successful practices– international best practices

Student Teacher Relationship

0.72

0

0.2

0.4

0.6

0.8

1

Effective

.72 SD = 1.44 Years

Growth per Year

Application of Knowledge

0.65

0

0.2

0.4

0.6

0.8

1

Effective

.65 SD = 1.30 Years

Growth per Year

Socioeconomic Status

0.57

0

0.2

0.4

0.6

0.8

1

Effective

You Cannot Change Where YOUR STUDENTS CAME FROM

However

You Can Change Where YOURSTUDENTS ARE GOING

Focus

•What is effective?•What you can impact?•What is most efficient?

Effectiveness and Efficiency Framework

High

Cost

Low

Cost

Effectiveness and Efficiency Framework

High

Cost

Low

Cost

High Student Performance

Low Student Performance

EEffffeeccttiivveenneessss

Effectiveness and Efficiency Framework

High Cost

Low Cost

High Student Performance

Low Student Performance

CC DD

AA BB

EEffffeeccttiivveenneessss

Professional Development

0.75

0

0.2

0.4

0.6

0.8

1

Efficient

Professional Development

0.62

0

0.2

0.4

0.6

0.8

1

0.75

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Greatest Impact

• What is effective?• What you can impact?• What is most efficient?

Greatest Impact

• Culture of High Expectations• Relevance of Instruction• Strong Relationships

Findings

• Teachers are our greatest hope.

Student Teacher Relationship

0.72

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Application of Knowledge

0.65

0

0.2

0.4

0.6

0.8

1

0.80

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Professional Development

0.62

0

0.2

0.4

0.6

0.8

1

0.75

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Teacher Expectations and Clarity

0.75

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1

Effective Efficient

1.28

0

0.2

0.4

0.6

0.8

1

Plan Instruction based on how Students Learn

0.70

0

0.2

0.4

0.6

0.8

1

Effective Efficient1.28

Assessment to Inform and Differentiate Instruction

0.65

0

0.2

0.4

0.6

0.8

1

0.80

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Meta-Cognitive Strategies

0.69

0

0.2

0.4

0.6

0.8

1

0.80

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Literacy Strategies

0.61

0

0.2

0.4

0.6

0.8

1

0.65

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Read 180, System 44, Expert 21

• # 27 – Feature Session – Ted Hasselbring• # 69 – Model School – Billings Public Schools• # 81a, 81b, 82a, 82b, 83a - How to Sessions

Peer Tutoring

0.65

0

0.2

0.4

0.6

0.8

1

0.75

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Learning Together

Learning Together

• #75 – Harbour View Elementary

• #76 – Brockton High School• #90 - How to Session

What is less effective and efficient

Class Size

0.210

0.2

0.4

0.6

0.8

1

0.20

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Summer School

0.230

0.2

0.4

0.6

0.8

1

0.200

0.2

0.4

0.6

0.8

1

Effective Efficient

0.7

2

0.9

0

0.6

2

0.7

5

0.4

0

0.6

7

0.9

0

0.6

0

0.7

5

0.9

0

0.6

9

0.8

0

0.6

0 0.6

5

0.5

5

0.7

5

0.2

1

0.2

0

0.3

00

.55

0.2

2

0.9

0

0.2

3

0.2

0

Stu

den t

Teach

e r

PD

Pri

or

Ach

iev e

Form

.

Eva

l.

Teach

e r

Cla

rity

Meta

Str

ats

.

Lit

era

c y

Str

ats

.P

eer

Tu

tor

Cla

ss

Siz

e

Ab

ilit

y

Gro

up

Teach

Test

Su

mm

e r

Sch

ool

StudentAchievement

Focus

• What is effective?• What you can impact?

– nation’s most successful practices– international best practices

• What is most efficient?

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

System

Aligned for Success

• Doctors/Nurses in Hospitals• Pilots in Flight• Lawyers in a Law Firm• Troops in Battle• Teachers in a School System

Successful Practices Network

- Session #80

- Resource Center

Key to Effective Instruction Is Alignment

• Organizational Leadership• Instructional Leadership• Teacher

Deal with Underlying Challenges

• Family and parent involvement/support

• Attendance• Teacher attitude and attendance• Safety / security

StudentAchievement

Sessions #3 McNulty – President, ICLE

#10 Deb Delisle - Senior Fellow, ICLE

# 17 Sue Szachowicz Brockton High School

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

WORKSHEET- Actions

- Conference

- School/District

- PowerPoint

- Whitepaper

- Legend

Worksheet

Rigor and Relevance

Teaching

Knowledge Taxonomy1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation

Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable

situations5. Application to real-world unpredictable

situations

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

1

2

3

4

5

6

1 2 3 4 5

A B

DC• 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.

Rigor/Relevance Framework

1

2

3

4

5

6

1 2 3 4 5

A B

DC• 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.

Rigor/Relevance Framework

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

Rigor & Relevance• #23 - Feature

• #94 Resource Session

• #97 Resource Session

• #106 Resource Session

• Visit Resource Center

Rigor and Relevance

Relationships

Teaching

Rigor and Relevance

Relationships

Content

Teaching

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

AA BB

DDCC

Brain Research

#13 – Nussbaum

#14 – Nussbaum

#15 – Brooks

#16 – Brooks

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Rigor and relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Asses

smen

t to

guid

e

inst

ruct

ion

Organ

izational

Lead

ersh

ip

StudentAchievement

Culture

Organizational Leadership

Culture

#1 - Daggett

Create a Culture

• Technology

1991

2011

Computing

Capacity

Moore’s Law – Doubles Every 2 Years

2021

Exponential Growth

Mainframe iPhone

Exponential Growth

Mainframe iPhoneBloodCell

Moore’s Law

• Linear (30 feet)• Exponential (1 billion feet –

200,000 miles)

Technology

• Moore’s Law

Technology

• Moore’s Law • Cloud Computing

Technology

• Moore’s Law • Cloud Computing • Open Source

Technology

• Moore’s Law • Cloud Computing • Open Source• GNR

GNR• Genetics (Bio-Tech)• Nano Technology• Robotics

Skill Gap

• Literacy • Math• Science• Quadrant B and D

Create a Culture

• Technology

Create a Culture

• Technology • Globalization

Create a Culture

• Technology • Globalization• Financial

Create a Culture

• Technology • Globalization• Financial• Demographic

Population

FemaleMale

1950

2010

2050

Create a Culture

• Technology • Globalization• Financial• Demographic• Workplace

Create a Culture

• Technology • Globalization• Financial• Demographic• Workplace• Skill Gap

Create a Culture

• Technology • Globalization• Financial• Demographic• Workplace• Skill Gap

Culture

#1 - Daggett

Create a Culture

• What is the message? • Who it is delivered to and in what

order? • How to deliver it?

Culture

Vision

Organizational Leadership

Is your purpose to prepare students for the test?

Is your purpose to prepare students for the test?

What else should you prepare them for?

Those things that are easy to measure are least important.

Those things that are most important are hardest to

measure.

Vision

-Wednesday 8:00 am – Delta A

DSEI - Deep Dive

-Closing General Session

Culture

Vision

Structure and

systems

Organizational Leadership

Organizational Changes

• Looping• Interdisciplinary Chairs• Electives to 9th Grade

Culture

Vision

Structure and

systems

Organizational Leadership

Bui

ld le

ader

ship

Top-down support for bottom-up success

Empower Leadership Teams

Leadership Teams

• Coherent Vision• Empowerment

Leadership-#5 -McNulty

-#22 – NASSP (Flanary)

-Institute for 21st Century Learning – Resource Center

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Organizational Leadership

Bui

ld le

ader

ship

Evaluation

- #7 – Daggett/Delisle

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Organizational Leadership

Data

syste

msB

uild

lead

ersh

ip

Data Systems

- #91 – SAS EVAAS

Teacher evaluation systems need to be tied directly to data

systems

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Teacher Expectations and Clarity

0.75

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1

Effective Efficient

High expectations

Instructional Leadership

CCSS/NGA

- #8 – Gendron

- #9 - Gendron

Next Navigator

Resource Center

123 4 5

Road Map

• State Standards to State Test

High Medium Low Grade 3 15 7 69 Grade 4 31 7 46 Grade 5 20 1 64 Grade 6 17 4 61 Grade 7 32 20 29 Grade 8 13 4 62 Grade 9 32 2 42 Grade 10 32 2 42

Ohio English Language ArtsIndicators Tested

Your State Standards CCSS

StateTests

StateStandards

AA

AA

Road Map

• State Standards to State Test• State Standards to Research

Your State Standards CCSS

National Essential Skills Study (NESS)

NESS StudySubgroup Rankings

ELA Skill: Write clear and concise directions or procedures.

Group Rank

Overall 9

Business/Industry 2

Other Non-educators 10

English Language Arts Teachers 25

Other Educators 8

NESS StudySubgroup Rankings

ELA Skill: Give clear and concise oral directions.

Group Rank

Overall 7

Business/Industry 3

Other Non-educators 9

English Language Arts Teachers 28

Other Educators 7

NESS StudySubgroup Rankings

Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall 20

Business/Industry 29

Other Non-educators 31

Mathematics Teachers 4

Other Educators 24

NESS StudySubgroup Rankings

Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error.

Group Rank

Overall 12

Business/Industry 3

Other Non-educators 10

Mathematics Teachers 30

Other Educators 8

Proficiency

NESS &

Lexile

StateTests

StateStandards

CC

AA CC

Your State Standards CCSS

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

CCAA

Road Map

• State Standards to State Test• State Standards to Research• State Standards to CCSS

Your State Standards CCSS

Road Map

• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard

CCSS Your State Standard

Road Map

• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard• State Test to CCSS• Samples to NGA

Road Map

• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard• State Test to CCSS• Samples to NGA

State Test NGACreate a large spinner for a game that has at least eight sectors. Each sector should be assigned a different ‘prize’. Prizes should range in value from most appealing to least appealing.

Vary the sectors so that the probability to win a desired prize is much less that the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize.

Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which price has the greatest probability and which prize has the least probability?

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

ConsortiumAssessment

DDAA

Road Map

• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard• State Test to CCSS• Samples to NGA• NGA to CCSS

AA BB

DDCC

Next Navigator

- #113 – Lucey

Resource Center

High expectations

Curriculum

Instructional Leadership

High expectations

Curriculum

Literacy and math

Instructional Leadership

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%)

CCSS - ELA

• K-5• 6-12• Standards for Literacy in

History-Social Studies, Science, Technical Subjects

Literacy/Numeracy-#89 – I CAN Learn

-#81a – Read 180

-#81b –Read 180

-#82a – System 44

-#82b – System 44

-83a – Expert 21

High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Instructional Leadership

Tennessee Arts Education

Tennessee Language Arts Standards/Learning

Expectations/Accomplishments High School English II

Curriculum Survey of Essential

SkillsNational Rankings

End-of-Course

Test

Visual Arts

Dance Music Theatre

1.08 Develop organized pieces of writing containing focused, well-developed ideas.

e12e54

H H H H H

1.09 Demonstrate effective writing style by the use of vivid words, a variety of sentence structures, and appropriate transitions.

e12e54

H H H H H

1.10 Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.

e14e41e62

H M M M M

1.11 Recognize and demonstrate appropriate use of standard English: usage, mechanics and standard spelling, and sentence structure.

e1e7

H H H H H

1.12 Identify and use a variety of resources to revise and edit writing.

e21 H M M M M

1.13 Research information to prepare presentations or reports which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries.

e3e36a

L

Tennessee Career and Technical Education

Tennessee English Language ArtsContent Standards/State Performance IndicatorsEnglish II

NESSRank

TC

AP

/ EO

C

Agriculture, Food& Natural Resources

Architecture& Construction

Arts, A/V Technology& Communications

Fo

od

Pro

du

cts

& P

roc

es

sin

g S

yste

ms

Ag

ribu

siness S

ystems

Po

wer, S

tructu

ral & T

echn

ical S

ystems

En

viron

men

tal Service S

ystems

Plan

t System

s

Natu

ral Reso

urce S

ystems

An

imal S

ystems

Desig

n/

Pre-C

on

structio

n

Co

nstru

ction

Main

tenan

ce/ Op

eration

s

Perfo

rmin

g A

rts

Visu

al Arts

Prin

ting

Tech

no

log

y

Jou

rnalism

& B

road

casting

A/V

Tech

no

log

y &

Film

Te

lec

om

mu

nic

atio

ns

Standard 2—Communication

SPI 3002.2.1 Identify the thesis and main points of a challenging speech.

E2E34

H

SPI 3002.2.2 Distinguish between a summary and a paraphrase.

E20E28

H

SPI 3002.2.3 Distinguish between a critique and a summary.

E20E28

H

SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

E17E22

H

SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes).

E37E44

H

SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

E8 H

High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Provid

e

prof

essio

nal g

rowth

Instructional Leadership

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

StudentAchievement

Daggett System for

Effective Instruction

- Wednesday – 8:00 - Delta A

What Are the Next Steps?

Closing Session

Agenda

RESEARCHMODEL

SCHOOLS

ACTION PLAN

BEST PRACTICES

STRUCTURE

Transition Plan

Next Steps• Start with awareness program

• Start with awareness program• Needs Assessment

Next Steps

• Start with awareness program• Needs Assessment• Transition Plan

Next Steps

• Start with awareness program• Needs Assessment• Transition Plan• Provide support to teachers now

— Next Navigator— Focused and sustained professional

development

Next Steps

• Start with awareness program• Needs Assessment• Transition Plan• Provide support to teachers now

— Next Navigator— Focused and sustained professional

development• Monitor progress

Next Steps

1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail - info@LeaderEd.comwww.LeaderEd.com

International Center for Leadership in Education, Inc.