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Dr. Bill Daggett
Dr. Bill Daggett
Founder, Chairman
Successful Practices Network
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The Successful Practices Network is a not-for-profit organization founded in 2003 through a generous gift by Bill and Bonnie Daggett. The Successful Practices Network (SPN) is a national not for profit committed to supporting schools in achieving a culture of rigor, relevance and relationships for all students. SPN works with schools, districts, regional education centers, state departments of education and other partner organizations to provide resources, best practices, data, research, and technical assistance.


Staff Members


For more information about the Successful Practices Network, please contact our office at (518) 723-2063 or Info@SPNet.us.

The Successful Practices Network (SPN) - founded in 2003 through a generous gift by Bill and Bonnie Daggett – is  a national 501(c)(3) not-for-profit organization committed to supporting schools in achieving a culture of rigor, relevance, relationships and college and career readiness for all students. SPN works with schools, districts, regional education centers, state departments of education and other partner organizations to provide resources, best practices, data, research, and technical assistance.

Dr. Daggett serves as Chairman of SPN’s Board.

We appreciate your interest in Successful Practices Network. Your feedback and support is important to us. Please tell us your thoughts! 




518-723-2063 | info@SPNet.us 






 For supporting class-, school- or community-based service learning, work-based learning programs and projects as well as extracurricular and volunteerism activities…  



NobleHour is online community software that helps schools and organizations connect with volunteers, while tracking and measuring their engagement in the community. With NobleHour, you can create a NobleHour Community and start:

  1. Posting events, sharing opportunities, and uploading files.
  2. Creating unlimited groups for volunteers, student groups or classes.
  3. Tracking, verifying and crediting volunteer, internship, and paid hours.
  4. Showcasing community partners through free organization profiles.
  5. Demonstrating the impact your organization, its volunteers, students, and community partners have on the community.



Time Tracking


Collecting paper forms and spreadsheets are a thing of the past. With hassle-free Hour Tracking feature members can track and approve, volunteer, service-learning, internship and even paying job hours.



Opportunity and Event Posting

The Add feature enables administrators, partners, and members to Add Events or Opportunities to a customized NobleHour Community. And our powerful Explore feature maps all of your community engagement activity in one view.




Communication and Networking

The new Geo–location technology gives you the power to find and team up with community partners in your area quickly and easily. Approved business partners can create free profiles and contribute news, content, resources, and opportunities with your online community.



Impact Measurement

Theup-to-the-minute Impact Measurement tool shows you the economic impact individuals, groups, and entire organizations are making in their communities as volunteers.



Group Management

Group Management features make it easy for you to manage members and content, and map all of the engagement activity in your local area. You can use Groups to track volunteer hours, manage communication, and upload files, media, and other resources all in one place.




"Besides tracking hours, reporting on my economic impact is something that I love because I can show people that I have a large economic impact on the community. I can also use it whenever I apply to colleges, and I have found that colleges actually like seeing the economic impact that I have made through my community service hours."  –Garrett K., High School Student



Request a demo







STRIDE Academy/LTS offers online, robust computer-adaptive K-12 learning, assessment, and progress-tracking tools for individual students and blended-learning classrooms, with the added dimension of motivating digital game-based learning (DGBL). Students earn credits to play their choice of embedded digital learning games.


Key New Stride Features for Fall 2015 include: 


Custom quizzes/assessments built by educators within Stride (using Stride's expansive database of standards-aligned questions) can now be shared, curated and distributed school-wide or district-wide. This extends the reach of consistent, high-quality assessment pieces to more students in a school or district. It also promotes a culture of teachers sharing resources with teachers to prevent re-work. 






Quizzes/assessments are automatically scored, relieving educators from that time-consuming duty.

Reports show aggregate results of failing/passing performance on individual standards, taking away the guesswork of where classroom and grade-level instruction needs to be better focused.



Both enhancements free teachers from time-consuming tasks (planning quizzes, grading them, interpreting results), giving them more time to teach and work with individual students! 



Plus… Improved Reports & Dashboards make it easier to access deeper data in fewer steps.




  • Better Report Integration
    Improved reports more directly integrated with teacher dashboards. Fewer steps to access data.
  • Better Report Data Filters
    Advanced report filters (such as Subject, Grade Level, Pass/Fail Threshold, andStudent Name) tohelp teachers generate only the specific data they need (and save paper!).
  • The new "F.A.S.T. 360 Adaptive Skill Path"table is now available in the Teacher Dashboard for every student working in F.A.S.T. 360 mode.
  • New Student Progress Report
    New at-a-glance graphs show each student's growth - with step-by-step explanations of the student's progression through strands prescribed by the adaptive engine.



  • Better Academic Badge Views
    Teachers can now view badges awarded by subject/date, and see total badges awarded by subject.  




  • Upgrades to Quiz Builder
  • New tools to simplify Stride implementation: 
  • Quick Print Student & Teacher Access Info
  • ·         Assign Curriculum to Multiple Students at Once
  • Simplified Gap Assessment Settings for scheduling tests









Learning Together uses the power of peer relationships to engage struggling students. In a caring one-on-one environment, they move to proficiency, build self-esteem and become motivated life-long learners -- just the kind of active participants schools need in the new 


Common Core classroom. Their rigorous research-based peer teaching methodology gets results because of the academic support, leadership training and comprehensive scripting built into each program. Peer teaching offers an effective and economical way to provide the extra instructional time many students need to feel successful and meet new performance standards.

Tier II and III interventions are ideal for ELL, Special Education and General Education students in grades two through high school. They may be used during school, after school or in summer school. Results improve in the first year as students fill knowledge gaps and build 21st century life skills such as problem solving, communication, collaboration, creativity and innovation.

Reading Together uses authentic literature as the basis for building comprehension, fluency, vocabulary and writing skills.

Reading Together/SECONDARY provides supplemental instruction for middle- or high school students who may be drop-out risks due to borderline skills, poverty or poor peer and family support. The emphasis is content-area reading, career exploration and college readiness; it takes students to the highest level of Bloom’s taxonomy, strategies for evaluation and synthesizing. End-of-unit reviews and quizzes check for understanding.

Math Together teaches elementary students problem solving, critical thinking and fact mastery, and prepares middle- and high-school students for the gateway Pre-Algebra and Algebra I courses.

Get Ready 4 Algebra is a structured peer teaching program designed by working math educators to prepare struggling middle- and high-school students for the rigor of Pre-Algebra and Algebra I coursework. Both tutors and tutees have significant gaps in understanding that require remediation before they can access Algebra I, considered the gatekeeper to success in high school and college math.

Independent research shows Learning Together keeps students on track and in school - a cost-effective solution for bringing at-risk students to grade level and beyond.

Together we can raise student achievement by the power of 2






The nature of the workplace has changed substantially over recent years, The question that the 2014 Lexile Study wanted to answer was, "have the literacy requirements for entry-level jobs shifted over the past 10 years and, if so, do they continue to be greater than the typical high school graduate is ready for.


National Lexile Report 



Our Literacy studies have shown that reading levels for College and Career Readiness are now far greater than the typical high school graduate's ability.


The Literacy Report Card  will track the progression of a student's reading ability across grades and show at a point in time, as well as project out, how prepared the student is to comprehend texts from various environments: High School, College, Every Day Personal Use, Entry-level Occupational Reading and State Standards.



Digital Game-based Learning (DGBL) is an emerging frontier in K-12 learning, as well as a training vehicle already widely and successfully used in the military, business, and industry. As with any transformative practice in education, successful integration into everyday practice in schools takes time and effort — prior to, during, and after phase-in. This paper describes the importance of recognizing DGBL’s limitations, evaluating costs vs. benefits, keeping it simple, and supporting teachers.


Playing (and Learning) to Win:The Transformative Power of Digital Game-based Learning



The WE Teach and WE Learn surveys measure teacher and student perceptions of the four important areas of rigor, relevance, relationships, and leadership in their schools.This reports suggests how reflecting on data can be a starting point toward changing schoool culture in the cause of school improvement.


A Comparative Analysis of National We Survey Data




Many high quality Career and Technical Education (CTE) programs exemplify several aspects of the kinds of learning intended under the concept of career (and college) readiness; but CTE and “career readiness” are not necessarily the same thing. This paper explores the reasons why.


Career Readiness Is More than Career and Technical Education


International Center for Leadership in Education
Stride Academy