Welcome to the Successful Practices Network Dale Eggebraaten, Senior Associate International Center for Leadership in Education International Center for Leadership in Education Sponsored By Orange Unified School District

SPN Components of School Excellence 1.Deepen the Implementation of the Schoolwide Literacy Focus 2.Develop Professional Collaboration Teams to Improve Teaching and Learning 3.Learn and Use Effective Research-based Teaching Practices 4.Implement a Targeted Professional Development Plan That Builds Expertise in Selected Strategies 5.Realigh Resources (People, Time, Talent, Energy, and Money) to Support the Instructional Focus 6.Engage Families and the Community in Supporting the Instructional Focus 7.Monitor Internal Accountability 8.Principal as Instructional Leader 9.District Office Support Orange Unified Focus on Results 1. Embrace a Common Vision and Goals-RRR ALL Students 2. Inform Decisions through Data Systems 3. Empower Leadership Teams to Take Action and innovate 4. Clarify Student Learning Expectations 5. Adopt Effective Instructional Practices 6. Address Organizational Structures 7. Monitor Student Progress/Improve Support Systems 8. Refine Process on an Ongoing Basis

Rigor, Relevance, Relationships Youve heard of Rigor through Focus on Results New, might be Relevance Relationships goes along with your Districts Strategic Plan in the area of Personalization

Count the number of passes the White Shirted Team makes.

The Application Model Rigor/Relevance Framework

Assimilation of knowledge Acquisition of knowledge Thinking Continuum

Rigor/Relevance Framework

1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Knowledge Taxonomy Knowledge Taxonomy

Blooms Taxonomy Awareness Level Recall specific information List, arrange, tell, underline, identify, locate List the 4 Ps in the marketing mix. Comprehension Level Understanding or interpretation of information Define, explain, calculate, reword Explain how to apply varnish to a table.

Blooms Taxonomy Application level Applying knowledge and understanding to a new situation Solve, operate, use, handle, apply Using a ruler, determine the square footage of the floor in this classroom. Analysis Level Separate a complex idea into its components Categorize, simplify, examine, inspect, survey Which Microsoft office application was used to create this presentation?

Blooms Taxonomy Synthesis Level Combining knowledge to form a new idea. Create, build, generate, reorganize Write or tell a new story using the same characters. Evaluation Level Choosing an alternative in making a decision. Decide, classify, judge, prioritize, determine Which salesperson provided the best customer service? Why?

12345 Knowledge Rigor/Relevance Framework

Basic Nutrition 1Label food by nutritional groups 2Explain nutritional value of individual foods 3Use nutritional guidelines in planning meals 4Examine success in achieving nutritional goal 5Develop personal nutrition goals 6Appraise results of personal eating habits over time Knowledge Taxonomy

Acquisition of knowledge Application Action Continuum

Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

Application Model Knowledge Learning Knowledge, Attitude, or Skills Learning how to use the Internet Apply in Discipline Using the knowledge, attitude, or skills within the course curriculum Searching the Internet to find information to complete a class project

Application Model Apply Across Disciplines Using the knowledge, attitude, or skills in all discipline curriculums Use the skills learned in the Microsoft Office class to prepare humanities report and presentation. Apply to Predictable Situations Using information to analyze and solve real problems with predictable solutions Read a recipe, measure and combine ingredients to make a birthday cake.

Application Model Apply to Unpredictable Situations Using information to analyze and solve real problems with unknown solutions Use a road map to figure out where you are and where you should go when lost on a trip from Saratoga Springs, NY to Orange County, CA?

12345 Application Knowledge Rigor/Relevance Framework

Basic Nutrition 1Label food by nutritional groups 2Rank foods by nutritional value 3Make cost comparison of different foods considering nutritional value 4Develop a nutritional plan for a person with a health problem affected by food intake 5Devise a sound nutritional plan for an elementary school that is culturally diverse Application Model

Levels CDCDABABCDCDABAB Blooms Application

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework In the Traditional Classroom Out of the Traditional Classroom

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Acquisition AssimilationAdaptation Application

English LA Student Activities Elementary Examples

Math Activities Elementary Examples

Science Activities Elementary Examples

Social Studies Activities Elementary Examples

English LA Student Activities Middle Grades Examples

Math Student Activities Middle Grades Examples

Science Student Activities Middle Grades Examples

Social Studies Student Activities Middle Grades Examples

English LA Student Activities High School Examples

Math Student Activities High School Examples

Science Student Activities High School Examples

Social Studies Student Activities High School Examples

Knowledge Taxonomy Verb List

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High Low Mathematics - Elementary Memorize multiplication tables. Find values in number sentences when represented by unknowns. Develop formula for estimating a large quantity without counting, e.g. beans in a jar. Collect outside temperatures for several days and graph the results.

Knowledge Taxonomy Verb List

1. Knowledge Arrange Check Choose Find Group Identify Label List Locate Knowledge Taxonomy Match Name Point to Recall Recite Repeat Say Select Write

2. Comprehension Advance Calculate Change Convert Contemplate Define Explain Extrapolate Infer Interpret Outline Project Propose Reword Submit Transform Translate Vary Knowledge Taxonomy

3. Application Adopt Consume Capitalize on Devote Employ Exercise Handle Maintain Make use of Manipulate Mobilize Operate Put to use Relate Solve Start Take up Utilize Knowledge Taxonomy

4. Analysis Assay Audit Breakdown Canvass Check out Dissect Deduce Divide Examine Knowledge Taxonomy Include Inspect Look at Scrutinize Sift Survey Study Test for Uncover

5. Synthesis Blend Build Cause Combine Compile Compose Conceive Construct Create Develop Evolve Form Generate Make up Originate Produce Reorder Structure Knowledge Taxonomy

6. Evaluation Accept Appraise Arbitrate Assess Award Decide Classify Criticize Determine Knowledge Taxonomy Grade Judge Prioritize Rank Rate Reject Rule on Settle Weigh

Instructional Strategies BrainstormingBrainstorming Cooperative LearningCooperative Learning DemonstrationDemonstration Guided PracticeGuided Practice InquiryInquiry Instructional TechnologyInstructional Technology LectureLecture Note-taking/Graphic OrganizersNote-taking/Graphic Organizers Memorization Memorization Presentations/Exhibitions Presentations/Exhibitions Research Research Problem-based learning Problem-based learning Project Design Project Design Simulation/Role-playing Simulation/Role-playing Socratic Seminar Socratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N BrainstormingBrainstorming Compare & ContrastCompare & Contrast InquiryInquiry Teacher QuestionsTeacher Questions Examples of Instructional Strategies Rigor/Relevance Framework BrainstormingBrainstorming Community ServiceCommunity Service Cooperative LearningCooperative Learning Creative ArtsCreative Arts Teacher QuestionsTeacher Questions Community ServiceCommunity Service Cooperative LearningCooperative Learning DemonstrationDemonstration Problem SolvingProblem Solving Lecture Lecture MemorizationMemorization Guided PracticeGuided Practice

Selection of Strategies Based on Rigor/ Relevance Framework

Selection of Strategies Based on Rigor/ Relevance Framework

Assessment

Types of Assessment Multiple Choice Multiple Choice Constructed Response Constructed Response Extended Response Extended Response Process Performance Process Performance Product Performance Product Performance Portfolio Portfolio Interview Interview Self Reflection Self Reflection Rigorous and Relevant Instruction

Low High LowHigh Traditional Tests Performance Rigor/Relevance Framework

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N Extended Response Extended Response Product Performance Product Performance Primary Assessments Rigor/Relevance Framework Portfolio Portfolio Product Performance Product Performance Interview Interview Self Reflection Self Reflection Process Process Performance Performance Product Performance Product Performance Multiple Choice Multiple Choice Constructed Response Constructed Response

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Right Answers Rational AnswerRight Questions Right Steps / Procedures Did the Student get it right?

Assessment CA Standards for the Teaching Profession Standard Five: Assessing Student Learning 5.3 Involving and guiding all students in assessing their own learning 5.4 Using the results of assessments to guide instruction

RIGORRIGOR RELEVANCE A B D C Increasing Rigor/Relevance High Low

Reflective Thought

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework No Reflection Only the Right Answer Reflective Thought Reflection to Analyze Reflection to Create, Design, or Develop Reflection to Follow Right Steps / Procedures

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Relationships have little influence on learning Relationships Requires relationships where students receive assistance as needed Requires relationships at high levels and with multiple people Requires relationships where students work effectively with others

Next Steps

Next Steps – Commit to Try

Welcome to the Successful Practices Network Dale Eggebraaten, Senior Associate International Center for Leadership in Education International Center for Leadership in Education Sponsored By Orange Unified School District

Do Just One Brave Thing Today Why Rigor and Relevance

Put a sign up If you do not know where you will use what we have talked about today in the real world, Ask Me!

How do teachers react to new/more data?

Remind then the excitement when data is understood?

CTE Challenges in Quad C Analysis –Same – Differences –Compare – Contrast –Cause – Effect Synthesis –Known & creating something else –Connect topic/evidence / details Evaluate –Establish criteria –Judgement