1. 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

2. 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

3. 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

4. Count the number of passes the White Shirted Team makes.

7. The Application Model Rigor/Relevance Framework

8. Assimilation of knowledge Acquisition of knowledge Thinking Continuum

9. 12345 1 2 3 4 5 6 Rigor/Relevance Framework

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

11. 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.

12. 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?

13. 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?

14. 12345 Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

15. 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

16. Acquisition of knowledge Application Action Continuum

17. 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

18. 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

19. 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.

20. 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?

21. 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

22. 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

23. Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Blooms Application

24. 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

25. 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

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

28. English LA Student Activities Elementary Examples

29. Math Activities Elementary Examples

30. Science Activities Elementary Examples

31. Social Studies Activities Elementary Examples

32. English LA Student Activities Middle Grades Examples

33. Math Student Activities Middle Grades Examples

34. Science Student Activities Middle Grades Examples

35. Social Studies Student Activities Middle Grades Examples

36. English LA Student Activities High School Examples

37. Math Student Activities High School Examples

38. Science Student Activities High School Examples

39. Social Studies Student Activities High School Examples

40. Knowledge Taxonomy Verb List

41. 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.

42. Knowledge Taxonomy Verb List

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

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

45. 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

46. 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

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

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

49. 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

50. 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

51. Selection of Strategies Based on Rigor/ Relevance Framework

52. Selection of Strategies Based on Rigor/ Relevance Framework

53. Assessment

54. 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

55. Low High LowHigh Traditional Tests Performance Rigor/Relevance Framework

56. 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

57. 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?

58. 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

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

60. Reflective Thought

61. 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

62. 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

63. Next Steps

65. Next Steps – Commit to Try

66. 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

67. Do Just One Brave Thing Today Why Rigor and Relevance

68. 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!

73. How do teachers react to new/more data?

75. Remind then the excitement when data is understood?

77. 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