1. Relationships, Relevance and Rigor….. and
Raymond J. McNulty, President
International Center for Leadership in Education
Buckeye Union High School

2. Connecting Successful Practices to Next Practices
Raymond J. McNulty, President
International Center for Leadership in Education
Buckeye Union High School

3. Ray, reading the paper on your “Kindle” or online just isn’t the same!
The Boston Globe
Ray, reading the paper on your “Kindle” or online just isn’t the same!

4. Almost everyone wants schools to be better,
but almost no one wants them to be different.

5. WE need to become the AGENTS of change.

6. Stop waiting for the cure … EDUCATORS -YOU ARE THE CURE!!!

7. SUCCESS BY DESIGN NOT BY CHANCE

8. THEMES Review of Relationships Relevance and Rigor From ---- To
Best Practices, Next Practices (Learning Criteria) and Innovation
Closing Thoughts

9. THEME
Relationships, Relevance and Rigor

10. RELATIONSHIPS

11. School is a place I go to where my deficits are accented.

12. You can’t teach kids you don’t know….

13. Teacher – Student Comparisons
T – I make learning exciting for my students.
86%
S – My teachers make learning fun.
41%

14. Teacher – Student Comparisons
T – I am aware of my students’ interests outside of school.
84%
S – My teachers know my interests outside of school.
28%

15. Teacher – Student Comparisons
T – I know my students’ academic interests and goals.
82%
S – My teachers know my academic interests and goals.
36%

16. We need fewer, clearer and more rigorous standards!
OUR PROBLEM IS NOT SIMPLY STANDARDS, BUT “OUR BEHAVIOR” AS WELL!!!!

17. We need more artists, so here’s our plan.
REQUIRE ALL HIGH SCHOOL STUDENTS TO TAKE MORE ART!

18. We need more scientists and mathematicians, so here’s our plan.
REQUIRE ALL HIGH SCHOOL STUDENTS TO TAKE MORE MATH AND SCIENCE!

19. What Works Best?
REQUIRE
MANDATE
FORCE
EXCITE
CREATE PASSION
MOTIVATE

20. Kary Mullis, Nobel Laureate

21. Motivation is a key ingredient for success in learning.

22. We live in a world obsessed with science, predictability and control.
If we can’t measure it, it doesn’t count!

23. We must consider the possibility that if we can’t measure something, it might be the very most important thing!

24. New Orleans Saints

25. RIGOR

26. 3 Mis-Conceptions on Rigor
That rigor means ‘ more’
Raising a grade is not ‘rigor’
3. Being stricter and enforcing tighter policies

27. Rigor !
Rigor means increasing the level of thinking in a more sophisticated and complex manner.

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

29. Assimilation
of knowledge
Thinking Continuum
Acquisition
of knowledge

30. Knowledge Taxonomy Awareness Level Comprehension Level
Recall specific information
list, arrange, underline, identify
List the four basic math functions
Comprehension Level
Understand / interpret information
define, explain, calculate, reword
Select the correct math function to solve a word problem.

31. Knowledge 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 room.
Analysis Level
Separate a complex idea into its components
categorize, simplify, examine, survey
Which Microsoft Office program was used to create this presentation?

32. Knowledge Taxonomy Synthesis Level Evaluation Level
Combining knowledge to form a new idea.
create, build, generate, reorganize
Write a manual for using a new power tool.
Evaluation Level
Choosing an alternative in making a decision.
decide, classify, judge, prioritize
Which salesperson provided the best customer service? Why?

33. RELEVANCE

34. Application Model

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

36. Relevance of learning to life and work
Action Continuum
Acquisition
of knowledge
Application
of knowledge
Relevance of learning to life and work

37. Application Model Knowledge within a Course
Learning Knowledge, Attitude, or Skills
Learning how to use a calculator
Apply Knowledge within Discipline
Using the knowledge, attitude, or skills within the course curriculum
Using the calculator to determine the material costs of a storage shed

38. Application Model Apply Across Disciplines
Using the knowledge, attitude, or skills in all discipline curriculums
Using the rules of spelling, grammar, punctuation learned in English in all classes
Apply to Predictable Situations
Use information to analyze and solve real world problems with predictable solutions
Read a recipe and calculate the ingredients needed to triple the recipe

39. Application Model Apply to Unpredictable Situations
Using information to analyze and solve real problems with unknown solutions
Plan the transportation and lodging for your family’s vacation to Disney World
Plan a luncheon for students being inducted into the National Honor Society and their parents

40. Selection of Strategies Based on
Rigor/
Relevance Framework 40

41. Rigorous Follow-up Question Examples
Increasing Critical and Rigorous Thinking
Rigorous Follow-up Question Examples
Why?
Defend your answer?
Can you explain further?
Do you agree?
Why not?
How do you know?
Please give an example.
Please tell us one use for…
How could you represent this information in another way?
Who would disagree and why?
What does this remind you of?
If you could ask a question, what would it be?
What’s still confusing you?
What do you understand so well, you could teach it to someone else? 41
Copyright, Kuzmich 2008

42. Adding Relevancy for Quadrant D Moments
Comparing Learning to…
Use the Real World
Your life
Your family’s life
Your community and friends
Our world, nation, state
World of Work
World of Service
World of Business and Commerce that we interact with
Moral, ethical, political, cultural points of view and dilemmas
Real world materials
Internet resources
Video and other media
Scenarios, real life stories
News

43. D Quadrant Verbs Products evaluation evaluate newspaper validate
estimation
trial
editorial
radio program
play
collage
machine
adaptation
poem
debate
new game
invention
evaluate
validate
justify
rate
referee
infer
rank
dramatize
argue
conclude 43

44. Quick Lesson Planning Guide
To What Degree of Thinking?
Integration, Creativity,
Analysis, Synthesis, Evaluation D
To what complexity and in what relevant context?
Student demonstration of learning in a real world context – What Performance? A
What?
State Standards,
Content, Vocabulary, Skills, Process B
Why or What for?
Hook the interest…
What is the relevance? 44

45. Gradual Release of Responsibility
1. Modeled
I Do
2. Shared
We Do
3. Guided
4. Independent
You Do T S
Describe
Analyze
Evaluate
Assessment
Engagement
Lesson Design for Scaffolding, Gradual Release of Responsibility and Increasing Creative Thinking
Explain, Model, and Student Checks for Understanding
Shared Practice with teacher step by step guidance
Guided Practice with teacher help for clarity
Independent Work and Informal Assessment
Adapted from Fisher and Frey, with additions from Kuzmich, 2009 45

47. C D A B 6 5 4 3 2 1 1 2 3 4 5 Application Bloom’s 20th Century 1
Application

48. C D A B 6 5 4 3 2 1 1 2 3 4 5 Application Bloom’s Old New Assessment 1
Application

49. THEME
From ---- To

50. Transition FROM Current State Standards and Assessments TO New Common Core Standards and Next Generation Assessment

51. National Essential Skills Study

52. NESS Study Subgroup 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
Other Educators 8

53. NESS Study Subgroup 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

54. NESS Study Subgroup Rankings
ELA Skill: Give clear and concise oral directions.
Group
Rank
Overall 7
Business/Industry 3
Other Non-educators 9
English Language Arts Teachers
Other Educators

55. NESS Study Subgroup 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

56. NESS Study Subgroup Rankings
Math Skill: Apply the Pythagorean Theorem to right triangles.
Group
Rank
Overall 20
Business/Industry 29
Other Non-educators 31
Mathematics Teachers
Other Educators 24

57. NESS Study Subgroup 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

58. NESS Study Subgroup 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

59. NESS Study Subgroup Rankings
Social Studies Skill (Economics): Investigate how a cost/benefit analysis can influence decisions based on profits and losses.
Group
Rank
Overall 22
Business/Industry 3
Other Non-educators 15
Social Studies Teachers 57
Other Educators 18

60. What is Proficiency?

61. Proficiency Grade 4 Reading
Proficient
Required
NAEP Score
Tennessee
88 %
North Carolina
82 %
Texas
81 %
Arizona
Indiana
72 %
Hawaii
56 %
Massachusetts
48 %
California

62. Proficiency Grade 4 Reading
Proficient
Required
NAEP Score
Tennessee
88 %
170
North Carolina
82 %
183
Texas
81 %
190
Arizona
Indiana
72 %
199
Hawaii
56 %
205
Massachusetts
48 %
234
California
210

63. Proficiency Grade 8 Reading
Proficient
Required
NAEP Score
North Carolina
88 %
Tennessee
87 %
Arizona
54 %
Texas
83 %
California
39 %
Hawaii
37 %
South Carolina
30 %

64. Proficiency Grade 8 Reading
Proficient
Required
NAEP Score
North Carolina
88 %
217
Tennessee
87 %
222
Arizona
54 %
256
Texas
83%
225
California
39 %
262
Hawaii
37 %
South Carolina
30 %
276

65. Proficiency Grade 4 Mathematics
Proficient
Required
NAEP Score
North Carolina
91 %
Tennessee
87 %
Arizona
Texas
82 %
Florida
63 %
California
51 %
South Carolina
39 %
Massachusetts
Hawaii
30 %

66. Proficiency Grade 4 Mathematics
Proficient
Required
NAEP Score
North Carolina
91 %
203
Tennessee
87 %
200
Arizona
Texas
82 %
219
Florida
63 %
230
California
51 %
231
South Carolina
39 %
246
Massachusetts
255
Hawaii
30 %
247

67. Proficiency Grade 8 Mathematics
Proficient
Required
NAEP Score
Tennessee
88 %
North Carolina
84 %
Arizona
21 %
Texas
61%
Michigan
61 %
Florida
58 %
Massachusetts
42 %
Hawaii
20 %

68. Proficiency Grade 8 Mathematics
Proficient
Required
NAEP Score
Tennessee
88 %
230
North Carolina
84 %
247
Arizona
21%
300
Texas
61 %
273
Michigan
269
Florida
58 %
Massachusetts
42 %
301
Hawaii
20 %
296

69. 69 69

74. What got us to where we are today in education, will not get us to where we need to be!

75. SHREDDIES

76. Why is it so hard to change?
The more successful a system is, the more difficult it is to recognize when it must change. By example, market leaders are the last ones to transform.
The American Education System, “The market leader during the industrial era!”

77. Market Leader Thinking
Dominant logic: “That’s the way we do things here.”

78. It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.
(the most adaptable)

79. We need to stop looking at threats and opportunities that we face through our dominant logic!

80. Mental Locks
We don’t need to be creative for most of what we do (driving, shopping, business of living). So staying on routine thought paths enables us to do many things without having to think about it.
Our training in school life has taught us that there is one right answer.

81. The Right Answer

82. The Second Right Answer
What is the answer?
What are the answers?
What is the meaning of this?
What are the meanings?
What is the result?
What are the results?

83. The Right Answer
That’s not logical

84. SOFT
HARD

85. Logic
Metaphor
Dream
Reason
Precision
Humor
Consistency
Ambiguity
Play
Work
Exact
Approximate
Direct
Focused
Fantasy
Reality
Paradox
Diffuse
Analysis
Hunch
Generalization
Specifics
Child
Adult

86. SOFT
Metaphor
Dream
Humor
Ambiguity
Play
Approximate
Fantasy
Paradox
Diffuse
Hunch
Generalization
Child
HARD
Logic
Reason
Precision
Consistency
Work
Exact
Reality
Direct
Focused
Analysis
Specific
Adult

87. SOFT HARD Shades of gray Hard to pick up Many answers
Flood light, diffused
HARD
Black and white
Easy to pick up
Right answer
Focused like a spot light

88. Cat - Refrigerator

89. THEME
Best Practices, Next Practices (Learning Criteria) and Innovation

90. Best Practices to
Next Practices

91. NEXT PRACTICES

92. Best practices allow you to do what you are currently doing a little better,
while next practices increase your organization’s capability to do things that it has never done before.

93. College and Career Readiness Defined
Cognitive strategies: Intellectual openness; inquisitiveness; analysis; interpretation; precision and accuracy; problem solving; and reasoning, argumentation, and proof.
Content knowledge: Understanding the structures and large organizing concepts of the academic disciplines, resting upon strong research and writing abilities.
Academic behaviors: Self-management, time management, strategic study skills, accurate perceptions of one’s true performance, persistence, ability to utilize study groups, self-awareness, self-control, and intentionality.
Contextual skills and knowledge: Facility with application and financial-aid processes and the ability to acculturate to college.
Key cognitive strategies: Intellectual openness; inquisitiveness; analysis; interpretation; precision and accuracy; problem solving; and reasoning, argumentation, and proof. Student facility with these strategies has been consistently and emphatically identified by those who teach entry-level college courses as being centrally important to college success.
Key content knowledge: Understanding the structures and large organizing concepts of the academic disciplines, resting upon strong research and writing abilities.
Academic behaviors: Self-management, time management, strategic study skills, accurate perceptions of one’s true performance, persistence, ability to utilize study groups, self-awareness, self-control, and intentionality.
Contextual skills and knowledge: Facility with application and financial-aid processes and the ability to acculturate to college.
[all points taken directly from David Conley—he’s a biggie in the field. In fact, he might BE the field for CCR research.]
Conley, D.T. (2008). Rethinking college readiness. The New England Journal of Higher Education, 22(5), 24 – 26.
David Conley

94. A B C D FIDELITY OF IMPLEMENTATION Learning Criteria to Support 21st
Century Learners
Components of School
Excellence
Rigor/Relevance Framework Supported by Relationships
Foundation Learning
Stretch Learning
Learner Engagement
Personal Skill Development
Embrace a Common Vision and Goals
Inform Decisions Through Data Systems
Empower Leadership Teams to Take Action and Innovate
Clarify Student Learning Expectations
Adopt Effective Instructional Practices
Address Organizational Structures
Monitor Progress/Improve Support Systems
Refine Process on an Ongoing Basis 6 5 4 3 2 1 A B C D
FIDELITY OF IMPLEMENTATION

95. The Learning Criteria to Support 21st Century Learners ©

96. Success Beyond the Test
Foundation Learning
Stretch Learning
Learner Engagement
Personal Skill Development

97. Personal Skill Development
Foundation
Stretch
Learner Engagement
Personal Skill Development

98. Dimensions of the Learning Criteria
Foundation
Stretch
Learner Engagement
Personal Skill Development

99. Learning Criteria to Support 21st Century Learners
Every school has its own DNA.
School success is measurable beyond the tests.
Data must drive school improvement initiatives.

100. Success Beyond the Test
Foundation Learning
Stretch Learning
Learner Engagement
Personal Skill Development

101. Dimensions
Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

102. 9-12 Foundation Learning Sample Data Indicators
Percentage of students meeting proficiency level on state tests (required)
Average scores on ACT/SAT/PSAT
Achievement levels on standardized tests other than state assessments
Percentage of students requiring English/math remediation in college
Percentage of students graduating high school in four years

103. Dimensions
Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

104. 9-12 Stretch Learning Sample Data Indicators
Interdisciplinary work and projects (e.g., senior exhibition)
Participation/test scores in International Baccalaureate courses
Average number of college credits earned by graduation (dual enrollment)
Enrollment in AP courses/scores on AP exams/percentage achieving >2 (online)
Percent of students completing career majors or career/technical education programs
Four or more credits in a career area (online)
Four or more credits in arts (online)
Earning of specialized certificates (e.g., Microsoft, Cisco Academy) (online)

105. Criteria
Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

106. 9-12 Learner Engagement Sample Data Indicators
Student satisfaction surveys
Student risk behaviors (asset survey)
Attendance rate
Participation rate in extracurricular activities
% of students taking ACT/SAT
Tardiness rate
% of students going to two and four year colleges

107. Criteria
Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)
Personal Skill Development (Measures of personal, social, service, and leadership skills; and demonstrations of positive behaviors and attitudes)

108. 9-12 Personal Skill Development Sample Data Indicators
Participation or hours in service learning
Students holding leadership positions in clubs or sports
Assessment of personal skills: time management, ability to plan and organize work,
Leadership/followership, etc.
Respect for diversity
Work as a member of a team
Trustworthiness, perseverance, other character traits
Follow-up survey of graduates on development of personal skills

109. Expertise can sometimes be a road block to problem solving and the development of Next Practices. Experts see their points as critical to resolution, without sometimes valuing the thinking of others.

110. “In the beginner’s mind there are many possibilities; in the expert’s mind there are few.”
-Shurnyu Suzuki

111. System
Innovation

112. Sustaining Innovation
Next Practice
Sustaining Innovation

113. Disruptive Innovation

114. Marshmallow Challenge

115. NEXT PRACTICE THINKING
The Iterative Process
Versions
Create a disciplined, managed space for development of new ways to accomplish difficult tasks

116. THEME
Closing Thoughts

117. THEMES Review of Relationships Relevance and Rigor From ---- To
Best Practices, Next Practices (Learning Criteria) and Innovation
Closing Thoughts

118. The system is not to blame, we are, for not adapting it to our ever changing world.

119. I can’t imagine anything worse than looking back at the opportunity before us in education and thinking we blew it!

120. BE EXTRAORDINARY

121. BEING EXTRAORDINARY Committed to the truth
Be committed to delaying gratification
Be someone who always has the chance of saying “yes”
Live a life where you do not make others wrong

122. BEING EXTRAORDINARY Be committed to courage
Be someone who produces results with absolutely no force
Be a person who is peaceful in chaos

123. Connecting Successful Practices to Next Practices
Raymond J. McNulty, President
International Center for Leadership in Education
Buckeye Union High School