1. 2006 Washburn Academy Increasing Rigor and Relevance in Student Learning

2. Richard D. Jones Ph.D. International Center for Leadership in Education Senior ConsultantStudent of Learning

3. You are what you eat  Fruit Juice  Bread, Cereal  Meat, Dairy, Eggs

4. You are what you eat  Bread, Cereal  Meat, Dairy, Eggs  Morning

5. You are what you eat  Meat, Dairy, Eggs  Morning  Afternoon

6. You are what you eat  Morning  Afternoon  All Day

7. Model Schools Conference Successful Practices Network Institutes Consultants Research Resources and Tools International Center for Leadership in Education

8. Fullan and Steigelbauer "Educational change depends on what teachers do and think - it's as simple and as complex as that."

9. In schools the status quo persists!

10. Changing Nature of Work It’s a Flat World Moving to a Conceptual Age Changing Youth Focus on on Learning Achievement Gap Prepare for the Test Increase Student Motivation Rigor and Relevance ???? Why ????

11. Rigor and Relevance What do we teach? Where do we begin? How do you get students there? What do we do?

12. Questions What do we teach? Detailed Curriculum

13. Simple Powerful Vision VS.

14. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High Low

15. Rigor/Relevance Framework 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 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 KnowledgeApplication

16. 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

17. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

18. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High Low English - Middle Level Locate information in a technical manual. Analyze commercials for fact and opinion. Write directions for assembling a product or carrying out a procedure. Assemble a product following written directions.

19. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low

20. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High Low

21. Student Learning Rigorous and Relevant Instruction Expected Student Performance Rigor/Relevance Actual Student Performance Rigor/Relevance Feedback Reflection Instruction Assessment

22. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High Low

23. Effects of Rigor/Relevance Framework Simple, versatile and powerful Something new that builds on what teachers know Inclusive Shift focus to Student Learning Avoids defending current practice Framework for selecting strategies and assessments Agenda for collaboration Natural build

24. Questions What do we teach? Simple Powerful Vision

25. Questions What do we do? Compliance and Consequences

26. Expectations and Support VS.

27. “People desire change - they resist being changed”

28. High Expectations

29. Expectations Expectations are Behaviors Collaborative High Levels of Support Public pronouncements and private conversations

30. Examples from Model Schools Common Focus Common Focus Problem Solving Problem Solving Customized Solutions Customized Solutions Focus on the Needs of Students Focus on the Needs of Students Use Every Teachable Moment Use Every Teachable Moment

31. http://www.leadered.comhttp://www.leadered.com/symposi um

32. Questions What do we do? Expectations and Support

33. Questions What do we get students there? Requirements Motivation and Grades

34. Building Relationships VS.

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

36. Everyone needs support when they take new risks when they take new risks

37. Creating the Culture Research Projects Survey –Quaglia Institute For Student Aspiration –Student Voice Survey –50,000 high school - spring 2006

38. Student Survey Percentages Survey Statement TotalMaleFemale Students respect teachers 38.440.936.0 Teachers respect students 53.052.054.0 Students respect each other 28.530.626.3

39. Student Survey Percentages

40. Gambone

41. Relationship Framework International Center for Leadership in Education

42. Relationship Model 0.Isolated 1.Known 2.Receptive 3.Reactive 4.Proactive 5.Sustained 6.Mutually Beneficial

43. Relationship Model - Student Support 1. Known Teachers get to know students and their families 2. Receptive Have frequent contact with students and show interest 3. Reactive Some positive support when requested, but sporadic 4. Proactive Support from individuals that take the initiative. 5. Sustained Fully supported from all individuals over time 6. Mutually Beneficial Mutually supportive learning community

44. 44 In The Classroom Classroom Mgt. Relationship Building Rules Power Effectiveness Risk Taking Control Teacher Role Voice Mandated Without Question Passive and Quiet Discouraged Negative Punishment Absolute Attention Public Pronouncements Negotiated With Respect Engaged Encouraged Positive Reinforcement Source of Encouragement Private Conversations

45. “In the years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

46. Questions What do we get students there? Building Relationships

47. Questions Where do we begin? Subjects, Courses and Programs

48. Subjects Courses and Programs Begin with the End in Mind VS.

49. International Center for Leadership in Education Learning Criteria

50. Each school has its own DNA.

51. Criteria are categories of data indicators that school leaders use to determine ultimate success of a high school in preparing students for current assessments and future roles and responsibilities.

52. Criteria Core Academic 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) Student 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)

53. Core Academic Learning Achievement in the core subjects of English language arts, math and science and others identified by the school Data Indicators [minimum of 2 in addition to required state testing results]  Percentage of students meeting proficiency level of state testing requirements (required) o English Language Arts o Mathematics o Science  Average scores on ACT/SAT  Average scores on PSAT  Achievement levels on standardized tests other than state exams  Percentage of students requiring remediation in college. o English Language Arts o Mathematics  Follow-up surveys of academic achievements of graduates  Students graduating high school in four years  Students earning college degree within four years after high school  Military ASVAB score

54. Stretch Learning Demonstration of rigorous and relevant learning beyond minimum requirements (e.g., achievement and participation in higher level courses, specialized courses) Data Indicators [minimum of 3]  Number of credits required to graduate  Average Number of credits earned at graduation  Interdisciplinary work and projects ( e.g., Senior Exhibition)  Participation/test scores in /International Baccalaureate courses  Average scores on AP exams  Percentage of students achieving >2 on AP  Average number of college credits earned by graduation (dual enrollment)  Enrollment in advanced math or science courses  Enrollment in Advanced Placement courses  Completion of career and technical education programs  Completion four or more credits in a career area  Completion four or more credits in arts  Completion of three or more years of foreign language  Follow-up studies of graduates  Value of scholarships earned at graduation  Percent of students completing career majors  Achievement of specialized certificates such as Microsoft or Cisco Academy

55. Student 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. Data Indicators [minimum of 5] Student surveys: satisfaction, risk behaviors (asset survey), enrollment in higher education (two-year/ four-year colleges), positive peer relationships Surveys on degree to which teachers know their students Programs that improve:  Dropout rate, attendance rate, tardiness rate, graduation rate,  Discipline referrals Techniques for improving student motivation Advisory programs Programs that create role models for students Activities that encourage students to voice opinions Peer tutoring programs Student recognition programs/activities Events that promote involvement in co- curricular and extracurricular activities Strategies to increase number of students taking ACT/SAT or other high-level exams

56. Personal Skill Development Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes. Data Indicators [minimum of 2] Participation/hours in service learning Students holding leadership positions in clubs or sports Development/assessment of personal skills:  Time management — ability to plan and organize work  Leadership/followership  Problem solving/decision making Programs/activities that promote:  Respect for diversity  Peer mediation/conflict resolution  Working as a member of a team Development/assessment of good character:  Trustworthiness, perseverance, honesty, compassion, other character traits Reduction in incidences of student conflict Follow-up survey of graduates on development of personal skills

57. Learning Criteria Core Academic LearningCore Academic Learning Stretch LearningStretch Learning Select IndicatorsSelect Indicators Measure DataMeasure Data Sustain Over TimeSustain Over Time DisaggregateDisaggregate BenchmarkBenchmark Set Goals and Document SuccessSet Goals and Document Success Student EngagementStudent Engagement Personal Skill DevelopmentPersonal Skill Development

58. Getting to Rigor/Relevance What do we teach? What do we do? Where do we begin? Simple Powerful Vision Begin with the End in Mind Expectations and Support How do we get students there? Build Student Relationships

59. Rigor, Relevance, Relationships All Students International Center for Leadership in Education Build on the Success of Others Use tools, research and resources to craft local solutions Collaborate, Collaborate, Collaborate

60. Staying on the Cutting Edge Recognize the need for change

62. Focus on the real goals Staying on the Cutting Edge

63. Look into the future through the eyes of a child?

64. Recognize the need for change Focus on the real goals Keep yourself learning Staying on the Cutting Edge

65. Sometimes, I feel like I know less today than I did yesterday.

66. Recognize the need for change Focus on the real goals Keep yourself learning Share with others Staying on the Cutting Edge

67. Are you still making all of the decisions?

68. Recognize the need for change Focus on the real goals Keep yourself learning Share with others Don’t follow others blindly Staying on the Cutting Edge

69. Lovers never send form letters.

70. International Center for Leadership in Education, Inc. 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 www.leadered.com Dick Jones rdjleader@mac.com http://dickjones.usus

71. Characteristics 1. Culture of High Expectations and Support 2. Articulated Curriculum 3. Personalized Learning 4. Rigorous and Relevant Instruction 5. Positive School Climate 6. Leadership 7. Data-driven Decisions 8. Accountability 9. Partnerships 10. Professional Learning Communities

72. International Center for Leadership in Education, Inc. 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail - info@LeaderEd.com www.LeaderEd.com