1. Francis Tuttle’s Model for Student Success

2. Pathway to Excellence Update Michelle Keylon

3. Introduction to the Rigor and Relevance Framework Sherry Adrian © International Center for Leadership in Education

4. What is it? Tool developed by the International Center for Leadership in Education Framework is based on two dimensions of higher knowledge and student achievement. –Knowledge continuum –Application continuum

5. What is Rigor? Continual acquisition of new skills and knowledge. It is derived understanding content that is complex and challenging. © International Center for Leadership in Education

6. What is Relevance? Skills and knowledge are applied to real- world problems. © International Center for Leadership in Education

7. Why Rigor and Relevancy? When students experience a problem in context, they are more likely to see the value of what they are learning. © International Center for Leadership in Education

9. Teaching Methods Traditional Teaching-focused Rigor & Relevance Learning-focused © International Center for Leadership in Education Time-basedCompetency-based Fragmented Interdisciplinary TextbooksReal-world Routine Challenging

10. Teaching involves demonstrating skills and presenting knowledge, but learning doesn’t occur until students engage and understand. -Bill Daggett

11. Research Research confirms that greater learning takes place when students are challenged and engaged in their learning.

12. Practice Discussion Demonstration A/V Reading Lecture © International Center for Leadership in Education 75% 50% 30% 20% 10% 5%

13. The Rigor and Relevance Framework © International Center for Leadership in Education

14. 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework © International Center for Leadership in Education

15. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework © International Center for Leadership in Education

16. Knowledge Taxonomy Lisa Schneberger

17. Knowledge Taxonomy 1.Knowledge 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation © International Center for Leadership in Education

18. Knowledge Taxonomy Verb List Can be used to: Create a desired level of expected student performance. Evaluate the level of existing curriculum, instruction, or assessment. © International Center for Leadership in Education

19. Knowledge Taxonomy Example #1 Basic Nutrition 1.Label food by nutritional groups 2.Explain nutritional value of individual foods 3.Use nutritional guidelines in planning meals 4.Examine success in achieving nutritional goal 5.Develop personal nutrition goals 6.Appraise results of personal eating habits over time © International Center for Leadership in Education

20. Knowledge Taxonomy Example #2 Roller Skating 1.Identify equipment 2.Explain safety precautions 3.Roller-skate on level ground and hills 4.Examine skills and weaknesses 5.Develop a plan for improvement 6.Assess someone else’s skills © International Center for Leadership in Education

21. ACTIVITY Setting the Level of Knowledge

22. Application Model Marie Howard

23. 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 © International Center for Leadership in Education

24. Application Model Decision Tree Is it Application?  If YES, is it real world? o If NO and interdisciplinary Level 3 Level 2 o If NO and one discipline o If YES, is it unpredictable? Level 4 If NO Level 5 If YES Level 1  If NO © International Center for Leadership in Education

25. Application Model Example #1 Interviewing Skills 1.List steps in preparing for interview 2.Participate in a mock interview 3.Conduct interview for school-based business 4.Select appropriate apparel and grooming for an interview 5.Interview for a job © International Center for Leadership in Education

26. Application Model Example #2 Public Speaking 1.List characteristics of a good speech 2.Give a presentation to a class 3.Make an oral defense of a completed project 4.Present a point of view on an issue at a public meeting 5.Respond to questions as a student representative at a board of education meeting © International Center for Leadership in Education

27. ACTIVITY Setting the Level of Application

28. Determining Levels of Rigor and Relevance Brenda Chapman

29. 1. I have to go somewhere during the day. 2. This is my social life. 3. I enjoy doing follow-up reports. 4. Unlimited supply of coffee. 5. I love office supplies. 6. I want to be the center of attention. 7. It’s the mascot!! The Duck is cool!! Why do you Teach?

30. Now Really???

31. Why do you teach ?

32. To Stay Younger Break down barriers, keep up on current trends and ideas

33. Autonomy in the Classroom An opportunity to be creative

34. Teaching Helps You Learn a Subject Student questions make you dig deeper for information.

35. Daily Humor Positive attitude and a sense of humor makes the job fun and enjoyable.

36. Affecting the Future –Teachers mold the future each day in class. –You see the students more on a day-to-day basis than their family.

37. Student Success –Drives teachers to continue. –You reach a student that others have written off.

38. Student Potential –You believe every student has potential for success. –Potential is exciting!!! –New challenges.

39. Sometimes we have to go through a little brush…

41. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. © International Center for Leadership in Education

42. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Quadrant A Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. © International Center for Leadership in Education

43. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Quadrant B Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. © International Center for Leadership in Education

44. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Quadrant C Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. © International Center for Leadership in Education

45. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Quadrant D Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. © International Center for Leadership in Education

46. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C AcquisitionApplication AdaptationAssimilation Rigor/Relevance Framework © International Center for Leadership in Education

47. Example Multiple Performances for Single Standard Reading - H.S Level ARead science experiment and identify necessary materials to perform experiment. BLocate and read a current article on biotechnology. CRead and analyze three original newspaper articles from World War II and identify reasons for opposition to US entry into the war. DResearch pertinent information related to the El Nino weather pattern and propose possible family vacation destinations. Standard: Identify, collect and/or select pertinent information while reading R/R Quadrant Student Performance © International Center for Leadership in Education

48. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low © International Center for Leadership in Education

49. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework RightAnswer Did Students Get it Right? RationalAnswerRightQuestions RightProcedure High Low © International Center for Leadership in Education

50. ACTIVITY Determining Levels of Rigor and Relevance

51. ACTIVITY Rigor and Relevance Challenge

52. Gold Seal LAPs Sherry Adrian

53. LAP Format Instructional Focus Student Learning Essential Skills Performance Tasks Resources Assessments

54. ACTIVITY Determining Levels of Test Questions

55. Linking Standards and Student Work Dana Myers

56. Academic Standards Benchmarks of quality and excellence in education.

57. Benchmarking started with CareerTech Employers First used by cobblers to measure people’s feet for shoes. They would place someone’s foot on a “bench” and mark it out to make the pattern for the shoes.

58. We are a KEY Player when it comes to academic standards CareerTech provides relevance for academic standards—the AH-HA moment! Cool jobs that use mathmath

59. Why? Interdisciplinary approach increases rigor and provides relevance. Integrating academic standards into LAPs will establish benchmarks that demonstrate our ongoing commitment to quality and excellence in our programs.

60. Getting Started Identify the Benchmarks –Align existing standards, (Work Keys, National Essential Skills, Common Core Objectives ) to ACT Objectives Measure results –High school students: Look at PLAN and practice ACT scores. –Adult students: Look at COMPASS scores.

61. Teacher Committee Your involvement is needed to help determine the most appropriate standards to use to showcase how we integrate academics into our LAPs.

62. Academic Standards Benchmarks of quality and excellence in education.

63. What’s Next Sherry Adrian

64. This Summer Model Schools Conference Staff Development Session at Francis Tuttle covering curriculum auditing, instructional planning, and LAP conversion Begin curriculum development using new LAP format

65. J. Mabley If you always do what you always did, you will always get what you always got.