1. School Board Workshop January 11, 2006 Rigorous and Relevant Questions/Assignments? Alison Adler and Rosemarie Backhus The Department of Safe Schools Secondary Schools

2. 12345 Application(Relevance) Knowledge (Rigor) 1 2 3 4 5 6 Rigor/Relevance Framework Adapted from International Center for Leadership in Education

3. Defining Rigor and Relevance Rigor Can be measured on a continuum Low end rigor: acquiring knowledge High end rigor: using knowledge in complex ways Relevance Is also measured on a continuum Low end relevance: Knowledge acquired for its own sake High end relevance: Use of knowledge to solve complex real- world problems

4. RIGOR AND RELEVANCE FRAMEWORK C D A B Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1 1 Knowledge in 1 discipline 2 Apply Knowledge in 1 discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real world predictable situations 5 Apply knowledge to real world unpredictable situations APPLICATION KNOWLEDGEKNOWLEDGE Adapted from International Center for Leadership in Education

5. Current Curriculum Public Expectations Evaluation Synthesis Analysis Application Understanding Awareness KnowledgeApply in One Discipline Apply Across Disciplines Apply to Real-world Predictable Situations Apply to Real-world Unpredictable Situations Rigor/Relevance Framework Adapted from International Center for Leadership in Education

6. 1 2 3 4 5 6 12345 A Rigor/Relevance Framework Acquisition Adapted from International Center for Leadership in Education

7. 1 2 3 4 5 6 12345 A Rigor/Relevance Framework Acquisition Quadrant A – Acquisition Students: gather and store bits of knowledge within one discipline remember or understand their knowledge within one discipline Adapted from International Center for Leadership in Education Quadrant A – Acquisition Define the terms cold front, warm front, stationary front and the symbols used to identify them from your science textbook. What do you think this looks like? Quadrant A because you are: Recalling learned information In one subject area

8. 1 2 3 4 5 6 12345 A B Rigor/Relevance Framework AcquisitionApplication Adapted from International Center for Leadership in Education

9. 1 2 3 4 5 6 12345 A B Rigor/Relevance Framework AcquisitionApplication Adapted from International Center for Leadership in Education Quadrant B – Application Students: use foundational knowledge apply knowledge across disciplines and/or in a real world situation The highest level of relevance is to apply knowledge in unpredictable situations Quadrant B – Application Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result. What do you think this looks like? Quadrant B because you are: Recalling learned information Using current data from a real world situation

10. 1 2 3 4 5 6 12345 AB C Rigor/Relevance Framework Acquisition Application Assimilation Adapted from International Center for Leadership in Education

11. 1 2 3 4 5 6 12345 AB C Rigor/Relevance Framework Acquisition Application Assimilation Quadrant C – Assimilation Students: extend and refine their foundational knowledge within one discipline analyze, synthesize, solve problems and create solutions within one discipline Adapted from International Center for Leadership in Education Quadrant C – Assimilation Compare weather patterns that occur over mountain areas to those that occur over large bodies of water. What do you think this looks like? Quadrant C because you are: Manipulating learned information In one subject area

12. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Acquisition Assimilation Adaptation Application Adapted from International Center for Leadership in Education

13. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Acquisition Assimilation Adaptation Application Quadrant D – Adaptation Students: think in complex ways and apply knowledge and skills acrossdisciplines analyze, synthesize, solve problems and create solutions in real world situations The highest level of adaptation is to apply knowledge in unpredictable perplexing situations. Quadrant D – Adaptation Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations. What do you think this looks like? Quadrant D because you are: Manipulating learned information Using current data from a real world situation

14. Determining Levels of Rigor and Relevance Competency Knowledge Level Application Level R/R Quadrant 1. Compare and Contrast two short stories. 2. Describe information contained on a 2000 census graph. 3. Identify the common land formations (for example: islands, mountains, deltas) on a map or globe. 4. Read a bus schedule to determine the length of time for an across-city trip and which buses to take. Adapted from International Center for Leadership in Education

15. C D A B 1 Knowledge in 1 discipline 2 Apply Knowledge in 1 discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real world predictable situations 5 Apply knowledge to real world unpredictable situations APPLICATION KNOWLEDGEKNOWLEDGE Adapted from International Center for Leadership in Education Question #1: Compare and contrast two short stories. Evaluation 6 (Assess, Judge, Critique) Synthesis 5 (Develop, Create, Combine) Analysis 4 (Compare, Contrast, Differentiate) Application 3 (Apply, Show, Report) Comprehension/ Understanding 2 (Summarize, Explain, Restate) Awareness 1 (Define, Describe, Identify)

16. C D A B 1 Knowledge in 1 discipline 2 Apply Knowledge in 1 discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real world predictable situations 5 Apply knowledge to real world unpredictable situations APPLICATION KNOWLEDGEKNOWLEDGE Adapted from International Center for Leadership in Education Question #2: Describe information contained on a 2000 census graph. Evaluation 6 (Assess, Judge, Critique) Synthesis 5 (Develop, Create, Combine) Analysis 4 (Compare, Contrast, Differentiate) Application 3 (Apply, Show, Report) Comprehension/ Understanding 2 (Summarize, Explain, Restate) Awareness 1 (Define, Describe, Identify)

17. C D A B 1 Knowledge in 1 discipline 2 Apply Knowledge in 1 discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real world predictable situations 5 Apply knowledge to real world unpredictable situations APPLICATION KNOWLEDGEKNOWLEDGE Adapted from International Center for Leadership in Education Question #3: Identify the common land formations (for example: islands, mountains, deltas) on a map or globe. Evaluation 6 (Assess, Judge, Critique) Synthesis 5 (Develop, Create, Combine) Analysis 4 (Compare, Contrast, Differentiate) Application 3 (Apply, Show, Report) Comprehension/ Understanding 2 (Summarize, Explain, Restate) Awareness 1 (Define, Describe, Identify)

18. C D A B Evaluation 6 (Assess, Judge, Critique) Synthesis 5 (Develop, Create, Combine) Analysis 4 (Compare, Contrast, Differentiate) Application 3 (Apply, Show, Report) Comprehension/ Understanding 2 (Summarize, Explain, Restate) Awareness 1 (Define, Describe, Identify) 1 Knowledge in 1 discipline 2 Apply Knowledge in 1 discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real world predictable situations 5 Apply knowledge to real world unpredictable situations APPLICATION KNOWLEDGEKNOWLEDGE Adapted from International Center for Leadership in Education Question #4: Read a bus schedule to determine the length of time for an across-city trip and which buses to take.

19. Lets Look at a Test

20. American Vision, Florida Edition Social Studies, 11 th Grade American History 1921-1929 Unit 7 Chapter 21 Test, Form B Standard Addressed: SS.A.5.4. History, Time, Continuity, and Change The student understands U.S. history from 1880 to the present day.

21. What Do Rigor and Relevance Look Like in Test Questions? Knowledge Comprehension Application Analysis Synthesis Evaluation Level I Level II Define Explain Label Identify Sequence Compare (Recalling Information) Summarize (One Source) Analyze Modify Judge Recommend Investigate Compare (Learned Information Used in a Novel Way) Summarize (Multiple Sources)

22. Sequence: Recalling basic information I

23. Match: Recalling personal accomplishments I

24. Identify: Recalling memorized facts I

25. (If not explicitly taught) Reasoning Level Questions 21. Comparing 22. Analyzing II

26. Locating explicitly stated information I

27. 26. If not explicitly stated or include the reason for the trend = level II If explicitly taught = level I Read and explain the graph I/II

28. 27. If not explicitly stated or include a expectations for road conditions= level II If explicitly taught = level I Answer found in test reading I/II

29. Does this high school Social Studies test have enough rigor?

30. Total number of questions = 27 Total number of Level I questions = 23 Total number of Level II questions = 4 Percent of Level II questions = 4/27

31. FCAT Reading % of Points – Blooms Taxonomy FCAT Reading Grade FOUNDATIONAL LEVEL I CRITICAL REASONING LEVEL II 360%40% 4-650% 7-840%60% 9-1030%70%

33. FCAT Reading % of Points – Webbs Depth of Knowledge FCAT Reading Grade LOW (Recall- Sequence, Identify Figurative Language) MODERATE (Infer, Compare, Explain, Classify, Summarize) HIGH (Analyze, Multiple Connections, Abstract Reasoning) 325-35%50-70%5-15% 420-30%50-70%10-20% 5-715-25%50-70%15-25% 810-20%50-70%20-30% 910-20%50-70%20-30% 1010-20%45-65%25-35%

34. C D A B Evaluation 6 (Assess, Judge, Critique) Synthesis 5 (Develop, Create, Combine) Analysis 4 (Compare, Contrast, Differentiate) Application 3 (Apply, Show, Report) Comprehension/ Understanding 2 (Summarize, Explain, Restate) Awareness 1 (Define, Describe, Identify) 1 Knowledge in 1 discipline 2 Apply Knowledge in 1 discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real world predictable situations 5 Apply knowledge to real world unpredictable situations APPLICATION KNOWLEDGEKNOWLEDGE Adapted from International Center for Leadership in Education Question #27 Why were road conditions such a large consideration when testing cars in the early 1900s?

35. In Your Walkthroughs… Do You See Rigorous and Relevant Questions/Assignments? Suggestion: Learning Team Meetings use the Single School Culture © for Academics processes to focus discussion on rigorous and relevant assignments/assessments.

36. Supporting Resources and Agencies Alison Adler, Ed., D.– Safe Schools Institute at info@singleschoolculture.cominfo@singleschoolculture.com Dr. Richard J. Stiggins – Assessment Training Institute at www.assessmentinst.com www.assessmentinst.com Dr. Jeff Howard – Efficacy Institute at www.efficacy.orgwww.efficacy.org Education Trust at www.edtrust.orgwww.edtrust.org Dr. Willard Daggett – International Center for Leadership in Education at www.daggett.com www.daggett.com