1. 2005 Model Schools Conference Pre-conference Teaching for Rigor and Relevance Teaching for Rigor and Relevance

2. J. “Moms” Mabley If you always do what you always did, you will always get what you always got.

3. Helen Branigan Richard D. Jones International Center for Leadership in Education

4. Personality

5. Rigorous and Relevant Learning

6. Rigor

7. Relevance My only skill is taking tests.

8. All Students

9. Agenda Why Rigor and Relevance Data-driven Decisions Applying Rigor/Relevance Framework Planning Instruction Connection w/ Assessment Increasing Rigor/Relevance Instructional Strategies Action Plans

10. How Information Tools Activities to apply, reflect, discuss

11. ??? Why ??? Rigorous and Relevant Learning

12. Changing Nature of Work International Comparisons Changing Youth Focus on on Learning Not All Succeeding Explain What is Important It is what is on THE test Increase Student Motivation Rigor and Relevance ???? Why ????

13. Hebrew proverb Do not confine your children to your own learning, for they were born in another time.

15. Discussion Board - Rigor and Relevance Web Site - http://modelschools.sitecrossin g.com http://modelsch Need Password - rdj@nycap.rr.com rdj@nycap.rr.com Send messages to discussion rr@modelschools.sitecrossing.co m

16. Data - driven Decisions Data - driven Decisions

17. What are Data-driven Decisions?  It is more than looking at student test scores?

18. What are Data-driven Decisions?  It is objective criteria for determining what you teach?

19. 19 How do you determine what you teach? What You Know Past Practice State Standards Textbook Test

20. 20 Data Driven Decision? Priority Standards Levels of Students Student Need for Rigor and Relevance Test Education Beyond Interest

21. International Center for Leadership in Education, Inc. Curriculum Matrix

22. ICLE Curriculum Survey Language Arts - Top 10 Topics 1. Apply in writing the rules of grammar, punctuation and spelling 2. Gather, analyze and summarize information from a variety of sources 3. Give oral directions that are clear and understood 4. Follow oral directions 5. Identify and select pertinent information while reading 6. Follow written directions carefully and accurately 7. Understand rules of grammar, usage, punctuation, and spelling 8. Develop processes for understanding and remembering 9. Prepare and deliver individual speeches 10. Know how to decipher unfamiliar words

23. 1. Perform operations with numbers include, decimals, ratios, percents and fractions 2. Understand characteristics of parallel, perpendicular, and intersecting lines 3. Understand basic algebraic properties 4. Understand characteristics of angles 5. Understand best procedures for statistical data collection, organization and display 6. Understand basic geometry ( point, line, plane) 7. Understand and use variables in expressions 8. Use correct order for performing algebraic expressions 9. Compute the distance between two points 10. Understand properties of circles ICLE Curriculum Survey Mathematics - Top 10 Topics

24. 1. Understand how and why rotation and revolution of earth affect day, seasons and weather 2. Understand systems of human body 3. Understand nutrition 4. Know the metric system and conversion 5. Make observation of the local environment using senses and instruments 6. Understand technology changes environment 7. Know processes in water cycle 8. Understand reproduction of living things from cells to species 9. Understand cells and functions 10. Understand human impact on environment and ways to improve ICLE Curriculum Survey Science - Top 10 Topics

25. Curriculum Matrix Kit

26. Curriculum Matrix State Standard Related Essential Skills and priority Priority on State Test Overall Priority

27. 27 How do you use the Curriculum Matrix? Determine priority standards Have objective data on community expectations Simple reference as to what is tested Agenda for conversation with academic teachers

28. International Center for Leadership in Education, Inc. Rigor/Relevance Framework

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

30. Knowledge Taxonomy

31. Assimilation of knowledge Acquisition Thinking Continuum

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

33. Managing Resources Knowledge Taxonomy 6Evaluate spending habits of spouse 1Identify money 2Explain values 5Set goals based on budget 4Match expenses to budget 3Buy something within budget

34. Basic Nutrition Knowledge Taxonomy 6Appraise results of personal eating habits over time 5Develop personal nutrition goals 4Examine success in achieving nutrition goals 3Use nutrition guidelines in planning meals 2Explain nutritional value of foods 1Label food by nutritional groups

35. Knowledge Taxonomy Verb List

36. Application Model

37. Acquisition of knowledge Application Action Continuum

38. 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

39. Managing Resources 1Know money values 2Solve word problems 3Relate wealth to quality of life 4Prepare budget 5Handle lottery winnings Application Model

40. Basic Nutrition Application Model 1Label food by nutrition groups 2Rank foods by nutritional value 3Make cost comparison of foods considering nutritional value 4Develop nutritional plan for a health problem affected by food 5Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters

41. Levels of Application Model

42. Application Model Decision Tree

43. Is it Application? ◆ If NO If YES - Is it real world? ◆ If NO and one discipline ◆ If NO and interdisciplinary If YES - Is it unpredictable? ◆ If NO ◆ If YES Application Model Level 1 Level 2 Level 3 Level 4 Level 5

44. Conducting a scientific experiment Reading a historical novel Basic computation (add, subtract, multiply, divide) Measuring volume of liquids Technical writing Speaking to an audience Determining probability Personal health and wellness Predicting events based on probability Critical viewing skills Collecting and analyzing data Correct grammatical use of language Computer spreadsheet Word processing Poetry Measurement of area Interpersonal communication Physical fitness Nutrition Parenting Citizenship Economics U. S. Geography Scientific classification systems Cellular Biology Writing letters Preparing a personal budget

45. 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

46. 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

47. 1. Recall Knolwedge 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

48. 1 2 3 4 5 6 12345 Rigor/Relevance Framework

49. 1 2 3 4 5 6 12345 A B C D

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

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

52. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework RightAnswer Did Students Get it Right? RationalAnswerRightQuestions RightProcedure High Low

53. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherControlled Control TeacherDirectedStudentControlled ExternallyControlled High Low

54. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TimeStrategy Differentiation StudentWorkAlreadyDifferentiated StudentWork High Low

55. Skill Skill Identify, collect or sort pertinent information while reading.

56. Quadrant A Read a science experiment and identify the necessary materials to perform the experiment.

57. Quadrant B Locate and read current articles on biotech.

58. Quadrant C Read and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.

59. Quadrant D Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

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

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

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

63. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N 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.

64. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N 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.

65. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N 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.

66. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N 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.

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

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

69. Rigor/ Relevanc e Handbook

70. Rigor/Relevance Determining Levels Activity

71. Skills and Knowledge K 4 5 3 3 4 International Center for Leadership in Education 1997 Read or view news reports, interpret information and vote in an informed manner Use second language to discuss current events in a country where the language is spoken Follow directions in a manual to use equipment safely Write an essay, using references about an issue of interest Compare prices, interest rates and maintenance costs of buying an appliance

72. Skills and Knowledge International Center for Leadership in Education 1997 Read or view news reports, interpret information and vote in an informed manner Use second language to discuss current events in a country where the language is spoken Follow directions in a manual to use equipment safely Write an essay, using references about an issue of interest Compare prices, interest rates and maintenance costs of buying an appliance A 5 3 4 4 4

73. Skills and Knowledge K 4 5 3 3 4 International Center for Leadership in Education 1997 Read or view news reports, interpret information and vote in an informed manner Use second language to discuss current events in a country where the language is spoken Follow directions in a manual to use equipment safely Write an essay, using references about an issue of interest Compare prices, interest rates and maintenance costs of buying an appliance A 5 3 4 4 4

74. 1 2 3 4 5 6 12345 * * * * * * * * * * KNOWLEDGEKNOWLEDGE A P P L I C A T I O N Rigor/Relevance Framework A C D B

75. Rigor/Relevance Reflecting on Teaching Activity

76. Rigor/Relevance Challenge

77. R/R Challenge StandardQuadrant A Performance Understand rules of grammar, usage, punctuation, and spelling Memorize spelling Words Perform operations with numbers Solve word problems Demonstrate U S geography Label States on a map Understand systems of human body Write description of human system

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

79. Planning Instruction

90. Rigor/Relevance Linking Standards and Student Work Activity

91. Benefits of Using Rigor and Relevance? Better prepare students for future work Way to focus student learning on priority standards Ensure student achieve standards Align curriculum, instruction and assessment Prepare for state tests Increase student interest and motivation

92. Revised Staff Development Kit

93. Staff Development Activities How Does It Feel To Be Learning? How Do You Learn? Discovering Levels of Learning Setting the Level of Knowledge Setting the Level of Application Determining Levels of Rigor and Relevance Identifying Rigor and Relevance Rigor/Relevance Challenge Defining Real World Identifying Community Resources Setting Levels of Student Knowledge and Performance Mapping Across Disciplines Linking Standards and Student Work Setting Levels of Student Knowledge and Performance Mapping Across Disciplines Linking Standards and Student Work Setting Clear Expectations: What Do You Want? Determining Levels of Test Questions Assessment Challenge Developing Analytical Scoring Guides Developing Instructional Plans Data-driven Curriculum Rigorous Relevant Lesson Reflection Lesson Review Brainstorming Student Performance Brainstorming Student Work in Multiple Disciplines Peer Review of Lessons Standards Alignment Put It In Writing!

94. Rigor/Relevance Framework and Assessments

95. Rigor/Relevance Framework And Assessment

96. ACTIVITY LIST TYPES OF ASSESSMENT

97. Types of Assessment  Multiple Choice  Constructed Response  Extended Response  Process Performance  Product Performance  Portfolio  Interview  Self Reflection Rigorous and Relevant Instruction

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

99. 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

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

101. NYS Math Question A

102. NYS Math A Question June 2002 C

103. NYS Math A Question June 2003 D

104. Sample Question B January 2005

105. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B DC NY Math A 26% 42% 10% 22%

106. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B DC MEAP HS Math 12% 42% 15% 31%

107. Rigor/Relevance Analyzing Test Questions Activity

108. Rigor/Relevance Assessment Challenge Activity

110. R/R and Assessment Determine the level of Rigor and Relevance on state tests. Develop your tests to parallel state tests when preparing for them. Use performance assessment when you want Quadrant D achievement Keep level of assessment consistent with expectation for performance. Let students know assessment in advance

111. Raising the Level of Rigor and Relevance

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

113. Challenging Assessments Interdisciplinary Instruction Reading in the Content Area Relationships Use of Technology New Teaching Ideas Peer Teaching Observations Action Research Continuous Professional Development Increasing Rigor and Relevance

114. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Reading Reading to acquire meaning Reading to acquire knowledge Reading to learn procedures Reading to acquire meaning and procedures

115. Challenging Assessments Interdisciplinary Instruction Reading in the Content Area Relationships Use of Technology New Teaching Ideas Peer Teaching Observations Action Research Continuous Professional Development Increasing Rigor and Relevance

116. Rigor/Relevanc e and Instructional Strategies

117. International Center for Leadership in Education, Inc. Instructional Strategies: How to Teach for Rigor and Relevance

119. “Teaching is only as good as the learning that takes place.” Instructional Strategies: How to Teach for Rigor and Relevance

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

121. Rigor/Relevance What Works Best? Activity

122. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Activities Projects Problems

123. Research When to Use Strategy Based on Rigor/RelevanceFramework

124. Strategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Technology Instructional Technology Lecture Lecture Note-taking/Graphic Organizers Note-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

125. Selecting Strategies on Rigor/Relevance Guided Practice Guided Practice Lecture Lecture Memorization Memorization Best Strategies for Quadrant A - Acquisition

126. Cooperative Learning Cooperative Learning Demonstration Demonstration Instructional Technology Instructional Technology Problem-based Learning Problem-based Learning Project Design Project Design Simulation/Role Playing Simulation/Role Playing Work-based Learning Work-based Learning Selecting Strategies on Rigor/Relevance Best Strategies for Quadrant B - Application

127. Brainstorming Brainstorming Inquiry Inquiry Instructional Technology Instructional Technology Research Research Socratic Seminar Socratic Seminar Teacher Questions Teacher Questions Selecting Strategies on Rigor/Relevance Best Strategies for Quadrant C - Assimilation

128. Brainstorming Brainstorming Cooperative Learning Cooperative Learning Inquiry Inquiry Instructional Technology Instructional Technology Presentations/ Exhibitions Presentations/ Exhibitions Problem-based Learning Problem-based Learning Project Design Project Design Research Research Simulation/Role- playing Simulation/Role- playing Socratic Seminar Socratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning Selecting Strategies on Rigor/Relevance Best Strategies for Quadrant D - Adaptation

129. Selection of Strategies Based on Rigor/ Relevance Framework

130. Brainstorming

131. Cooperative Learning

132. Demonstration

133. Guided Practice Homework Computer-based Drill and Practice Worksheets

134. Inquiry Elements

135. Instructional Technology

136. Lecture

137. Memorization

138. Note-taking/ Graphic Organizers

139. Presentations/ Exhibitions

140. Problem-based Learning

141. Project Design

142. Research

143. Simulation/Role-playing

144. Socratic Seminar

145. Teacher Questions

146. Work-based Learning

147. Selection of Strategies Based on Rigor/ Relevance Framework

148. Strategies that Work Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Robert Marzano, 2001

149. Strategies that Work Cooperative Learning Cooperative Learning Setting Objectives and Providing Feedback Setting Objectives and Providing Feedback Generating and Testing Hypotheses Generating and Testing Hypotheses Cues, Questions, and Advance Organizers Cues, Questions, and Advance Organizers Robert Marzano, 2001

150. Rigor/Relevance Reflecting on Strategies Activity

151. 1.Define 2. What R/R quadrant(s) 3. What assessment? 4. What role for teacher 5. What role for student 6. One teaching tip?

152. Ask Me..... “How will I ever use what I’m learning today?”

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

155. Sequencing Learning Launching activity Launching activity Teacher Procedure Teacher Procedure Student Work Student Work Extending the Learning Extending the Learning

156. Suggestion for Sequencing Learning Don’t always start in Quadrant A Don’t always start in Quadrant A Consider starting with real world problems Consider starting with real world problems Use inquiry for launching activities Use inquiry for launching activities Use variety of individual and group student work Use variety of individual and group student work Make each part of learning experience important Make each part of learning experience important

157. Rigor/Relevance Action Plans Activity

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

159. Action Plans Objective - What do you plan to accomplish? Objective - What do you plan to accomplish? Action steps - What do you plan to do? Action steps - What do you plan to do? Data to Measure Effectiveness - What will be different and how will you know? Data to Measure Effectiveness - What will be different and how will you know?

160. Lovers never send form letters.

161. ICLE Philosophy Rigor Relevance All Students

162. International Center for Leadership in Education, Inc. Helen M. Branigan hbranigan@aol.com Richard Jones rdj@nycap.rr.com Senior Consultants 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607

163. Copies of PowerPoint Slides http://www.dickjones.us Center Web Site http://www.LeaderEd.com