1. Supervising Instruction for Rigor and Relevance 2005 Model Schools Conference

3. Richard D. Jones Ph.D. Senior Consultant International Center for Leadership in Education

4. Personal web site http://dickjones.us

5. Supervising Instruction for Rigor and Relevance 2005 Model Schools Conference

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

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

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

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

10. Sometimes, merely telling teachers to “think outside the box” is not enough.

11. An instructional leader stimulates innovation and risk-taking.

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

13. Rigorous and Relevant Learning

14. Rigor

15. Relevance My only skill is taking tests.

16. All Students

17. Supervising Rigorous and Relevant Learning Map the Route Prepare Everyone Enjoy Being There Monitor Frequently What Leaders Do

18. Map the Route - Define priorities, map to standards, articulate, standard assessments, student data Supervising Rigorous and Relevant Learning What Leaders Do

19. Evidence of Standards Alignment  School culture that emphasizes standards  Local priority skills and knowledge  Local curriculum frameworks  Curriculum Maps  Crosswalk between CTE/ARTS and Academics

20. Evidence of Standards Alignment  District/School Improvement Plans  Teacher Instructional Plans  Local Assessments  Instructional Improvement Priorities  Academic Intervention Services  Rigorous Relevant Instruction

21. Data - driven Decisions Data - driven Decisions

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

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

24. Planning Instruction

30. Data-driven Checklist Activity

31. Map the Route - Define priorities, map to standards, articulate, standard assessments, student data Prepare Everyone - Help teachers define Rigor/Relevance and communicate what students will learn Supervising Rigorous and Relevant Learning What Leaders Do

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

33. Teachers struggling to teach an overloaded curriculum!

34. 34 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 focus learning

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

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

37. Knowledge Taxonomy

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

39. 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

40. 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

41. Application Model

42. Acquisition of knowledge Application Action Continuum

43. 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

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

45. 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

46. 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

47. 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

48. 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

49. 1 2 3 4 5 6 12345 Rigor/Relevance Framework

50. 1 2 3 4 5 6 12345 A B C D

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

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

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

54. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherControlled Control TeacherDirectedStudentControlled ExternallyDirected 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. Rigor/ Relevanc e Handbook

61. Rigor/Relevance Reflecting on Teaching Activity

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

63. 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

64. Rigor/Relevance Framework and Assessments

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

66. 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

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

68. NYS Math Question A

69. NYS Math A Question June 2002 C

70. NYS Math A Question June 2003 D

71. Sample Question B January 2005

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

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

74. 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

81. Revised Staff Development Kit

82. Map the Route - Define priorities, map to standards, articulate, standard assessments, student data Prepare Everyone - Help teachers define Rigor/Relevance and communicate what students will learn Enjoy Being There - Make frequent observations of students, take an interest Supervising Rigorous and Relevant Learning What Leaders Do

83. Map the Route - Define priorities, map to standards, articulate, standard assessments, student data Prepare Everyone - Help teachers define Rigor/Relevance and communicate what students will learn Enjoy Being There - Make frequent observations of students, take an interest Monitor Frequently - Ask Questions, stimulate reflections, add clarity and focus, review the data Supervising Rigorous and Relevant Learning What Leaders Do

84. “Teaching is only as good as the learning that takes place.”

85. Raising the Level of Rigor and Relevance

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

87. 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

88. Rigor/Relevanc e and Instructional Strategies

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

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

91. 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

92. Rigor/Relevance Checklist for Teaching and Learning Activity

93. Lesson Design Teacher Behavior Student Behaviors Classroom Environment Checklist for Teaching and Learning

94. “Change in teaching practice will not come from policy or mandate, but from thoughtful questions and reflection.”

95. Questions The Key to Good Communication

96. Questions ä Engage conversation ä Change the direction ä Stimulate thought and reflection ä Highlight knowledge gaps

97. Asking Questions What are students learning? What is the level of Rigor and Relevance? How do you measure student learning and provide feedback? How you adjust learning opportunities for student differences?

98. Lovers never send form letters.

99. Supervising Rigorous and Relevant Learning Map the Route Prepare Everyone Enjoy Being There Monitor Frequently What Leaders Do

100. International Center for Leadership in Education, Inc. Richard Jones rdj@nycap.rr.com Senior Consultant 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607