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

2. Planning for Rigorous and Relevant Instruction 2005 Model Schools Conference

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

4. Personality

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

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

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

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

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

10. Rigorous and Relevant Learning

11. Rigor

12. Relevance My only skill is taking tests.

13. All Students

14. ??? Why ??? Rigorous and Relevant Learning

15. 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 ????

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

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

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

19. Knowledge Taxonomy

20. Assimilation of knowledge Acquisition Thinking Continuum

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

22. 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

23. 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

24. Knowledge Taxonomy Verb List

25. Application Model

26. Acquisition of knowledge Application Action Continuum

27. 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

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

29. 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

30. Levels of Application Model

31. Application Model Decision Tree

32. 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

33. 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

34. 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

35. 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

36. 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

37. 1 2 3 4 5 6 12345 Rigor/Relevance Framework

38. 1 2 3 4 5 6 12345 A B C D

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

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

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

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

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

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

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

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

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

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

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

50. 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.

51. 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.

52. 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.

53. 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.

54. 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.

55. 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.

56. 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.

57. 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.

58. Rigor/ Relevanc e Handbook

59. Rigor/Relevance Determining Levels Activity

60. 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

61. 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

62. 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

63. 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

64. Rigor/Relevance Reflecting on Teaching Activity

65. Rigor/Relevance Challenge

66. 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

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

68. Planning Instruction

69. Student Learning Rigorous and Relevant Instruction InstructionAssessment Expected Student Performance Actual Student Performance Rigor/Relevance Feedback Reflection What How How Well

80. Rigor/Relevance Linking Standards and Student Work Activity

81. 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

82. Revised Staff Development Kit

83. 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!

84. Rigor/Relevance Framework and Assessments

85. Rigor/Relevance Framework And Assessment

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

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

88. 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

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

90. NYS Math Question A

91. NYS Math A Question June 2002 C

92. NYS Math A Question June 2003 D

93. Sample Question B January 2005

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

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

96. Rigor/Relevance Analyzing Test Questions Activity

98. Rigor/Relevance Assessment Challenge Activity

99. 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

100. Rigor/Relevanc e and Instructional Strategies

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

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

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

105. Rigor/Relevance What Works Best? Activity

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

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

108. 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

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

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

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

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

117. 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

118. ICLE Philosophy Rigor Relevance All Students

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

120. 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

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