International Center for Leadership in Education

1
International Center for Leadership in Education
Rigor and Relevance FrameworkWhy, What and How

• Raymond McNulty

2
So what is going to make this todays session
different?
3
Eight Themes
Dreams of the children we have
Class of 2017

• 1. Trends and Challenges
• 2. New Age
• 3. Rigor Relevance Framework
• 4. Change
• 5. Six Action Areas
• 6. Eight Conditions
• 7. Learning Criteria
• 8. Closing Thoughts

Success to Significance
4
CHANGE / POSSIBILTY
5
Stop asking me if were almost there! Were
nomads, for crying out loud!
6
(No Transcript)
7
ATM
8
There is nothing permanent except change.
Heraclitus 535 BCE to 475 BCE
9
Given a choice between changing and proving
that it is not necessary to change, most people
get busy on the proof.
J.K. Galbraith
10
(No Transcript)
11
At the same time, the secret of growth and
development is learning how to contend with the
forces of change. Change is about possibility.
12
THE IMPLEMENTATION DIP. NOTHE POSSIBILITY
CURVE...YES
Fullan--1990
13

• Change is non-linear and often unpredictable.

14

• WHY?
• Because you cant mandate what matters (moral
  purpose, personal vision, commitment).

15

• If you could mandate what matters, then change
  would be linear!

16

• There is no such thing as problem-free change!

17

• Purpose of conflict is to provide the
  breakthrough.
• Positive Turbulence

18

• You dont want to end up Restructured but not
  Recultured.

19

• PURPOSE OF RECULTURING
• People work together differently.

20

• New testing requirements are unfair
• Special education students will never be able to
  pass the tests
• Special education students wont be able to get a
  diploma and graduate
• It will increase dropouts

Late 1970s
New York State Education Department, Office of
Vocational and Educational Services for
Individuals with Disabilities, June 2003
21
The Formula for Beginning
22

• D x V x F gt R

23

• DISSATISFACTION

24

• VISION

25

• FIRST STEPS

26

• RESISTANCE

27

• D x V x F gt R

28
NGA ''Rate Your Future'' SurveyPreliminary
Findings

• Students strongly sense high school is not
  adequately preparing them for their future, and a
  third -- including those most at risk of dropping
  out -- feel overlooked by their high school.
• One-third rate their schools as doing a "fair" or
  "poor" job of "giving them the skills to
  succeed."
• Sixty percent rate their high schools either
  "fair" or "poor" in preparing them for a career
  or trade. Likewise, 57 percent believe their
  school does a "fair" or "poor" job of preparing
  them for the future by providing them with tools
  to learn a trade or skill.

29
NGA ''Rate Your Future'' SurveyPreliminary
Findings

• About one-third say their high schools are doing
  a "fair" or "poor" job in preparing them for
  college. Only a quarter say their schools do an
  "excellent" job.
• Three in 10 students say their high school does a
  "fair" or "poor" job challenging them
  academically and nearly 70 percent say teachers
  have high expectations for only "certain
  students."

30
The Partnership for 21st Century Skills
Validated that the Public Recognizes the Skills
Gap
31
To Deliver 21st Century Skills Content The
Common Core

• Ready for Work
• Youth Employment Outcomes

Ready for College Academic Outcomes
21st Century Skills Content Information
Media Literacy Communication Critical Systems
Thinking Problem Solving Creativity, Intellectual
Curiosity Interpersonal Skills Self-Direction Acco
untability and Adaptability Social
Responsibility Financial Literacy Global
Awareness Civic Literacy
Specific Vocational Knowledge Skills
Subject Matter Knowledge
Community partners are calling for and
contributing to the development of broader skills
and knowledge.
Cultural, Physical Behavioral Health Knowledge
Skills
Ready for Life Youth Development Outcomes
32
The Argument in a Nutshell
Rudderless Overwhelmed
Adaptive Expert
Routine Expert
Novice
33
The half life of skills and strategies
The water cooler strategy. Getting a feel for
ones workplace.
34
Problems with Pure Efficiency
Functional Fixedness
Person is Promoted The water cooler strategy
no longer works (tyranny of success)
35
(No Transcript)
36
Six Action Areas from ICLE
37
International Center
First Steps for Action Plans

• Use Data
• Focus on Instruction Not Structure
• Start with Student Needs
• Build Relationships
• Transition Years
• Systems Approach

38
Action Plan
39
Action Plan

• Dr Daggett Videos
• White Papers

40
Action Plan

• Curriculum Matrix
• Arts CTE SE
• Lexile Research
• Quantile Research

41
Action Plan

• Rigor Relevance Kit
• Math / Science Institute

42
Action Plan

• Create Curriculum
• Strategies Kit
• Gold Seal Lessons
• Math / Science Institute
• Literacy Kits

43
Action Plan

• Reaching Hard to Reach Parents

44
Action Plan

• Special Education Institute

45
Action Plan

• Special Education Institute
• Character Centered Teaching Kit
• Special Education Kit

46
Action Plan

• Videos / DVDs
• Presentations
• White Papers

47
Action Plan

• Small Learning Community Kit

48
Action Plan

• Reinventing 9th Grade Kit
• Small Learning Community Kit

49
Action Plan

• Leadership Kit
• Special Education Kit

50
Action Plan
51
More Beginning Steps/Systems
52
8 Conditions that make a difference

• Belonging
• Heroes
• Sense of Accomplishment
• Fun and Excitement
• Curiosity and Creativity
• Spirit of Adventure
• Leadership and Responsibility
• Confidence to take Action

53
8 Conditions That Make A Difference
CURIOSITY CREATIVITY The condition of
Curiosity Creativity is characterized by
inquisitiveness, eagerness, and a strong desire
to learn new or interesting things.
HEROES Heroes are the everyday peopleteachers,
friends, familyin a students life who inspire
them to excel and to make positive changes in
attitudes and lifestyles.
SENSE OF ACCOMPLISHEMENT The condition of Sense
of Accomplishment recognizes effort,
perseverance, and citizenship as signs of a
students success.
LEADERSHIP RESPONSIBILITY The condition of
Leadership Responsibility means students are
able to express their ideas and are willing to
accept consequences for their actions.
BELONGING Belonging means that a student is a
valued member of a community, while still
maintaining his or her uniqueness.
FUN EXCITEMENT The condition of Fun
Excitement is characterized by students being
actively engaged and emotionally involved in
their school work.
SPIRIT OF ADVENTURE The Spirit of Adventure is
characterized by a students ability to take on
positive, healthy challenges at school and home,
with family and friends.
CONFIDENCE TO TAKE ACTION Confidence to Take
Action is the extent to which students believe in
themselves.
54
BELONGING
55
HEROES
56
FUN EXCITEMENT
57
80.0
70.0
Learning can be fun.
60.0
50.0
40.0
30.0
20.0
10.0
0.0
9
10
11
12
58
Nurturing the Conditions that enable students to
dream about their future and to be motivated to
set goals in the present to achieve those goals,
results in

• Higher Academic Achievement
• Less Discipline Problems
• Fewer Absences and Tardies
• Lower Drop-out Rates
• Improved School Climate
• More Parental Involvement
• Increased Rates of Students Attending
  Postsecondary Institutions

59
Students have a voice.

• What makes a teacher worth listening to?
• What makes a school worth going to?

60
Where do you start?
61
Focus on Each and Every Studentwith the Student
Learning Criteria
62
Begin PlanningFocus on the Hardest to Serve
Students
63
(No Transcript)
64
(No Transcript)
65
(No Transcript)
66
(No Transcript)
67
(No Transcript)
68
I Believe

• All children can Learn
• Not all can meet general education standards
• However . . .
• Many more than we expect
• Many more can meet standards than have so far
• We still, as a rule, have low expectations

69

• What do we know?
• Most students with disabilities are not
  significantly cognitively disabled.
• A disproportionate number are minority.
• Wide variation in results for students with
  disabilities occurs in the country.
• Were making real progress in the elementary
  years.

70

• What do we know?
• Performance falls off steadily in the later
  grades.
• We must begin to focus on the middle and high
  school years.
• States and districts are increasingly focused on
  whats important performance.

71
What We Hear Adults Say

• Theyre poor
• Their parents dont care
• They come to schools without breakfast
• Not enough books
• Not enough parents . . .

72
But if theyre right, then why are poor and
minority children performing so high in...
73
Focus on student needs and not courses
74
Three Key Ideas About Systems

• The quality of a system is determined by the
  quality of the relationships within it. Bonstingl
• Systems fail their people, long before people
  fail within their systems. Bonstingl
• Dont fix blame. Fix the system. Thats where
  your problems are. Deming

75
Ritz Carlton Credo
76
In a school where everyone succeeds

• Always see
• Always hear
• Always feel

• Never see
• Never hear
• Never feel

Jay Bonstingl Quality Schools
77
Why did we develop a tool?

• Because in many cases we are data rich and
  analysis poor.

78
WHY?
79
I like to drive my car!
80
(No Transcript)
81

• MY DOG
• BARKS A LOT !

82
(No Transcript)
83
My children go to school.
84
Academic Schools
Frederick Douglas Academy, Harlem  
Bard Early College, NY 
Cristo Rey, Chicago 
85
Thematic Schools
Museum School, NY
High Tech High, CA
International, _at_LaGuardia,NY
School of Environmental Studies (Zoo School), MN
86
Student-Centered Schools
Minnesota New Country
The Met, Providence
Maya Angelou, Wash. DC

87
Large High Schools That Think and Act Small
David Douglas High School Portland, OR
Los Fresnos High School Los Fresnos, TX
88
Sources of Educational Commitments
Experience
Education Theory
Ideology
Philosophy
89
Each school has its ownDNA.
90

• Criteria are categories of data indicators that
  school leaders use to determine ultimate success
  of a high school in preparing students for
  current assessments and future roles and
  responsibilities.

91
Criteria

• Core Academic Learning (Achievement in the core
  subjects of English language arts, math and
  science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and
  relevant learning beyond the minimum
  requirements)
• Student Engagement (The extent to which students
  are motivated and committed to learning have a
  sense of belonging and accomplishment and have
  relationships with adults, peers, and parents
  that support learning)
• Personal Skill Development (Measures of personal,
  social, service, and leadership skills and
  demonstrations of positive behaviors and
  attitudes)

92
Criteria Grid
93
Criteria Questions

• What is the core learning that you will stand
  behind for each and every student?
• How do you insure you are stretching each and
  every learner?
• How do you know your students are motivated,
  committed and engaged in their learning?
• What evidence supports the development of
  positive behaviors and attitudes, and how do you
  measure personal, social, service, and leadership
  skills?

94
(No Transcript)
95
(No Transcript)
96
(No Transcript)
97
(No Transcript)
98
Criteria Grid
99
(No Transcript)
100
Stretch Learning
Personal Development
Core Learning
101
Student Engagement
Stretch Learning
Personal Development
Core Learning
102
Student Engagement
Personal Development
Stretch Learning
Core Learning
103
Criteria Grid Stage 1
104
Criteria Grid Stage 1
105
Criteria Grid Stage 2
106
Criteria Grid Stage 2
107
(No Transcript)
108
Core Academic Learning
109
(No Transcript)
110
Stretch Learning
111
(No Transcript)
112
Student Engagement
113
(No Transcript)
114
Personal Skill Development
115
Criteria Grid
116
Reflect on results and ask, How can we be
better?
Establish Goals and Set Agenda
Meet Goals
117
Closing thoughts

• Its not about being the best in the world its
  about being the best for the world.
• When I see it Ill believe it..
• When you believe it you will see it.
• Passion and commitment.

118
THE OTHER SIDE OF THE DOOR On the other side of
the door I can be a different me, As smart and as
brave and as funny or strong As a person could
want to be. There's nothing too hard for me to
do, There's no place I can't explore Because
everything could happen On the other side of the
door   On the other side of the door I don't have
to go alone. If you come, too, we can sail tall
ships And fly where the wind has flown. And
wherever we go, it is almost sure We'll find what
we're looking for Because everything could
happen On the other side of the door. Jeff
Moss
119
Eight Themes
Dreams of the children we have
Class of 2017

• 1. Trends and Challenges
• 2. New Age
• 3. Rigor Relevance Framework
• 4. Change
• 5. Six Action Areas
• 6. Eight Conditions
• 7. Learning Criteria
• 8. Closing Thoughts

Success to Significance
120
International Center for Leadership in Education
Rigor and Relevance FrameworkWhy, What and How

• Raymond McNulty

121
Keep in Mind . . .

• Class of 2017
• Children Achieving Their Dreams The Children We
  Have.
• Success to Significance

122
Seven Themes on How
Class of 2017

• 1. Change / Possibility
• 2. NGA 21st Century Learning
• 3. Formula
• 4. Action Areas
• 5. More Beginning Steps/Systems
• 6. Student Learning Criteria
• 7. Closing Thoughts

Dreams of the children we have
Success to Significance
123
Day 2 KentuckyOh My Now What..
Ray McNulty ray_at_leadered.com