J. Moms Mabley

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J. Moms Mabley

• If you always do what you always did, you will
  always get what you always got.

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International Center for Leadership in Education
Richard D. Jones
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Teaching for Rigor and Relevance

• International Center for Leadership in Education

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Willard Wirtz

• There arent two worlds -- education and work,
  there is one world -- life

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• Personality

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Rigorous and RelevantLearning
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Rigor
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Relevance
My only skill is taking tests.
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All Students
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CTE- What doesnt change

• External standards
• Focus on total student needs
• Learn through application
• Not limited to classroom/lab
• Connection with community

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Agenda

• Why Rigor Relevance
• Successful School Practices 
• Rigor/Relevance Framework 
• RR and Assessments
• Raising Rigor/Relevance 
• Strategies 
• CTE Matrix 
• Reading Research and Strategies

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??? Why ???Rigorous and RelevantLearning
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Information Technologies

• IM
• Freelance.com
• Camera
• Visual Thesaurus
• Phones that connect you to the world
• Bugging the world - RFIDs
• Opencourseware - MIT
• Wikipedia
• Googles Open Library

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The World Is Flat
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Triple convergence
Global Web-enabled Workspace
New Knowledge Workers
New Ways of Doing Business
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• Summary of
• RateYourFuture.org
• Survey Findings
• Over 10,000 16-18 year olds in high schools
  surveyed

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Major Findings

• Of students who plan to graduate from high
  school
• Less than 1 in 10 say high school has been very
  hard.
• More than one-third say high school has been
  easy.
• 32 strongly agree they would work harder if
  high school offered more demanding and
  interesting courses.
• 71 think taking courses related to the kinds of
  jobs they want is the best way to make their
  senior year more meaningful.

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100 High School Freshmen

• 67 Graduate
• 38 To College
• 26 2nd Year
• 18 Degree in 6 years
• 82 Decide to Quit Education

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Views You Can Usehttp//www.leadered.com
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Rigor and Relevance
???? Why ????
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
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Exemplary Characteristics

• Personalized Learning
• High Expectations
• Data - Driven Decisions
• 9th Grade Transition
• Challenging 12th Grade
• Rigorous and Relevant Curriculum
• Effective Leadership
• Relationships Driven by Guiding Principles
• Sustained Professional Development

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Hebrew proverb

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

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Rigor/Relevance Framework

• International Center for Leadership in Education,
  Inc.

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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Knowledge Taxonomy
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Assimilation of knowledge
Thinking Continuum
Acquisition of knowledge
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Knowledge Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge
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Managing Resources
Knowledge Taxonomy
6 Evaluate spending habits of spouse
5 Set goals based on budget
4 Match expenses to budget
3 Buy something within budget
2 Explain values
1 Identify money
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Basic Nutrition
Knowledge Taxonomy
6 Appraise results of personal eating habits over
time
5 Develop personal nutrition goals
4 Examine success in achieving nutrition goals
3 Use nutrition guidelines in planning meals
2 Explain nutritional value of foods
1 Label food by nutritional groups
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Knowledge Taxonomy Verb List
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Application Model
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Action Continuum
Acquisition of knowledge
Application of knowledge
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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

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Managing Resources
Application Model

• 1 Know money values
• 2 Solve word problems
• 3 Relate wealth to quality of life
• 4 Prepare budget
• 5 Handle lottery winnings

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Basic Nutrition
Application Model

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

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Levels of Application Model
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ApplicationModel Decision Tree
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Application Model

• 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

Level 1
Level 2
Level 3
Level 4
Level 5
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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 M
easurement of area Interpersonal
communication Physical fitness Nutrition Parent
ing Citizenship Economics U . S.
Geography Scientific classification
systems Cellular Biology Writing
letters Preparing a personal budget
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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

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

• 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
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Rigor/Relevance Framework
6
5
4
3
2
1
1
2
3
4
5
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Rigor/Relevance Framework
6
5
4
3
2
1
1
2
3
4
5
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Skill

• Identify, collect or sort pertinent information
  while reading.

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Quadrant A

• Read a science experiment and identify the
  necessary materials to perform the experiment.

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Quadrant B

• Locate and read current articles on biotech.

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Quadrant C

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

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Quadrant D

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

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Rigor/Relevance Framework
Teacher/Student Roles
D
C
Student Think
Student Think Work
RIGOR
High
B
A
Teacher Work
Student Work
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Did Students Get it Right?
D
C
Rational Answer
Right Questions
RIGOR
High
B
A
Right Answer
Right Procedure
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Difficult
D
C
Determine cost efficent heating for new home
design
Solve quadratic equations
High
RIGOR
B
A
Describe function of gas spectrophotometer
Troubleshoot lawnmower that doesnt start
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Easy
D
C
Compare captialism and socialism
High
RIGOR
Write a letter to the editor
B
A
Make change as cashier without working register
Low
Count by 5s to 100
High
Low
RELEVANCE
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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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.
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
D
C
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.
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
D
C
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.
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
D
C
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.
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
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.
D
C
B
A
A P P L I C A T I O N
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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.
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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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.
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
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.
D
C
B
A
A P P L I C A T I O N
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Activity
Rigor/Relevance Determining Levels
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Skills and Knowledge
K

• 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

4
3
3
5
4
International Center for Leadership in Education
1997
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Skills and Knowledge
A

• 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

5
4
4
3
4
International Center for Leadership in Education
1997
70
Skills and Knowledge
K
A

• 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

5
4
4
3
3
4
5
3
4
4
International Center for Leadership in Education
1997
71




Rigor/Relevance Framework


6

D
KNOWLEDGE
C

5

4

3
2
A
B
1
1
2
3
4
5
A P P L I C A T I O N
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Activity
Rigor/Relevance Reflecting on Teaching
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Rigor/Relevance Challenge
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R/R Challenge
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Activity
Rigor/Relevance Linking Standards and Student Work
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Rigor/RelevanceFramework andAssessments
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Activity
Rigor/Relevance Assessment Challenge
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Rigor/Relevance Framework And Assessment
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Types of Assessment
Rigorous and Relevant Instruction

• Multiple Choice
• Constructed Response
• Extended Response
• Process Performance
• Product Performance
• Portfolio
• Interview
• Self Reflection

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Rigor/Relevance Framework
High
Traditional Tests
Performance
Low
Low
High
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Primary Assessments Rigor/Relevance Framework
KNOWLEDGE
Portfolio Product Performance Interview Se
lf Reflection
Extended Response Product Performance
Process Performance Product Performance
Multiple Choice Constructed Response
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Activity
Rigor/Relevance Analyzing Test Questions
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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
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Rigor/ RelevanceHandbook
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Planning Instruction
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Raising the Level of Rigor and Relevance
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Increasing Rigor/Relevance
D
C
RIGOR
High
B
A
Low
High
Low
RELEVANCE
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Increasing Rigor and Relevance
Challenging Assessments Interdisciplinary
Instruction Reading in the Content Area
Relationships Use of Technology New Teaching
Ideas Peer Teaching Observations Action
Research Continuous Professional Development
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Increasing Rigor and Relevance
Challenging Assessments Interdisciplinary
Instruction Reading in the Content Area
Relationships Use of Technology New Teaching
Ideas Peer Teaching Observations Action
Research Continuous Professional Development
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Rigor/Relevance andInstructionalStrategies
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Instructional StrategiesHow to Teach for Rigor
and Relevance

• International Center for Leadership in Education,
  Inc.

105
Instructional Strategies How to Teach for Rigor
and Relevance
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Teaching is only as good as the learning that
takes place.
Instructional Strategies How to Teach for Rigor
and Relevance
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
108
Activity
Rigor/Relevance What Works Best?
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Research
When to Use Strategy Based on Rigor/Relevance Fra
mework
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Strategies
? Memorization ? Presentations/Exhibitions ? Resea
rch ? Problem-based learning ? Project
Design ? Simulation/Role-playing ? Socratic
Seminar ? Teacher Questions ? Work-based
Learning

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

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Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant A - Acquisition

• Guided Practice
• Lecture
• Memorization

112
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant B - Application

• Cooperative Learning
• Demonstration
• Instructional Technology
• Problem-based Learning
• Project Design
• Simulation/Role Playing
• Work-based Learning

113
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant C - Assimilation

• Brainstorming
• Inquiry
• Instructional Technology
• Research
• Socratic Seminar
• Teacher Questions

114
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant D - Adaptation

• Brainstorming
• Cooperative Learning
• Inquiry
• Instructional Technology
• Presentations/ Exhibitions
• Problem-based Learning

? Project Design ? Research ? Simulation/Role-play
ing ? Socratic Seminar ? Teacher
Questions ? Work-based Learning
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Selection of Strategies Based on
Rigor/ Relevance Framework
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Rigor/Relevance Framework
Problems
KNOWLEDGE
D
C
Projects
Activities
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
Strategies
D
C
RIGOR
High
B
A
Low
High
Low
RELEVANCE
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Strategies that Work

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representations

Robert Marzano, 2001
119
Strategies that Work

• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypotheses
• Cues, Questions, and Advance Organizers

Robert Marzano, 2001
120

• What R/R quadrant(s)
• What assessment
• What Strategy
• How to change it

121
Suggestion for Sequencing Learning

• Dont always start in Quadrant A
• Consider starting with real world problems
• Use inquiry for launching activities
• Use variety of individual and group student work
• Make each part of learning experience important

122
Data - driven Decisions
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What are Data-driven Decisions?

• It is more than looking at student test scores?

124
What are Data-driven Decisions?

• It is objective criteria for determining what you
  teach?

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Curriculum Matrix

• International Center for Leadership in Education,
  Inc.

126
ICLE Curriculum SurveyLanguage Arts - Top 10
Topics

• Apply in writing the rules of grammar,
  punctuation and spelling
• Gather, analyze and summarize information from a
  variety of sources
• Give oral directions that are clear and
  understood
• Follow oral directions
• Identify and select pertinent information while
  reading
• Follow written directions carefully and
  accurately
• Understand rules of grammar, usage, punctuation,
  and spelling
• Develop processes for understanding and
  remembering
• Prepare and deliver individual speeches
• Know how to decipher unfamiliar words

127
ICLE Curriculum SurveyMathematics - Top 10 Topics

• Perform operations with numbers include,
  decimals, ratios, percents and fractions
• Understand characteristics of parallel,
  perpendicular, and intersecting lines
• Understand basic algebraic properties
• Understand characteristics of angles
• Understand best procedures for statistical data
  collection, organization and display
• Understand basic geometry ( point, line, plane)
• Understand and use variables in expressions
• Use correct order for performing algebraic
  expressions
• Compute the distance between two points
• Understand properties of circles

128
ICLE Curriculum SurveyScience - Top 10 Topics

• Understand how and why rotation and revolution of
  earth affect day, seasons and weather
• Understand systems of human body
• Understand nutrition
• Know the metric system and conversion
• Make observation of the local environment using
  senses and instruments
• Understand technology changes environment
• Know processes in water cycle
• Understand reproduction of living things from
  cells to species
• Understand cells and functions
• Understand human impact on environment and ways
  to improve

129
Curriculum Matrix Kit
130
Career and Technical Education

• International Center for Leadership in Education,
  Inc.

131
CTE Kit components

• Data
• Priority standards
• Integration by Cluster

132
Career Clusters
Agriculture and Natural Resources Ag
Production Ag Services (Ag Business) Ag
Mechanics Natural Resources Architecture and
Construction Architecture Surveying and
Drafting Construction Arts, Audiovisual
Technology and Communications Visual Arts and
Design Performing Arts Communications Busin
ess and Administration Accounting Human
Resources Marketing and Management Entrepren
eurship
Education and Training Education/
Training Finance Banking Insurance Secur
ities and Commodities Government and Public
Admin. Administrative Service
Provider Health Science Professional
Services Health Administration Home Health
Care Services Hospitals Hospitality and
Tourism Lodging Food Travel
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Career Clusters, continued
Human Services Professional Services Child
Care Social Services Information Technology
Computer and Data Processing Network
Systems Computer Systems Product and
Service Dev. Law and Public Safety Legal
Occupations Protective Service
Occupations Armed Forces Occupations Manufactu
ring Production Design Maintenance


Retail/Wholesale Sales and Service
Retail Wholesale Service Scientific
Research/ Engineering Engineering Transportatio
n, Distribution and Logistics Transportation
Distribution Logistics
134
CTE Matrix
135
Using CTE Matrix

• Curricular Mapping
• Prioritize Instruction
• Integrated (Interdisciplinary Instruction)
• PR--Validate CTE Program
• Options for Students
• Accountability--CTE Program

136
Reading
137
Rigor/Relevance Framework
Reading
KNOWLEDGE
D
C
Reading to acquire meaning and procedures
Reading to acquire meaning
B
A
Reading to acquire knowledge
Reading to learn procedures
A P P L I C A T I O N
138
Rigor/Relevance Framework
Raising Rigor and Relevance
D
C
Compare Main Point of Text to Similar and
Different Texts
RIGOR
Relate Main Points Real World, Current Situation
High
B
A
Negotiate a Collaborative Summary with a Peer
Identify Main Points in a Text.
Low
High
Low
RELEVANCE
139
Grade Equivalent

• Semantic Difficulty
• Syntactic Complexity

140
Lexile Framework

• Semantic Difficulty
• Syntactic Complexity

141
Lexile Literature

• 1500 - On Ancient Medicine
• 1400 - The Scarlet Letter
• 1300 - Brown vs. Board of Ed.
• 1200 - War and Peace
• 1100 - Pride and Prejudice
• 1000 - Black Beauty
• 900 - Tom Swift in the Land of Wonders
• 800 - The Adventures of Pinocchio
• 700 - Bunnicula A Rabbit Tale of Mystery
• 600 - A Baby Sister for Frances
• 500 - The Magic School Bus Inside the Earth
• 400 - Frog and Toad are Friends
• 300 - Cliffords Manners

142
Lexile Texts

• 1500 - The Making of Memory From Molecules to
  Mind Doubleday
• 1400 - Philosophical Essays Hackett Publishing
• 1300 - Psychology An Introduction Prentice Hall
• 1200 - Business Prentice Hall
• 1100 - America Pathways to Present Prentice
  Hall
• 1000 - Writing and Grammar Gold Level Prentice
  Hall
• 900 - World Cultures A Global Mosaic Prentice
  Hall
• 800 - Word 97 Glencoe/McGraw-Hill
• 700 - World Explorer The U.S. Canada
  Prentice Hall
• 600 - Science (Grade 4) Addison-Wesley
• 500 - People and Places Silver Burdett Ginn
• 400 - Imagine That! Scholastic Inc.
• 300 - My World Harcourt Brace

143
Personal Use

• Aetna Health Care Discount Form (1360)
• Medical Insurance Benefit Package (1280)
• Application for Student Loan (1270)
• Federal Tax Form W-4 (1260)
• Installing Your Child Safety Seat (1170)
• Microsoft Windows User Manual (1150)
• G.M. Protection Plan (1150)
• CD DVD Player Instructions (1080)

144
Newspapers

• Reuters (1440)
• NY Times (1380)
• Washington Post (1350)
• Wall Street Journal (1320)
• Chicago Tribune (1310)
• Associated Press (1310)
• USA Today (1200)

145
Reading Comparison High School
146
16 Career ClustersDepartment of Education
147
Reading RequirementsFindings

• Entry-level
• Highest in 6/16
• Second Highest in 7/16
• Consistent Across Country

148
Reading Requirements Research
25
75

• Law/Public Safety 1420 - 1740
• Ag/Natural Resources 1270 - 1510
• Information Tech 1290 - 1460
• Transportation/Distr./Log. 1170 - 1350
• Architecture/Construction 1210 - 1340
• Business and Admin. 1230 - 1330
• Manufacturing 1200 - 1310
• Health Science 1260 - 1300
• Retail/Wholesale 1170 - 1270
• Scientific Research/Engr. 1190 - 1240
• Human Services 1050 - 1200
• Arts/AV Tech/Comm. 1110 - 1190

149
Human Services
 
150
Construction
 
151
Manufacturing
 
152
Types of Data Example
153
Types of Data Example
154
Culinary Arts Academy
155
Reading in the Content Area

• Adjusting to Student Reading Levels
• Pre-reading Activities
• Vocabulary Strategies
• Notetaking and Graphic Organizers

156
ICLE Philosophy

• Rigor
• Relevance
• All Students

157
International Center for Leadership in Education,
Inc.

• Helen M. Branigan hbranigan_at_aol.com
• Richard Jones rdj_at_nycap.rr.com
• Senior Consultants
• 1587 Route 146
• Rexford, NY 12148
• Phone [phone]
• Fax [phone]