Rigor, Relevance and Relationships

1. International Center for Leadership in Education Rigor, Relevance and Relationships

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

3. International Center for Leadership in Education

4. AGENDAWhy Rigor & Relevance?Defining Rigor & RelevanceThe Rigor & Relevance FrameworkInstructional StrategiesBuilding Relationships to Support Student Learning

5. Model Schools ConferenceSuccessful Practices NetworkInstitutesConsultantsResearch Resources and Tools

6. ICLE Philosophy Rigor Relevance Relationships All Students

7. Rigor

8. Relevance

9. All Students

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

11. ??? Why ???Rigorous and RelevantLearning

12. Challenges Accelerating Technology Changing Workplace Globalization Demographics High-Stakes Accountability Student Motivation

13. IMPLICATIONS????

14. Your Reaction?????

16. Margaret Mead Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.

17. Successful School Response

18. AMERICA�S MOST SUCCESSFUL HIGH SCHOOLS �WHAT MAKES THEM WORK?

20. Components of Successful School Reform Create a culture that embraces a rigorous and relevant curriculum Set high expectations that are monitored for student�s continuous improvement Use data to provide clear unwavering focus Provide students real-world applications Create multiple pathways to rigor and relevance

21. Components of Successful School Reform 6. Create a framework to organize curriculum that drives instruction 7. Sustained professional development that is focused 8. Obtain and leverage parent and community involvement 9. Maintain safe and orderly schools 10. Offer effective leadership development

22. Characteristics Small Learning Communities

23. What are we learning�..

24. Rigor Relevance Relationships

25. Relevance Relationships Rigor

26. Relationships Relevance Rigor

27. R x R x R = LCWRS Relationships x Relevance x Rigor = Life, College, Work Ready Students

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

29.

31. Knowledge Taxonomy

33. 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Knowledge Taxonomy

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

35. Skiing 1 Name equipment 2 Outline steps to ski 3 Ski 4 Examine success 5 Develop steps to improve 6 Appraise results

36. Knowledge Taxonomy Verb List

38. Application Model

40. 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

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

42. Map Reading 1 Know map symbols 2 Read and answer questions 3 Read topographic map in science 4 Plan a multi-city road trip 5 Find your way when lost

43. Application ModelDecision Tree

45. Rigor/Relevance Framework 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

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

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

50. Quadrant B Read and followdirections for experiment on DNA extraction

51. Quadrant C Read and analyze a biotech editorial for scientific accuracy

52. 52 Quadrant D Using your research, debate a proposal related to genetic engineering with community leaders as judges

64. Planning Instruction

65. Rigorous and Relevant Instruction

66. Planning Rigorous and Relevant InstructionSTEPS

70. Writing Performance Tasks A performance task is a description of how a student is expected to demonstrate understanding, knowledge and skills. The task may be a product, performance or extended writing that requires rigorous thinking and relevant application.� It is usually written in the third person describing the learning to other educators.

71. Writing Performance Tasks Performance tasks include: student work that will be produced or performed whether group or individual Specific learning context resources students will be provided or have to acquire setting where students will complete the work conditions (often real-world) under which the work will be done

72. Writing Performance Tasks Performance tasks usually do not include; Assessment. A performance-based implies but does not specify how the performance will be assessed. Specific direction to the student Specific equipment list Homework or reading assignments

73. Writing Performance Tasks Students will write a letter to the editor of the local newspaper, on the topic of the environment with a specific reference to a local issue or problem. It will take a point of view, include summaries of research, cite sources and recommend action.

74. Rigor/Relevance Staff DevelopmentKit

75. Rigor/ RelevanceHandbook

76. Learning Results Effective Teaching Right Content Best Strategy Appropriate Timing

77. InstructionalStrategies

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

82. Instructional Strategies: How to Teach for Rigor and Relevance

83. Assessment

84. Types of Assessment Multiple Choice Constructed Response Extended Response Process Performance Product Performance Portfolio Interview Self Reflection

87. ACTIVITY

88. ACTIVITY

89. ACTIVITIES

90. R&R Framework ...A Useful Tool to evaluate Curriculum Instruction Assessment Activities

92. Each Learner Is Unique

94. Activity

96. Summary of RateYourFuture.org Survey Findings National Governors� Assoc. Over 10,000 16-18 year olds in high schools surveyed

97. 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.

98. Two Surveys

99. Organizational Health Ability to function effectively, to cope adequately, to change appropriately, and to grow from within. Goal Focused and Mission Driven We need to move away from defending ourselves to setting a visionary agenda. The Organizational Health Instruments (OHI) consist of 80 item statements, eight for each of the ten dimensions. All members of a work unit respond to these questions. (To provide confidentiality of responses, data are collected in a group setting using a set of standardized data collection procedures.) Individuals respond to each question based upon their perceptions. Response choices are: Strongly Agree, Agree, Undecided, Disagree, and Strongly Disagree. Based upon these collective responses, raw scores are established for each of these ten dimensions. A line graph is created for each administrative unit, which contrasts the leader's perception with the composite view held by the work unit. The raw scores are converted into percentile scores. Each leader receives two profiles the first year: one contrasts the perceptions of the leader with the composite view of members of his/her work unit, and one is a percentile score which compares the unit with similar units across the country. During each of the following years, leaders also receive a percentile graph that contrasts the data from the previous year. With a national data base that spans more than two decades, OHDDC has established group norms for key leadership groups throughout the public and private sectors. For example, in the public school sector, group norms have been established for Elementary Schools, Middle Schools, Junior High Schools, Senior High Schools, Alternative Schools, Central Office Administrative Units, Superintendents, Policy Teams, Non-certified units, and School Community (parents' perception).The Organizational Health Instruments (OHI) consist of 80 item statements, eight for each of the ten dimensions. All members of a work unit respond to these questions. (To provide confidentiality of responses, data are collected in a group setting using a set of standardized data collection procedures.)

100. Organizational Health (10 Areas) Goal Focus Communication Adequacy Power Equalization Resource Utilization Cohesiveness Morale Innovativeness Autonomy Adaptation Problem Solving Adequacy  What is Organizational Health? It is an organization's ability to function effectively, to cope adequately, to change appropriately, and to grow from within. Organizational Health, like personal health, may vary from a minimal to a maximal level. Organizational Health includes and is dependent upon the following ten dimensions: GOAL FOCUS is the ability to have clarity, acceptance, and support for goals and objectives. COMMUNICATION ADEQUACY is open two-way communication which travels both vertically and horizontally throughout the unit. POWER EQUALIZATION is the ability to maintain a relatively equitable distribution of influence between team members and their leader. RESOURCE UTILIZATION is the degree to which the leader knows and is able to coordinate the talents of team members with minimal stress. COHESIVENESS is the state when a person, group, or organization has a clear sense of identity. Members feel attracted to the unit, want to stay with it, be influenced by it, and exert their own influence within it. MORALE is the feeling of well-being, satisfaction, and pleasure for a person, group, or organization. INNOVATIVENESS is that ability to be and to allow others to be inventive, diverse, creative, and risk-taking. AUTONOMY is that state in which a person, group, or organization has the freedom to manage those things they believe should be within their sphere of influence. ADAPTATION is that ability to tolerate stress and maintain stability while coping with demands from the external environment. PROBLEM SOLVING ADEQUACY is the organization's ability to perceive problems and to solve them with minimal energy. The problems get solved, stay solved, and the problem-solving mechanism of the organization is maintained and/or strengthened. What is Organizational Health?

101. SurveyMy VoiceQuaglia Institute for Student Aspirationswww.qisa.org

102. Relationships

103. You can�t teach kids you don�t know�.

104. The Gap Problems Achievement Gap Participation Gap

105. Participation Gap Personal Worth � belonging, heroes, sense of accomplishment Active Engagement � being involved, fun and exciting, curious, creative and adventurous Purpose � taking responsibility, confidence to take action, believing in self

106. 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 Belonging Feeling like you are an important part of a group Heroes An everyday person who encourages you to do your best. Someone you look up to and can turn for help when you need it. Sense of Accomplishment Being recognized for many different types of success, including hard work and being a good person Fun and Excitement Enjoying what you are doing � whether at work, school, or play Curiosity and Creativity Asking Why and Why not about the world around you Sprit of Adventure Being excited to try things even though you are not sure you will be good at them Leadership and Responsibility Making your own decisions and accepting responsibility for those choices Confidence to take Action Setting Goals and taking the steps you need to reach themBelonging Feeling like you are an important part of a group Heroes An everyday person who encourages you to do your best. Someone you look up to and can turn for help when you need it. Sense of Accomplishment Being recognized for many different types of success, including hard work and being a good person Fun and Excitement Enjoying what you are doing � whether at work, school, or play Curiosity and Creativity Asking Why and Why not about the world around you Sprit of Adventure Being excited to try things even though you are not sure you will be good at them Leadership and Responsibility Making your own decisions and accepting responsibility for those choices Confidence to take Action Setting Goals and taking the steps you need to reach them

109. 64% School is a welcoming and friendly place. 51% I am proud of my school. 37% I know the goals my school is working on. 49% I enjoy being at school. 21% I have never been recognized for something positive at school.

110. 46% School is boring. 58% At school I am encouraged to be creative. 38% Students council represents all students at school. 40% My classes help me understand what is happening in my everyday life.

111. 46% Teachers care about my problems and feelings. 50% Teachers care about me as an individual. 49% Teachers care if I am absent from school. 50% If I have a problem, I have a teacher with whom I can talk.

112. 66% I have a teacher who is a positive role model for me. 58% Teachers enjoy working with students. 39% Teachers have fun at school. 32% Teachers make school an exciting place to learn.

113. 55% Teachers respect students. 41% Students respect teachers. 31% Students respect each other.

115. 93% My parents care about my education. 85% My parents think going to college is important. 60% My parents feel comfortable talking to my teachers.

116. Relationship Framework International Center for Leadership in Education

117. Relationship Model

118. Relationship Model - Student Support

119. In The Classroom

120. �In the years to come, your students may forget what you taught them. But they will always remember how you made them feel.�

121. Supportive RelationshipsSuccessful Practices Behaviors Initiatives Structures

122. Supportive Behaviors Showing Respect Taking Interest Active Listening Frequent Contact Encouragement Avoiding �Put Downs� Displaying Student Work Writing Encouraging Notes Identifying Unique Talents

123. Supportive Behaviors cont�d. Celebrating Accomplishments Serving As Role Model Using One-to-One Communication Encouraging Students to Express Opinions/Ideas Creating Inviting Classroom Climate Exhibiting Enthusiasm Using Positive Humor Students Praising Peers

124. Supportive Initiatives Character Education Beginning of the Year Student Social Activities Team Building Mentoring Rewards, Recognition, Incentives Student Advocacy Advisement Program

125. Supportive Initiatives, cont�d. Peer Mediation Students as Teachers Family, Community, Business Partnerships Service Learning Extra and Co-curricular Activities Sports Programs

126. Supportive Structures Small Learning Community Alternative Scheduling Team Teaching Teacher Continuity School-based Enterprise Professional Learning Community

127. Relationship Model - Staff Collaboration

128. Benefits of Using Rigor and Relevance?

130. Ways to Increase Rigor and Relevance

132. Jonathan Winters I couldn�t wait for success� So I went on without it.

133. Lovers never send form letters.

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

136. International Center for Leadership in Education, Inc. Helen M. Branigan Senior Consultant 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 hbranigan@aol.com