Progress on Achievement Strategy #3December, 2012

If teachers use the Rigor/Relevance (R/R) Framework when planning lessons, then the levels of divergent thinking and

evaluative questioning (Ques) and the amount of lessons at the application, assimilation, and

adaptation quadrants on the R/R matrix will increase as measured

from walkthrough data.

Walker’s Goal is to increase the % of lessons at the Assimilation, Application, & Adaptation levels. We believe these levels of RIGOR will help us with the Common Core State Standards (CCSS).

If teachers reflect bi-weekly on how to increase rigor using the

Rigor/Relevance (R/R) Framework and keep track of higher-level

questioning when planning lessons, then the levels of

divergent thinking and evaluative questioning (Ques) and the amount

of rigorous lessons on the R/R matrix will increase as measured

from walkthrough data.

If teachers reflect bi-weekly on how to increase rigor using the

Rigor/Relevance (R/R) Framework and keep track of higher-level

questioning when planning lessons, then the levels of

divergent thinking and evaluative questioning (Ques) and the amount

of rigorous lessons on the R/R matrix will increase as measured

from walkthrough data.