![Page 1: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/1.jpg)
International Center for Leadership in Education
Richard Jones
![Page 2: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/2.jpg)
Further Further InformationInformation
http://dickjones.us
OrOr
http://www.natpd.com
![Page 3: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/3.jpg)
THE INTERNATIONAL CENTER
FOR LEADERSHIP IN EDUCATION
RIGOR
RELEVANCE
![Page 4: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/4.jpg)
Rigorous and Rigorous and RelevantRelevantLearningLearning
![Page 5: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/5.jpg)
Rigor
![Page 6: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/6.jpg)
Relevance
My only skill is taking tests.
![Page 7: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/7.jpg)
All Students
![Page 8: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/8.jpg)
??? Why ?????? Why ???Rigorous and Rigorous and
RelevantRelevantLearningLearning
![Page 9: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/9.jpg)
Why Rigor and Relevance? Changing Nature of Work Translating Standards into Teaching Reduce Overcrowded Curriculum Way to Focus on Student Learning Tool for School Alignment Explain What is Important It is what is on THE test Increase Student Motivation
![Page 10: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/10.jpg)
RigorRelevanceAll students
![Page 11: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/11.jpg)
Successful School Response
![Page 12: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/12.jpg)
CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade
6. Curriculum6. Curriculum5. Data5. Data
7. Relationships / Reflective Thought7. Relationships / Reflective Thought8. Professional Development8. Professional Development
9. Leadership9. Leadership
![Page 13: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/13.jpg)
Rigor/Relevance Rigor/Relevance FrameworkFramework
![Page 14: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/14.jpg)
AssimilationAssimilationof knowledgeof knowledge
Acquisition Acquisition of knowledgeof knowledge
Thinking Thinking ContinuumContinuum
![Page 15: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/15.jpg)
1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
![Page 16: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/16.jpg)
Basic Nutrition1 Label food by nutritional groups 2 Explain nutritional value of foods3 Use nutrition guidelines in planning
meals4 Examine success in achieving
nutrition goals5 Develop personal nutrition goals6 Appraise results of personal eating
habits over time
Knowledge Taxonomy
![Page 17: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/17.jpg)
Application Application ModelModel
![Page 18: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/18.jpg)
AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action ContinuumAction Continuum
![Page 19: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/19.jpg)
Application Model
1 Knowledge in one discipline2 Application within discipline3 Application across disciplines4 Application to real-world
predictable situations5 Application to real-world
unpredictable situations
![Page 20: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/20.jpg)
Basic Nutrition
1 Label food by nutrition groups 2 Rank foods by nutritional value3 Make cost comparison of foods
considering nutritional value4 Develop nutritional plan for a
health problem affected by food5 Devise a sound nutritional plan
for a group of 3 year-olds who are “picky” eaters
Application Model
![Page 21: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/21.jpg)
Levels of Application
Model
![Page 22: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/22.jpg)
•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
![Page 23: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/23.jpg)
Application Model
1 Knowledge in one discipline2 Application within discipline3 Application across disciplines4 Application to real-world
predictable situations5 Application to real-world
unpredictable situations
![Page 24: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/24.jpg)
1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
![Page 25: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/25.jpg)
1
2
3
4
5
6
1 2 3 4 5
Rigor/Relevance FrameworkRigor/Relevance Framework
![Page 26: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/26.jpg)
1
2
3
4
5
6
1 2 3 4 5
A
Rigor/Relevance FrameworkRigor/Relevance Framework
![Page 27: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/27.jpg)
1
2
3
4
5
6
1 2 3 4 5
A B
Rigor/Relevance FrameworkRigor/Relevance Framework
![Page 28: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/28.jpg)
1
2
3
4
5
6
1 2 3 4 5
A B
C
Rigor/Relevance FrameworkRigor/Relevance Framework
![Page 29: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/29.jpg)
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
![Page 30: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/30.jpg)
Knowledge Knowledge Taxonomy Taxonomy
Verb ListVerb List
![Page 31: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/31.jpg)
ApplicationApplicationModel Model
Decision TreeDecision Tree
![Page 32: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/32.jpg)
Decision TreeApplication Model
International Center for Leadership in Education 1997
![Page 33: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/33.jpg)
Decision TreeIs it Application?
If NO
Application Model
Level 1Level 1
International Center for Leadership in Education 1997
![Page 34: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/34.jpg)
Decision TreeIs it Application?
If NO If YES - Is it real world?
If NO and one discipline If NO and interdisciplinary
Application Model
Level 1Level 1
Level 2Level 2Level 3Level 3
International Center for Leadership in Education 1997
![Page 35: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/35.jpg)
Decision TreeIs 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 1Level 1
Level 2Level 2Level 3Level 3
Level 4Level 4
Level 5Level 5
International Center for Leadership in Education 1997
![Page 36: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/36.jpg)
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 mannerUse second language to discuss current events in a country where the language is spokenFollow directions in a manual to use equipment safelyWrite an essay, using references about an issue of interestCompare prices, interest rates and maintenance costs of buying an appliance
![Page 37: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/37.jpg)
Skills and Knowledge
International Center for Leadership in Education 1997
Read or view news reports, interpret information and vote in an informed mannerUse second language to discuss current events in a country where the language is spokenFollow directions in a manual to use equipment safelyWrite an essay, using references about an issue of interestCompare prices, interest rates and maintenance costs of buying an appliance
A
5
3
4
4
4
![Page 38: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/38.jpg)
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 mannerUse second language to discuss current events in a country where the language is spokenFollow directions in a manual to use equipment safelyWrite an essay, using references about an issue of interestCompare prices, interest rates and maintenance costs of buying an appliance
A
5
3
4
4
4
![Page 39: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/39.jpg)
1
2
3
4
5
6
1 2 3 4 5
KNOWLEDGE
A P P L I C A T I O N
Skills and Knowledge
A
C D
B
![Page 40: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/40.jpg)
Rigor/ RelevanceHandbook
![Page 41: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/41.jpg)
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
AcquisitionAcquisition ApplicationApplication
AdaptationAdaptationAssimilationAssimilation
Identify one experience in your class in each Identify one experience in your class in each quadrant quadrant
![Page 42: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/42.jpg)
SkillIdentify, collect or sort pertinent information while reading.
![Page 43: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/43.jpg)
Quadrant ARead a science experiment and identify the necessary materials to perform the experiment.
![Page 44: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/44.jpg)
Quadrant BLocate and read current articles on biotech.
![Page 45: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/45.jpg)
Quadrant CRead and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.
![Page 46: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/46.jpg)
Quadrant DRead pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.
![Page 47: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/47.jpg)
Rigor/Relevance Framework
1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. 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
Knowledge Application
![Page 48: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/48.jpg)
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
AcquisitionAcquisition ApplicationApplication
AdaptationAdaptationAssimilationAssimilation
Rigor/Relevance FrameworkRigor/Relevance Framework
![Page 49: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/49.jpg)
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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.
• 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.
• 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.
• 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.
![Page 50: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/50.jpg)
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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.
• 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.
• 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.
• 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.
![Page 51: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/51.jpg)
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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.
• 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.
• 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.
• 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.
![Page 52: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/52.jpg)
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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.
• 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.
• 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.
• 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.
![Page 53: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/53.jpg)
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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.
• 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.
• 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.
• 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.
![Page 54: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/54.jpg)
Reflection on Your Teaching
![Page 55: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/55.jpg)
Rigor/RelevanceChallenge
![Page 56: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/56.jpg)
R/R Challenge
Standard Quadrant 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
![Page 57: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/57.jpg)
Rigorous and Rigorous and Relevant Relevant
AssessmentAssessment
![Page 58: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/58.jpg)
NYS Math Question
A
![Page 59: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/59.jpg)
NYS Math A QuestionJune 2002C
![Page 60: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/60.jpg)
NYS Math A QuestionJune 2003D
![Page 61: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/61.jpg)
Sample Question
You're locked out of your house and the only open window is on the second floor, 25 feet above the ground. You need to borrow a ladder from one of your neighbors. There's a bush along the edge of the house, so you'll have to place the ladder 10 feet from the house. What length of ladder do you need to reach the window?
B
![Page 62: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/62.jpg)
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.
![Page 63: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/63.jpg)
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
AcquisitionAcquisition ApplicationApplication
AdaptationAdaptationAssimilationAssimilation
Rigor/Relevance FrameworkRigor/Relevance Framework
![Page 64: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/64.jpg)
Student Learning
Student Learning
Rigorous and Relevant Instruction
Instruction
Assessment
ExpectedStudent
Performance
ActualStudent
Performance
Rigor/Relevance Rigor/Relevance
FeedbackReflection
![Page 65: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/65.jpg)
![Page 66: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/66.jpg)
![Page 67: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/67.jpg)
![Page 68: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/68.jpg)
![Page 69: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/69.jpg)
![Page 70: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/70.jpg)
![Page 71: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/71.jpg)
![Page 72: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/72.jpg)
![Page 73: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/73.jpg)
![Page 74: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/74.jpg)
![Page 75: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/75.jpg)
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
![Page 76: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/76.jpg)
Review of Video Lessons
![Page 77: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/77.jpg)
Review of Lessons
What does the teacher expect the students to learn? (standards)
What is the intended level of Rigor and Relevance? Which Quadrant?
What are the instructional strategies used?
Does the lesson meet the teacher’s expectation for student learning?
![Page 78: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/78.jpg)
Defining Student Performance
and Student Work
![Page 79: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/79.jpg)
INSTRUCTIONAL
STRATEGIES
RIGOR
RELEVANCE
![Page 80: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/80.jpg)
Rigorous and Rigorous and RelevantRelevant
InstructionalInstructionalStrategiesStrategies
![Page 81: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/81.jpg)
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
![Page 82: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/82.jpg)
Strategies that Strategies that Result in Result in
Reflective Reflective ThinkingThinking
![Page 83: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/83.jpg)
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
AcquisitionAcquisition ApplicationApplication
AdaptationAdaptationAssimilationAssimilation
Rigor/Relevance FrameworkRigor/Relevance Framework
![Page 84: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/84.jpg)
ResearchResearch
When to Use StrategyBased on
Rigor/RelevanceFramework
![Page 85: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/85.jpg)
What WorksWhat Works
![Page 86: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/86.jpg)
Selecting Strategies on Selecting Strategies on Rigor/RelevanceRigor/Relevance
Brainstorming Community service Compare and contrast Cooperative learning Creative arts Demonstration Games Group discussion Guided practice
• Inquiry • Instructional
technology • Internship • Lecture • Literature • Memorization• Note-taking/graphic
organizers• Presentations/
exhibitions
![Page 87: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/87.jpg)
Selecting Strategies on Selecting Strategies on Rigor/RelevanceRigor/Relevance
Problem-based learning Project design Recognition and rewards Research Review and re-teaching Setting objectives and
advance organizers
• Simulation/role playing
• Socratic seminar • Teacher questions• Total physical
response • Video • Work-based learning • Writing
![Page 88: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/88.jpg)
Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework
Page 1Page 1
![Page 89: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/89.jpg)
Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework
Page 2Page 2
![Page 90: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/90.jpg)
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
AcquisitionAcquisition ApplicationApplication
AdaptationAdaptationAssimilationAssimilation
Rigor/Relevance FrameworkRigor/Relevance Framework
![Page 91: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/91.jpg)
Selecting Strategies on Selecting Strategies on Rigor/RelevanceRigor/Relevance
Guided PracticeGuided PracticeLectureLectureMemorizationMemorization
Best Strategies for Quadrant A - Acquisition
![Page 92: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/92.jpg)
Selecting Strategies on Selecting Strategies on Rigor/RelevanceRigor/Relevance
Cooperative LearningCooperative LearningDemonstrationDemonstrationInstructional TechnologyInstructional TechnologyProblem-based LearningProblem-based LearningProject DesignProject DesignSimulation/Role PlayingSimulation/Role PlayingWork-based LearningWork-based Learning
Best Strategies for Quadrant B - Application
![Page 93: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/93.jpg)
Selecting Strategies on Selecting Strategies on Rigor/RelevanceRigor/Relevance
BrainstormingBrainstormingInquiryInquiryInstructional TechnologyInstructional TechnologyResearchResearchSocratic SeminarSocratic SeminarTeacher QuestionsTeacher Questions
Best Strategies for Quadrant C - Assimilation
![Page 94: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/94.jpg)
Selecting Strategies on Selecting Strategies on Rigor/RelevanceRigor/Relevance
BrainstormingBrainstormingCooperative LearningCooperative LearningInquiryInquiryInstructional TechnologyInstructional TechnologyPresentations/ Presentations/
ExhibitionsExhibitionsProblem-based LearningProblem-based Learning
Best Strategies for Quadrant D - Adaptation
Project DesignProject DesignResearchResearchSimulation/Role-Simulation/Role-
playingplayingSocratic SeminarSocratic SeminarTeacher QuestionsTeacher QuestionsWork-based Work-based
LearningLearning
![Page 95: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/95.jpg)
Which do you prefer?ActivityUsing OutlinesObserving Others
in role playingPicture/GraphicsWorking w/
Hands
DiscussionUsing NarrativesParticipating in
role playingDescription/
WordsWorking w/ HeadC A
OR
![Page 96: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/96.jpg)
Which do you prefer?Following
DirectionsFollowing
OthersPrecisionLogicalLists
Working Independently
Creating your own path
ApproximationCreativeGraphic
OrganizersS R
OR
![Page 97: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/97.jpg)
Learning Styles
CS Concrete SequentialAS Abstract SequentialCR Concrete RandomAR Abstract Random
![Page 98: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/98.jpg)
Matching Matching Strategies Strategies to Learning to Learning StyleStyle
![Page 99: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/99.jpg)
Strategies that Work
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice Nonlinguistic Representations
Robert Marzano, 2001
![Page 100: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/100.jpg)
Strategies that Work
Cooperative Learning Setting Objectives and
Providing Feedback Generating and Testing
Hypotheses Cues, Questions, and Advance
Organizers Robert Marzano, 2001
![Page 101: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/101.jpg)
Instructional Strategies:
How to Teach for Rigor and Relevance
![Page 102: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/102.jpg)
International Center for Leadership International Center for Leadership in Educationin Education
DeterminingDeterminingRoot CausesRoot Causes
![Page 103: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/103.jpg)
Fishbone Diagram
![Page 104: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/104.jpg)
Fishbone Diagram
StudentAbsenteeism
![Page 105: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/105.jpg)
Fishbone Diagram
StudentAbsenteeism
![Page 106: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/106.jpg)
Fishbone Diagram
StudentAbsenteeism
People
Procedures Public Physical Plant
Policies
![Page 107: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/107.jpg)
Fishbone Diagram
StudentAbsenteeism
People
Procedures Public Physical Plant
Policies
![Page 108: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/108.jpg)
Fishbone Diagram
StudentAbsenteeism
People
Procedures Public Physical Plant
Policies
No teacher follow-up
Increase in illness
Parents don’t support
No rewards
Policy unclear
Lack of business supportUninteresting
teaching
No health servicesOpen campus
Lack of security
Limited facilities
![Page 109: International Center for Leadership in Education Richard Jones](https://reader036.vdocument.in/reader036/viewer/2022062423/56649e0f5503460f94af9ad1/html5/thumbnails/109.jpg)
Further Further InformationInformation
http://dickjones.us
OrOr
http://www.natpd.com