Relationships, Relevance and Rigor….. and Raymond J. McNulty, President International Center for...

Relationships, Relevance and Rigor….. and

Raymond J. McNulty, President

International Center for Leadership in Education

Buckeye Union High School

Connecting Successful Practices to Next Practices




The Boston Globe

Ray, reading the paper on your “Kindle” or online just

isn’t the same!

Almost everyone wants schools to be better,

but almost no one wants them to be different.

WE need to become the AGENTS of change.

Stop waiting for the cure … EDUCATORS -YOU ARE THE CURE!!!

SUCCESS BY DESIGN NOT BY CHANCE

THEMES• Review of Relationships Relevance and

Rigor

• From ---- To

• Best Practices, Next Practices (Learning Criteria) and Innovation

• Closing Thoughts

THEME

• Relationships, Relevance and Rigor

RELATIONSHIPS

School is a place I go to where my deficits

are accented.

You can’t teach kids you don’t know….

Teacher – Student Comparisons

T – I make learning exciting for my students.

86%

S – My teachers make learning fun.

41%


T – I am aware of my students’ interests outside of school.

84%

S – My teachers know my interests outside of school.

28%


T – I know my students’ academic interests and goals.

82%

S – My teachers know my academic interests and goals.

36%

We need fewer, clearer and more rigorous standards!

OUR PROBLEM IS NOT SIMPLY STANDARDS, BUT

“OUR BEHAVIOR” AS WELL!!!!

We need more artists, so here’s our plan.

REQUIRE ALL HIGH SCHOOL STUDENTS TO TAKE MORE ART!

We need more scientists and mathematicians, so here’s our

plan.

REQUIRE ALL HIGH SCHOOL STUDENTS

TO TAKE MORE MATH AND SCIENCE!

What Works Best?

• REQUIRE

• MANDATE

• FORCE

• EXCITE

• CREATE PASSION

• MOTIVATE

Kary Mullis, Nobel Laureate

Motivation is a key ingredient for success in learning.

We live in a world obsessed with science, predictability and control.

If we can’t measure it, it doesn’t count!

We must consider the possibility that if we can’t measure

something, it might be the very most important thing!

New Orleans Saints

3 Mis-Conceptions on Rigor

1. That rigor means ‘ more’

2. Raising a grade is not ‘rigor’

3. Being stricter and enforcing tighter policies

Rigor !

Rigor means increasing the level of thinking in a more

sophisticated and complex manner.

Knowledge TaxonomyKnowledge Taxonomy

1. Recall Knowledge1. Recall Knowledge2. Comprehension 2. Comprehension 3. Application 3. Application 4. Analysis 4. Analysis 5. Synthesis 5. Synthesis 6. Evaluation 6. Evaluation

AssimilationAssimilationof knowledgeof knowledge

Acquisition Acquisition of knowledgeof knowledge

Thinking Thinking ContinuumContinuum

Knowledge TaxonomyAwareness Level Recall specific information list, arrange, underline, identify List the four basic math functions

Comprehension Level Understand / interpret information

define, explain, calculate, reword Select the correct math function to solve

a word problem.

Knowledge TaxonomyApplication level

Applying knowledge and understandingto a new situation

solve, operate, use, handle, apply Using a ruler, determine the square

footage of the floor in this room.

Analysis LevelSeparate a complex idea into its components

categorize, simplify, examine, surveyWhich Microsoft Office program was used to

create this presentation?

Knowledge TaxonomySynthesis Level

Combining knowledge to form a new idea.

create, build, generate, reorganizeWrite a manual for using a new power tool.

Evaluation LevelChoosing an alternative in making a

decision.decide, classify, judge, prioritizeWhich salesperson provided the best

customer service? Why?

RELEVANCE

Application Application ModelModel

Application ModelApplication Model

1 Knowledge of one discipline1 Knowledge of one discipline2 Application within discipline2 Application within discipline3 Application across 3 Application across

disciplinesdisciplines4 Application to real-world 4 Application to real-world

predictable situationspredictable situations5 Application to real-world 5 Application to real-world

unpredictable situationsunpredictable situations

AcquisitionAcquisitionof knowledgeof knowledge

Applicationof knowledge

Action Continuum

Relevance of learningto life and work

Application Model

Knowledge within a Course Learning Knowledge, Attitude, or Skills Learning how to use a calculator

Apply Knowledge within Discipline Using the knowledge, attitude, or skills

within the course curriculum Using the calculator to determine the

material costs of a storage shed

Application ModelApply Across Disciplines

Using the knowledge, attitude, or skills in all discipline curriculums

Using the rules of spelling, grammar, punctuation learned in English in all classes

Apply to Predictable Situations Use information to analyze and solve

real world problems with predictable solutions

Read a recipe and calculate the ingredients needed to triple the recipe

Application ModelApply to Unpredictable Situations

Using information to analyze and solve real problems with unknown solutions

Plan the transportation and lodging for your family’s vacation to Disney World

Plan a luncheon for students being inducted into the National Honor Society and their parents

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

Rigorous Follow-up Question Examples

• Why?• Defend your answer?• Can you explain further?• Do you agree?• Why not?• How do you know?• Please give an example.• Please tell us one use

for…• How could you represent

this information in another way?

• Who would disagree and why?

• What does this remind you of?

• If you could ask a question, what would it be?

• What’s still confusing you?

• What do you understand so well, you could teach it to someone else?

41

Adding Relevancy for Quadrant D Moments

Comparing Learning to…

• Your life

• Your family’s life

• Your community and friends

• Our world, nation, state

• World of Work

• World of Service

• World of Business and Commerce that we interact with

Use the Real World

• Moral, ethical, political, cultural points of view and dilemmas

• Real world materials• Internet resources• Video and other media• Scenarios, real life stories• News

D Quadrant

• evaluate• validate• justify• rate• referee• infer• rank• dramatize• argue• conclude

• evaluation• newspaper• estimation• trial• editorial• radio program• play• collage• machine• adaptation• poem• debate• new game• invention

Verbs Products

Quick Lesson Planning GuideQuick Lesson Planning Guide

C To What Degree of Thinking?Integration, Creativity,Analysis, Synthesis, Evaluation

D To what complexity and in what relevant context?Student demonstration of learning in a real world context – What Performance?

A What?State Standards, Content, Vocabulary, Skills, Process

B Why or What for?Hook the interest…What is the relevance?

Gradual Release of Gradual Release of ResponsibilityResponsibility

Adapted from Fisher and Frey, 2007 with additions from Kuzmich, 2009

1. Modeled1. ModeledI DoI Do

2. Shared2. SharedWe DoWe Do

3. Guided3. GuidedWe DoWe Do

4. Independent4. IndependentYou DoYou Do

TT TT TT TT

SS SS SS SSLesson Design for Scaffolding, Gradual Release of Responsibility and Increasing

Creative Thinking1. Explain, Model, and Student Checks for Understanding2. Shared Practice with teacher step by step guidance3. Guided Practice with teacher help for clarity4. Independent Work and Informal Assessment

En

gag

em

en

t

Ass

ess

men

t

Describe

Analyze

Evaluate

1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

CC D D

AA B B

20th Century

21th Century

1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

CC D D

AA B B

Old

Assessment

New

Assessment

THEME

• From ---- To

Transition FROM Current State Standards and

Assessments TO

New Common Core Standards and Next

Generation Assessment

National Essential Skills Study

NESS StudySubgroup Rankings

ELA Skill: Write clear and concise directions or procedures.

Group Rank

Overall 9

Business/Industry 2

Other Non-educators 10

English Language Arts Teachers

Other Educators 8


ELA Skill: Write clear and concise directions or procedures.

Group Rank

Overall 9

Business/Industry 2


English Language Arts Teachers 25

Other Educators 8


ELA Skill: Give clear and concise oral directions.

Group Rank

Overall 7

Business/Industry 3


English Language Arts Teachers

Other Educators 7


ELA Skill: Give clear and concise oral directions.

Group Rank

Overall 7

Business/Industry 3


English Language Arts Teachers 28

Other Educators 7


Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall 20

Business/Industry 29


Mathematics Teachers

Other Educators 24


Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall 20

Business/Industry 29


Mathematics Teachers 4

Other Educators 24


Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error.

Group Rank

Overall 12

Business/Industry 3


Mathematics Teachers 30

Other Educators 8


Social Studies Skill (Economics): Investigate how a cost/benefit analysis can influence decisions based on profits and losses.

Group Rank

Overall 22

Business/Industry 3


Social Studies Teachers 57

Other Educators 18

What is ProficiencyProficiency?

ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Tennessee 88 %

North Carolina 82 %

Texas 81 %

Arizona

Indiana 72 %

Hawaii 56 %

Massachusetts 48 %

California 48 %


ProficientRequired

NAEP Score

Tennessee 88 % 170

North Carolina 82 % 183

Texas 81 % 190

Arizona

Indiana 72 % 199

Hawaii 56 % 205

Massachusetts 48 % 234

California 48 % 210


ProficientRequired

NAEP Score

North Carolina 88 %

Tennessee 87 %

Arizona 54 %

Texas 83 %

California 39 %

Hawaii 37 %

South Carolina 30 %


ProficientRequired

NAEP Score


Tennessee 87 % 222

Arizona 54 % 256

Texas 83% 225

California 39 % 262

Hawaii 37 % 262

South Carolina 30 % 276

ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

North Carolina 91 %

Tennessee 87 %

Arizona

Texas 82 %

Florida 63 %

California 51 %

South Carolina 39 %

Massachusetts 39 %

Hawaii 30 %


ProficientRequired

NAEP Score


Tennessee 87 % 200

Arizona

Texas 82 % 219

Florida 63 % 230

California 51 % 231

South Carolina 39 % 246


Hawaii 30 % 247


ProficientRequired

NAEP Score

Tennessee 88 %

North Carolina 84 %

Arizona 21 %

Texas 61%

Michigan 61 %

Florida 58 %

Massachusetts 42 %

Hawaii 20 %


ProficientRequired

NAEP Score

Tennessee 88 % 230


Arizona 21% 300

Texas 61 % 273

Michigan 61 % 269

Florida 58 % 269


Hawaii 20 % 296

What got us to where we are today in education,

will not get us to where we need to be!

SHREDDIES

Why is it so hard to change?

• The more successful a system is, the more difficult it is to recognize when it must change. By example, market leaders are the last ones to transform.

• The American Education System, “The market leader during the industrial era!”

Market Leader Thinking

• Dominant logic: “That’s the way we do things here.”

It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.

(the most adaptable)

We need to stop looking at threats and opportunities that we face through our dominant logic!

Mental Locks

• We don’t need to be creative for most of what we do (driving, shopping, business of living). So staying on routine thought paths enables us to do many things without having to think about it.

• Our training in school life has taught us that there is one right answer.

• The Right Answer

The Second Right Answer

• What is the answer?

• What are the answers?

• What is the meaning of this?

• What are the meanings?

• What is the result?

• What are the results?

• The Right Answer

• That’s not logical

• SOFT • HARD

• Logic• Metaphor• Dream• Reason• Precision• Humor• Consistency• Ambiguity• Play• Work• Exact• Approximate

• Direct• Focused• Fantasy• Reality• Paradox• Diffuse• Analysis• Hunch• Generalization• Specifics• Child• Adult

• SOFT• Metaphor• Dream• Humor• Ambiguity• Play• Approximate• Fantasy• Paradox• Diffuse• Hunch• Generalization• Child

• HARD• Logic• Reason• Precision• Consistency• Work• Exact• Reality• Direct• Focused• Analysis• Specific• Adult

• SOFT

• Shades of gray

• Hard to pick up

• Many answers

• Flood light, diffused

• HARD

• Black and white

• Easy to pick up

• Right answer

• Focused like a spot light

Cat - Refrigerator

THEME


Best Practices to

Next Practices

NEXT PRACTICES

Best practices allow you to do what you are currently doing

a little better,

while next practices increase your organization’s capability to do things that it has never

done before.

College and Career Readiness Defined

• Cognitive strategies: Intellectual openness; inquisitiveness; analysis; interpretation; precision and accuracy; problem solving; and reasoning, argumentation, and proof.

• Content knowledge: Understanding the structures and large organizing concepts of the academic disciplines, resting upon strong research and writing abilities.

• Academic behaviors: Self-management, time management, strategic study skills, accurate perceptions of one’s true performance, persistence, ability to utilize study groups, self-awareness, self-control, and intentionality.

• Contextual skills and knowledge: Facility with application and financial-aid processes and the ability to acculturate to college.

David Conley

Learning Criteria to Support 21st

Century Learners

Foundation Learning

Stretch Learning

Learner Engagement

Personal Skill Development

Components of School

Excellence

•Embrace a Common Vision and Goals•Inform Decisions Through Data Systems•Empower Leadership Teams to Take Action and Innovate•Clarify Student Learning Expectations•Adopt Effective Instructional Practices•Address Organizational Structures•Monitor Progress/Improve Support Systems•Refine Process on an Ongoing Basis

6

5

4

3

2

1

1 2 3 4 5

Rigor/Relevance Framework

Supported by Relationships

FIDELITY OF IMPLEMENTATION

Success Beyond the Test

• Foundation Learning

• Stretch Learning

• Learner Engagement

• Personal Skill Development

Foundation Stretch LearnerEngagement

Personal Skill Development

Foundation

StretchLearner EngagementPersonal Skill Development

Dimensions of the Learning Criteria

Learning Criteria to Support 21st Century Learners

• Every school has its own DNA.

• School success is measurable beyond the tests.

• Data must drive school improvement initiatives.

Success Beyond the Test

• Foundation Learning

• Stretch Learning

• Learner Engagement

• Personal Skill Development

Dimensions

• Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

9-12 Foundation Learning Sample Data Indicators

• Percentage of students meeting proficiency level on state tests (required)

• Average scores on ACT/SAT/PSAT

• Achievement levels on standardized tests other than state assessments

• Percentage of students requiring English/math remediation in college

• Percentage of students graduating high school in four years

• Foundation 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)

Dimensions

9-12 Stretch Learning Sample Data Indicators

• Interdisciplinary work and projects (e.g., senior exhibition)

• Participation/test scores in International Baccalaureate courses

• Average number of college credits earned by graduation (dual enrollment)

• Enrollment in AP courses/scores on AP exams/percentage achieving >2 (online)

• Percent of students completing career majors or career/technical education programs

• Four or more credits in a career area (online)

• Four or more credits in arts (online)

• Earning of specialized certificates (e.g., Microsoft, Cisco Academy) (online)

Criteria• Foundation Learning (Achievement in the core

subjects of English language arts, math and science and others identified by the school)


• Learner 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)

9-12 Learner Engagement Sample Data Indicators

• Student satisfaction surveys

• Student risk behaviors (asset survey)

• Attendance rate

• Participation rate in extracurricular activities

• % of students taking ACT/SAT

• Tardiness rate

• % of students going to two and four year colleges

Criteria• Foundation Learning (Achievement in the core

subjects of English language arts, math and science and others identified by the school)


• Learner 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)

9-12 Personal Skill Development Sample Data Indicators

• Participation or hours in service learning

• Students holding leadership positions in clubs or sports

• Assessment of personal skills: time management, ability to plan and organize work,

• Leadership/followership, etc.

• Respect for diversity

• Work as a member of a team

• Trustworthiness, perseverance, other character traits

• Follow-up survey of graduates on development of personal skills

Expertise can sometimes be a road block to problem solving and

the development of Next Practices.

Experts see their points as critical to resolution, without sometimes

valuing the thinking of others.

-Shurnyu Suzuki

“In the beginner’s mind there are many

possibilities; in the expert’s mind there are few.”

System Innovation

Sustaining Innovation

Next Practice

Disruptive Innovation

Marshmallow Challenge

NEXT PRACTICE THINKING

• The Iterative Process

• Versions

• Create a disciplined, managed space for development of new ways to accomplish difficult tasks

THEME


THEMES• Review of Relationships Relevance and

Rigor

• From ---- To



The system is not to blame, we are, for not adapting it to our ever

changing world.

I can’t imagine anything worse than looking back at the opportunity before us in

education and thinking we blew it!

BE EXTRAORDINARY

BEING EXTRAORDINARY

• Committed to the truth

• Be committed to delaying gratification

• Be someone who always has the chance of saying “yes”

• Live a life where you do not make others wrong

BEING EXTRAORDINARY

• Be committed to courage

• Be someone who produces results with absolutely no force

• Be a person who is peaceful in chaos

Connecting Successful Practices to Next Practices




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