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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
Raymond J. McNulty, President
International Center for Leadership in Education
Buckeye Union High School
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%
Teacher – Student Comparisons
T – I am aware of my students’ interests outside of school.
84%
S – My teachers know my interests outside of school.
28%
Teacher – Student Comparisons
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
RIGOR
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
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 25
Other Educators 8
NESS StudySubgroup Rankings
ELA Skill: Give clear and concise oral directions.
Group Rank
Overall 7
Business/Industry 3
Other Non-educators 9
English Language Arts Teachers
Other Educators 7
NESS StudySubgroup Rankings
ELA Skill: Give clear and concise oral directions.
Group Rank
Overall 7
Business/Industry 3
Other Non-educators 9
English Language Arts Teachers 28
Other Educators 7
NESS StudySubgroup Rankings
Math Skill: Apply the Pythagorean Theorem to right triangles.
Group Rank
Overall 20
Business/Industry 29
Other Non-educators 31
Mathematics Teachers
Other Educators 24
NESS StudySubgroup Rankings
Math Skill: Apply the Pythagorean Theorem to right triangles.
Group Rank
Overall 20
Business/Industry 29
Other Non-educators 31
Mathematics Teachers 4
Other Educators 24
NESS StudySubgroup Rankings
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
Other Non-educators 10
Mathematics Teachers 30
Other Educators 8
NESS StudySubgroup Rankings
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
Other Non-educators 15
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 %
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
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
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 %
Tennessee 87 %
Arizona 54 %
Texas 83 %
California 39 %
Hawaii 37 %
South Carolina 30 %
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 % 217
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 %
ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics
ProficientRequired
NAEP Score
North Carolina 91 % 203
Tennessee 87 % 200
Arizona
Texas 82 % 219
Florida 63 % 230
California 51 % 231
South Carolina 39 % 246
Massachusetts 39 % 255
Hawaii 30 % 247
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
Tennessee 88 %
North Carolina 84 %
Arizona 21 %
Texas 61%
Michigan 61 %
Florida 58 %
Massachusetts 42 %
Hawaii 20 %
ProficiencyProficiencyGrade 8 MathematicsGrade 8 Mathematics
ProficientRequired
NAEP Score
Tennessee 88 % 230
North Carolina 84 % 247
Arizona 21% 300
Texas 61 % 273
Michigan 61 % 269
Florida 58 % 269
Massachusetts 42 % 301
Hawaii 20 % 296
69 69
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, Next Practices (Learning Criteria) and Innovation
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
The Learning Criteria to Support 21st Century Learners ©
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)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
• 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)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
• 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
• Closing Thoughts
THEMES• Review of Relationships Relevance and
Rigor
• From ---- To
• Best Practices, Next Practices (Learning Criteria) and Innovation
• Closing Thoughts
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
Raymond J. McNulty, President
International Center for Leadership in Education
Buckeye Union High School