1. Collaborative Instructional Review Training @ Twitter #sbisd September 29-30, 2011 Sean Haley, T.J. Mears & Tracy Weeden

2. Day One Agenda  Rigor/Relevance Framework  Collaborative Instructional Review – Phase I  Teacher/Students Roles  Preparing for Classroom Visit  Wrap Up and Homework

3. Goals for the Workshop To understand the Rigor/Relevance Framework To assist leaders with their knowledge, understanding, and use of the CIR Process and Tools

4. Relationships In the absence of strong relationships, Rigor/Relevance and learning becomes difficult or even impossible.

5. Name Your Team Take turns at your table (re)introducing yourself. Make a large circle on chart paper and list the similarities shared by everyone in your group. Each member select a different colored marker and write your name outside the circle and list at least one unique thing about each person. Develop a team name based on your shared attributes. Be prepared to share.

6. TJ Mo Larry Curly All watched the “Smurfs” movie Have been out of the states We all love Saturday Night Live Born in Oklahoma Have written 3 books I have 2 boys Was voted most likely to succeed Enjoy long vacations How we are alike How I am different The 4 Stooges (Group Name) Most enjoy teaching 3 rd graders

7. Introducing your Group: “ Hello friends. I would like to introduce you to our learning club (insert name here). This is (introduce each person) and he/she (give one fact about him/her). Some of the things we that we have in common include _______.”

8. ICLE Philosophy Rigor Rigor Relevance Relevance Relationships Relationships All Students All Students

9. 9 Define Rigor Define Relevance

10. In a sentence, jot down what the focus and learning outcomes were for the lesson. Identify what the work was that students had to produce as a result. Briefly state what specifically made this lesson or activity rigorous and what specifically made it relevant. Reflective Activity: Think of a very rigorous/very relevant lesson you have taught or observed.

11. 11 What is Rigor? What is Relevance? Subtle Differences Misconceptions

12. Which of the following is the highest levels of learning? Why? 1.Read a description of a science experiment and list the necessary materials to perform the experiment. 2.Locate and read a current article on biotechnology, summarize the innovation and benefits to humans. 3.Read and analyze three original newspaper articles from WW II and identify reasons for public opposition to US entry into the war. 4.Write directions on how to connect new television to cable and DVD recorder.

13. RIGORRIGORRIGORRIGOR RELEVANCE A A B B D D C C Rigor/Relevance Framework High HighLow Low

14. 14 Evaluation 6 Assimilation C Adaptation D Synthesis 5 Analysis 4 Application 3 Acquisition A Application B Comprehension 2 Knowledge/ 1 Awareness Rigor 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situationsRelevance Rigor and Relevance Framework

15. 15 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High Low Opening Question Read a description of a science experiment and list the necessary materials to perform the experiment. Read and analyze three original newspaper articles from WW II and identify reasons for public opposition to US entry into the war. Write directions on how to connect new television to cable and DVD recorder. Locate and read a current article on biotechnology, summarize the innovation and benefits to humans.

16. Knowledge Taxonomy 16

17. Assimilation of knowledge Acquisition Thinking Continuum Level of challenge of the learning for the student

18. Knowledge Taxonomy 18 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

19. Knowledge Taxonomy Awareness 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.

20. Knowledge Taxonomy Application level  Applying knowledge and understanding to a new situation  solve, operate, use, handle, apply  Using a ruler, determine the square footage of the floor in this room. Analysis Level  Separate a complex idea into its components  categorize, simplify, examine, survey  Which Microsoft Office program was used to create this presentation?

21. Knowledge Taxonomy Synthesis Level  Combining knowledge to form a new idea.  create, build, generate, reorganize  Write a manual for using a new power tool. Evaluation Level  Choosing an alternative in making a decision.  decide, classify, judge, prioritize  Which salesperson provided the best customer service? Why?

22. Knowledge Taxonomy Verb List

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

24. Basic Nutrition 24 Knowledge Taxonomy 6Appraise results of personal eating habits over time 5Develop personal nutrition goals 4Examine success in achieving nutrition goals 3Use nutrition guidelines in planning meals 2Explain nutritional value of foods 1Label food by nutritional groups

25. Application Model 25

26. Acquisition of knowledge Application of knowledge Action Continuum Relevance of learning to life and work

27. 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

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

29. Basic Nutrition 1Label food by nutrition groups 2Rank foods by nutritional value 3Make cost comparison of foods considering nutritional value 4Develop nutritional plan for a health problem affected by food 5Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters Application Model

30. Basic Multiplication 1Multiply two numbers - 1 to 12 2Read word problems and multiply numbers correctly 3Create a scale drawing in art. 4Calculate area of lawn for ordering fertilizer 5Calculate fertilizer needs for a lawn measured in meters. Application Model

31. Application Knowledge Rigor/Relevance Framework Relevance Rigor

32. 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 1. Application within discipline 2.Knowledge of one discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations KnowledgeApplication Low High

33. RI RRIIGORGORRRIIGORGOR RELEVANCE A A B B D D C C Rigor/Relevance Framework High High Low Low

34. What Does it Look Like Presented by TJ Mears

35. 35 RIGORRIGORRIGORRIGOR RELEVANCE AB DC Rigor/Relevance Framework RoutineMemorization Four Quadrants of Learning ComplexAnalytical Challenging Real World Practical Hands On High HighLow Low Acquisition A Application B Adaptation D Assimilation C

36. KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE A P P L I C A T I O N A BB D C Rigor/Relevance Framework Calculate percentage of advertising in a newspaper. Identify examples of parallel and perpendicular lines, planes, and angles in this room. Calculate the volume of internal airspace of a room to select an air conditioner. Calculate fertilizer needs to cover an odd shaped lawn. Express whole numbers as fractions and decimals Classify triangles according to angle size and/or length of sides. Calculate volume of three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Multiply mixed fractions. Determine and justify the similarity or congruence for two geometric shapes. Estimate and compare volume of different shape objects. Determine the largest rectangular area for a fixed perimeter. Teach younger student concept of fractions. Design and test strength of model bridge using different geometric shapes. Design optimum shipping boxes to transport tennis balls Make a scale drawing of the classroom on grid paper, each group using a different scale.

37. Awareness 1 Comprehension 2 Application 3 1 Knowledge in one discipline 2 Apply knowledge in one discipline A Acquisition Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Recall definitions of various terms

38. A Quadrant name label define select identify list memorize recite locate record definition worksheet list quiz test workbook true-false reproduction recitation VerbsProducts

39. Awareness 1 Comprehension 2 Application 3 B Application 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Students use acquired knowledge to solve problems, design solutions, and complete work. Visual exhibit of acquired knowledge

40. B Quadrant apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate scrapbook summary interpretation collection annotation explanation solution demonstration outline Verbs Products

41. Application 3 Analysis 4 Synthesis 5 Evaluation 6 1 Knowledge in one discipline 2 Apply knowledge in one discipline C Assimilation Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. Compare and contrast several documents to evaluate purpose, audience, clarity

42. C Quadrant sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram VerbsProducts essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation

43. 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Application 3 Analysis 4 Synthesis 5 Evaluation 6 D Adaptation Simulation or role play Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.

44. 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 VerbsProducts

45. Verbs by Quadrant A name label define select identify list recite locate record memorize B apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate C analyze compare examine contrast differentiate explain dissect categorize classify diagram discriminate D evaluate formulate justify rate recommend infer prioritize revise predict argue conclude

46. Products by Quadrant A definition worksheet list quiz test workbook true-false reproduction recitation B scrapbook summary interpretation collection annotation explanation solution demonstration outline C essay abstract blueprint inventory report plan chart investigation questionnaire classification D evaluation newspaper estimation trial editorial radio program play collage machine adaptation poem debate new game invention

47. 47 Reflecting on Teaching Activity

48. Effects of Rigor/Relevance Framework Simple, versatile and powerful Something new that builds on what teachers know Inclusive Shift focus to Student Learning Avoids defending current practice Framework for selecting strategies and assessments Agenda for collaboration Natural build 48

49. What does Quadrant D look like?

50. What happens in the Quadrants Classroom?

51. Rigor/Relevance Framework A Tool for Creating Instruction that Impact Long-term Student Achievement

52. Why are Skills So Difficult to Retain? TJ Mears - ICLE - leadered.com “Five out of four people have trouble with fractions.” "97.3% of all statistics are made up.” -- Steven Wright

54. Review Working together as a team, create a Rigor/Relevance framework on your team chart paper. Make sure to label both axis and each of the quadrants (A, B, C, D). Listen for the transition signal.

55. Quadrants??? Calculate volume of simple three- dimensional shapes. Determine the largest rectangular area for a fixed perimeter. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Calculate percentages of advertising in a newspaper.

56. 1 2 3 4 5 6 12345 A B D C Rigor/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.

57. Quadrants???  Given a set of shapes, identify symmetries Find shapes/things around you that have symmetryFind shapes/things around you that have symmetry Create an animation using Flash that shows symmetryCreate an animation using Flash that shows symmetry Modify algebraic expressions to create symmetry when graphed.Modify algebraic expressions to create symmetry when graphed.

58. © International Center for Leadership in Education RIGORRIGORRIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low Given a set of shapes, identify symmetries Modify algebraic expressions to create symmetry when graphed. Create an animation using Flash that shows symmetry Find shapes/things around you that have symmetry Math Middle Level - Geometry: Identify rotational symmetry and distinguish between types of symmetry

59. Quadrants??? Design a weight training program for a paraplegicDesign a weight training program for a paraplegic Describe correct procedure for performing weight training exercise.Describe correct procedure for performing weight training exercise. Regularly follow weight training regimenRegularly follow weight training regimen Contrast exercises by impacts on specific muscle groups.Contrast exercises by impacts on specific muscle groups.

60. © International Center for Leadership in Education RIGORRIGORRIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low Describe correct procedure for performing weight training exercise. Contrast exercises by impacts on specific muscle groups. Design a weight training program for a paraplegic Regularly follow weight training regimen Physical Education - Achieve and maintain a health- enhancing level of physical fitness.

61. Quadrants??? Analyze documents and summarize reasons for US opposition to entering WWIIAnalyze documents and summarize reasons for US opposition to entering WWII Summarize global impacts of WWII and project impacts of Iraq warSummarize global impacts of WWII and project impacts of Iraq war Identify nations involved and reasons for WWII.Identify nations involved and reasons for WWII. Interview local WWII veterans and describe impacts from their perspective.Interview local WWII veterans and describe impacts from their perspective.

62. © International Center for Leadership in Education RIGORRIGORRIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low Identify nations involved and reasons for WWII. Analyze documents and summarize reasons for US opposition to entering WWII Summarize global impacts of WWII and project impacts of Iraq war Interview local WWII veterans and describe impacts from their perspective. History - Understand the causes and global consequences of World War II.

63. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Teacher Works StudentThinks Student Thinks and Works StudentWorks High Low

64. Rigor / Relevance Framework

65. Quadrant A 1. Name the planets in the solar system. 2. Simplify numerical expressions. 3. Know map symbols. 4. Solve word problems involving discounts. 5. Know multiplication tables. 6. Name the basic simple machines. 7. Convert English measurement to decimal equivalents.

66. Quadrant B 1. Fill out a job application and prepare a résumé. 2. Use a manual to understand and operate an appliance. 3. Distinguish various aspects of political systems of different countries. 4. Explain the function of the arm and elbow in terms of a simple machine. 5. Determine information from a graph.

67. Quadrant C 1. Read, write, and comprehend technical manuals. 2. Understand the best procedures for data collection and display including making estimates and predictions. 3. Find the solution to linear equations and inequalities. 4. Analyze the mechanics of a bicycle in terms of how several machines act together to make it work. 5. Research a topic and give an oral report to the class. 6. List similar characteristics of two characters in a story.

68. Quadrant D 1. Generate ideas through brainstorming. 2. Make informed decisions regarding career goals by assessing information. 3. Be able to make voting decisions. 4. Summarize, synthesize and organize information while reading. 5. Understand nutritional requirements and make appropriate decisions while grocery shopping. 6. Construct a machine from materials around the home that utilizes at least two simple machines and that will make some type of work more efficient.

69. Supporting with the CIR Presented by: Tracy Weeden

70. The CIR is a snap shot of instruction in our schools through the lens of the Rigor/Relevance Framework. Rigor Relevance Learner Engagement Literacy

71. What is the CIR? Used to improveUsed to improve Student AchievementStudent Achievement Instructional EffectivenessInstructional Effectiveness TeachingTeaching Professional Dialogue/LearningProfessional Dialogue/Learning

72. How is it unique? The CIR is a Real World Application of the 80/20 RuleThe CIR is a Real World Application of the 80/20 Rule 80% looking at/listening to what the students are doing and saying80% looking at/listening to what the students are doing and saying 20% listening to the teacher20% listening to the teacher

73. How is it unique? Aha Moments for principals and staffAha Moments for principals and staff Removes subjectivity and increases objectivity through professional dialogueRemoves subjectivity and increases objectivity through professional dialogue Calibrates levels of rigor, relevance and learner engagementCalibrates levels of rigor, relevance and learner engagement

74. Quadrant A classrooms are not synonymous with poor instruction or an indication of how hard teachers are working

75. RIGORRIGORRIGORRIGOR RELEVANCE A B DC Rigor/Relevance Framework High HighLow Low TeacherWork StudentThink Student Think & Work StudentWork Teacher/Student Roles

76. Classroom Visitation Tool

77. What makes a lesson/learning rigorous for students?

78. Evidence of Rigor Below Basic BasicProficientExemplaryEvidence to Support Rating Thoughtful Work Tangible products or observable efforts and activities demonstrate Higher levels of thinking.  High Level Thinking Students are expected to give thoughtful responses that demonstrate understanding  Oral Extended Student Responses Oral responses, conversations, discussions, and presentations show analysis or creativity combined with a deep knowledge of content. 

79. What makes a lesson/learning relevant for students?

80. Evidence of Relevance Below BasicBasicProficientExemplary Evidence to Support Rating Meaningful Work Tangible products or observable efforts and activities lead to real- world applications  Authentic Resources Raw materials, references, tools, equipment and technology are real-world resources  Learning Connections The learning experience related to the real world and appropriately builds on student knowledge 

81. What makes a lesson/learning engaging for students?

82. Learner Engagement Below Basic BasicProficientExemplaryEvidence to Support Rating Verbal Participation Degree of engagement through verbal participation, student confidence, and excitement  Body Language Degree of engagement showing positive body language  Focus Degree to which all student are focused on the learning experience  Breadth Degree to which all students are engaged 

83. 83 What is happening in each quadrant? Activity

84. CIR Phase I – Preparing for Classroom Visit 1.Identifying and Notifying Teachers 2.Teacher Reflection Worksheet 3.Preliminary Discussion Review Rubric Review CVT 4.Know the Intent and Purpose of the Lesson

85. Identifying/Notifying Teachers Teacher selection Teacher Reflection Worksheet

87. CVT Rubric

88. Evidence of Rigor Below Basic BasicProficientExemplary Thoughtful Work Tangible products or observable efforts and activities demonstrate Higher levels of thinking.  High Level Thinking Students are expected to give thoughtful responses that demonstrate understanding  Oral Extended Student Responses Oral responses, conversations, discussions, and presentations show analysis or creativity combined with a deep knowledge of content. 

89. Evidence of Rigor Below BasicBasciProficientExemplary Thoughtful Work Students demonstrate higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it. Student work requires extensive creativity, originality, design or adaptation. High Level Thinking Instructional experiences require high-level thinking, reflection, and intellectual growth. Student work requires simple recall of knowledge Student work requires explanation and understanding of knowledge and/or limited application. Students occasionally use higher order thinking skills. Students demonstrate higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it. Students routinely use higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students skillfully evaluate their own work and the work of others. Oral Extended Student Responses Oral responses, conversations, discussions, and presentations show analysis or creativity combined with a deep knowledge of content. Students’ oral responses demonstrate simple recall and basic understanding of knowledge as evidenced by single word responses or recital of facts. Students’ oral responses demonstrate comprehension by explaining information in their own words and occasionally expressing original ideas and opinions. Students participate in discussions with peer groups. Students’ oral responses demonstrate an ability to extend and refine knowledge automatically, to solve problems routinely, and to create unique solutions. Students are able to facilitate class discussions. Students’ oral responses demonstrate logical thinking about complex problems and the ability to apply prior knowledge and skills when confronted with perplexing unknowns. Students are skillful in discussions with peers and adults.

90. Evidence of Relevance Below Basic BasicProficientExemplary Meaningful Work Tangible products or observable efforts and activities lead to real-world applications  Authentic Resources Raw materials, references, tools, equipment and technology are real-world resources  Learning Connections The learning experience related to the real world and appropriately builds on student knowledge 

91. Evidence of RelevanceBelow BasicBasicProficientExemplary Meaningful Work Tangible products or observable efforts and activities lead to real-world applications. Student work is routine and highly structured, reflects knowledge in one discipline, and usually requires the memorization of facts and formulas or an assessment of content knowledge. Student work is structured, reflects a basic application of knowledge, and, occasionally, interdisciplinary applications. Students practice using the steps in a procedure and previous knowledge to solve problems and create solutions. Student has choices for work that is challenging, often original, reflects application of knowledge, and requires performance, consistent with real-world applications. Student work reflects real-world unpredictable applications of knowledge that have unknown factors, and individual and unique solutions to problems. Authentic Resources Raw materials, references, tools, equipment, and technology are real- world resources Students rely on the teacher as their primary resource to complete work. Students use and rely on the teacher as their primary resource but also use textbooks, references, and secondary reading material to complete work Students use real-world resources such as manuals, tools, technology, primary source documents, and/or interviews to complete work. Students select and use multiple real-world resources as well as new or unique resources unknown to teacher. Learning Connections The learning experience relates to the real world and appropriately builds on student knowledge. Students see learning only as school requirement unrelated to their future or their outside lives. Students begin to see connections between their learning and their lives as it relates to personal examples and applications to solve problems. Students see connections between what they are learning and their lives and can make links to real-world applications Students are committed to the learning experience as something that is an essential part of meeting their future goals and life aspirations

92. Learner Engagement Below BasicBasicProficientExemplary Verbal Participation Degree of engagement through verbal participation, student confidence, and excitement  Body Language Degree of engagement showing positive body language  Focus Degree to which all student are focused on the learning experience  Breadth Degree to which all students are engaged 

93. Learner Engagement Below BasicBasicProficientExemplary Verbal Participation Degree of engagement through verbal participation, student confidence, and excitement. Students rarely share ideas, ask questions or answer questions. Students follow classroom procedures, but may be reluctant to share ideas, answer or ask questions. Students are eager to share ideas, ask and answer questions. Students confidently share ideas, ask and answer questions related to the learning experience. Body Language Degree of positive body language showing engagement Students exhibit negative body language. Students exhibit some negative and some positive body language. Students exhibit positive body language, sit up straight in their chairs, and make eye contact with others. Students’ body language shows excitement to learn. Focus Degree to which students are focused on the learning experience Students are not focused on learning experience. Students are focused on learning experience with limited distractions. Students are focused on the learning experience with no distractions. Students are committed to high quality work in the learning experience and persevere to completion. Breadth Degree to which all students are consistently engaged during the observation. Few students are fully engaged in classroom instruction and activity. Most students are fully engaged in classroom instruction and activity. Nearly all students are fully engaged in classroom instruction and activity. All students are fully engaged in classroom instruction and activity.

94. Literacy Below Basic BasicProficientExemplary Reading Comprehension Students are assigned complex texts to understand content and the world through evaluation, analysis, inference, questioning and summary of text.  Digital Use and Communication Students demonstrate an effective integration of single and multiple digital sources to understand, infer and act upon knowledge, to facilitate communication, and/or to create solutions.  Speaking, Listening and Collaborating Students collaborate and communicate integrated information to adapt, create, solve, justify and apply knowledge  Document and Quantitative Literacy Students comprehend and act upon information contained in tables, charts, graphs, mathematical formats, and other modes of presenting information, using inference, analysis, synthesis and evaluation skills  Written Communication Students can communicate clearly and proficiently through multiple forms of writing for a variety of purposes and audiences 

95. Literacy Below BasicBasicProficientExemplary Reading Comprehension Students are assigned complex texts to understand content and the world through evaluation, analysis, inference, questioning and summary of text. Students are expected to comprehend text at an information retrieval level using simple texts or teacher read-aloud materials. Students are expected to comprehend uncomplicated text for main idea, summary, and initial analysis/evaluation and can respond to basic questions for which answers are implicit or directly implied. Students are assigned complex texts to understand content and the world through evaluation, analysis, inference, questioning, and summary of text. Students are expected to comprehend complex texts, understand point of view, and engage in solution-based communication. Students analyze texts, justify positions, and address challenging issues in real-world contexts. Digital Use and Communication Students demonstrate an effective integration of single and multiple digital sources to understand, infer and act upon knowledge, to facilitate communication, and/or to create solutions. Students rarely use digital sources and the work often consists of copying directly from the sources. Communication using digital tools is rare and most often involves lower levels of rigor and relevance. Students’ use of digital sources is limited and is for the most part missing. Student demonstrates a limited ability to use the information gleaned from digital sources to communicate or devise solutions. Students demonstrate effective integration of single and multiple digital sources to understand, infer, and act upon knowledge, to facilitate communication, and/or to create solutions. Students easily integrate authenticated and multiple digital sources in a variety of media contexts. Students skillfully use this information to create solutions, offer justifiable points of view, and apply to relevant, real-life, and complex scenarios. Speaking, Listening and Collaborating Students collaborate and communicate integrated information to adapt, create, solve, justify and apply knowledge Students use language skills only for lower-level collaboration tasks and initial gathering of information, with minimal demonstration of speaking and listening skills or processes. Students do not demonstrate the ability to apply their language skills to communicate effectively, frequently, and persuasively in academic and/or social communication and collaboration opportunities. Students collaborate and communicate integrated information to adapt, create, solve, justify, and apply knowledge. Students understand and use language, culture, and verbal and non-verbal communication methods. Students collaborate in person and virtually to contribute fully to point-of-view conversations, debates, problem solving, and integration of the ideas of others to achieve a common goal. Document and Quantitative Literacy Students comprehend and act upon information contained in tables, charts, graphs, mathematical formats, and other modes of presenting information, using inference, analysis, synthesis and evaluation skills Students have few or no strategies for comprehending information in tables, charts, graphs, mathematical formats, and other visual modes of presenting information. Students can comprehend simple information contained in tables, charts, graphs, mathematical formats, and other visual modes of presenting information. Students comprehend and act upon information contained in tables, charts, graphs, mathematical formats, and other visual modes of presenting information, using inference, analysis, synthesis, and evaluation skills. Students use visually-based sources of information as well as numeracy-based sources to develop solutions, analyze the correctness and usefulness or data, determine how to use the information to complete complex tasks, and evaluate the results of actions or predict outcomes. Written Communication Students can communicate clearly and proficiently through multiple forms of writing for a variety of purposes and audiences Students struggle to initiate even limited writing tasks, cannot apply basic editing and process skills, and have not developed the fluency of thinking needed for written communication. Students’ writing skills are underdeveloped and interfere with the ability to communicate in writing for a variety of purposes and audiences. Students can communicate clearly and proficiently through multiple forms of writing for a variety of purposes and audiences. Students use the skills and characteristics of good writing to communicate complex thinking in multiple formats for a variety of purposes and audiences. Writing demonstrates clarity of analysis, acknowledgement and justification of point of view, and creative solutions or insights

96. Correlation to Standard(s) YesNo Curriculum Objective of lesson relates to standard, content is aligned, content is appropriate to grade level  Instruction Methodologies used will achieve standard; lesson is differentiated and accessible for all students  Assessment Formative assessment aligned with standard/objective 

97. Overall Rating of Rigor and Relevance Please check the overall quadrant rating. Quadrant A Teacher centered, student recall and comprehension, memorization, no application of learning Quadrant B High application, students working independently or in groups, interdisciplinary and real-world Quadrant C High level thinking and reflection, summarizing, analyzing, student original work, school-based problems Quadrant D Challenging real-world problems, student design, creativity, original solutions, real-world products

98. Why is it important to know the purpose or intent of the lesson?

99. Homework & Wrap Up Complete a Teacher Reflection Worksheet and be prepared to share Room assignment for Day 2

100. Day Two Agenda  Rigor/Relevance Challenge  CIR – Phase 2  CIR – Phase 3  Preparing for Coaching Visit  Wrap Up and Next Steps

101. Goals for the Workshop To understand the Rigor/Relevance Framework To assist leaders with their knowledge, understanding, and use of the CIR Process and Tools

102. 102 RR Challenge Activity

103. 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 geographyLabel States on a map Understand systems of human body Write description of human system

104. RIGORRIGORRIGORRIGOR RELEVANCE A B DC Rigor/Relevance Framework High HighLow Low TeacherWork StudentThink Student Think & Work StudentWork

105. CIR – Phase 2 Conducting the Classroom Visit 1.Monitor Teacher/Student Role 2.Using CVT 3.Determining Levels of Rigor Relevance Learner Engagement Literacy 4.Overall Rating

106. Classroom Visitation Tool

107. Evidence of Rigor Below Basic BasicProficientExemplaryEvidence to Support Rating Thoughtful Work Tangible products or observable efforts and activities demonstrate Higher levels of thinking.  High Level Thinking Students are expected to give thoughtful responses that demonstrate understanding  Oral Extended Student Responses Oral responses, conversations, discussions, and presentations show analysis or creativity combined with a deep knowledge of content. 

108. Evidence of Rigor Below BasicBasicProficientExemplary Thoughtful Work Students demonstrate higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it. Student work requires extensive creativity, originality, design or adaptation. High Level Thinking Instructional experiences require high-level thinking, reflection, and intellectual growth. Student work requires simple recall of knowledge Student work requires explanation and understanding of knowledge and/or limited application. Students occasionally use higher order thinking skills. Students demonstrate higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it. Students routinely use higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students skillfully evaluate their own work and the work of others. Oral Extended Student Responses Oral responses, conversations, discussions, and presentations show analysis or creativity combined with a deep knowledge of content. Students’ oral responses demonstrate simple recall and basic understanding of knowledge as evidenced by single word responses or recital of facts. Students’ oral responses demonstrate comprehension by explaining information in their own words and occasionally expressing original ideas and opinions. Students participate in discussions with peer groups. Students’ oral responses demonstrate an ability to extend and refine knowledge automatically, to solve problems routinely, and to create unique solutions. Students are able to facilitate class discussions. Students’ oral responses demonstrate logical thinking about complex problems and the ability to apply prior knowledge and skills when confronted with perplexing unknowns. Students are skillful in discussions with peers and adults.

109. Rigor Video Elementary Secondary

110. Evidence of Relevance Below BasicBasicProficientExemplary Evidence to Support Rating Meaningful Work Tangible products or observable efforts and activities lead to real- world applications  Authentic Resources Raw materials, references, tools, equipment and technology are real-world resources  Learning Connections The learning experience related to the real world and appropriately builds on student knowledge 

111. Evidence of RelevanceBelow BasicBasicProficientExemplary Meaningful Work Tangible products or observable efforts and activities lead to real-world applications. Student work is routine and highly structured, reflects knowledge in one discipline, and usually requires the memorization of facts and formulas or an assessment of content knowledge. Student work is structured, reflects a basic application of knowledge, and, occasionally, interdisciplinary applications. Students practice using the steps in a procedure and previous knowledge to solve problems and create solutions. Student has choices for work that is challenging, often original, reflects application of knowledge, and requires performance, consistent with real-world applications. Student work reflects real-world unpredictable applications of knowledge that have unknown factors, and individual and unique solutions to problems. Authentic Resources Raw materials, references, tools, equipment, and technology are real- world resources Students rely on the teacher as their primary resource to complete work. Students use and rely on the teacher as their primary resource but also use textbooks, references, and secondary reading material to complete work Students use real-world resources such as manuals, tools, technology, primary source documents, and/or interviews to complete work. Students select and use multiple real-world resources as well as new or unique resources unknown to teacher. Learning Connections The learning experience relates to the real world and appropriately builds on student knowledge. Students see learning only as school requirement unrelated to their future or their outside lives. Students begin to see connections between their learning and their lives as it relates to personal examples and applications to solve problems. Students see connections between what they are learning and their lives and can make links to real-world applications Students are committed to the learning experience as something that is an essential part of meeting their future goals and life aspirations

112. Relevance Video Elementary Secondary

113. Learner Engagement Below Basic BasicProficientExemplaryEvidence to Support Rating Verbal Participation Degree of engagement through verbal participation, student confidence, and excitement  Body Language Degree of engagement showing positive body language  Focus Degree to which all student are focused on the learning experience  Breadth Degree to which all students are engaged 

114. Learner Engagement Below BasicBasicProficientExemplary Verbal Participation Degree of engagement through verbal participation, student confidence, and excitement. Students rarely share ideas, ask questions or answer questions. Students follow classroom procedures, but may be reluctant to share ideas, answer or ask questions. Students are eager to share ideas, ask and answer questions. Students confidently share ideas, ask and answer questions related to the learning experience. Body Language Degree of positive body language showing engagement Students exhibit negative body language. Students exhibit some negative and some positive body language. Students exhibit positive body language, sit up straight in their chairs, and make eye contact with others. Students’ body language shows excitement to learn. Focus Degree to which students are focused on the learning experience Students are not focused on learning experience. Students are focused on learning experience with limited distractions. Students are focused on the learning experience with no distractions. Students are committed to high quality work in the learning experience and persevere to completion. Breadth Degree to which all students are consistently engaged during the observation. Few students are fully engaged in classroom instruction and activity. Most students are fully engaged in classroom instruction and activity. Nearly all students are fully engaged in classroom instruction and activity. All students are fully engaged in classroom instruction and activity.

115. Learner Engagement Videos Elementary Secondary

116. Literacy Below Basic BasicProficientExemplary Evidence to Support Rating Reading Comprehension Students are assigned complex texts to understand content and the world through evaluation, analysis, inference, questioning and summary of text.  Digital Use and Communication Students demonstrate an effective integration of single and multiple digital sources to understand, infer and act upon knowledge, to facilitate communication, and/or to create solutions.  Speaking, Listening and Collaborating Students collaborate and communicate integrated information to adapt, create, solve, justify and apply knowledge  Document and Quantitative Literacy Students comprehend and act upon information contained in tables, charts, graphs, mathematical formats, and other modes of presenting information, using inference, analysis, synthesis and evaluation skills  Written Communication Students can communicate clearly and proficiently through multiple forms of writing for a variety of purposes and audiences 

117. Literacy Below BasicBasicProficientExemplary Reading Comprehension Students are assigned complex texts to understand content and the world through evaluation, analysis, inference, questioning and summary of text. Students are expected to comprehend text at an information retrieval level using simple texts or teacher read-aloud materials. Students are expected to comprehend uncomplicated text for main idea, summary, and initial analysis/evaluation and can respond to basic questions for which answers are implicit or directly implied. Students are assigned complex texts to understand content and the world through evaluation, analysis, inference, questioning, and summary of text. Students are expected to comprehend complex texts, understand point of view, and engage in solution-based communication. Students analyze texts, justify positions, and address challenging issues in real-world contexts. Digital Use and Communication Students demonstrate an effective integration of single and multiple digital sources to understand, infer and act upon knowledge, to facilitate communication, and/or to create solutions. Students rarely use digital sources and the work often consists of copying directly from the sources. Communication using digital tools is rare and most often involves lower levels of rigor and relevance. Students’ use of digital sources is limited and is for the most part missing. Student demonstrates a limited ability to use the information gleaned from digital sources to communicate or devise solutions. Students demonstrate effective integration of single and multiple digital sources to understand, infer, and act upon knowledge, to facilitate communication, and/or to create solutions. Students easily integrate authenticated and multiple digital sources in a variety of media contexts. Students skillfully use this information to create solutions, offer justifiable points of view, and apply to relevant, real-life, and complex scenarios. Speaking, Listening and Collaborating Students collaborate and communicate integrated information to adapt, create, solve, justify and apply knowledge Students use language skills only for lower-level collaboration tasks and initial gathering of information, with minimal demonstration of speaking and listening skills or processes. Students do not demonstrate the ability to apply their language skills to communicate effectively, frequently, and persuasively in academic and/or social communication and collaboration opportunities. Students collaborate and communicate integrated information to adapt, create, solve, justify, and apply knowledge. Students understand and use language, culture, and verbal and non-verbal communication methods. Students collaborate in person and virtually to contribute fully to point-of-view conversations, debates, problem solving, and integration of the ideas of others to achieve a common goal. Document and Quantitative Literacy Students comprehend and act upon information contained in tables, charts, graphs, mathematical formats, and other modes of presenting information, using inference, analysis, synthesis and evaluation skills Students have few or no strategies for comprehending information in tables, charts, graphs, mathematical formats, and other visual modes of presenting information. Students can comprehend simple information contained in tables, charts, graphs, mathematical formats, and other visual modes of presenting information. Students comprehend and act upon information contained in tables, charts, graphs, mathematical formats, and other visual modes of presenting information, using inference, analysis, synthesis, and evaluation skills. Students use visually-based sources of information as well as numeracy-based sources to develop solutions, analyze the correctness and usefulness or data, determine how to use the information to complete complex tasks, and evaluate the results of actions or predict outcomes. Written Communication Students can communicate clearly and proficiently through multiple forms of writing for a variety of purposes and audiences Students struggle to initiate even limited writing tasks, cannot apply basic editing and process skills, and have not developed the fluency of thinking needed for written communication. Students’ writing skills are underdeveloped and interfere with the ability to communicate in writing for a variety of purposes and audiences. Students can communicate clearly and proficiently through multiple forms of writing for a variety of purposes and audiences. Students use the skills and characteristics of good writing to communicate complex thinking in multiple formats for a variety of purposes and audiences. Writing demonstrates clarity of analysis, acknowledgement and justification of point of view, and creative solutions or insights

118. Correlation to Standard(s) YesNo Curriculum Objective of lesson relates to standard, content is aligned, content is appropriate to grade level  Instruction Methodologies used will achieve standard; lesson is differentiated and accessible for all students  Assessment Formative assessment aligned with standard/objective 

119. Overall Rating of Rigor and Relevance Please check the overall quadrant rating. Quadrant A Teacher centered, student recall and comprehension, memorization, no application of learning Quadrant B High application, students working independently or in groups, interdisciplinary and real-world Quadrant C High level thinking and reflection, summarizing, analyzing, student original work, school-based problems Quadrant D Challenging real-world problems, student design, creativity, original solutions, real-world products

120. CIR – Phase 3 Professional Dialogue Session 1.Creating the PD Environment 2.Overview 3.Role Play & Guided Discussion

121. 121 Professional Dialogue Role Play Activity

122. Preparing for Coaching Visit Communicate Purpose Conduct 3 – 4 visits prior to Coaching visit Identify teachers Distribute/Collect TRW Set & Share Agenda

123. Questions & Answers

124. Wrap Up and Next Steps