1. 1 Successful Practices Network www.nyctecenter.org 1 “The greatest danger in times of turbulence is not the turbulence; it is to act with yesterday's logic.” Peter Drucker

2. 2 Successful Practices Network www.nyctecenter.org CTE Makes A Difference 2

3. 3 Successful Practices Network www.nyctecenter.org 3 CTE can make a difference in implementing Common Core State Standards

4. 4 Successful Practices Network www.nyctecenter.org 4 Common Core State Standards will become real when Next Generation Assessments are introduced.

5. 5 Successful Practices Network www.nyctecenter.org What do we know about Next Generation Assessments? 5

6. 6 Successful Practices Network www.nyctecenter.org 6 Activity How is preparing for Next Generation Assessments like preparing to win the SuperBowl?

7. 7 Successful Practices Network www.nyctecenter.org Assessments and Super Bowl Many unknowns Start early Takes a team effort Needs details in preparation Requires leadership Demands perseverance A simple mental image helps to maintain focus and commitment 7

8. 8 Successful Practices Network www.nyctecenter.org 8 Focus - Starts with Why CCSS Overview Video from Ohiohttp://www.youtube.com/watch?v=yll0fJrUAW Ehttp://www.youtube.com/watch?v=yll0fJrUAW E

9. 9 Successful Practices Network www.nyctecenter.org 9 There aren’t two worlds -- education and work, there is one world -- life Willard Wirtz

10. 10 Successful Practices Network www.nyctecenter.org Implementing CCSS IS NOT about More Difficult Tests Developing Great Lesson Plans Buying New Textbooks Hiring Highly Qualified Teachers Firing Worst Teachers Ranking Schools 10

11. 11 Successful Practices Network www.nyctecenter.org Implementing CCSS is IS about Schools collaboratively working to raise achievement Developing student relationships essential to increasing student effort Personalizing instruction to engage students Adding relevance as a path to rigor Applied instruction to deepen learning 11

12. 12 Successful Practices Network www.nyctecenter.org Using Rigor/Relevance Framework to Drive Instructional Change 12 Keep a focus and commitment through a mental model

13. 13 Rigor and Relevance Worthy goal, fuzzy concept

14. 14 Rigor and Relevance Make Rigor and Relevance Quantifiable

15. Rigor/Relevan ce Framework

16. 16 108 1 1 2 2 3 3 4 4 5 5 Action/Application Thinking /Knowledge 1 1 2 2 3 3 4 4 5 5 6 6 Rigor/Relevance Framework Relevance Rigor

17. 17 14 RI G O R RELEVANCE AB D C Rigor/Relevance Framework Routine Memorization Four Quadrants of Learning Complex Analytical Challenging Real World Practical Hands On High Low Acquisition A Application B Adaptation D Assimilation C

18. “Real understanding requires and leads to a shift in one’s mental model.” Renate Nummela Caine

19. “Rigor and Relevance without Relationships may result in teaching but not much learning” “Rigor without relevance is a race to nowhere.” “Relevance without Rigor prepares students for yesterday, not tomorrow”

20. 20 R/R Framework is a simple, yet powerful mental model to guide instructional improvement in academic and CTE learning

21. Rigor/Relevan ce Framework

22. 22 Rigor/Relevance Framework 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

23. 23 Rigor/Relevance Framework Opening Question 18 RI G O R RELEVANCE A B D C High Low 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, identify reasons for 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.

24. 24 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low Math Determine the axis of symmetry for a parabolic equation. Program a robot to move in symmetrical pattern. Find shapes/things around you that have symmetry Given a set of shapes, identify symmetries

25. 25 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low Demonstrate web development software functions. Compare features of web development software. Create a full web site for a local business. Design web page. Business - Info. Tech

26. 26 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low List safety procedures. Compare heat loss ratings and cost of building materials. Design and construct storage shed. Use power tools correctly. Construction

27. 27 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low List parent responsibilities. Analyze homes for child safety hazards. Conduct Safety audits of homes Demonstrate child care tasks with simulated infant. Family and Consumer Sci.

28. 28 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low Teacher Works Teacher Works Student Thinks Student Thinks Student Thinks & Works Student Thinks & Works Student Works Student Works

29. 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 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. High-level Application High-level Knowledge

30. D Quadrant animate adapt compose create design develop devise discover explore formulate invent brochure evaluation lesson estimation solution experiment trial editorial machine web site presentation advertisement VerbsProducts modifyplanpod castpredictpriorit izeproposepublis hraterecommen dreviseteach taxonomy play exhibit machine adaptation poem debate new game invention field guide

31. 31 Raising the Level to Quadrant D Activity

32. 32 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low Raising Level of Rigor

33. 33 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low Prepare luncheon meal for 20 people. Raising Level of Rigor Revise a menu and prepare luncheon when four people are require special meals

34. 34 Benefits of Using the R/R Framework Tool for collaboration and reflection Inclusive Shift focus to student learning Increased student engagement Prepare for Next-Generation Assessments Framework for selecting strategies and assessments Tool for collaboration and reflection Inclusive Shift focus to student learning Increased student engagement Prepare for Next-Generation Assessments Framework for selecting strategies and assessments

35. 35 Successful Practices Network www.nyctecenter.org 35 Increasing Text Complexity Text Complexity Grade Band Previous Lexile ® Ranges Lexile Ranges Aligned to CCR K–1N/A 2–3450L–725L450L–790L 4–5645L–845L770L–980L 6–8860L–1010L955L–1155L 9–10960L–1115L1080L–1305L 11–CCR1070–12201215–1355

36. 36 Successful Practices Network www.nyctecenter.org 36 Focusing on Informational Text GradeLiterary Text Informational Text 450% 845%55% 1230%70%

37. 37

38. CCSS Instructional Shifts

39. 39

40. 40 Common Core State Standards ELA - Six Shifts in Learning 1. Increase in Nonfiction Texts 2. Content Area Literacy 3. Increase Text Complexity 4. Text-Based Answers 5. Focus on Writing Arguments 6. Academic Vocabulary 40

41. CCSS Instructional Shifts

42. 42 Common Core State Standards Math - Six Shifts in Learning 1. Focus 2. Coherence 3. Fluency 4. Deep Understanding 5. Application 6. Dual Intensity

43. 43 Routes to High Rigor and Relevance Pinnacle of High R/R Adaptive Learning Low R/R Quadrant A - Acquisition Learning Create Gold Seal Lesson Use D-Moment Strategies Adapt a Gold Seal Lesson Change Strategies Change Assessments Make Interdisciplinary Add High RR Task Dick Jones, ICLE, 2010

44. 44 Quadrant A Verbs name point to recall recite record say select spell view calculatechoosecountdefined escribefindidentifylabellistloca tematchmemorize

45. 45 Quadrant B Verbs maintain make measure model operate play practice produce relate role play sequence show solve tune use adjustapplybuildcollectconstru ctdemonstratedisplaydramatiz edrawfixfollowillustrateinterpre tinterviewlook up

46. 46 Quadrant C Verbs evaluate examine explain express generate infer judge justify prove research study summarize analyzecategorizeclassifycom pareconcludecontrastdebated efenddiagramdifferentiatediscr iminate

47. 47 Quadrant D Verbs invent modify plan predict prioritize propose rate recommend revise teach adaptcomposeconcludecreate designdevelopdiscoverexplor eformulate

48. Rigor/Relevan ce Framework

49. 49 CC Math 102 Solve 63 Find 42 Describe 23 Identify 15 Determine 9 Calculate 8 Define Frequency of Verbs 69 Interpret 43 Apply 38 Model 16 Estimate 85 Represent 46 Compare 43 Explain 17 Generate 12 Develop 9 Compose 9 Produce 9 Create Quadrant AQuadrant B Quadrant CQuadrant D

50. 50 CC ELA 65 Read 51 Determine 31 Describe 24 Comprehend Frequency of Verbs 27 Provide 17 Apply 15 Demonstrate 22 Craft 21 Create 14 Produce 12 Develop Quadrant AQuadrant B Quadrant CQuadrant D 64 Analyze 44 Clarify 40 Write 23 Convey 23 Compare 18 Explain 17 Distinguish 11 Research

51. CCSS Instructional Shifts

52. 52 Successful Practices Network www.nyctecenter.org Common Career Technical Core 52 Career Ready Practices RR Quad DRelationshipsPersonal Skills 1 2 3 4 5 6 7 8 9 10 11 12

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61. 61 Successful Practices Network www.nyctecenter.org CTE Role in CCSS Advocates for increasing reading comprehension Source of informational text Introduce RR Framework and CTE Next Navigator Source of ideas for relevance (contextual learning and real world application) Inspiration for student engagement and heterogenous instruction. 61

62. "Never let your expectations be limited by what you think is possible." Benjamin Bloom