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

Ray, reading the paper on your “Kindle” or online just isn’t the same! 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 That rigor means ‘ more’ 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.

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

Assimilation of knowledge Thinking Continuum Acquisition of knowledge

Knowledge Taxonomy Awareness Level Comprehension 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 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?

Knowledge Taxonomy Synthesis Level Evaluation 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?

RELEVANCE

Application Model

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

Relevance of learning to life and work Action Continuum Acquisition of knowledge Application of knowledge Relevance of learning to 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 Model Apply 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 Model Apply 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 Strategies Based on Rigor/ Relevance Framework 40

Rigorous Follow-up Question Examples Increasing Critical and Rigorous Thinking 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 Copyright, Kuzmich 2008

Adding Relevancy for Quadrant D Moments Comparing Learning to… Use the Real World 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 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 Verbs Products evaluation evaluate newspaper validate estimation trial editorial radio program play collage machine adaptation poem debate new game invention evaluate validate justify rate referee infer rank dramatize argue conclude 43

Quick Lesson Planning Guide 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? 44

Gradual Release of Responsibility 1. Modeled I Do 2. Shared We Do 3. Guided 4. Independent You Do T S Describe Analyze Evaluate Assessment Engagement Lesson Design for Scaffolding, Gradual Release of Responsibility and Increasing Creative Thinking Explain, Model, and Student Checks for Understanding Shared Practice with teacher step by step guidance Guided Practice with teacher help for clarity Independent Work and Informal Assessment Adapted from Fisher and Frey, 2007 with additions from Kuzmich, 2009 45

C D A B 6 5 4 3 2 1 1 2 3 4 5 Application Bloom’s 20th Century 1 2 3 4 5 1 Application

C D A B 6 5 4 3 2 1 1 2 3 4 5 Application Bloom’s Old New Assessment 1 2 3 4 5 1 Application

THEME From ---- To

Transition FROM Current State Standards and Assessments TO New Common Core Standards and Next Generation Assessment

National Essential Skills Study

NESS Study Subgroup 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 Study Subgroup 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 Study Subgroup 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

NESS Study Subgroup 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

NESS Study Subgroup 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 Study Subgroup 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 Study Subgroup 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 Study Subgroup 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 Proficiency?

Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 88 % North Carolina 82 % Texas 81 % Arizona Indiana 72 % Hawaii 56 % Massachusetts 48 % California

Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 88 % 170 North Carolina 82 % 183 Texas 81 % 190 Arizona Indiana 72 % 199 Hawaii 56 % 205 Massachusetts 48 % 234 California 210

Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 % Tennessee 87 % Arizona 54 % Texas 83 % California 39 % Hawaii 37 % South Carolina 30 %

Proficiency Grade 8 Reading Proficient Required NAEP Score North Carolina 88 % 217 Tennessee 87 % 222 Arizona 54 % 256 Texas 83% 225 California 39 % 262 Hawaii 37 % South Carolina 30 % 276

Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 % Tennessee 87 % Arizona Texas 82 % Florida 63 % California 51 % South Carolina 39 % Massachusetts Hawaii 30 %

Proficiency Grade 4 Mathematics Proficient Required NAEP Score North Carolina 91 % 203 Tennessee 87 % 200 Arizona Texas 82 % 219 Florida 63 % 230 California 51 % 231 South Carolina 39 % 246 Massachusetts 255 Hawaii 30 % 247

Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 88 % North Carolina 84 % Arizona 21 % Texas 61% Michigan 61 % Florida 58 % Massachusetts 42 % Hawaii 20 %

Proficiency Grade 8 Mathematics Proficient Required NAEP Score Tennessee 88 % 230 North Carolina 84 % 247 Arizona 21% 300 Texas 61 % 273 Michigan 269 Florida 58 % 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 HARD 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. Key cognitive strategies: Intellectual openness; inquisitiveness; analysis; interpretation; precision and accuracy; problem solving; and reasoning, argumentation, and proof. Student facility with these strategies has been consistently and emphatically identified by those who teach entry-level college courses as being centrally important to college success. Key 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. [all points taken directly from David Conley—he’s a biggie in the field. In fact, he might BE the field for CCR research.] Conley, D.T. (2008). Rethinking college readiness. The New England Journal of Higher Education, 22(5), 24 – 26. David Conley

A B C D FIDELITY OF IMPLEMENTATION Learning Criteria to Support 21st Century Learners Components of School Excellence Rigor/Relevance Framework Supported by Relationships Foundation Learning Stretch Learning Learner Engagement Personal Skill Development 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 A B C D FIDELITY OF IMPLEMENTATION

The Learning Criteria to Support 21st Century Learners ©

Success Beyond the Test Foundation Learning Stretch Learning Learner Engagement Personal Skill Development

Personal Skill Development Foundation Stretch Learner Engagement Personal Skill Development

Dimensions of the Learning Criteria Foundation Stretch Learner Engagement Personal Skill Development

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

Dimensions 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)

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.

“In the beginner’s mind there are many possibilities; in the expert’s mind there are few.” -Shurnyu Suzuki

System Innovation

Sustaining Innovation Next Practice Sustaining Innovation

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