In Your Walkthroughs… Do You See Rigorous and Relevant Questions/Assignments? High School Learning Team Meeting October 26, 2005

Defining Rigor and Relevance Rigor Can be measured on a continuum Low end rigor: acquiring knowledge High end rigor: using knowledge in complex ways Relevance Is also measured on a continuum Low end relevance: Knowledge acquired for its own sake High end relevance: Use of knowledge to solve complex real- world problems

12345 Application(Relevance) Knowledge (Rigor) Rigor/Relevance Framework Adapted from International Center for Leadership in Education

RIGOR AND RELEVANCE FRAMEWORK C D A B Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1 1 Knowledge in 1 discipline 2 Apply Knowledge in 1 discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real world predictable situations 5 Apply knowledge to real world unpredictable situations APPLICATION KNOWLEDGEKNOWLEDGE Adapted from International Center for Leadership in Education

A Rigor/Relevance Framework Acquisition Adapted from International Center for Leadership in Education

A Rigor/Relevance Framework Acquisition Quadrant A – Acquisition Students: gather and store bits of knowledge within one discipline remember or understand their knowledge within one discipline Adapted from International Center for Leadership in Education

A B Rigor/Relevance Framework AcquisitionApplication Adapted from International Center for Leadership in Education

A B Rigor/Relevance Framework AcquisitionApplication Adapted from International Center for Leadership in Education Quadrant B – Application Students: use foundational knowledge apply knowledge across disciplines and/or in a real world situation The highest level of relevance is to apply knowledge in unpredictable situations

AB C Rigor/Relevance Framework Acquisition Application Assimilation Adapted from International Center for Leadership in Education

AB C Rigor/Relevance Framework Acquisition Application Assimilation Quadrant C – Assimilation Students: extend and refine their foundational knowledge within one discipline analyze, synthesize, solve problems and create solutions within one discipline Adapted from International Center for Leadership in Education

A B D C Rigor/Relevance Framework Acquisition Assimilation Adaptation Application Adapted from International Center for Leadership in Education

A B D C Rigor/Relevance Framework Acquisition Assimilation Adaptation Application Quadrant D – Adaptation Students: think in complex ways and apply knowledge and skills acrossdisciplines analyze, synthesize, solve problems and create solutions in real world situations The highest level of adaptation is to apply knowledge in unpredictable perplexing situations.

Current Curriculum Public Expectations Evaluation Synthesis Analysis Application Understanding Awareness KnowledgeApply in One Discipline Apply Across Disciplines Apply to Real-world Predictable Situations Apply to Real-world Unpredictable Situations Rigor/Relevance Framework Adapted from International Center for Leadership in Education

Evaluation Synthesis Analysis Application Understanding Awareness KnowledgeApply in One Discipline Apply Across Disciplines Apply to Real- world Predictable Situations Apply to Real-world Unpredictable Situations The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3) 1. recognizes that patterns exist within and across systems. Adapted from International Center for Leadership in Education Define the terms cold front, warm front, stationary front and the symbols used to identify them.

Evaluation Synthesis Analysis Application Understanding Awareness KnowledgeApply in One Discipline Apply Across Disciplines Apply to Real- world Predictable Situations Apply to Real-world Unpredictable Situations The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3) 1. recognizes that patterns exist within and across systems. Adapted from International Center for Leadership in Education Define the terms cold front, warm front, stationary front and the symbols used to identify them. Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result.

Evaluation Synthesis Analysis Application Understanding Awareness KnowledgeApply in One Discipline Apply Across Disciplines Apply to Real- world Predictable Situations Apply to Real-world Unpredictable Situations The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3) 1. recognizes that patterns exist within and across systems. Adapted from International Center for Leadership in Education Define the terms cold front, warm front, stationary front and the symbols used to identify them. Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result. Compare weather patterns that occur over mountain areas to those that occur over large bodies of water.

Evaluation Synthesis Analysis Application Understanding Awareness KnowledgeApply in One Discipline Apply Across Disciplines Apply to Real- world Predictable Situations Apply to Real-world Unpredictable Situations The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3) 1. recognizes that patterns exist within and across systems. Adapted from International Center for Leadership in Education Define the terms cold front, warm front, stationary front and the symbols used to identify them. Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result. Compare weather patterns that occur over mountain areas to those that occur over large bodies of water. Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

Determining Levels of Rigor and Relevance Competency Knowledge Level Application Level R/R Quadrant 1. Compare and Contrast two short stories Describe information contained on a 2000 census graph. 3. Identify the common land formations (for example: islands, mountains, deltas) on a map or globe. 4. Read a bus schedule to determine the length of time for an across-city trip and which buses to take. 2C Adapted from International Center for Leadership in Education

Determining Levels of Rigor and Relevance Competency Knowledge Level Application Level R/R Quadrant 1. Compare and Contrast two short stories Describe information contained on a 2000 census graph. 3. Identify the common land formations (for example: islands, mountains, deltas) on a map or globe. 4. Read a bus schedule to determine the length of time for an across-city trip and which buses to take. 2C Adapted from International Center for Leadership in Education B41/2

Determining Levels of Rigor and Relevance Competency Knowledge Level Application Level R/R Quadrant 1. Compare and Contrast two short stories. 42C 2. Describe information contained on a 2000 census graph. 1/24B 3. Identify the common land formations (for example: islands, mountains, deltas) on a map or globe. 4. Read a bus schedule to determine the length of time for an across-city trip and which buses to take. 2A Adapted from International Center for Leadership in Education 1

Determining Levels of Rigor and Relevance Competency Knowledge Level Application Level R/R Quadrant 1. Compare and Contrast two short stories. 42C 2. Describe information contained on a 2000 census graph. 1/24B 3. Identify the common land formations (for example: islands, mountains, deltas) on a map or globe Read a bus schedule to determine the length of time for an across-city trip and which buses to take. 2A 44D Adapted from International Center for Leadership in Education

Lets Look at a Test American Vision, Florida Edition Social Studies, 11 th Grade American History Unit 7 Chapter 21 Test, Form B Standard Addressed: SS.A.5.4. History, Time, Continuity, and Change The student understands U.S. history from 1880 to the present day.

What Do Rigor and Relevance Look Like in Test Questions? FOUNDATIONAL LEVEL I CRITICAL REASONING LEVEL II Define Explain Label Identify Sequence Compare (Recalling Information) Summarize (One Source) Analyze Modify Judge Recommend Investigate Compare (Learned Information Used in a Novel Way) Summarize (Multiple Sources)

FCAT Reading % of Points – Blooms Taxonomy FCAT Reading Grade FOUNDATIONAL LEVEL I CRITICAL REASONING LEVEL II 360%40% 4-650% 7-840%60% %70%

FCAT Reading % of Points – Webbs Depth of Knowledge FCAT Reading Grade LOW (Recall- Sequence, Identify Figurative Language) MODERATE (Infer, Compare, Explain, Classify, Summarize) HIGH (Analyze, Multiple Connections, Abstract Reasoning) %50-70%5-15% %50-70%10-20% %50-70%15-25% %50-70%20-30% %50-70%20-30% %45-65%25-35%

Supporting Resources and Agencies Alison Adler, Ed., D.– Safe Schools Institute at Dr. Richard J. Stiggins – Assessment Training Institute at Dr. Jeff Howard – Efficacy Institute at Education Trust at Dr. Willard Daggett – International Center for Leadership in Education at