Francis Tuttle’s Model for Student Success. Pathway to Excellence Update Michelle Keylon

FrancisFrancis Tuttle’sTuttle’s ModelModel forfor StudentStudent SuccessSuccess

Pathway to Excellence Update

Michelle Keylon

Introduction to the Rigor and Relevance Framework

Sherry Adrian

© International Center for © International Center for Leadership in EducationLeadership in Education

What is it?

•Tool developed by the International Center for Leadership in Education

• Framework is based on two dimensions of higher knowledge and student achievement.– Knowledge continuum– Application continuum

What is Rigor?

• Continual acquisition of new skills and knowledge.

• It is derived understanding content

that is complex and challenging.

© International Center for Leadership in Education© International Center for Leadership in Education

What is Relevance?• Skills and knowledge are applied

to real-world problems.


Why Rigor and Relevancy?

• When students experience a

problem in context, they are more likely to see the value of what they are learning.



Teaching Methods

Traditional• Teaching-focused

Rigor & Relevance• Learning-focused


• Time-based

• Competency-based• Fragment

ed• Interdiscipli

nary• Textbooks

• Real-world• Routine • Challenging

Teaching involves Teaching involves demonstrating skills and demonstrating skills and presenting knowledge, presenting knowledge,

but learning doesn’t but learning doesn’t occur until students occur until students

engage and understand.engage and understand.

-Bill Daggett-Bill Daggett

Research

• Research confirms that greater learning takes place when

students are challenged and

engaged in their learning.


75%75%

50%50%

30%30%

20%20%

10%10%

5%5%

The Rigor and Relevance Framework


1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

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2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework


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1 2 3 4 5

A B

DC



Knowledge Taxonomy

Lisa Schneberger

Knowledge Taxonomy

1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation


Knowledge Taxonomy Verb List

Can be used to:• Create a desired level of expected

student performance.• Evaluate the level of existing

curriculum, instruction, or assessment.


Knowledge Taxonomy Example #1

Basic Nutrition1. Label food by nutritional groups 2. Explain nutritional value of individual foods3. Use nutritional guidelines in planning

meals4. Examine success in achieving nutritional

goal5. Develop personal nutrition goals6. Appraise results of personal eating habits

over time


Knowledge Taxonomy Example #2

Roller Skating1. Identify equipment2. Explain safety precautions3. Roller-skate on level ground and

hills4. Examine skills and weaknesses5. Develop a plan for improvement6. Assess someone else’s skills


ACTIVITY

Setting the Level of Knowledge

Application Model

Marie Howard

Application Model

1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world

predictable situations5. Application to real-world

unpredictable situations


Application ModelDecision TreeDecision Tree

Is it Application? If YES, is it real

world?

o If NO and interdisciplinary

Level 3Level 3Level 2Level 2o If NO and one

discipline

o If YES, is it unpredictable? Level 4Level 4• If NO

Level 5Level 5• If YES

Level 1Level 1 If NO


Application Model Example #1Interviewing Skills

1. List steps in preparing for interview

2. Participate in a mock interview3. Conduct interview for school-based

business4. Select appropriate apparel and

grooming for an interview5. Interview for a job


Application Model Example #2Public Speaking

1. List characteristics of a good speech2. Give a presentation to a class3. Make an oral defense of a completed

project4. Present a point of view on an issue at a

public meeting5. Respond to questions as a student

representative at a board of education meeting


ACTIVITY

Setting the Level of Application

Determining Levels of Rigor and Relevance

Brenda Chapman

1. I have to go somewhere during the day.

2. This is my social life.3. I enjoy doing follow-up reports.4. Unlimited supply of coffee.5. I love office supplies.6. I want to be the center of attention.7. It’s the mascot!! The Duck is cool!!

Why do you Teach?

Now Really???

Why doyou teach?

To Stay Younger

Break down barriers, keep up on current trends and ideas

Autonomy in the Classroom

An opportunity to be creative

Teaching Helps You Learn a Subject

Student questions make you dig deeper for information.

Daily Humor Positive attitude and a sense of humor makes the job fun and enjoyable.

Affecting the Future

–Teachers mold the future each day in class.

–You see the students more on a day-to-day basis than their family.

Student Success–Drives teachers to continue.

–You reach a student that others have written off.

Student Potential

–You believe every student has potential for success.

–Potential is exciting!!!

–New challenges.

Sometimes we have to go through a little brush…

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1 2 3 4 5

A B

DC


• 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.



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2

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1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.












Quadrant A• 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.



1

2

3

4

5

6

1 2 3 4 5

A B

DC














Quadrant B• Calculate percentages of

advertising in a newspaper.• Tour the school building and

identify examples of parallel and perpendicular lines, planes, and angles.





1

2

3

4

5

6

1 2 3 4 5

A B

DC














Quadrant C• Analyze the graphs of the perimeters

and areas of squares having different-length sides.






1

2

3

4

5

6

1 2 3 4 5

A B

DC














Quadrant D• Obtain historical data about local

weather to predict the chance of snow, rain, or sun during year.






KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

AcquisitionAcquisition ApplicationApplication

AdaptationAdaptationAssimilationAssimilation



Example Multiple Performances for Single Standard

Reading - H.S Level

A Read science experiment and identify necessary materials to perform experiment.

B Locate and read a current article on biotechnology.

C Read and analyze three original newspaper articles from World War II and identify reasons for opposition to US entry into the war.

D Research pertinent information related to the El Nino weather pattern and propose possible family vacation destinations.

Standard: Identify, collect and/or select pertinent information while reading

R/R Quadrant Student Performance


RIGOR

RELEVANCE

AA BB

DDCC


TeacherTeacherWorkWork

Teacher/Student RolesTeacher/Student Roles

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

High

HighLow

Low


RIGOR

RELEVANCE

AA BB

DDCC


RightRightAnswerAnswer

Did Students Get it Right?Did Students Get it Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low


ACTIVITY

Determining Levels of Rigor and Relevance

ACTIVITY

Rigor and Relevance Challenge

Gold Seal LAPs

Sherry Adrian

LAP Format

• Instructional Focus• Student Learning• Essential Skills• Performance Tasks• Resources• Assessments

ACTIVITY

Determining Levels of Test Questions

Linking Standards and Student Work

Dana Myers

Academic Standards

•Benchmarks of quality and excellence in education.

Benchmarking started with CareerTech

Employers•First used by cobblers to measure people’s feet for shoes.

•They would place someone’s foot on a “bench” and mark it out to make the pattern for the shoes.

We are a KEY Player when it comes to academic

standards• CareerTech provides relevance

for academic standards—the AH-HA moment!

• Cool jobs that use math

http://www.stephencarr.com/mathjobs.html

Why?

• Interdisciplinary approach increases rigor and provides relevance.

• Integrating academic standards into LAPs will establish benchmarks that demonstrate our ongoing commitment to quality and excellence in our programs.

Getting Started

•Identify the Benchmarks– Align existing standards, (Work

Keys, National Essential Skills, Common Core Objectives ) to ACT Objectives

• Measure results– High school students: Look at

PLAN and practice ACT scores.– Adult students: Look at

COMPASS scores.

Teacher Committee

• Your involvement is needed to help determine the most appropriate standards to use to showcase how we integrate academics into our LAPs.

Academic Standards

Benchmarks

of of qualityquality and and excellenceexcellence in in education.education.

What’s Next

Sherry Adrian

This Summer

• Model Schools Conference• Staff Development Session at

Francis Tuttle covering curriculum auditing, instructional planning, and LAP conversion

• Begin curriculum development using new LAP format

J. Mabley

If you always do what you always

did, you will always get what you always got.

Documents

Francis Tuttle’s Model for Student Success. Pathway to Excellence Update Michelle Keylon