International Center for Leadership in EducationTom Welch

Greyhills Academy High School

August 8, 2008

Welcome back!Who traveled?

Who played?

Who celebrated?

Who learned?

Who read?

Who dined?

Who conserved?

Who connected?

Meeting Greyhills’ Challenge . . .

To ensure the

success of every Greyhills

student in the 21st century

Greyhills Academy High School is committed to providing a nurturing and safe environment where culturally based, and academically challenging programs are utilized in providing holistic, experiential and problem-based learning that promotes life-long learners and whose knowledge will benefit Dine, First Nation's people and global societies.

What are the challenges you anticipate for Greyhills

students in the rest of the 21st century?

What strengths will help you meet those?

What challenges will need the most attention?

Common complaints

The students aren’t motivated

They aren’t prepared when they come to us

The parents aren’t supportive of what we are trying to do

With AYP schools often speak of different challenges

What is the most important skill for any student?

Reading is the basis for all traditional school success.

2005-06 Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

500

600

700

900

1000

800Qu

anti

le M

easu

re (

Q)

Personal Use Employment High School First-Year College

1200

1100

1300

1500

1400

Interquartile Ranges Shown (25% - 75%)

2005-06 Quantile Framework® for Math StudySummary of Quantile Measures

8th

10th11th

Begin with the End in MindBegin with the End in Mind

What are your goals for your students?

Are these shared by every teacher?

Is every student aware of these goals?

A look at Kingsville Academy

History of student failure

90% Hispanic

95% Free and Reduced lunch

75%+ English-language learners

Culture of Commitment

Understanding by students and faculty that every child would succeed.

Commitment to “WIT” (Whatever It Takes)

The Rigor/Relevance Framework

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/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.

1

2

3

4

5

6

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.

• 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.

• 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

Rigor/Relevance FrameworkRigor/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.

How could those standards be “translated” into culturally relevant working expressions for your students?

1

2

3

1 2 3 4 5

A B

DC

• Know the characteristics and phenomena of sound waves and light waves.

• Understand the effect of sounds, words, and imagery on a listening audience.

1

2

3

1 2 3 4 5

A B

DC

• Explain family life as well as community life now and in the past.

• Recall major scientific and technological discoveries and the inventors responsible for them.

Right Standards

Right level of proficiency

Are we teaching / assessing ALL students’ ability to apply the standard to post high school responsibilities?

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

Are we teaching / assessing the right standards for success

in school and beyond?

Right Standards

Right level of proficiency

Are we teaching / assessing ALL students’ ability to apply the standard to post high school responsibilities?

There are various ways to measure student success

Criteria

• Core Academic 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)

• Student 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)

Rigor/Relevance Rigor/Relevance For For

Every StudentEvery Student

Are We Teaching

The Right Stuff

To the Right Level

In the Right Way

1. Do NESS

2. Analysis Curriculum Matrix Data

3. Select Standards to Focus on

4. Do Lexile Study

5. Do Quantile Study

6. Set Level of Proficiency

7.Analyze Curriculum / Instruction and Assessment on Rigor & Relevance Framework

• The Survey Results:

• NESS

• Lexile

• Quantile

• Curriculum Matrix

• Art and CTE Kits

• How to Teach to B / D Quadrants on R&R Framework

8. Provide Professional Development on:

Professional Development

Focused

Sustained

Scope and Sequence

Form

follows

Function

Instruction

Rigor / Relevance / Relationships

Struggling Learners

Technology

3101 Kirklevington Dr. #238

Lexington, KY 40517

859.576.0878

tom@twelchconsulting.com

www.twelchconsulting.com

Tom WelchInternational Center for Leadership in Education, Inc.