Transcript What Does a Proficient Student Know and Do?

Creating a Broader Definition
of Rigor
Connections Conference
Pheasant Run Resort
St. Charles, Illinois
March 9, 2010
Lois J. Barnes
[email protected]
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Welcome!
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Housekeeping
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Phone calls
Restrooms
Breaks
Punctuality
Sharing
“Rule of Two Feet”
Icebreaker: Flip Chart
Strategy
Literacy
Note-taking
Organization
Relationship
Building
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Flip Chart Directions
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 Take 5 sheets of paper, one of each
color.
 Stagger the sheets one inch apart.
 Fold in half.
 Crease the fold well.
 Open the fold back up and cut at
the crease.
 After you cut, you’ll have two flip
charts.
 Put two staples in the top of each
flip chart.
 Make your flip chart….
Flip Chart Contents
 YOUR NAME
 CHOOSE for three tabs:
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Family
Education
Work experience
Hobbies/interests
Clubs/organizations
My Hero
Favorites (vacations, music, books, etc.)
What I want to be when I grow up
Something funny about yourself
An interesting experience from your job
Other (your choice)
• CHOOSE for one tab:
• A way rigor is evident in a practice at your school
Flip Chart Strategy: PairShare-Compare
Talk about ways to use flip
charts in the classroom
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Jigsaw: A Broader Definition of
Rigor
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 Designate each person as
# 1,2,3, or 5. Move into
expert groups.
 See page 4 for discussion focus
questions.
 Back in your “home” groups, write a
clear and measurable definition of
rigor.
 How will you package your definition
so that it is meaningful and
motivational for your school?
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Jigsaw: A Broader Definition
of Rigor
 #1’s – excerpt from Crafting a New
Vision for High School
 #2’s – excerpt from The Next Generation
of School Accountability
 #3’s – excerpts from Ready for
Tomorrow
 #4’s – excerpts from Toward a More
Comprehensive Conception of College
Readiness
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 #5’s – excerpts from issues of 2009 and
2010 HSTW Best Practices Newsletters
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Jigsaw
After moving back into your “home”
groups, develop a definition of rigor
that will be meaningful and
motivational for your school. Write it
on chart paper for others to review.
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Rigor is not
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10
Rigor is not
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Assessing Academic Rigor
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Rigor is not
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Rigor is not
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For selected group of students
Assessing Academic Rigor
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Rigor is not
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Webster’s Definition of
RIGOR
To be stiff; the quality
of being unyielding or
inflexible; a condition
that makes life difficult,
challenging or
uncomfortable.
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What is rigor? One
definition:
“Rigor is the goal of helping students
develop the capacity to understand
content that is complex, ambiguous,
provocative, and personally or
emotionally challenging.”
Harvey F. Silver, Richard W. Strong, and
Matthew J. Perini
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Cycle of Low Achievement
Poor Test
Results
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Low Level
Assignments
/ Instruction
Low
Expectations
Less
Challengin
g Courses
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The Proficiency Gap
 States set their own standards and
create their own tests. How can we
compare state to state?
 NAEP scores are nationwide.
 2004-2005 study mapping state
standards in reading and math to NAEP
scale: most were below the “proficient”
standard, and many fall below the
“basic” standard.
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Source: Adapted from National Center for Education Statistics (2007, June).
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Reading, Grade 8
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Source: National Center for Education Statistics (2007, June).
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Math, Grade 8
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Source: National Center for Education Statistics (2007, June).
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2005 NAEP HS Transcript
Study
 Graduates whose highest mathematics
course was geometry or below had
average NAEP mathematics scores
below the Basic achievement level;
those who took calculus had average
NAEP scores at the Proficient level.
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Source: National Center for Education Statistics (2007b).
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2005 NAEP HS Transcript
Study
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 Graduates whose highest science
course was chemistry or below had
average NAEP science scores below the
Basic achievement level; those who
had completed physics or other
advanced science courses had average
scores at the Basic level.
 Graduates who had completed a
rigorous curriculum or had GPAs
placing them in the top 25 percent of
graduates had higher average NAEP
scores than other graduates.
Source: National Center for Education Statistics (2007b).
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College Readiness: What Is
It?
 “College readiness can be defined as
the level of preparation a student
needs in order to enroll and succeed —
without remediation — in a creditbearing general education course at a
postsecondary institution that offers a
baccalaureate degree or transfer to a
baccalaureate program.”
Source: Conley (2007).
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Current Readiness
Measures
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Course titles
Grade point averages
Tests
AP Courses
Source: Conley (2007).
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Food For Thought
“All too often, the label on the course
does not match what the student actually
received and learned. As a result, we have
course completion data exaggerating the
readiness of the student. What they
essentially have is
orange drink in cartons labeled 'orange
juice.’”
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− Chrys Dougherty, Director of Research, National Center for
Educational Accountability
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Better Readiness Measures
Habits of mind
Key content
Academic behaviors
Contextual skills and awareness; problembased learning
 Application-based learning through
authentic problems and projects
 Blended programs of academic and CT
studies
 Alternative assessments
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Source: Conley (2007) and
SREB, The Next Generation of School Accountability, 2009
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Key Concepts:
Carousel Brainstorming
On each flipchart:
 Read what others have written.
 Write down your ideas of how to
use this concept to increase
academic press.
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Two minutes at each chart!
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The Rigor Rubric
 Measuring eight dimensions of school
practices
 Each dimension has five different
elements which can be scored on four
levels of the rubric
 The total score for the dimension is an
average of the five elements, tallied at
the bottom of each page
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Collecting Data on the
Rubric
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 Subjective; perceptions can be
supported with examples of evidence
 Consensus agreement is a collaborative
process which provides opportunities
for discussion and common
understanding
 By leadership committee, sample
(grade or department levels), or entire
faculty
 A measuring tool for monitoring at
specified intervals (3−12 months)
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1. Assessment in the Classroom: Classroom assessments are rigorous if they provide specific information about student achievement
of the learning and content in high standards.
Level 1
Not
Ready
0
points
Level 2
Getting Ready for Implementation
Level 3
Emerging Implementation
10 points
20 points
Level 4
Schoolwide Implementation
30 points
a. Alignment to Standards (Score _30___ )
Some classroom assessments are strongly
aligned to the cognitive complexity and topics of
the grade-level state standards.
Most classroom assessments are strongly aligned
to the cogniti`ve complexity and topics of the
grade-level state standards.
All classroom assessments are strongly aligned to
the cognitive complexity and topics of the gradelevel state standards and, when appropriate, go
beyond grade-level standards.
b. Common Benchmark Assessments (Score__30__ )
Common assessments are administered across
some grades, subjects or courses.
Common assessments, which include high levels
of cognitive complexity, are administered across
most grades, subjects or courses.
Common assessments, which include high levels of
cognitive complexity, are administered across all
grades, subjects or courses and are regularly
analyzed and revised by learning teams.
Teachers analyze test results to diagnose student
learning and improve assessments and
instruction.
Teachers analyze tests results to diagnose student
learning, improve assessments and instruction, and
modify curriculum.
Teachers can select high-quality, technically
correct assessment items/tasks that are aligned
to higher levels of learning.
Teachers can select, develop and/or revise
assessment items/tasks to measure higher levels of
learning.
The principal and/or learning team monitors
classroom assessments in most grades, subjects
and courses.
The principal and/or professional learning team
monitors and recommends revisions for classroom
assessments in all grades, subjects and courses.
c. Using Assessment Results (Score _20___ )
Teachers analyze test results to improve
assessments.
d. Assessment Literacy (Score _30___ )
Teachers are generally assessment literate,
understanding where and when to use a variety
of assessments and recognizing quality
assessments.
e. Assessment Monitoring (Score_20___ )
The principal and/or learning team monitors
classroom assessments in some grades, subjects
or courses.
Score Tally on Assessment in the Classroom: a. ___ + b. ___ + c. ___ + d. ___ + e. ___ = ____ / 5 = __26___
2. Collaboration: Collaboration within and outside of the school is important to build a common understanding and consistent
application of practices that support rigor.
Level 1
Not
Ready
0 points
Level 2
Getting Ready for Implementation
Level 3
Emerging Implementation
10 points
20 points
Level 4
Schoolwide Implementation
30 points
a. Focusing Improvement (Score _30___ )
Occasionally faculty, department and grade-level
meetings focus on improving curriculum,
instruction and assessment.
The focus of faculty, department and grade-level
meetings is often the improvement of curriculum,
instruction and assessment.
All faculty, department and grade-level meetings
focus on the improvement of curriculum,
instruction and assessments, include formal
agendas, and support continuous collaboration
throughout the year.
Learning teams or study groups use an organizing
framework (taxonomy) to examine academic rigor.
Learning teams or whole faculty study groups
use an organizing framework (taxonomy) to
produce a common way of thinking about and a
common vocabulary for talking about academic
rigor schoolwide.
Teachers collaboratively analyze assignments and
assessments for cognitive complexity and alignment to
standards.
Teachers collaboratively analyze and revise
assignments and assessments to increase the
cognitive complexity and alignment to standards.
b. Using an Organizing Framework (Score _10___ )
Learning teams or study groups review academic
rigor based on judgment or assessment data.
c. Analyzing Teachers’ Work (Score _10___ )
Teachers collaboratively review assignments and
assessments.
d. Creating Challenging Learning Opportunities (Score __20__ )
Teachers collaborate in isolated instances to
create opportunities that challenge students to
perform at higher levels of learning.
Teachers collaborate within some departments or
grade levels to create opportunities that challenge
students to perform at higher levels of learning.
Teachers collaborate across the school to create
opportunities that challenge students to perform
at higher levels of learning.
e. Communicating with Home and the Community (Score 10 )
Some school-home communication from teachers
about academic progress (students’ assignments
and assessment results and mastery of
standards) occurs.
Regular school-home communication from teachers
about academic progress (students’ assignments and
assessment results and mastery of standards) occurs.
Score Tally on Collaboration: a. ___ + b. ___ + c. ___ + d. ___ + e. ___ = ____ / 5 = __16___
Frequent communication (via multiple methods)
to home and community about academic
progress and increasing rigor school-wide occurs.
3. Coursetaking or Grouping Patterns: Examining students’ coursetaking patterns or identifying school practices for student grouping is
important to understand the rigor of the curriculum that individual students experience.
Level 1
Not Ready
0 points
Level 2
Getting Ready for Implementation
Level 3
Emerging Implementation
10 points
20 points
Level 4
Schoolwide Implementation
30 points
a. Counseling and Advisement (Score_10___ )
Guidance counselors and teachers depend more
on subjective data (judgments/opinions) about
student ability than on objective data (precise
measurements) for student placement in courses
or with teachers.
Guidance counselors and teachers determine
students’ abilities to achieve at higher levels of
learning based on objective data (using subjective
judgments only when appropriate) for student
placement in courses.
Guidance counselors and teachers use objective
and subjective data to encourage student
placement in college or career-preparatory
classes that challenge students that challenge
students to their fullest potential.
Individual students who are behind in the
coursework necessary for readiness for the next
grade level, college, or the workplace are
provided remedial classes to “catch up.”
All students are required to be proficient in the
coursework necessary for readiness for the next
grade level, college, or the workplace, and the
school provides the necessary support to
accelerate learning for students who are behind.
b. Accelerating Readiness (Score _10___ )
Groups of students who are behind in the
coursework necessary for readiness for the next
grade level, college, or the workplace are
“tracked” into a curriculum with lower
expectations.
c. Course Availability: High Schools and Middle Schools ONLY (Score _20___ )
Gatekeeper and honors classes are available for
selected students only.
Gatekeeper and honors classes are open to
participation by all students and maintain high
course standards while providing student support
as needed.
The school actively encourages all students to
participate in all rigorous courses, including
Advanced Placement (AP) courses and/or the
International Baccalaureate (IB) curriculum.
d. Graduation Requirements: High Schools ONLY (Score _10___ )
Graduation requirements are aligned with the
state requirements for high schools.
Graduation requirements are aligned with the
entrance requirements of the state’s colleges and
universities.
The rigor of classes required for graduation is
aligned with the rigor of credit-bearing first year
courses in the state’s colleges and universities.
e. Equitable Access: High Schools ONLY (Score _10___ )
Data are collected and analyzed to determine
how many students are enrolled in various
learning opportunities.
Data from master schedules or transcript analyses
are reviewed to determine whether there is
equitable access to learning opportunities.
Data from master schedules or transcript
analyses are reviewed and school practices
changed to provide students equitable access to
opportunities and, if needed, additional rigorous
courses.
Elementary Schools ONLY Score Tally on Coursetaking/Grouping Patterns: a. ___ + b. ___ = ____ /2 = ____
Middle Schools ONLY Score Tally on Coursetaking/Grouping Patterns: a. ___ + b. ___ + c. ___ = ____ /3 = ____
High Schools ONLY Score Tally on Coursetaking/Grouping Patterns: a. ___ + b. ___ + c. ___ + d. ___ + e. ___ = ____ /5 = _12___
4. Curriculum Coherence: The organization and sequencing of the curriculum is critical if students are to perform at higher levels of
learning.
Level 1
Not
Ready
0 points
Level 2
Getting Ready for Implementation
10 points
Level 3
Emerging Implementation
Level 4
Schoolwide Implementation
20 points
30 points
a. Curriculum Alignment (Score __20__ )
Grade level/subject area curricula are horizontally
aligned (focused and connected within each
grade/course/subject area).
Grade level/subject area curricula are horizontally
and vertically aligned (focused and connected
within and across grade/course/subject area).
The horizontally and vertically aligned curricula are
periodically reviewed and realigned to optimize
student performance and academic challenge.
There are strategies in place to ensure a “tight”
alignment (correlation) among the written, taught
and tested curricula in some grades/subjects.
Strategies are in place and actions are taken to
ensure a “tight” alignment (correlation) between the
written, taught and tested curricula in most
courses/subjects.
A system of curriculum analysis & alignment (e.g.,
curriculum mapping) is implemented, and the
curriculum is revised/developed based on this data.
Based on data, a part of the standards-based school
curriculum is reviewed/revised each year with a longterm plan to review/revise the entire curriculum
every 5-7 years.
The standards-based objectives, assignments, and
assessments in some classes accelerate the
learning to address the expectations for the next
grade, college, or the workplace (increasing the
level of cognitive complexity).
The standards-based objectives, assignments and
assessments in most classes accelerate the learning
to address the expectations for the next grade,
college, or the workplace (increasing the level of
cognitive complexity).
The curricula for core subjects introduce knowledge
and skills at developmentally appropriate grade
levels and increase the level of cognitive complexity
of the knowledge and skills in subsequent years.
The curricula for all subjects introduce knowledge
and skills at developmentally appropriate grade levels
and increase the level of cognitive complexity of the
knowledge and skills in subsequent years.
b. Curriculum Quality (Score _10___ )
There are few strategies in place to ensure a
“tight” alignment (correlation) among the written,
taught and tested curricula.
c. Curriculum Planning (Score _30___ )
A standards-based curriculum guide has been
developed for all subjects.
d. Cognitive Complexity of Learning (Score _20___ )
Learning objectives, assignments and assessments
in all classes reflect the learning and content
expected for those students (usually articulated in
state standards).
e. Curriculum Spiraling (Score __20__)
The curricula for a few courses introduce
knowledge and skills at developmentally
appropriate grade levels and increase the level of
cognitive complexity of the knowledge and skills in
subsequent years.
Score Tally on Curriculum Coherence: a. ___ + b. ___ + c. ___ + d. ___ + e. ___ = ____ / 5 = __20___
5. Expectations for Student Work: Expectations that teachers set for quality student work are important to communicate as students are
challenged by increased rigor.
Level 1
Not
Ready
0 points
Level 2
Getting Ready for Implementation
Level 3
Emerging Implementation
10 points
20 points
Level 4
Schoolwide Implementation
30 points
a. Explicit Expectations (Score_20___ )
Expectations for performance are explicit in
written or oral assignment directions.
Expectations for performance are explicit in course
syllabi, rubrics and assignment directions in some
classes.
Expectations for performance are explicit in course
syllabi, rubrics and assignment directions in most
classes.
Teachers provide examples of exemplary student
work to students prior to assessments on that
material.
Teachers require students to analyze exemplary
student work, prior to assessment on that material, to
determine the qualities that make the work proficient.
Teachers within grade levels or subject areas have
reached consensus on what constitutes proficiency
on grade-level standards, and there is little
variation among these teachers’ expectations,
rubrics and grading practices.
The school’s professional staff (teachers and
administrators) has reached consensus on what
constitutes proficiency on grade-level standards, and
there is little variation among teachers’ expectations,
rubrics and grading practices.
b. Examples of Student Work (Score _30___ )
Where possible, teachers have students share
with their peers graded samples of their work that
have been deemed proficient.
c. Consensus on Proficiency (Score _20___ )
Some teachers have reached consensus on what
constitutes proficiency on grade-level standards.
d. Student Understanding of Quality Work (Score _10___ )
Students are routinely asked to evaluate their own
and peers’ work using scoring rubrics.
Student evaluations of their own and peers’ work
sometimes match teacher expectations and/or the
scoring rubric.
Student evaluations of their own and peers’ work
often match teacher and/or rubric definitions for
quality.
e. High Expectations for All Students (Score _20___ )
School staff has a collective belief that most
students can achieve at grade level.
Some teachers provide the opportunity for all
students to produce quality work through their
grading practices, by re-teaching, and by allowing
them to redo work.
Schools provide the opportunity for all students to
produce quality work with policies related to redoing
work, re-teaching and grading.
Score Tally on Expectations for Student Work: a. ___ + b. ___ + c. ___ + d. ___ + e. ___ = ____ / 5 = _20____
6. Grading Practices: Grades assigned to student work are symbols of the teachers’ expectations for quality, beliefs about rigor, and
understanding of proficiency evidenced in the classroom.
Level 1
Not
Ready
0 points
Level 2
Getting Ready for Implementation
Level 3
Emerging Implementation
10 points
20 points
Level 4
Schoolwide Implementation
30 points
a. Grading & Reporting System (Score _10___ )
The school is examining the role of academic and
non-achievement factors in grading and reporting
student performance.
The school has a grading and reporting system that
identifies criteria for determining and reporting
grades (academic and non-achievement factors).
The school has a grading and reporting system
that identifies criteria for determining and
reporting grades (academic and non-achievement
factors and the weighting of those factors).
b. Alignment of Classroom Grades to External Assessments (Score __20__ )
Many final course grades for students do not seem
to be positively correlated to student performance
on external assessments (state and national).
Many final course grades for students seem to be
positively correlated to student performance on
external assessments (state and national).
Most final grades are positively correlated to
student performance on external assessments
(state and national).
Common grading criteria (of non-academic and
academic factors) have been collaboratively
established by teachers in the core subject areas,
grades and/or courses.
Common grading criteria (of non-academic and
academic factors) have been collaboratively
established by teachers in all subject areas, grades
and/or courses.
c. Common Grading Criteria (Score _30___ )
Common grading criteria (of non-academic and
academic factors) have been collaboratively
established by teachers in some subject areas,
grades and/or courses.
d. Communication about Grading Practices (Score _10__ )
Some teachers inform students about grading
practices/weighting/points systems in course
syllabi, lesson plans and assessments.
Most teachers inform students and parents about
grading practices/weighting/point systems in course
syllabi, lesson plans and assessments.
All teachers routinely inform students and parents
about grading practices/weighting/point systems in
course syllabi, lesson plans and assessments.
Summative grades represent the final level of
student performance, which emphasizes academic
factors more than non-academic, and identifies the
weighting of academic and non-academic factors.
More than one summative grade is reported for
each core subject, with one grade measuring
mastery of standards exclusively. Other grades
might include either a combination of nonacademic and academic factors, or only nonacademic factors.
e. Reporting Academic Performance (Score __10__ )
Summative grades represent the final level of
student performance, which may include mastery of
standards, progress, participation, engagement,
etc.
Score Tally on Grading Practices: a. ___ + b. ___ + c. ___ + d. ___ + e. ___ = ____ / 5 = __16___
7. Instructional Strategies: The instructional strategies that teachers use foster higher levels of learning in their students and increased
rigor in their classrooms.
Level 1
Not
Ready
0 points
Level 2
Getting Ready for Implementation
10 points
Level 3
Emerging Implementation
Level 4
Schoolwide Implementation
Teachers use an array of questioning techniques to
prompt low, mid and higher level cognitive
processing for some students.
Teachers use an array of questioning techniques to
prompt low, mid and higher level cognitive processing
for all students.
Instructional strategies are selected based on the
content and level of cognitive complexity in the
standards as well as on student
preference/interests.
Instructional strategies are based on research and
selected to match the content and cognitive
complexity in the standards and to raise the cognitive
complexity of student learning.
Supervisors note frequency of levels of rigor in their
monitoring/evaluation of classroom instruction.
The levels of rigor of classroom instruction are
included in personnel decisions and measures of
school accountability.
The school’s mission and school improvement plan
includes statements regarding rigor, cognitive
complexity or higher levels of learning.
The school is driven by a quest for academic press as
evidenced in its mission and school improvement
plan’s focus on rigor, cognitive complexity and/or
high but achievable academic goals.
Teachers’ support for student learning is improved
by teams of teacher leaders involved in year-long
professional learning to develop schoolwide
strategies.
Teachers’ support for student learning is improved by
the school’s professional development plan which has
teacher teams learning, implementing and evaluating
schoolwide strategies.
20 points
30 points
a. Questioning Strategies (Score _30___ )
Teachers ask mostly low-cognitive complexity
questions.
b. Instruction (Score _30___ )
Instructional strategies are selected based on
teacher preference, experience and
recommendations in text.
c. Instructional Leadership (Score _20___ )
Supervisors note presence/absence of rigor in
monitoring/evaluation of classroom instruction.
d. Academic Press (Score _10___ )
Faculty members frequently discuss ways to
increase rigor, cognitive complexity or higher
levels of learning in classrooms.
e. Professional Development (Score _20___ )
Teachers’ support for student learning is improved
by professional development opportunities
available from external providers.
Score Tally on Instructional Practices: a. ___ + b. ___ + c. ___ + d. ___ + e. ___ = ____ / 5 = __20___
8. Student Support: Supporting students so that they can learn across all levels of cognitive complexity is an important component of
increasing rigor in the school.
Level 1
Not
Ready
0 points
Level 2
Getting Ready for Implementation
10 points
Level 3
Emerging Implementation
Level 4
Schoolwide Implementation
20 points
30 points
a. Extra Help (Score _20___ )
Teachers provide extra help at the request of
students or their families.
Teachers provide extra help to students through
regularly scheduled tutorials.
A network of teacher support provides extra help
before and after each school day and is required
for some students to attend.
The primary support for students who are
performing below basic proficiency on assignments
and assessments is a system of escalating
interventions.
The primary support for students who are
performing below basic proficiency on assignments
and assessments is a well-organized, early warning
and intervention system to accelerate learning.
Additional credits are awarded students based on
concurrent “credit recovery” opportunities.
Additional credits are awarded students based on
demonstration of achievement on standards.
Students progress at different rates in the classroom
because of differentiation in assignments, supportive
instruction and redoing work.
Students progress at different rates in the
curriculum because of placement in doubleblocked or accelerated courses, tutorial classes,
and dual enrollment programs.
Support to reduce literacy barriers related to
performing at higher levels of learning in their
classroom is provided by teachers and literacy
coaches.
Support to reduce literacy barriers related to
performing at higher levels of learning in their
classroom is part of a schoolwide literacy initiative
providing direction for the work of literacy
coaches, teachers and students.
b. System of Interventions (Score _20___ )
The primary supports for students who fail courses
or are retained at a current grade level are
traditional remediation strategies.
c. Credit Recovery (Score _10___ )
Additional credits are awarded students based on
summer coursework.
d. Student Progress (Score _20___ )
Students progress at different rates in the
classroom because of students’ efforts.
e. Literacy Support (Score _30___ )
Support to reduce literacy barriers related to
performing at higher levels of learning in their
classroom is provided by some teachers.
Score Tally on Student Support: a. ___ + b. ___ + c. ___ + d. ___ + e. ___ = ____ / 5 = __20___
School Level Evidence
of Rigor
1. Complete a self-assessment of
schoolwide practices
2. Choose priority areas to target for
improvement
3. Identify goals and strategies for
improvement.
4. Please be prepared to debrief and
share out with the whole group.
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See planner pages 5-7.
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Best Practices Share Fair
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Education
Board
We will use a variation of an information
sharing cooperative learning structure,
Team Inside-Outside Circle.
 First School presents
 Roundrobin appreciation of the school’s
implementation of rigor, raising
expectations and effort.
 Roundrobin feedback for next steps for
continued improvement
 Repeat the process with the next
school’s explanation.
39
Reflections on the Day
Southern
Regional
Education
Board
40