High School Cohort 1

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Exploring the Possibilities
R4
Rigor Relevance Relationships Reflection
2007-2008

• High School Cohort 1

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Day at a Glance
830 Welcome Opener (Key concepts- Yr. 1)
900 Where have we beenWhere are we going?
Sampling 1000 Break 1015 Overview of CBAM-
SoC- Practice 1200 Lunch 1230 Stages of
Concern Interventions 115 Logistics and Team
Planning Time 220 Closure
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If the School Board Decreed
1. Partner with someone from another team.
2. Together (and without looking at the
answers) complete the quiz.
3. Check your answers and discuss.
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Where we have been
2005-2006
Your School
39 AEA 267 High Schools
Why Change?
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Where we have been
Teacher Practices In Assessment Instruction
R4
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Our thinking
If teachers understand how the brain receives,
processes, stores and retrieves information, and
if they understand the basics of human motivation
theory, then they will design and facilitate
learning opportunities for students in ways that
are compatible with how the brain learns
resulting in higher levels of learning as well
as long-term retention of that learning.
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Our thinking
If teachers understand how the brain learns, and
the basics of human motivation theory, then they
will orchestrate an environment of collaboration
between and among themselves and students. A
collaborative environment allows for healthy
relationships that are fundamental to meeting
each students basic psychological needs.
(Belonging, Worth, Freedom, Fun)
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Our thinking
If teachers understand the power of reflection as
a strategy for achieving higher levels of
learning and long-term retention, then they will
equip each student with skills necessary for
becoming a self-directed learner.
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Quit giving students permission to forget!
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Authentic Performance for Students with
without Disabilities in Classes with Low and
High Scoring Authentic Assignments 4 Schools,
Grades 9-12, 32 Teachers, 4 Academic Subjects
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Student Authentic Performance
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2
0
Lowest Scoring Classes Highest Scoring Classes
S w Disabilities
Students w/o Disabilities
Source King, Schroeder, Chaswszczewski, 2001
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Where we are now
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Where are we now?
Professional Development for increasing Rigor and
Relevance
TLQD Teaching and Learning in Quadrant D
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TLQD Timeline
Rigorous and Relevant Classroom Conversations
Assignments
07-08
More RRCC and Assignments and Rigorous and
Relevant Interdisciplinary Tasks and Assessments
08-09 09-10
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TLQD Timeline
K-12 Professional Development in TLQD- evaluating
refining
10-11 11-12
12-13
???
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What supports will be provided?
Sustained Professional Development
Partner Schools
Collaboration in District at PD
Structure Changes
K-12 System Transformation
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Whats in it for teachers?
Collaboration with Other Teachers
Narrowing of Curriculum Broadening of
Instructional Assessment Strategies
Increasing Student Engagement Decreasing Student
Apathy Discipline Problems
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Whats in it for teachers?
Focusing Professional Development not
Fragmenting Professional Development
Is applicable to ALL students, ALL content
areas, and ALL grades
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Discuss with your team

• What have you heard so far that you like?
• What questions do you have?

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The R4 Essential Question

• Does your educational program offer the
  appropriate levels of rigor, relevance,
  relationships, and reflection needed, so that
  each student graduates from high school
  successfully prepared for continued learning in
  the 21st century?

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How Will We Know When We are There?
Proven
90 of students participate in 2 or more
extracurricular activities all 4 years of HS
90 of students participate in service-learning
100 of students graduate
90 of students demonstrate academic readiness
for post-secondary work and learning
90 of students take the recommended college core
curriculum
Promising
Your School
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The role of the leadership team

• to understand why change is needed
• to make the case for change in-district with
  teachers, parents, students, school board and
  community
• to continue the above AND
• to monitor implementation of TLQD
• to remove barriers

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Sampling
CBAM Key Concepts
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Whole Group Score Marshalltown
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Whole Group Score CF, CL, MT
122
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Is it time for a break?
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CBAM Overview

• Study the questions on your colored ½
  sheet
• Watch the DVD segment
• Jot down answers as you watch
• Meet with another (same color) to compare
  answers
• Return to school team- Read and answer all
  questions.

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Stages of Concern

• Watch the DVD segment
• Individually jot down at least 5
• Use Round Robin process to share...
• Craft 3 questions

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Stages of Concern
0 Awareness/ Unconcerned

• little or no concern about or involvement with
  the innovation

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Stages of Concern
1 Informational

• a general awareness of the innovation and
  interest in learning more detail about it

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Stages of Concern
2 Personal
uncertainty about the demands of the
innovation, his/her adequacy to meet those
demands, and his/her role with the innovation
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Stages of Concern
3 Management
Attention is focused on the processes and tasks
of using the innovation and the best use of
information resources. Issues are related to
efficiency organizing, managing,
scheduling, and time.
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Stages of Concern
4 Consequence
Attention is focused on the impact of the
innovation on students, as well as outcomes for
students including performance and competencies.
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Stages of Concern
5 Collaboration
Attention is focused on coordination and
cooperation with others regarding use of the
innovation.
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Stages of Concern
6 Refocusing
Attention is focused on the exploration of more
universal benefits from the innovation, including
the possibility of changes or replacement with a
more powerful alternative.
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Brainstorm what are some other uses for CBAM in
your school?
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Answer the questionnaire from your perspective
as a teacher or principal (not as a leadership
team member)
The Innovation Instructing and Assessing
with High Levels of Rigor and Relevance
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The Stages of Concern Questionnaire
The Innovation Instructing Assessing with
High Levels of Rigor Relevance
This statement is very true of me at this time.
0 1 2 3 4 5 6 7
This statement is somewhat true of me now.
0 1 2 3 4 5 6 7
This statement is not at all true of me now.
0 1 2 3 4 5 6 7
This statement seems irrelevant to me.
0 1 2 3 4 5 6 7
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Hand Score your Questionnaire using the Quick
Scoring Device
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Individually identify your two highest
concerns Compare to others at your
table Discuss similarities differences
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Hypothesized Development SoC
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Hypothesized Development of SoC
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Hypothesized Development of SoC
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Hypothesized Development of SoC
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Time for lunch!
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Key Concept
Change is a highly personal experience.
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Open-Ended Questions
Identifying and addressing the needs of
individuals so that they can continue on with the
change process
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Distribution of SoC for Increasing the Levels of
Rigor and Relevance in Instructional Activities
N233/726 (44)
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Key Concept
Change is best understood in operational terms.
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Scoring Open-Ended Statements

• 1. Scoring Examples
• 2. Individually, read the next five open-ended
  statements, scoring each one (0-6)
• 3. Share/ Discuss scoring- large group

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Scoring Open-Ended Statements

• Individually, continue reading each concern
  statement and score it 0-6 (s 6-25)
• Share individual scores (Every 5)
• Come to consensus on the scores

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Determining Interventions
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Key Concept
Change is accomplished by individuals.
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Open-Ended Question for the Fall Semester TLQD Day
What concerns you about using the strategy
Rigorous and Relevant Classroom Conversations?
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Key Concept
The focus of facilitated change should be on
individuals, innovations, and the context
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Dont jump to conclusions!
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Logistics for TLQD
What needs to be done to prepare staff members
for TLQD?
Team Planning Time
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Closure
Please provide us with individual feedback
regarding todays workshop..
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(No Transcript)
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Whole Group Score Cedar Falls
71
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Whole Group Score Clear Lake
17
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Day at a Glance
830 Welcome Opener (Key concepts- Yr. 1)
900 Where have we beenWhere are we going?
and Sampling 1000 Break 1015 Overview of
CBAM- SoC- Practice 1200 Lunch 1230 Stages
of Concern Interventions 115 Logistics for
TLQD 140 Team Planning Time 210 Closure
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Interpretation of SoC Data
Interpretations are not final truths
Interpretations can be done with individual or
group data
Group data is less sensitive to individual
differences
Percentile figures are not absolute instead they
are relative to the other stage scores for that
individual
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What might this profile indicate?
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What might this profile indicate?
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What might this profile indicate?
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What might this profile indicate?
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Key Concept
Change involves developmental growth.
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Key Concept
Change is a process, not an event