1
The greatest danger in times of turbulence is
not the turbulence it is to act with yesterday's
logic.Peter Drucker
www.nyctecenter.org
1
Successful Practices Network
2
CTE Makes A Difference
www.nyctecenter.org
2
Successful Practices Network
3
CTE can make a difference in implementing Common
Core State Standards
www.nyctecenter.org
3
Successful Practices Network
4
Common Core State Standards will become real when
Next Generation Assessments are introduced.
www.nyctecenter.org
4
Successful Practices Network
5
What do we know about Next Generation Assessments?
www.nyctecenter.org
5
Successful Practices Network
6
Activity
www.nyctecenter.org

• How is preparing for Next Generation Assessments
  like preparing to win the SuperBowl?

6
Successful Practices Network
7
Assessments and Super Bowl
www.nyctecenter.org

• Many unknowns
• Start early
• Takes a team effort
• Needs details in preparation
• Requires leadership
• Demands perseverance
• A simple mental image helps to maintain focus and
  commitment

7
Successful Practices Network
8
www.nyctecenter.org
Focus - Starts with Why
CCSS Overview Video from Ohiohttp//www.youtube.co
m/watch?vyll0fJrUAWE
8
Successful Practices Network
9
There arent two worlds -- education and work,
there is one world -- lifeWillard Wirtz
www.nyctecenter.org
9
Successful Practices Network
10
Implementing CCSS IS NOT about
www.nyctecenter.org

• More Difficult Tests
• Developing Great Lesson Plans
• Buying New Textbooks
• Hiring Highly Qualified Teachers
• Firing Worst Teachers
• Ranking Schools

10
Successful Practices Network
11
Implementing CCSS is IS about
www.nyctecenter.org

• Schools collaboratively working to raise
  achievement
• Developing student relationships essential to
  increasing student effort
• Personalizing instruction to engage students
• Adding relevance as a path to rigor
• Applied instruction to deepen learning

11
Successful Practices Network
12
Using Rigor/Relevance Framework to Drive
Instructional Change
www.nyctecenter.org
Keep a focus and commitment through a mental
model
12
Successful Practices Network
13
Rigor and Relevance
Worthy goal, fuzzy concept
14
Rigor and Relevance
Make Rigor and Relevance Quantifiable
15
Rigor/Relevance Framework
16
Rigor/Relevance Framework
6
Thinking /Knowledge
Rigor
5
4
3
2
Relevance
Action/Application
1
1
2
3
4
5
108
17
Rigor/Relevance Framework
Four Quadrants of Learning
C
D
Complex Analytical
Challenging Real World
High
RIGOR
A
B
Routine Memorization
Practical Hands On
Low
High
Low
RELEVANCE
14
18
Real understanding requires and leads to a shift
in ones mental model.Renate Nummela Caine
19
Rigor and Relevance without Relationships may
result in teaching but not much learning
Rigor without relevance is a race to nowhere.
Relevance without Rigor prepares students for
yesterday, not tomorrow
20
R/R Framework is a simple, yet powerful mental
model to guide instructional improvement in
academic and CTE learning
21
Rigor/Relevance Framework
22
Rigor/Relevance Framework

• 1. Recall Knowledge
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

Knowledge
Application
Low
1. Application within discipline 2. Knowledge of
one discipline 3. Application across
disciplines 4. Application to real world
predictable situations 5. Application to real
world unpredictable situations
High
23
Rigor/Relevance Framework
Opening Question
D
C
Write directions on how to connect new television
to cable and DVD recorder.
Read and analyze three original newspaper
articles from WW II, identify reasons for
opposition to US entry into the war.
RIGOR
High
A
B
Read a description of a science experiment and
list the necessary materials to perform the
experiment.
Locate and read a current article on
biotechnology, summarize the innovation and
benefits to humans.
Low
High
Low
18
RELEVANCE
24
Rigor/Relevance Framework
  Determine the axis of symmetry for a
parabolic equation.
D
C
  Program a robot to move in symmetrical pattern.
RIGOR
High
  Find shapes/things around you that have
symmetry
A
B
  Given a set of shapes, identify symmetries
Low
High
Low
18
RELEVANCE
25
Rigor/Relevance Framework
D
C
Compare features of web development software.
RIGOR
High
Create a full web site for a local business.
A
B
Demonstrate web development software functions.
Design web page.
Low
High
Low
18
RELEVANCE
26
Rigor/Relevance Framework
D
C
Compare heat loss ratings and cost of building
materials.
RIGOR
High
Design and construct storage shed.
A
B
List safety procedures.
Use power tools correctly.
Low
High
Low
18
RELEVANCE
27
Rigor/Relevance Framework
D
C
RIGOR
High
Conduct Safety audits of homes
Analyze homes for child safety hazards.
A
B
Demonstrate child care tasks with simulated
infant.
List parent responsibilities.
Low
High
Low
18
RELEVANCE
28
Rigor/Relevance Framework
D
C
Student Thinks Works
Student Thinks
RIGOR
High
A
B
Student Works
Teacher Works
Low
High
Low
18
RELEVANCE
29
Students think in complex ways and apply acquired
knowledge and skills, even when confronted with
perplexing unknowns, to find creative solutions
and take action that further develops their
skills and knowledge.
Evaluation 6
D Adaptation
Synthesis 5
Analysis 4
High-level Knowledge
High-level Application
Application 3
3 Apply knowledge across disciplines
4 Apply to real-world predictable situation
5 Apply to real-world unpredictable situation
30
D Quadrant

• taxonomy
• play
• exhibit
• machine
• adaptation
• poem
• debate
• new game
• invention
• field guide

Verbs
Products

• brochure
• evaluation
• lesson
• estimation
• solution
• experiment
• trial
• editorial
• machine
• web site
• presentation
• advertisement

• modifyplanpodcastpredictprioritizeproposepublishra
  terecommendreviseteach

• animate
• adapt
• compose
• create
• design
• develop
• devise
• discover
• explore
• formulate
• invent

31
Raising the Level to Quadrant D
Activity
32
Rigor/Relevance Framework
D
C
RIGOR
High
A
B
Low
High
Low
18
RELEVANCE
33
Rigor/Relevance Framework
D
C
Revise a menu and prepare luncheon when four
people are require special meals
RIGOR
High
A
B
Prepare luncheon meal for 20 people.
Low
High
Low
18
RELEVANCE
34
Benefits of Using the R/R Framework

• Tool for collaboration and reflection
• Inclusive
• Shift focus to student learning
• Increased student engagement
• Prepare for Next-Generation Assessments
• Framework for selecting strategies and assessments

35
Increasing Text Complexity
www.nyctecenter.org
Text Complexity Grade Band Previous Lexile Ranges Lexile Ranges Aligned to CCR
K1 N/A N/A
23 450L725L 450L790L
45 645L845L 770L980L
68 860L1010L 955L1155L
910 960L1115L 1080L1305L
11CCR 10701220 12151355
35
Successful Practices Network
36
Focusing on Informational Text
www.nyctecenter.org
Grade Literary Text Informational Text
4 50 50
8 45 55
12 30 70
36
Successful Practices Network
37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
Common Core State StandardsELA - Six Shifts in
Learning

1. Increase in Nonfiction Texts
2. Content Area Literacy
3. Increase Text Complexity
4. Text-Based Answers
5. Focus on Writing Arguments
6. Academic Vocabulary

40
41
(No Transcript)
42
Common Core State StandardsMath - Six Shifts in
Learning

1. Focus
2. Coherence
3. Fluency
4. Deep Understanding
5. Application
6. Dual Intensity

43
Routes to High Rigor and Relevance
Pinnacle of High R/R Adaptive Learning
Low R/R Quadrant A - Acquisition Learning
Dick Jones, ICLE, 2010
44
Quadrant A Verbs

• calculatechoosecountdefinedescribefindidentifylabe
  llistlocatematchmemorize

• name
• point to
• recall
• recite
• record
• say
• select
• spell
• view

45
Quadrant B Verbs

• maintain
• make
• measure
• model
• operate
• play
• practice
• produce
• relate
• role play
• sequence
• show
• solve
• tune
• use

• adjustapplybuildcollectconstructdemonstratedisplay
  dramatizedrawfixfollowillustrateinterpretinterview
  look up

46
Quadrant C Verbs

• evaluate
• examine
• explain
• express
• generate
• infer
• judge
• justify
• prove
• research
• study
• summarize

• analyzecategorizeclassifycompareconcludecontrastde
  batedefenddiagramdifferentiatediscriminate

47
Quadrant D Verbs

• invent
• modify
• plan
• predict
• prioritize
• propose
• rate
• recommend
• revise
• teach

• adaptcomposeconcludecreatedesigndevelopdiscoverexp
  loreformulate

48
Rigor/Relevance Framework
49
CC Math
Frequency of Verbs
17 Generate 12 Develop 9 Compose 9 Produce 9
Create
85 Represent 46 Compare 43 Explain
102 Solve 63 Find 42 Describe 23
Identify 15 Determine 9 Calculate 8
Define
69 Interpret 43 Apply 38 Model 16
Estimate
50
CC ELA
Frequency of Verbs
22 Craft 21 Create 14 Produce 12 Develop
27 Provide 17 Apply 15 Demonstrate
65 Read 51 Determine 31 Describe 24 Comprehend
51
(No Transcript)
52
Common Career Technical Core
www.nyctecenter.org
Career Ready Practices RR Quad D Relationships Personal Skills
1
2
3
4
5
6
7
8
9
10
11
12
52
Successful Practices Network
53
www.nyctecenter.org
Successful Practices Network
54
www.nyctecenter.org
Successful Practices Network
55
www.nyctecenter.org
Successful Practices Network
56
www.nyctecenter.org
Successful Practices Network
57
www.nyctecenter.org
Successful Practices Network
58
www.nyctecenter.org
Successful Practices Network
59
www.nyctecenter.org
Successful Practices Network
60
www.nyctecenter.org
Successful Practices Network
61
CTE Role in CCSS
www.nyctecenter.org

• Advocates for increasing reading comprehension
• Source of informational text
• Introduce RR Framework and CTE Next Navigator
• Source of ideas for relevance (contextual
  learning and real world application)
• Inspiration for student engagement and
  heterogenous instruction.

61
Successful Practices Network
62
"Never let your expectations be limited by what
you think is possible."Benjamin Bloom