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RIGOR

RIGOR. CFN 211 Principals’ Conference January 24, 2014 Jean McKeon, Network Leader Kim Gori-Rizzo & Tracy Keane.

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RIGOR

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  1. RIGOR CFN 211 Principals’ Conference January 24, 2014 Jean McKeon, Network Leader Kim Gori-Rizzo & Tracy Keane

  2. Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. (Blackburn, 2013) What is Rigor?

  3. The Condition of College and Career Readiness has reinforced the lack of preparedness of middle school students as well as high school graduates for college and for the workforce. • The CCLS reinforce the need for increased rigor. Rigor is at the center of the standards, and much of the push for the standards came from a concern about the lack of rigor in many schools today. New Calls for Rigor

  4. Lots of homework is a sign of rigor. • Rigor means doing more. • Rigor is not for everyone. • Providing support means lessening rigor. • Resources equal rigor. • Standards alone take care of rigor. • Rigor is just one more thing to do. Seven Myths of Rigor

  5. R Raise the level of Content I Increase the Complexity G Give appropriate support and guidance O Open your Focus R Raise Expectations Ways to Increase Rigor

  6. Focus on depth • Various types of texts • Create interdisciplinary lessons and projects • Ensure all content is challenging Raise the level of Content

  7. Increase the complexity of assignments from isolated facts to application of knowledge • Problem Based Learning • Complexity in Writing (RAFT-Role/Audience/Format/Topic) • Complexity with Vocabulary – require students to synthesize information about a term or concept and refine it to the key points Increase Complexity

  8. Provide Extra Scaffolding for Students • Model Expected Instructional Behaviors • Provide Clear Expectations • Present Multiple Opportunities to Learn Give Appropriate Support and Guidance

  9. Shift from a narrow, closed focus to a wider, more open-ended one by: • Open-Ended Questioning • Open-Ended Vocabulary Instruction • Open-Ended Projects • Open-Ended Choices for Students Open Your Focus

  10. Expecting the Best • Expanding the Vision • Ownership of Learning • Tracking Progress • Creating a Culture Raise Expectations

  11. Summative Assessments are used to evaluate students Formative Assessments are used to help a student and teacher adjust to improve learning Three-Step Process of Formative Assessment • Look at your students to learn about them • Watch their progress • Help them grow • G – Gauge where your students are • R – Recognize their strengths and weaknesses • O – One step at a time, provide instruction to help them grow • W -Watch them rise to higher levels Assessment: Impacts Learning

  12. Let’s hear from Babs!

  13. Classroom Visit Tool

  14. Classroom Visit Schedule

  15. After visiting classrooms, review your findings with your team: • Discuss evidence of rigor you observed. • In what ways are these practices rigorous? • Identify any trends you may have found • What are some concepts from today that we can bring back to our own schools? Classroom Visit Reflections

  16. Adding Rigor Principal Leadership, NASSP, Sept. 2009 By Ronald Williamson and Barbara Blackburn For further reference…

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