j. moms mabley if you always do what you always did, you will always get what you always got

J. “Moms” Mabley

If you always do what you always did, you will

always get what you always got.

Richard D. Jones

International Center for Leadership in Education

International Center for International Center for Leadership in EducationLeadership in Education

Teaching for Rigor Teaching for Rigor and Relevanceand Relevance

Willard Wirtz

There aren’t two worlds -- education and work, there is one world -- life

Rigorous and Rigorous and RelevantRelevantLearningLearning

RigorRigor

RelevanceRelevance

My only skill is taking tests.

All StudentsAll Students

CTE- What doesn’t changeCTE- What doesn’t change

External standardsExternal standardsFocus on total student needsFocus on total student needsLearn through applicationLearn through applicationNot limited to classroom/labNot limited to classroom/labConnection with communityConnection with community

AgendaAgenda

•Why Rigor Relevance•Successful School Practices •Rigor/Relevance Framework •RR and Assessments•Raising Rigor/Relevance •Strategies •CTE Matrix •Reading Research and Strategies

??? Why ?????? Why ???Rigorous and Rigorous and

RelevantRelevantLearningLearning

Information TechnologiesInformation Technologies

IMIM Freelance.comFreelance.com Camera Camera Visual ThesaurusVisual Thesaurus Phones that connect you to Phones that connect you to

the worldthe world Bugging the world - RFIDsBugging the world - RFIDs Opencourseware - MITOpencourseware - MIT WikipediaWikipedia Google’s Open LibraryGoogle’s Open Library

http://www.earthcam.com/usa/newyork/timessquare/

http://www.visualthesaurus.com/online/index.html

“The World Is Flat”

Triple Triple convergenceconvergence

Global Web-

enabled Workspace

New Ways of DoingBusiness

New Knowledge

Workers

Summary of RateYourFuture.org

Survey FindingsOver 10,000 16-18 year olds in high schools surveyed

Major FindingsOf students who plan to graduate from high school:

• Less than 1 in 10 say high school has been “very hard.”

• More than one-third say high school has been “easy.”

• 32% “strongly agree” they would work harder if high school offered more demanding and interesting courses.

• 71% think taking courses related to the kinds of jobs they want is the best way to make their senior year more meaningful.

100 High School Freshmen

• 67 Graduate

• 38 To College

• 26 2nd Year

• 18 Degree in 6 years

–82 Decide to Quit Education

Views You Can Usehttp://www.leadered.com

http://www.leadered.com/

Changing Nature of WorkChanging Nature of Work

International ComparisonsInternational Comparisons

Changing Youth Changing Youth

Focus on on LearningFocus on on Learning

Not All SucceedingNot All Succeeding

Explain What is ImportantExplain What is Important

It is what is on THE testIt is what is on THE test

Increase Student MotivationIncrease Student Motivation

Rigor and RelevanceRigor and Relevance????

Why ????

• Personalized Learning• High Expectations• Data - Driven Decisions • 9th Grade Transition• Challenging 12th Grade• Rigorous and Relevant CurriculumRigorous and Relevant Curriculum• Effective Leadership Effective Leadership • Relationships Driven by Guiding Princip

lesSustained Professional Development

Exemplary Characteristics Exemplary Characteristics

Hebrew proverb

Do not confine your children to your own learning, for they were born in another time.

International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.

Rigor/Relevance Rigor/Relevance FrameworkFramework

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Knowledge Knowledge TaxonomyTaxonomy

AssimilationAssimilationof knowledgeof knowledge

Acquisition Acquisition of knowledgeof knowledge

Thinking Thinking ContinuumContinuum

Knowledge TaxonomyKnowledge Taxonomy

1. Recall Knowledge1. Recall Knowledge2. Comprehension 2. Comprehension 3. Application 3. Application 4. Analysis 4. Analysis 5. Synthesis 5. Synthesis 6. Evaluation 6. Evaluation

Managing ResourcesManaging Resources

Knowledge Taxonomy

6 Evaluate spending habits of spouse

1 Identify money

2 Explain values

5 Set goals based on budget

4 Match expenses to budget

3 Buy something within budget

Basic NutritionBasic Nutrition

Knowledge Taxonomy

6 Appraise results of personal eating habits over time

5 Develop personal nutrition goals

4 Examine success in achieving nutrition goals

3 Use nutrition guidelines in planning meals

2 Explain nutritional value of foods

1 Label food by nutritional groups

Knowledge Knowledge Taxonomy Taxonomy

Verb ListVerb List

Application Application ModelModel

AcquisitionAcquisitionof knowledgeof knowledge

ApplicationApplicationof knowledgeof knowledge

Action ContinuumAction Continuum

Application ModelApplication Model

1 Knowledge of one discipline1 Knowledge of one discipline

2 Application within discipline2 Application within discipline

3 Application across 3 Application across disciplinesdisciplines

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

Managing ResourcesManaging Resources

11 Know money valuesKnow money values

22 Solve word problemsSolve word problems

33 Relate wealth to quality of Relate wealth to quality of lifelife

44 Prepare budgetPrepare budget

55 Handle lottery winningsHandle lottery winnings

Application Model

Basic NutritionBasic Nutrition

Application Model

1 Label food by nutrition groups 2 Rank foods by nutritional value3 Make cost comparison of foods

considering nutritional value4 Develop nutritional plan for a health

problem affected by food5 Devise a sound nutritional plan for a

group of 3 year-olds who are “picky” eaters

Levels of Application Model

ApplicationApplicationModel Model

Decision TreeDecision Tree

Is it Application?Is it Application?◆If NO If NO

If YES - Is it real world?If YES - Is it real world?◆If NO and one disciplineIf NO and one discipline◆If NO and interdisciplinaryIf NO and interdisciplinary

If YES - Is it unpredictable?If YES - Is it unpredictable?◆If NO If NO ◆If YES If YES


Level 1

Level 2

Level 3

Level 4

Level 5

•Conducting a scientific experiment•Reading a historical novel•Basic computation (add, subtract, multiply, divide)•Measuring volume of liquids•Technical writing•Speaking to an audience•Determining probability •Personal health and wellness•Predicting events based on probability•Critical viewing skills•Collecting and analyzing data•Correct grammatical use of language

•Computer spreadsheet•Word processing•Poetry•Measurement of area•Interpersonal communication•Physical fitness•Nutrition•Parenting•Citizenship•Economics•U . S. Geography•Scientific classification systems•Cellular Biology•Writing letters•Preparing a personal budget


1 Knowledge of one discipline1 Knowledge of one discipline

2 Application within discipline2 Application within discipline

3 Application across 3 Application across disciplinesdisciplines

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 Framework

1. Recall Knolwedge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

1. Knowledge of one discipline

2. Application within discipline

3. Application across disciplines

4. Application to real world predictable situations

5. Application to real world unpredictable situations

Knowledge Application

1

2

3

4

5

6

1 2 3 4 5


1

2

3

4

5

6

1 2 3 4 5

A


B

C D

KNOWLEDGE


AA BB

DDCC


SkillSkill

Identify, collect or Identify, collect or sort pertinent sort pertinent information while information while reading.reading.

Quadrant A

Read a science experiment and identify the necessary materials to perform the experiment.

Quadrant B

Locate and read current articles on biotech.

Quadrant CQuadrant C

Read and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.

Quadrant DQuadrant D

Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

RIGOR

RELEVANCE

AA BB

DDCC


TeacherTeacherWorkWork

Teacher/Student RolesTeacher/Student Roles

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


RightRightAnswerAnswer

Did Students Get it Right?Did Students Get it Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


Describe function of Describe function of gasgas

spectrophotometerspectrophotometer

DifficultDifficult

Solve quadratic Solve quadratic equationsequations

Determine cost efficent Determine cost efficent heating for new home heating for new home

designdesign

Troubleshoot Troubleshoot lawnmower that lawnmower that

doesn’t startdoesn’t start

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


Count by 5s to 100Count by 5s to 100

EasyEasy

Compare captialism Compare captialism and socialismand socialism Write a letter to the editorWrite a letter to the editor

Make change as Make change as cashier without cashier without working registerworking register

High

HighLow

Low

KNOWLEDGE


AA BB

DDCC


KNOWLEDGE


AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework• 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.

KNOWLEDGE


AA BB

DDCC


• 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.

KNOWLEDGE


AA BB

DDCC


• 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.

KNOWLEDGE


AA BB

DDCC


• 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.

KNOWLEDGE


AA BB

DDCC

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.

KNOWLEDGE


AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework• 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.

KNOWLEDGE


AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework• 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.

Rigor/RelevanceReflecting on Teaching

Activity

Rigor/RelevanceChallenge

R/R ChallengeStandard Quadrant A Performance

Understand rules of grammar, usage,

punctuation, and spelling

Memorize spelling Words

Perform operations with numbers

Solve word problems

Demonstrate U S geography

Label States on a map

Understand systems of human body

Write description of human system

KNOWLEDGE


AA BB

DDCC


Rigor/RelevanceRigor/RelevanceFramework andFramework and

AssessmentsAssessments

Rigor/RelevanceAssessment Challenge

Activity

Types of AssessmentTypes of Assessment

Multiple ChoiceMultiple Choice Constructed ResponseConstructed Response Extended ResponseExtended Response Process PerformanceProcess Performance Product PerformanceProduct Performance PortfolioPortfolio InterviewInterview Self ReflectionSelf Reflection

Rigorous and Relevant Instruction

Low

High

Low High

TraditionalTests

Performance


KNOWLEDGE


•• Extended Extended ResponseResponse

•• Product Product PerformancePerformance

Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework

•• PortfolioPortfolio•• Product Product

PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection

•• Process Process •• PerformancePerformance•• Product Product

PerformancePerformance

•• Multiple ChoiceMultiple Choice•• Constructed Constructed

ResponseResponse

KNOWLEDGE


AA BB

DDCC


R/R and AssessmentR/R and Assessment

Determine the level of Rigor and Relevance on state tests.

Develop your tests to parallel state tests when preparing for them.

Use performance assessment when you want Quadrant D achievement

Keep level of assessment consistent with expectation for performance.

Let students know assessment in advance

Rigor/ Relevanc

eHandboo

k

Planning Planning InstructionInstruction

Raising the Level Raising the Level of Rigor and of Rigor and RelevanceRelevance

RIGOR

RELEVANCE

AA BB

DDCC

Increasing Rigor/RelevanceIncreasing Rigor/Relevance

High

HighLow

Low

Challenging AssessmentsChallenging Assessments

Interdisciplinary InstructionInterdisciplinary Instruction

Reading in the Content Area Reading in the Content Area

RelationshipsRelationships

Use of TechnologyUse of Technology

New Teaching IdeasNew Teaching Ideas

Peer Teaching ObservationsPeer Teaching Observations

Action ResearchAction Research

Continuous Professional DevelopmentContinuous Professional Development

Increasing Rigor and Increasing Rigor and RelevanceRelevance

Rigor/Rigor/Relevance Relevance

andandInstructionalInstructional

StrategiesStrategies

Instructional Instructional Strategies: Strategies:

How to Teach How to Teach for Rigor and for Rigor and

RelevanceRelevance

“Teaching is only as good as the learning that takes place.”

Instructional Strategies: Instructional Strategies: How to Teach for Rigor and How to Teach for Rigor and

RelevanceRelevance

KNOWLEDGE


AA BB

DDCC


Rigor/RelevanceWhat Works Best?

Activity

ResearchResearch

When to Use When to Use StrategyStrategy

Based on Based on Rigor/RelevanceRigor/Relevance

FrameworkFramework

StrategiesStrategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Instructional

TechnologyTechnology LectureLecture Note-taking/Graphic Note-taking/Graphic

Organizers Organizers

MemorizationMemorization

Presentations/ExhibitionsPresentations/Exhibitions

Research Research

Problem-based learningProblem-based learning

Project DesignProject Design

Simulation/Role-playing Simulation/Role-playing

Socratic SeminarSocratic Seminar

Teacher Questions Teacher Questions

Work-based Learning Work-based Learning

Selecting Strategies on Rigor/RelevanceSelecting Strategies on Rigor/Relevance

Guided PracticeGuided PracticeLectureLectureMemorizationMemorization

Best Strategies for Quadrant A - Acquisition

Cooperative LearningCooperative Learning

DemonstrationDemonstration

Instructional TechnologyInstructional Technology

Problem-based LearningProblem-based Learning


Simulation/Role PlayingSimulation/Role Playing

Work-based LearningWork-based Learning


Best Strategies for Quadrant B - Application

BrainstormingBrainstorming InquiryInquiry Instructional TechnologyInstructional TechnologyResearchResearchSocratic SeminarSocratic SeminarTeacher QuestionsTeacher Questions


Best Strategies for Quadrant C - Assimilation

BrainstormingBrainstormingCooperative Cooperative

LearningLearningInquiryInquiryInstructional Instructional

TechnologyTechnologyPresentations/ Presentations/

ExhibitionsExhibitionsProblem-based Problem-based

LearningLearning


ResearchResearch

Simulation/Role-Simulation/Role-playingplaying

Socratic SeminarSocratic Seminar

Teacher Teacher QuestionsQuestions

Work-based Work-based LearningLearning


Best Strategies for Quadrant D - Adaptation

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance FrameworkStrategiesStrategies

High

HighLow

Low

Compare and Compare and ContrastContrastSummarizingSummarizing

Design a Real Design a Real World ProductWorld ProductTeach OthersTeach Others

CreateCreate

Role PlayRole Play

Strategies that Work Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing

Recognition Homework and Practice Nonlinguistic Representations

Robert Marzano, 2001

Strategies that WorkStrategies that Work Cooperative Learning Cooperative Learning Setting Objectives and Providing Setting Objectives and Providing

Feedback Feedback Generating and Testing Hypotheses Generating and Testing Hypotheses Cues, Questions, and Advance Cues, Questions, and Advance

Organizers Organizers

Robert Marzano, 2001

Suggestion for Suggestion for Sequencing LearningSequencing Learning

Don’t always start in Quadrant ADon’t always start in Quadrant A Consider starting with real world Consider starting with real world

problemsproblems Use inquiry for launching activitiesUse inquiry for launching activities Use variety of individual and group Use variety of individual and group

student workstudent work Make each part of learning Make each part of learning

experience importantexperience important

Data - driven Data - driven DecisionsDecisions


Curriculum MatrixCurriculum Matrix

ICLE Curriculum SurveyLanguage Arts - Top 10 Topics

_Apply in writing the rules of grammar, punctuation and spelling

_Gather, analyze and summarize information from a variety of sources

_Give oral directions that are clear and understood _Follow oral directions_Identify and select pertinent information while reading_Follow written directions carefully and accurately_Understand rules of grammar, usage, punctuation, and spelling

_Develop processes for understanding and remembering_Prepare and deliver individual speeches 2.Know how to decipher unfamiliar words

_Perform operations with numbers include, decimals, ratios, percents and fractions

_Understand characteristics of parallel, perpendicular, and intersecting lines

_Understand basic algebraic properties_Understand characteristics of angles_Understand best procedures for statistical data collection, organization and display

_Understand basic geometry ( point, line, plane)_Understand and use variables in expressions_Use correct order for performing algebraic expressions_Compute the distance between two points2.Understand properties of circles

ICLE Curriculum SurveyMathematics - Top 10 Topics

_ Understand how and why rotation and revolution of earth affect day, seasons and weather

_ Understand systems of human body_ Understand nutrition_ Know the metric system and conversion_ Make observation of the local environment using senses and

instruments_ Understand technology changes environment_ Know processes in water cycle_ Understand reproduction of living things from cells to

species_ Understand cells and functions2.Understand human impact on environment and ways to

improve

ICLE Curriculum SurveyScience - Top 10 Topics

Curriculum Matrix Kit


Career and Technical Career and Technical EducationEducation

CTE Kit components

DataPriority standardsIntegration by Cluster

Agriculture and Natural Resources • Ag Production• Ag Services (Ag Business)• Ag Mechanics• Natural ResourcesArchitecture and Construction • Architecture• Surveying and Drafting• ConstructionArts, Audiovisual Technology and

Communications • Visual Arts and Design• Performing Arts• CommunicationsBusiness and Administration • Accounting• Human Resources• Marketing and Management• Entrepreneurship

Education and Training • Education/ TrainingFinance• Banking• Insurance• Securities and CommoditiesGovernment and Public Admin.• Administrative• Service ProviderHealth Science • Professional Services• Health Administration• Home Health Care Services• HospitalsHospitality and Tourism• Lodging• Food• Travel

Career Clusters

Human Services • Professional Services• Child Care• Social ServicesInformation Technology • Computer and Data Processing• Network Systems• Computer Systems• Product and Service Dev.Law and Public Safety • Legal Occupations• Protective Service Occupations• Armed Forces OccupationsManufacturing • Production• Design• Maintenance

Retail/Wholesale Sales and Service • Retail• Wholesale• ServiceScientific Research/ Engineering• EngineeringTransportation, Distribution and

Logistics • Transportation • Distribution• Logistics

Career Clusters, continued

CTE MatrixState StandardRelated Essential

Skills and priorityPriority on State Test

AppropriatenessFor Integration

Using CTE Matrix

Curricular Mapping Prioritize InstructionIntegrated (Interdisciplinary

Instruction)PR--Validate CTE ProgramOptions for StudentsAccountability--CTE Program

ReadingReading

KNOWLEDGE


AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance FrameworkReadingReading

ReadingReadingto acquire meaningto acquire meaning

ReadingReadingto acquire to acquire knowledgeknowledge

ReadingReadingto learn proceduresto learn procedures

Reading to acquire Reading to acquire meaning and meaning and proceduresprocedures

RIGOR

RELEVANCE

AA BB

DDCC


Identify Main Points Identify Main Points in a Text.in a Text.

Raising Rigor and RelevanceRaising Rigor and Relevance

Compare Main Compare Main Point of Text to Point of Text to

Similar and Similar and Different TextsDifferent Texts

Relate Main Points Real Relate Main Points Real World, Current Situation World, Current Situation

Negotiate a Negotiate a Collaborative Collaborative

Summary with a Summary with a PeerPeer

High

HighLow

Low

Grade EquivalentGrade Equivalent

Semantic DifficultySemantic Difficulty

Syntactic ComplexitySyntactic Complexity

Lexile FrameworkLexile Framework

Semantic DifficultySemantic Difficulty

Syntactic ComplexitySyntactic Complexity

Lexile LiteratureLexile Literature1500 - On Ancient Medicine1400 - The Scarlet Letter1300 - Brown vs. Board of Ed.1200 - War and Peace1100 - Pride and Prejudice1000 - Black Beauty 900 - Tom Swift in the Land of Wonders 800 - The Adventures of Pinocchio 700 - Bunnicula: A Rabbit Tale of Mystery 600 - A Baby Sister for Frances 500 - The Magic School Bus Inside the Earth 400 - Frog and Toad are Friends 300 - Clifford’s Manners

Lexile TextsLexile Texts1500 - The Making of Memory: From Molecules to Mind;

Doubleday1400 - Philosophical Essays; Hackett Publishing1300 - Psychology: An Introduction; Prentice Hall1200 - Business; Prentice Hall1100 - America: Pathways to Present; Prentice Hall1000 - Writing and Grammar Gold Level; Prentice Hall 900 - World Cultures: A Global Mosaic; Prentice Hall 800 - Word 97; Glencoe/McGraw-Hill 700 - World Explorer: The U.S. & Canada; Prentice Hall

600 - Science (Grade 4); Addison-Wesley 500 - People and Places; Silver Burdett Ginn 400 - Imagine That!; Scholastic Inc. 300 - My World; Harcourt Brace

Personal UsePersonal Use

Aetna Health Care Discount Form (1360)Medical Insurance Benefit Package (1280)Application for Student Loan (1270)Federal Tax Form W-4 (1260) Installing Your Child Safety Seat (1170)Microsoft Windows User Manual (1150)G.M. Protection Plan (1150)CD DVD Player Instructions (1080)

NewspapersNewspapers

Reuters (1440)NY Times (1380)Washington Post (1350)Wall Street Journal (1320)Chicago Tribune (1310)Associated Press (1310)USA Today (1200)

Reading Comparison – High School

16 Career Clusters16 Career ClustersDepartment of EducationDepartment of Education

Reading RequirementsReading RequirementsFindingsFindings

Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16

Consistent Across CountryConsistent Across Country

Reading Requirements ResearchReading Requirements Research

Law/Public Safety 1420 - 1740Ag/Natural Resources 1270 - 1510Information Tech 1290 - 1460Transportation/Distr./Log. 1170 - 1350Architecture/Construction 1210 - 1340 Business and Admin. 1230 - 1330Manufacturing 1200 - 1310Health Science 1260 - 1300Retail/Wholesale 1170 - 1270Scientific Research/Engr. 1190 - 1240Human Services 1050 - 1200Arts/AV Tech/Comm. 1110 - 1190

25% 75%

Human ServicesHuman Services

ConstructionConstruction

ManufacturingManufacturing

Types of Data ExampleType of Data Literacy

Student Learning Performance on •State Test

Demographics

Processes

Curriculum and Instruction

Types of Data ExampleType of Data Literacy

Student Learning Performance on •State Test•Local AssessmentSurveys on interestQuantity of ReadingOberservation of Reading Levels

Demographics Incoming Student Reading Levels

Processes Reading Levels of •Textbooks•Teaching Materials•Success of Reading Practices

Curriculum and Instruction

Level of Reading Comprehension on •State Test•Real World•Postsecondary Learning

Culinary Arts Academy

155

Reading in the Content AreaReading in the Content Area

Adjusting to Student Reading Levels

Pre-reading Activities Vocabulary StrategiesNotetaking and Graphic

Organizers

ICLE Philosophy

RigorRelevanceAll Students

International Center for Leadership in Education, Inc.

Helen M. Branigan [email protected]

Richard Jones [email protected]

Senior Consultants

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

j. moms mabley if you always do what you always did, you will always get what you always got

Documents

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