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

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Rigor

RIGOR

CFN 211 Principals’ Conference

January 24, 2014

Jean McKeon, Network Leader

Kim Gori-Rizzo & Tracy Keane


What is rigor

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?


New calls for rigor

  • 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


Seven myths of rigor

  • 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


Ways to increase rigor

RRaise the level of Content

IIncrease the Complexity

GGive appropriate support and guidance

OOpen your Focus

RRaise Expectations

Ways to Increase Rigor


Raise the level of content

  • Focus on depth

  • Various types of texts

  • Create interdisciplinary lessons and projects

  • Ensure all content is challenging

Raise the level of Content


Increase complexity

  • 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


Give appropriate support and guidance

  • Provide Extra Scaffolding for Students

  • Model Expected Instructional Behaviors

  • Provide Clear Expectations

  • Present Multiple Opportunities to Learn

Give Appropriate Support and Guidance


Open your focus

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


Raise expectations

  • Expecting the Best

  • Expanding the Vision

  • Ownership of Learning

  • Tracking Progress

  • Creating a Culture

Raise Expectations


Assessment impacts learning

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


Let s hear from babs

Let’s hear from Babs!


Classroom visit tool

Classroom Visit Tool


Classroom visit schedule

Classroom Visit Schedule


Classroom visit reflections

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


For further reference

Adding Rigor

Principal Leadership, NASSP, Sept. 2009

By Ronald Williamson and

Barbara Blackburn

For further reference…


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