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STEPPING UP FOR SUCCESS ON THE MATH SOL: TAKING THE NEXT STEPS TOWARD AUTHENTIC ASSESSMENT

PREPARED FOR THE COLLABORATIVE LEARNING NETWORK OF THENORFOLK PUBLIC SCHOOLS

BY DAN MULLIGAN, FLEXIBLECREATIVITY.COMJANUARY 2015

“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend

on how we feel about the fact that we haven’t so far.”~Ron Edmonds

Note to our CLN network: This booklet is a WORKBOOK designed to be an interactive document. An

electronic copy is available at flexiblecreativity.com. Thank you…the management!

K – 5EDITION

TABLE OF CONTENTSTHE IMPORTANCE OF ‘I’ 3

MEASURING YOUR PRACTICE 5

LEARNING STRUCTURES TO CHECK FOR/BUILD BACKGROUND KNOWLEDGE 7

PREPARING FOR COMPUTER ADAPTIVE ASSESSMENT 10

AUTHENTIC ASSESSMENT: SAMPLE SOL SCRIMMAGE 22

ALIGNMENT OF DOK AND RIGOR/RELEVANCE FRAMEWORK 26

STRUCTURE: THINK AND TURN 30

DOK/QUADRANTS: VERBS AND PRODUCTS 31

DOK/QUADRANTS: STRUCTURES 33

PUTTING IT TOGETHER: TYPE OF THINKING + DEPTH OF THINKING 37

THE SECOND QUESTION 42

AUTHENTIC ASSESSMENT: A DEEPER UNDERSTANDING 43

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THE IMPORTANCE OF ‘I’ STATEMENTS AND EXPERIENCES

The research study identifies “Six Principles for Building an Indirect Approach” to building background knowledge.

1. The first principle is that students store background knowledge in “bimodal packets” and that these packets or “memory records” are based on eight “propositions” related to an “I” event, one in which the student is directly involved: what “I” did, how I felt, what I did to something, where I did something, what I did for or gave to someone, what happened to me during the event, what someone else did for me, and how I felt at the end of the event.

The specific details of the experience are “translated” into generalizations that the student then has available in his/her fluid intelligence. Further, the bimodal nature of the memory packet allows the student to connect the linguistic part of the memory [words] to nonlinguistic interpretation such as visual or mental images, sounds, smells, sensations of touch, and even emotions.

2. The second principle is that helping students store their experiences in 3

permanent memory can be enhanced. Students need minimally four exposures to new content, no more than two days apart, but the four exposures cannot be mere repetition; the four exposures must provide a variety of elaborations of the new content without requiring students to access another knowledge set.

3. The third principle acknowledges that while the target for instruction must be content-specific information, a student’s background knowledge outside the target content area can be a valuable tool as the student personalizes the new information.

4. The fourth principle emphasizes the need to increase opportunities for students to build academic knowledge through multiple exposures to the surface-level or basic terminology or concepts for a content area; teachers cannot build “more” background knowledge until their students have acquired the basic information.

5. The fifth principle promotes building background knowledge through vocabulary acquisition. Words are the labels students store in their memory packets, not just for single objects but rather for groups or families of objects. For example, when a child hears the word “store,” that child will pull all background knowledge that connects “store” to grocery store, convenience store, department store, etc., only if the student has a memory packet that allows him/her to explore different kinds of stores.

6. The sixth principle discusses using virtual experiences to enhance background knowledge. A student’s ability to read is obviously important for virtual experiences; however, equally important is the use of spoken language for virtual experience. Conversation, then, is an important instructional tool that should be used in the required multiple exposures for building students’ background information.

SOMETHING SOUNDS FAMILIAR HERE…Additionally, students need to be provided sustained, uninterrupted silent reading time, allowed to identify topics of interest to them, and required to write about what they read. Through “academic” notebooks (aka, interactive notebooks), students reveal thoughts, ideas, reservations, etc. The connection between what is read and what is written helps establish and support the acquisition of background knowledge. While “expressive journals” are important after reading literature, academic notebooks may ask students to respond to questions like “How would you use this information?” or “What do you find interesting about this information?” These notebooks may ask students to represent what they read with a graphic or a picture. Having students share their notebooks with others is another way to support the building process for background information through conversation and a reinforcement of the students’ understanding or reaction.

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FOCUS ON VOCABULARYResearch supports the positive results of direct vocabulary instruction, and this instruction typically involves ten to twelve words a week from high-frequency word lists that are grade and content-appropriate. However, problems exist, in part, because most “high frequency” word lists do not address the difficulty, appropriateness, or relevance of a word to a concept.

The eight characteristics of effective vocabulary instruction begins with the most important: Dictionary definitions should not be the first exposure for students to new words. Two of the other characteristics are, perhaps, more obvious:Students must have multiple exposures to words and word meanings, and teaching word parts supports student learning. Another important characteristic is that students are provided the opportunity to discuss the words they are learning. Research confirms that content-specific terms are most helpful in building academic vocabulary and credits the standards movement with helping shape national recommendations for these terms

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A CHILD CENTERED APPROACH TO THE SOL: PREPARING FOR COMPUTER ADAPTIVE TEST (CAT)

KINDERGARTEN

COMPUTATION AND ESTIMATIONEssential Knowledge Skills and Processes- At a Glance

Target for Understanding: Whole Number Operations

K.6 PA1 PA2 PA3T1 ML T2 M2 T3 M3

a. Combine two sets with known quantities in each set, and count the combined set using up to 10 concrete objects, to determine the sum, where the sum is not greater than 10

b. Given a set of 10 or fewer concrete objects, remove, take away, or separate part of the set and determine the result

One of the primary factors in improving student achievement is the degree to which students have been sufficiently engaged in

the knowledge, skills, processes, and vocabulary they will be held accountable to master.

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GRADE 1

COMPUTATION AND ESTIMATIONEssential Knowledge Skills and Processes – At a Glance

Target for Understanding: Whole Number Operations1.4 PA1 PA2 PA3

T1 ML T2 M2 T3 M3a. Select a reasonable order of magnitude for a given set

from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, and 500 jelly beans in jars) in a familiar problem situation

b. Given a familiar problem situation involving magnitude, explain why a particular estimate was chosen as the most reasonable from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral

1.5 PA1 PA2 PA3T1 ML T2 M2 T3 M3

a. Identify + as a symbol for addition, −¿ as a symbol for subtraction, and = as a symbol for equality

b. Recall and state orally the basic addition facts for sums with two addends to 18 or less and the corresponding subtraction facts

c. Recall and write the basic addition facts for sums to 18 or less and the corresponding subtraction facts, when addition or subtraction problems are presented in either horizontal or vertical written format


a. Interpret and solve oral or written story and picture problems involving one-step solutions, using basic addition and subtraction facts (sums to 18 or less and the corresponding subtraction facts)

b. Identify a correct number sentence to solve an oral or written story and picture problem, selecting from among basic addition and subtraction facts

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GRADE 2 COMPUTATION AND ESTIMATION

Essential Knowledge Skills and Processes – At a Glance

Target for Understanding: Number Relationships and Operations2.5 PA1 PA2 PA3

T1 ML T2 M2 T3 M3a. Recall and write the basic addition facts for sums to 20

or less and the corresponding subtraction facts, when addition or subtraction problems are presented in either horizontal or vertical written format


a. Regroup 10 ones for 1 ten, using Base-10 models, when finding the sum of two whole numbers whose sum is 99 or less

b. Estimate the sum of two whole numbers whose sum is 99 or less and recognize whether the estimation is reasonable

c. Find the sum of two whole numbers whose sum is 99 or less, using Base-10 models, such as Base-10 blocks and bundles of tens

d. Solve problems presented vertically or horizontally that require finding the sum of two whole numbers whose sum is 99 or less, using paper and pencil

e. Solve problems, using mental computation strategies, involving addition of two whole numbers whose sum is 99 or less


a. Regroup 1 ten for 10 ones, using Base-10 models, such as Base-10 blocks and bundles of tens

b. Estimate the difference of two whole numbers each 99 or less and recognize whether the estimation is reasonable

c. Find the difference of two whole numbers each 99 or less, using Base-10 models, such as Base-10 blocks and bundles of tens

d. Solve problems presented vertically or horizontally that require finding the difference between two whole numbers each 99 or less, using paper and pencil

e. Solve problems, using mental computation strategies, involving subtraction of two whole numbers each 99 or less

continued on next page

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GRADE 2 Name: ______________________________page 2 of 2


a. Identify the appropriate data and the operation needed to solve an addition or subtraction problem where the data are presented in a simple table, picture graph, or bar graph

b. Solve addition and subtraction problems requiring a one- or two-step solution, using data from simple tables, picture graphs, bar graphs, and everyday life situations

c. Create a one- or two-step addition or subtraction problem using data from simple tables, picture graphs, and bar graphs whose sum is 99 or less


a. Determine the missing number in a number sentence (e.g., 3 + __ = 5 or __+ 2 = 5; 5 – __ = 3 or 5 – 2 = __)

b. Write the related facts for a given addition or subtraction fact (e.g., given 3 + 4 = 7, write 7 – 4 = 3 and 7 – 3 = 4)

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GRADE 3 Name: _________________________COMPUTATION AND ESTIMATION

Essential Knowledge Skills and Processes – At a GlanceTarget for Understanding: Computation and Fraction Operations3.4 PA1 PA2 PA3

T1 ML T2 M2 T3 M3a. Determine whether an estimate or an exact answer is an

appropriate solution for practical addition and subtraction problem situations involving single-step and multistep problems

b. Determine whether to add or subtract in practical problem situations

c. Estimate the sum or difference of two whole numbers, each 9,999 or less when an exact answer is not required

d. Add or subtract two whole numbers, each 9,999 or less

e. Solve practical problems involving the sum of two whole numbers, each 9,999 or less, with or without regrouping, using calculators, paper and pencil, or mental computation in practical problem situations

f. Solve practical problems involving the difference of two whole numbers, each 9,999 or less, with or without regrouping, using calculators, paper and pencil, or mental computation in practical problem situations

g. Solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping


a. Recall and state the multiplication and division facts through the twelves table

b. Recall and write the multiplication and division facts through the twelves table


a. Model multiplication, using area, set, and number line modelsb. Model division, using area, set, and number line models

c. Solve multiplication problems, using the multiplication algorithm, where one factor is 99 or less and the second factor is 5 or less

d. Create and solve word problems involving multiplication, where one factor is 99 or less and the second factor is 5 or less


GRADE 3 Name: _________________________

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of 2


a. Demonstrate a fractional part of a whole, using1. region/area models (e.g., pie pieces, pattern blocks,

geoboards, drawings)2. set models (e.g., chips, counters, cubes, drawings)

3. length/measurement models (e.g., nonstandard units such as rods, connecting cubes, and drawings)

b. Name and write fractions and mixed numbers represented by drawings or concrete materials

c. Represent a given fraction or mixed number, using concrete materials, pictures, and symbols. For example, write the symbol for one-fourth and represent it with concrete materials and/or pictures

d. Add and subtract with proper fractions having like denominators of 12 or less, using concrete materials and pictorial models representing area/regions (circles, squares, and rectangles), length/measurements (fraction bars and strips), and sets (counters)

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GRADE 4

COMPUTATION AND ESTIMATIONEssential Knowledge Skills and Processes – At a Glance

Target for Understanding: Whole Number, Fraction, and Decimal Operations, & Estimation


a. Estimate whole number sums, differences, products, and quotients.

b. Refine estimates by adjusting the final amount, using terms such as closer to, between , and a little more than .

c. Determine the sum or difference of two whole numbers, each 999,999 or less, in vertical and horizontal form with or without regrouping, using paper and pencil, and using a calculator.

d. Estimate and find the products of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer, using paper and pencil and calculators.

e. Estimate and find the quotient of two whole numbers, given a one-digit divisor and a two- or three-digit dividend.

f. Solve single-step and multistep problems using whole number operations.

g. Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation.


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GRADE 4 Name: _________________________page 2 of 2


a. Find common multiples and common factors of numbers.

b. Determine the least common multiple and greatest common factor of numbers.

c. Use least common multiple and/or greatest common factor to find a common denominator for fractions.

d. Add and subtract with fractions having like denominators whose denominators are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fraction using common multiples and factors.

e. Add and subtract with fractions having unlike denominators whose denominators are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fraction using common multiples and factors.

f. Solve problems that involve adding and subtracting with fractions having like and unlike denominators whose denominators are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fraction using common multiples and factors.

g. Add and subtract with decimals through thousandths, using concrete materials, pictorial representations, and paper and pencil.

h. Solve single-step and multistep problems that involve adding and subtracting with fractions and decimals through thousandths.

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GRADE 5COMPUTATION AND ESTIMATION


Target for Understanding: Computation Operations and Estimations


a. Select appropriate methods and tools from among paper and pencil, estimation, mental computation, and calculators according to the context and nature of the computation in order to compute with whole numbers.

b. Create single-step and multistep problems involving the operations of addition, subtraction, multiplication, and division with and without remainders of whole numbers, using practical situations.

c. Estimate the sum, difference, product, and quotient of whole number computations.

a. Solve single-step and multistep problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers, using paper and pencil, mental computation, and calculators in which1. sums, differences, and products will not exceed five

digits;2. multipliers will not exceed two digits;3. divisors will not exceed two digits; ord. dividends will not exceed four digits.

e. Use two or more operational steps to solve a multistep problem. Operations can be the same or different.


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a. Determine an appropriate method of calculation to find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths, selecting from among paper and pencil, estimation, mental computation, and calculators.

b. Estimate to find the number that is closest to the sum, difference, and product of two numbers expressed as decimals through thousandths.

c. Find the sum, difference, and product of two numbers expressed as decimals through thousandths, using paper and pencil, estimation, mental computation, and calculators.

d. Determine the quotient, given a dividend expressed as a decimal through thousandths and a single-digit divisor. For example, 5.4 divided by 2 and 2.4 divided by 5.

e. Use estimation to check the reasonableness of a sum, difference, product, and quotient.

f. Create and solve single-step and multistep problems.

g. A multistep problem needs to incorporate two or more operational steps (operations can be the same or different).


a. Solve single-step and multistep practical problems involving addition and subtraction with fractions having like and unlike denominators. Denominators in the problems should be limited to 12 or less (e.g., + ) and answers should be expressed in simplest form.

b. Solve single-step and multistep practical problems involving addition and subtraction with mixed numbers having like and unlike denominators, with and without regrouping. Denominators in the problems should be limited to 12 or less, and answers should be expressed in simplest form.

c. Use estimation to check the reasonableness of a sum or difference.


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a. Simplify expressions by using the order of operations in a demonstrated step-by-step approach.

b. Find the value of numerical expressions, using the order of operations.

c. Given an expression involving more than one operation, describe which operation is completed first, which is second, etc.

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GRADE 6COMPUTATION AND ESTIMATION


Target for Understanding: Applications of Operations with Rational Numbers


a. Multiply and divide with fractions and mixed numbers. Answers are expressed in simplest form.

b. Solve single-step and multistep practical problems that involve addition and subtraction with fractions and mixed numbers, with and without regrouping, that include like and unlike denominators of 12 or less. Answers are expressed in simplest form.

c. Solve single-step and multistep practical problems that involve multiplication and division with fractions and mixed numbers that include denominators of 12 or less. Answers are expressed in simplest form.


a. Solve single-step and multistep practical problems involving addition, subtraction, multiplication and division with decimals expressed to thousandths with no more than two operations.


a. Simplify expressions by using the order of operations in a demonstrated step-by-step approach. The expressions should be limited to positive values and not include braces { } or absolute value | |.

b. Find the value of numerical expressions, using order of operations, mental mathematics, and appropriate tools. Exponents are limited to positive values.

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Sample SOL Scrimmage Dan Mulligan, flexiblecreativity.com VERSION: 1.0

Benchmark/EKS: I can multiply a fraction or a whole number by a fraction and use a visual fraction model to represent the equation.

Read carefully and follow the directions: SHOW YOUR THINKING!

1. Alice drank of a gallon of chocolate milk. How much of a whole gallon did she drink? Write your answer in simplest form.

Answer: ______

Draw lines and shade in the rectangle to represent the fraction.

2. Multiply. Write your answer in simplest form:

x 3 =

Answer: ______

Draw lines and shade in the squares to represent the product.

3. Create a multiplication problem of a fraction and whole number.

Problem: ___________

Shade the circles to represent the problem.

4. Multiply. Write your answer in simplest form.

x

Answer: ______

Use the rectangle below to represent the problem.

Explain your thinking.


Benchmark/EKS: I can


The chart below tells the lengths of six different rivers from around the world. Use the lengths to complete the activities below the chart.

Name of river Nile Columbia Mekong Danube Volga Amazon

Length in miles 4,132 miles 1,450 miles 2,705 miles 1,795 miles 3,645 miles 3,976 miles

1. Fill in the blanks so each statement is true.

The value of 7 in the Danube’s length is ten times the value of the 7 in which river’s length? _________________

The value of 5 in which river’s length is ten times the value of the 5 in the Volga’s length.

The value of which river’s length is ten times the value of the same digit in the Danube’s length.

2. Which of the expressions below is equivalent to the 4 in the Columbus River?

Place a ✔ next to all that apply.

___ 400 x 10 ___ 4,000 x 10

___ 4 x 100 ___ 40 x 10

___ 400 ÷ 10 ___ 4,000 ÷ 10

3. Circle each length that has a 6 that is worth ten times as much as the 6 in the Volga’s length.

26,175 miles 9,062 miles 64,582 miles

6,419 miles 40,678 miles

4 Explain how you used what you know about place value to help answer the questions in numbers 1 – 3.

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2. Compare the values of each 7 in the number 771,548. Use pictures, numbers and words to explain.

3. Norfolk State University’s Football Stadium has a seating capacity of 31,452.

According to the 2010 census, the population of San Jose, CA was approximately ten times the amount of people that NSU’s stadium can seat. What was the population of San Jose in 2010? Explain your reasoning.

4. How is the digit 2 in the number 582 similar to and different from the digit 2 in the number 528?

5. Tonya was practicing her multiplication with the following facts:

9 x 10 = 90, 13 x 10 = 130, 456 x 10 = 4,500

She noticed that every time she multiplied by ten there was a zero at the end of each number.

Explain to Tonya why there is a zero at the end of a number when it is multiplied by 10.

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The chart below tells the lengths of six different rivers from around the world. Use the lengths to complete the activities below the chart.

Name of river Nile Columbia Mekong Danube Volga Amazon

Length in miles 4,132 miles 1,450 miles 2,705 miles 1,795 miles 3,645 miles 3,976 miles

2. Fill in the blanks so each statement is true.

The value of 7 in the Danube’s length is ten times the value of the 7 in which river’s length? _________________

The value of 5 in which river’s length is ten times the value of the 5 in the Volga’s length.

The value of which river’s length is ten times the value of the same digit in the Danube’s length.

2. Which of the expressions below is equivalent to the 4 in the Columbus River?

Place a ✔ next to all that apply.

___ 400 x 10 ___ 4,000 x 10

___ 4 x 100 ___ 40 x 10

___ 400 ÷ 10 ___ 4,000 ÷ 10

4. Circle each length that has a 6 that is worth ten times as much as the 6 in the Volga’s length.

26,175 miles 9,062 miles 64,582 miles

6,419 miles 40,678 miles

4 Explain how you used what you know about place value to help answer the questions in numbers 1 – 3.

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Rigor/Relevance FrameworkThe framework is a tool established by the International Center for Leadership in Education to assist educators in examining curriculum, instruction, and assessment.

1. Higher Standards – First, there is the knowledge continuum that describes the increasingly complex ways in which we think. The Knowledge Taxonomy is based on the six levels

of Bloom’s Revised Taxonomy.

The low end of this continuum involves acquiring knowledge and being able to recall or locate that knowledge in a simple manner. The high end of the Knowledge Taxonomy is evident when the learners takes several pieces of information and combine them in both logical and creative ways. Students can solve multistep problems and create unique work and solutions.

Remembering Understanding Applying Analyzing Evaluating Creating

2. Application Model – The second continuum describes putting knowledge to use.. The five levels of this action continuum are:

a) Knowledge in one disciplineb) Apply in one disciplinec) Apply across disciplinesd) Apply to real-world predictable situationse) Apply to real-world unpredictable situations

The Application Model describes putting knowledge to use. While low end is knowledge acquired for its own sake, the high end signifies action – use of the knowledge to solve complex real-world problems and to create projects, designs, and other works for use in real-world situations.

The Rigor/Relevance Framework is based on two dimensions of higher standards and authentic student engagement.

ThinkingContinuum

(RIGOR)

Assimilation of

KnowledgeAcquisition

of Knowledge

Action Continuum

(RELEVANCE)

Acquisition of

Knowledge

Application of

Knowledge

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Rigor – Rigor refers to academic rigor — learning in which students demonstrate a thorough, in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem-solving, evaluation, or creativity. (think Bloom’s)Rigor should be thought of as how often we require our students to solve complex problems, apply what they have learned, and critically analyze the results. The focus of rigor should be on helping the students develop a deeper understanding of the subject matter that goes beyond memorizing, reciting and restating. The development of critical thinking skills is paramount to "rigor". Teachers shouldn't take pride in the fact that a student has to do two hours of homework per night and study three days for tests in order to pass their class. In fact, absent the true "rigor" of higher-order thinking skills, this could be considered poor teaching practice.

Relevance – Relevance refers to learning in which students apply core knowledge, concepts, or skills to solve real-world problems. Relevant learning is interdisciplinary and contextual. Student work can range from routine to complex at any school grade and in any subject. Relevant learning is created, for example, through authentic problems or tasks, simulation, service learning, connecting concepts to current issues, and teaching others. (think student interest)

All educators have heard the phrase, "Why do I have to learn this? I'll never use it again." If students have to ask this question, then "relevance" is missing in the classroom. Relevance refers to how the subject matter relates to the student's interests and needs. Real relevance cannot be developed unless students are allowed to utilize their learning in real-life situations and contexts. When this is considered, it is easy to see how "rigor" and "relevance" begin to overlap. When students are allowed to apply their learning to real-world situations (relevance), they are required to use higher-order thinking skills (rigor). Therefore, true rigor is very difficult to attain in the absence of relevance, and vice versa.

Relationships –Relationships involve teaching a rigorous and relevant curriculum while understanding each student’s needs and barriers to learning (think differentiation) Core Values – Myself, as your teacher, taking the time to understand when you don’t.

Although "rigor" and "relevance" are keys to meaningful student learning, this learning cannot occur in the absence of "relationships" in the school. Kids cannot learn if their social and emotional needs have not been satisfied. We can have the most rigorous and relevant classrooms in the country, but if our kids' affective needs are not being met, we will not be successful. In a school focused on relationships, there is a caring, student-centered environment where students feel a sense of connection to their school. Many schools have realized the importance of this variable, and have tried to account for it through the development of the "school within a school" concept. In this structure, interdisciplinary teams are developed and groups of students are assigned to each team. Others have adopted an "advisory" structure, where each teacher is assigned a small group of students.

Results – Results refer to accountability to each student to do all in our power to assist them reach their true potential. The focus on the results of student learning using multiple indicators is non-

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negotiable, so our teachers can adjust their practices and schools can offer personalized support to students. (think college and career ready)

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Rigor/Relevance FrameworkCreating: “putting together” Use old ideas to create new ones Relate knowledge from several areas Reorganize parts to create new original

things, ideas, concepts

6 Use innovation to make

something new Generalize from given facts Predict or draw conclusion

CAssimilation

Students extend and refine their knowledge so that they can use it

automatically and routinely to analyze and solve problems and

create solutions.

Student Thinking(Relationships

Important)

DAdaptation

Students have the competence that, when confronted with perplexing

unknowns, they are able to use their extensive knowledge base and skills to create unique solutions and take

action that further develop their skills.

Students Thinks and Works

(Relationships Critical)

Evaluating: “judge the outcome” Compare and discriminate between

ideas Assess values of theories,

presentations Make choices on reasoned arguments

5 Verify value of evidence/

Recognize subjectivity Make judgments/choices

based on criteria, standards, and/or conditions

Analyzing: “taking apart” See patterns/relationships Recognize hidden parts Take ideas/learning apart Find unique characteristics

4 Organize parts Identify components Separate into component

parts

Applying: “making use of knowledge” Use the information Use methods, concepts, theories in

new situations

3 Solve problems using

required skills and/or knowledge

Make use of learning in new or concrete manner, or to solve problems

AAcquisition

Students gather and store bits of knowledge and information and are expected to remember or

understand this acquired knowledge.

Teacher Works(Relationships of Little

Importance)

BApplication

Students use acquired knowledge to solve problems, design solutions, and complete work. The highest

level of application is to apply knowledge to new and unpredictable

situations.

Student Work(Relationships Important)

Understanding: “confirming” Understand information Translate knowledge into new context Grasp meaning of materials learned,

communicate learnings, and interpret learnings

2 Order, group, infer causes Interpret facts,

compare/contrast Predict consequences

Remembering: “information gathering” Observation and recall of information Knowledge of dates, events, places

Mastery of subject matter Gain specific facts, ideas,

vocabulary, etc.

Rigor and Relevance Model Adaptation

StudentDriven

TeacherDriven

Classroom

Real LifeFormula for Success: Rigor x Relevance x Relationships = Meaningful Learning

(Note: if any one of these are missing, the equation equals zero)

RELEVANCE

RIGOR

RELEVANCE

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C D

A BRIGOR

RELEVANCE

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EKS:_____________________________ DOK: _________

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EKS:_____________________________ DOK: _________

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EKS:_____________________________ DOK: _________

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AUTHENTIC ASSESSMENT

According to the Virginia Department of Education, authentic assessment refers to assessment by performance, task, product, or project. Authentic assessment asks students to apply what they have learned in such a way that it provides evidence of in-depth understanding, rather than of superficial or naive understanding. In authentic assessment, teachers ask students to provide evidence that they have "gotten it" by actually doing something real. Often, such assessments include an authentic audience—real stakeholders to whom the students present information or with whom they otherwise engage.

The DOE goes on to explain, “As students construct meaning from their inquiries, not all students, no matter how hard teachers work with them, will arrive at the proper scientific conceptions. The fact that some students have failed to grasp the principles of scientific inquiry is often hidden when conventional, multiple-choice tests are used. What this means for assessment and evaluation is that assessment must be process-oriented. In assessing, teachers may want to consider questions such as the following:

The design and content of an authentic assessment may depend upon how the students' project has evolved. But in any case, if scientific inquiry is an important factor in the project, the assessment should compel students to show clear evidence of understanding the "big picture" of scientific inquiry (from organizing and supporting questions, through research and data collection, to hypothesis testing and action).

Once the "big picture" or central learning of a unit has been identified, criteria for judging student learning should be developed. Checklists are a useful way of displaying criteria. Teachers can assign points to a checklist against a standard, although assigning points is not necessarily straightforward. Students should have access to the checklists as they perform. These tools can also make a judgment

What are the contributions of the students? Are the claims viable in terms of the data collected (including

claims made by students who enter and pursue blind alleys in their research)?

How creative are the research questions? Are the findings consistent with currently held views? What skills did the students use, and how well were they used in

the process of finding answers to questions”

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about the quality of their work, and this can be used as the basis for a discussion with them about their progress throughout the project.

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