School Board Workshop
January 11, 2006
Rigorous and Relevant Questions/Assignments?
Alison Adler
and
Rosemarie Backhus
The Department of Safe Schools
Secondary Schools
Rigor/Relevance Framework
6
Knowledge (Rigor)
5
4
3
Application
2
(Relevance)
1
1
2
Adapted from International Center for Leadership in Education
3
4
5
Defining Rigor and Relevance
Rigor
Can be measured on a
continuum
Low end rigor:
acquiring knowledge
High end rigor:
using knowledge in
complex ways
Relevance
Is also measured on a
continuum
Low end relevance:
Knowledge acquired
for its own sake
High end relevance:
Use of knowledge to
solve complex realworld problems
RIGOR AND RELEVANCE FRAMEWORK
K
N
O
W
L
E
D
G
E
Evaluation
6
Synthesis
5
Analysis
4
Application
3
Comprehension
2
Awareness
1
C
D
A
1
Knowledge in
1 discipline
B
2
3
Apply
Knowledge
in 1 discipline
Adapted from International Center for Leadership in Education
4
Apply
Apply knowledge
knowledge
to real world
across
predictable
disciplines
situations
APPLICATION
5
Apply
knowledge to
real world
unpredictable
situations
Rigor/Relevance Framework
Evaluation
Current
Curriculum
Synthesis
Analysis
Application
Understanding
Public
Expectations
Awareness
Knowledge
Adapted from International Center for Leadership in Education
Apply in
One
Discipline
Apply
Across
Disciplines
Apply to
Real-world
Predictable
Situations
Apply to
Real-world
Unpredictable
Situations
Rigor/Relevance Framework
6
5
4
3
2
1
A
Acquisition
1
2
Adapted from International Center for Leadership in Education
3
4
5
Rigor/Relevance Framework
QuadrantAA –– Acquisition
Quadrant
Acquisition
6
Define
Students:the terms cold front, warm
stationary front and the
5 front,
•gather and store bits of knowledge within
symbols used to identify them
discipline
4 fromone
your science textbook.
3
2
•remember or understand their knowledge
within one discipline
A
Quadrant A because you are:
1
•Recalling
learned
information
Acquisition
What
do you think
this
looks like?
•In one subject area
1
2
Adapted from International Center for Leadership in Education
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
A
Acquisition
1
2
Adapted from International Center for Leadership in Education
B
Application
3
4
5
Quadrant B – Application
Rigor/Relevance Framework
Students:
Use the weather map in your local
6 •use
foundational
newspaper
toknowledge
identify one of the
knowledge
across disciplines
and/or in a
fronts
and describe
the changes
5 •apply
realsky
worldcondition
situation
in the
that might be
4 The highest level of relevance is to apply
expected as a result.
knowledge in unpredictable situations
3
2
A
B
Quadrant B because you are:
•Recalling learned information
1
WhatAcquisition
do you thinkApplication
this looks like?
•Using current data from a real
world
situation
1
2
3
4
5
Adapted from International Center for Leadership in Education
Rigor/Relevance Framework
6
5
4
C
Assimilation
3
2
1
A
B
Acquisition
1
2
Adapted from International Center for Leadership in Education
Application
3
4
5
Rigor/Relevance Framework
Quadrant C because you are:
6
learned
information
What•Manipulating
do you think
this looks
like?
5 •In one subject area
4
3
C
Assimilation
Quadrant C – Assimilation
Students:
Compare weather patterns that
2 •occur
extend and
refine
their foundational
over
mountain
areasknowledge
to those
within
one
discipline
that
occur
over
large bodies of
1
Acquisition
Application
•water.
analyze,
synthesize, solve
problems and
create solutions within one discipline
1
2
3
4
5
A
Adapted from International Center for Leadership in Education
B
Rigor/Relevance Framework
6
5
4
D
C
Assimilation
Adaptation
3
2
1
B
A
Acquisition
1
2
Adapted from International Center for Leadership in Education
Application
3
4
5
Quadrant D because you are:
Rigor/Relevance
Framework
•Manipulating
What
do youlearned
thinkinformation
this looks like?
6 •Using current data from a real world situation
5
4
3
2
1
C
D
Quadrant D – Adaptation
Students:
Read pertinent information
•think
in
complex
ways
and
apply
knowledge
Adaptation
Assimilation
related
to
El
Nino
weather
and skills across disciplines
patterns
andsolve
propose
•analyze, synthesize,
problems and
create solutions
in real world
situations
possible
summer
vacation
The highest level of adaptation is to apply
destinations
.
knowledge
in
unpredictable
perplexing
Acquisition
Application
situations.
B
A
1
2
Adapted from International Center for Leadership in Education
3
4
5
Determining Levels of Rigor and Relevance
Competency
1.
Compare and Contrast two short stories.
2.
Describe information contained on a 2000
census graph.
3.
Identify the common land formations (for
example: islands, mountains, deltas) on a
map or globe.
4.
Read a bus schedule to determine the
length of time for an across-city trip and
which buses to take.
Adapted from International Center for Leadership in Education
Knowledge
Level
Application
Level
R/R
Quadrant
Question #1:
Compare and contrast two short stories.
Evaluation
6
Synthesis
5
(Assess, Judge, Critique)
K
N
O
W
L
E
D
G
E
(Develop, Create, Combine)
Analysis
4
Application
3
(Compare, Contrast,
Differentiate)
(Apply, Show, Report)
Comprehension/
Understanding
2
Awareness
1
C
D
A
(Summarize, Explain, Restate)
B
(Define, Describe, Identify)
1
Knowledge in
1 discipline
2
3
Apply
Knowledge
in 1 discipline
Adapted from International Center for Leadership in Education
4
Apply
Apply knowledge
knowledge
to real world
across
predictable
disciplines
situations
APPLICATION
5
Apply
knowledge to
real world
unpredictable
situations
Question #2:
Describe information contained on a 2000
census graph.
Evaluation
6
Synthesis
5
(Assess, Judge, Critique)
K
N
O
W
L
E
D
G
E
(Develop, Create, Combine)
Analysis
4
Application
3
(Compare, Contrast,
Differentiate)
(Apply, Show, Report)
Comprehension/
Understanding
2
Awareness
1
C
D
A
(Summarize, Explain, Restate)
B
(Define, Describe, Identify)
1
Knowledge in
1 discipline
2
3
Apply
Knowledge
in 1 discipline
Adapted from International Center for Leadership in Education
4
Apply
Apply knowledge
knowledge
to real world
across
predictable
disciplines
situations
APPLICATION
5
Apply
knowledge to
real world
unpredictable
situations
Question #3:
Identify the common land formations (for example:
islands, mountains, deltas) on a map or globe.
Evaluation
6
Synthesis
5
(Assess, Judge, Critique)
K
N
O
W
L
E
D
G
E
(Develop, Create, Combine)
Analysis
4
Application
3
(Compare, Contrast,
Differentiate)
(Apply, Show, Report)
Comprehension/
Understanding
2
Awareness
1
C
D
A
(Summarize, Explain, Restate)
B
(Define, Describe, Identify)
1
Knowledge in
1 discipline
2
3
Apply
Knowledge
in 1 discipline
Adapted from International Center for Leadership in Education
4
Apply
Apply knowledge
knowledge
to real world
across
predictable
disciplines
situations
APPLICATION
5
Apply
knowledge to
real world
unpredictable
situations
Question #4:
Read a bus schedule to determine the length of time
for an across-city trip and which buses to take.
Evaluation
6
Synthesis
5
(Assess, Judge, Critique)
K
N
O
W
L
E
D
G
E
(Develop, Create, Combine)
Analysis
4
Application
3
(Compare, Contrast,
Differentiate)
(Apply, Show, Report)
Comprehension/
Understanding
2
Awareness
1
C
D
A
(Summarize, Explain, Restate)
B
(Define, Describe, Identify)
1
Knowledge in
1 discipline
2
3
Apply
Knowledge
in 1 discipline
Adapted from International Center for Leadership in Education
4
Apply
Apply knowledge
knowledge
to real world
across
predictable
disciplines
situations
APPLICATION
5
Apply
knowledge to
real world
unpredictable
situations
Name: ________________________________ Date: _____________ Class: _____________
Score
Chapter 21 Test, Form B
Normalcy and Good Times
Answer
Key
High School Standards
DIRECTIONS: MATCHING Put the choices in Column A in the proper sequence in the diagram.
Write the letters from the diagram in the blanks provided. (3 points each)Social Studies
Column A
____ 1.
____ 2.
____ 3.
____ 4.
Standard 3: The student understands Western and Eastern civilization since the Renaissance.
(SS.A.3.4)
 Benchmarks:
lower car prices for consumers
o (SS.A.3.4.8) Understands the effects of the Industrial Revolution
less time required to build cars
o (SS.A.3.4.9) Analyzes major historical events of the first half of the 20th century
A
B
D
C
adoption of the assembly line at Ford
lower production costs
Standard 5: The student understands U.S. history from 1880 to the present day. (SS.A.5.4)
Let’s Look at a Test
 Benchmarks:
DIRECTIONS: MATCHING Match each item in
A with Knows
the items
Column
B. Industrial Revolution and its economic,
o Column
(SS.A.5.4.1)
the in
causes
of the
political, and cultural effects on American society.
Write the correct letters in the blanks. (3 points each)
5. installed the first moving assembly line in 1914
A. Calvin Coolidge
Answer Key
6. first cabinet officer in history to go to prison
B. Albert B. Fall
CHAPTER 21 TEST, FORM B
7. presidential nominee of Matching
the Progressive Party in 1924
C. Henry Ford
8. made first solo transatlantic
Lindbergh
1. D 2.flight
B 3. A 4. C 5. C 6. B 7. F D.
8. DCharles
9. E 10.
A
9. sold medical supplies from veterans’ hospitals
E. Charles R. Forbes
10. “Four-fifths of all our Multiple
troublesChoice
in this life would
F. Robert La Follette
11. D 12. A 13. B 14. C 15. C 16. B 17. C 18. B 19. C 20. A
disappear if we would only sit down and keep still.”
Essay
The contrast
between
and Coolidge
not have
greater. Harding had enjoyed the
DIRECTIONS: MULTIPLE CHOICE 21.
Choose
the item
that Harding
best completes
eachcould
sentence
orbeen
answers
conversation
company of old friends. He drank, smoked, and played poker in the White House
each question. Write the letter in theeasy
blank
(4 pointsand
each)
with his friends. Coolidge, joked a critic, could be “silent in five languages.” “Silent Cal” had a simple
and frugal manner.
____ 11. The Ohio Gang was
A. a powerful crime syndicate.
C. a group of Coolidge’s friends.
Carsrobbers.
revolutionized
The auto
industry spurred growth in other large industries, such as
B. a group of notorious22.
bank
D. a American
group of life.
Harding’s
friend.
rubber, plate glass, nickel, and lead. Automaking alone consumed 15 percent of the nation’s steel, and the
flood of cars stimulated a tremendous expansion of the petroleum industry. Cars also created new small____ 12. In the Teapot Dome scandal, a government official received bribes for
business opportunities, such as garages and gas stations. Cars eased the isolation of rural life, putting
A. allowing private interests
to lease
containing
U.S.
oil reserves.
towns within
reachlands
of many
farmers and
theNavy
countryside
a mere ride away for city dwellers. Cars also
B. allowing private interests
to drilltofor
in a away
national
enabled people
liveoil
farther
frompark.
work. An entirely new kind of consumer and worker, the auto
commuter,toappeared.
Commuters
lived
in growing suburban communities and drove to work in the city.
C. allowing lumber companies
cut trees
in national
forest.
D. promising immunity for businessmen who overcharged the U.S. Navy.
Multiple Choice
23. D 24. B 25. A
____ 13. Calvin Coolidge grew up
A. on a Midwestern farm.
C. in a wealthy section of Boston.
Short Answer
advances
helpedinfarmers
gain greater yields. Since there was no similar increase in
B. on a Vermont farm. 26. Technological D.
on a ranch
Wyoming.
demand, however, prices for farm products and incomes from farming dropped.
____ 14. An innovation instituted by International Harvester in 1926 was
27. Cars during the early 1900s would have to survive poor road conditions, since there had yet to be a
A. a 5-day workweek push for large-scaleC.road
an improvements
annual 2-week
vacation.
in paid
the United
States.
B. mass production.
D. an 8-hour workday
The American Vision
American Vision, Florida Edition
Social Studies, 11th Grade
American History 1921-1929
Unit 7
Chapter 21 Test, Form B
Standard Addressed: SS.A.5.4.
History, Time, Continuity, and Change
The student understands U.S. history
from 1880 to the present day.
What Do Rigor and Relevance Look
Like in Test Questions?
Knowledge
Comprehension
Level I
Application
Analysis
Synthesis
Evaluation
Level II
Define
Explain
Label
Identify
Sequence
Compare (Recalling Information)
Summarize (One Source)
Analyze
Modify
Judge
Recommend
Investigate
Compare (Learned Information Used in a
Novel Way)
Summarize (Multiple Sources)
Grade 11 Social Studies Assessment-Analysis Worksheet
Normalcy and Good Times - Chapter 21
Directions:
 Read each assessment question.
 Identify the cognitive level of each question.
o Level I - Foundational or recall
o Level II – Reasoning/critical thinking
 List the targeted skill for each question.
 Total the results.
Part I
Matching
1.
2.
3.
4.
Part II
Matching
Cognitive
Level of
Question
I
Sequence:
Recalling basic information
Skill
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
5.
6.
7.
8.
9.
10.
Part III
Multiple Choice
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part IV
Essay
21.
22.
Part V
Graphics/
Document Questions
23.
24.
25.
26.
27.
hool District of Palm Beach County, FL
partment of Safe Schools
Skill
Skill
Total Number of Level I questions
Total Number of Level II questions
Percent of Level II questions
____________
____________
____________
Single School Culture for ACADEMICS©
Page 11
Grade 11 Social Studies Assessment-Analysis Worksheet
Normalcy and Good Times - Chapter 21
Directions:
 Read each assessment question.
 Identify the cognitive level of each question.
o Level I - Foundational or recall
o Level II – Reasoning/critical thinking
 List the targeted skill for each question.
 Total the results.
Part I
Matching
1.
2.
3.
4.
Part II
Matching
5.
6.
7.
8.
9.
10.
Part III
Multiple Choice
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
I
Cognitive
Level of
Question
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part IV
Essay
21.
22.
Part V
Graphics/
Document Questions
23.
24.
25.
26.
27.
hool District of Palm Beach County, FL
partment of Safe Schools
Match:
Recalling personal accomplishments
Skill
Skill
Skill
Total Number of Level I questions
Total Number of Level II questions
Percent of Level II questions
____________
____________
____________
Single School Culture for ACADEMICS©
Page 11
Grade 11 Social Studies Assessment-Analysis Worksheet
Normalcy and Good Times - Chapter 21
Directions:
 Read each assessment question.
 Identify the cognitive level of each question.
o Level I - Foundational or recall
o Level II – Reasoning/critical thinking
 List the targeted skill for each question.
 Total the results.
Part I
Matching
1.
2.
3.
4.
Part II
Matching
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
5.
6.
7.
8.
9.
10.
Part III
Multiple Choice
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part IV
Essay
21.
22.
Part V
Graphics/
Document Questions
23.
24.
25.
26.
27.
hool District of Palm Beach County, FL
partment of Safe Schools
I
Identify:
Recalling memorized facts
Skill
Skill
Total Number of Level I questions
Total Number of Level II questions
Percent of Level II questions
____________
____________
____________
Single School Culture for ACADEMICS©
Page 11
Grade 11 Social Studies Assessment-Analysis Worksheet
Normalcy and Good Times - Chapter 21
Directions:
 Read each assessment question.
 Identify the cognitive level of each question.
o Level I - Foundational or recall
o Level II – Reasoning/critical thinking
 List the targeted skill for each question.
 Total the results.
Part I
Matching
1.
2.
3.
4.
Part II
Matching
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
5.
6.
7.
8.
9.
10.
Part III
Multiple Choice
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part IV
Essay
21.
22.
Part V
Graphics/
Document Questions
23.
24.
25.
26.
27.
hool District of Palm Beach County, FL
partment of Safe Schools
II
(If not explicitly taught)
Reasoning Level Questions
21. Comparing
22. Analyzing
Skill
Skill
Total Number of Level I questions
Total Number of Level II questions
Percent of Level II questions
____________
____________
____________
Single School Culture for ACADEMICS©
Page 11
Grade 11 Social Studies Assessment-Analysis Worksheet
Normalcy and Good Times - Chapter 21
Directions:
 Read each assessment question.
 Identify the cognitive level of each question.
o Level I - Foundational or recall
o Level II – Reasoning/critical thinking
 List the targeted skill for each question.
 Total the results.
Part I
Matching
1.
2.
3.
4.
Part II
Matching
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
5.
6.
7.
8.
9.
10.
Part III
Multiple Choice
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part IV
Essay
21.
22.
Part V
Graphics/
Document Questions
23.
24.
25.
26.
27.
hool District of Palm Beach County, FL
partment of Safe Schools
Skill
Skill
I
Total Number of Level I questions
Total Number of Level II questions
Percent of Level II questions
Locating explicitly stated information
____________
____________
____________
Single School Culture for ACADEMICS©
Page 11
Grade 11 Social Studies Assessment-Analysis Worksheet
Normalcy and Good Times - Chapter 21
Directions:
 Read each assessment question.
 Identify the cognitive level of each question.
o Level I - Foundational or recall
o Level II – Reasoning/critical thinking
 List the targeted skill for each question.
 Total the results.
Part I
Matching
1.
2.
3.
4.
Part II
Matching
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
5.
6.
7.
8.
9.
10.
Part III
Multiple Choice
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part IV
Essay
21.
22.
Part V
Graphics/
Document Questions
23.
24.
25.
26.
27.
hool District of Palm Beach County, FL
partment of Safe Schools
Skill
26. If not explicitly stated or include the
reason for the trend = level II
If explicitly taught = level I
Read and explain the graph
Skill
I/II
Total Number of Level I questions
Total Number of Level II questions
Percent of Level II questions
____________
____________
____________
Single School Culture for ACADEMICS©
Page 11
Grade 11 Social Studies Assessment-Analysis Worksheet
Normalcy and Good Times - Chapter 21
Directions:
 Read each assessment question.
 Identify the cognitive level of each question.
o Level I - Foundational or recall
o Level II – Reasoning/critical thinking
 List the targeted skill for each question.
 Total the results.
Part I
Matching
1.
2.
3.
4.
Part II
Matching
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
5.
6.
7.
8.
9.
10.
Part III
Multiple Choice
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part IV
Essay
21.
22.
Part V
Graphics/
Document Questions
23.
24.
25.
26.
27.
hool District of Palm Beach County, FL
partment of Safe Schools
27. If not explicitly stated or include a
expectations for road conditions=
level II
If explicitly taught = level I
Answer found in test reading
Skill
Skill
I/II
Total Number of Level I questions
Total Number of Level II questions
Percent of Level II questions
____________
____________
____________
Single School Culture for ACADEMICS©
Page 11
Does this high
school Social Studies
test have enough
rigor?
Grade 11 Social Studies Assessment-Analysis Worksheet
Normalcy and Good Times - Chapter 21
Directions:
 Read each assessment question.
 Identify the cognitive level of each question.
o Level I - Foundational or recall
o Level II – Reasoning/critical thinking
 List the targeted skill for each question.
 Total the results.
Part I
Matching
1.
2.
3.
4.
Part II
Matching
5.
6.
7.
8.
9.
10.
Total number of questions = 27
Total number of Level I questions = 23
Total number of Level II questions = 4
Percent of Level II questions = 4/27
Part III
Multiple Choice
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
Cognitive
Level of
Question
Skill
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part IV
Essay
21.
22.
Part V
Graphics/
Document Questions
23.
24.
25.
26.
27.
hool District of Palm Beach County, FL
partment of Safe Schools
Skill
Skill
Total Number of Level I questions
Total Number of Level II questions
Percent of Level II questions
____________
____________
____________
Single School Culture for ACADEMICS©
Page 11
FCAT Reading % of Points –
Bloom’s Taxonomy
FCAT
Reading
Grade
3
4-6
7-8
9-10
FOUNDATIONAL
LEVEL I
60%
50%
40%
30%
CRITICAL
REASONING
LEVEL II
40%
50%
60%
70%
COGNITIVE
BLOOM’S TAXONOMY
KNOWLEDGE
“The recall of specifics and
universals,
involving little more than bringing to
mind the appropriate material.”
COMPREHENSION
“Ability to process knowledge on a
low level such that the knowledge
can be reproduced or communicated
without a verbatim repetition.”
APPLICATION
“The use of abstractions in
concrete situations.”
ANALYSIS
“The breakdown of a situation into
its component parts.”
SYNTHESIS AND EVALUATION
“Putting together elements & parts
to form a whole, then making value
judgments about the method.”
COMPLEXITY
WEBB’S DEPTH OF KNOWLEDGE
Recall – Recall of a fact, information, or procedure
(e.g., What are 3 critical skill cues for the overhand
throw?)
Basic Application of Skill/Concept – Use of
information, conceptual knowledge, procedures,
two or more steps, etc. (e.g., Explain why each
skill cue is important to the overhand throw. “By
stepping forward you are able to throw the ball
further.”)
Strategic Thinking – Requires reasoning,
developing a plan or sequence of steps; has some
complexity; more than one possible answer;
generally takes less than 10 minutes to do (e.g.,
Design 2 different plays in basketball and explain
what different skills are needed and when the plays
should be carried out.)
Extended Thinking – Requires an investigation;
time to think and process multiple conditions of the
problem or task; and more than 10 minutes to do
non-routine manipulations (e.g., Analyze 3 different
tennis, racquetball, and badminton strokes for
similarities, differences, and purposes. Then,
discuss the relationship between the mechanics of
the stroke and the strategy for using the stroke
during game play.)
http://uwadmnweb.uwyo.edu/wyhpenet/WAHPERDhandouts/COGNITIVE%20COMPLEXITY.doc
FCAT Reading % of Points –
Webb’s Depth of Knowledge
HIGH
FCAT
Reading
Grade
LOW
MODERATE
(Recall- Sequence,
Identify Figurative
Language)
(Infer, Compare,
Explain, Classify,
Summarize)
(Analyze,
Multiple
Connections,
Abstract
Reasoning)
3
4
5-7
8
9
10
25-35%
20-30%
15-25%
10-20%
10-20%
10-20%
50-70%
50-70%
50-70%
50-70%
50-70%
45-65%
5-15%
10-20%
15-25%
20-30%
20-30%
25-35%
Question #27
Why were road conditions such a large consideration when
testing cars in the early 1900s?
Evaluation
6
Synthesis
5
(Assess, Judge, Critique)
K
N
O
W
L
E
D
G
E
(Develop, Create, Combine)
Analysis
4
Application
3
(Compare, Contrast,
Differentiate)
(Apply, Show, Report)
Comprehension/
Understanding
2
Awareness
1
C
D
A
(Summarize, Explain, Restate)
B
(Define, Describe, Identify)
1
Knowledge in
1 discipline
2
3
Apply
Knowledge
in 1 discipline
Adapted from International Center for Leadership in Education
4
Apply
Apply knowledge
knowledge
to real world
across
predictable
disciplines
situations
APPLICATION
5
Apply
knowledge to
real world
unpredictable
situations
In Your Walkthroughs…
Do You See Rigorous and Relevant
Questions/Assignments?
Suggestion:
Learning Team Meetings use the Single School
Culture© for Academics processes to focus
discussion on rigorous and relevant
assignments/assessments.
Supporting Resources and Agencies
Alison Adler, Ed., D.– Safe Schools Institute at [email protected]
Dr. Richard J. Stiggins – Assessment Training Institute at
www.assessmentinst.com
Dr. Jeff Howard – Efficacy Institute at www.efficacy.org
Education Trust at www.edtrust.org
Dr. Willard Daggett – International Center for Leadership in Education at
www.daggett.com