Leadership for Rigorous Learning - Huntsville City Schools · The International Center for...

Copyright © 2016 International Center for Leadership in Education, a division of Houghton Mifflin Harcourt 1

Leadership for Rigorous Learning Building a Culture to Support Instructional Excellence

Proposed Comprehensive Scope of Work for

Huntsville City Schools

What ICLE Heard

As discussed in our meetings on June 5 and June 21, 2018, Huntsville City Schools is in a

period of change as the district goes through the process of hiring a new Superintendent. The

district leadership team believes that is an urgent need for a unified vision and direction. They

are in the process of creating a Strategic Plan with a focus on increasing student achievement

by building a culture of rigorous learning for ALL students.

Lee High School, in the Huntsville City Schools district, has engaged in a successful relationship

with ICLE for the past several years. The district leadership team is interested in a plan to scale

this work to reach all 37 schools in the district with a goal of building instructional leadership

capacity and increasing the quality of learning for students.

Our commitment to you is to use a systems approach to support your leaders in helping to focus

all district initiatives including Collaborative Classroom training, Canvas LMS, Discovery

Education Science, Dreambox, and eSpark on the goal improved student outcomes by creating

a rigorous learning environment for ALL students.

How ICLE Can Help

The International Center for Leadership in Education (ICLE), a division of Houghton

Mifflin Harcourt, is uniquely qualified to assist Huntsville City Schools with the development

and implementation of a district-wide initiative to foster rigorous and relevant science learning

environments. Since 1991, ICLE has been at the forefront of promoting rigorous and relevant

instruction and developing effective instructional leaders. ICLE has produced proven strategies,

techniques, and research-based programs that have helped states, districts, and schools drive

student achievement through data driven instruction.

Over the past two decades, the International Center for Leadership in Education (ICLE) has

been devoted to observing, studying, and supporting the transformation of the nation’s most

rapidly improving schools. Through years of extensive research, Founder and Chairman Bill

Daggett concluded that the key to improving student performance is a tireless focus on

providing rigorous and relevant instruction, and that every level of the education organization

http://leadered.com/about-us/our-team.php#bill

http://leadered.com/about-us/our-team.php#bill


must be tightly aligned and carefully coordinated around that singular goal. These conclusions

are the basis for the frameworks and tools that will guide our collaboration and partnership with

your district.

Our Commitment in Our Partnership

Through our conversations, the following plan options have been tailored to meet your district’s

specific needs to help you move toward increasing rigor, relevance and relationships for all

students.

This plan carefully crafted with district leaders will have a dual impact of strengthening

leadership to meet your goal of have all leaders focused on the same important target of student

learning, while simultaneously impacting teacher instructional practices. The campus and

teacher leaders and coaches will engage in the Collaborative Instructional Review (CIR)

process by working side-by-side with 2 to 3 teachers each in classrooms at each site in your

district in real time to strengthen their learning. As the campus and teacher leaders and

coaches gain skill in using the CIR rubrics to provide supports in planning, delivering, and

reflecting on instruction, selected teachers begin to learn the language of Rigor and Relevance

and get a feel for what it looks and sounds like in action. These teachers become an integral

part of spreading the message and creating motivation for the other staff members to become

involved. The positive momentum will drive this initiative forward with built in support by the

leaders and teachers already invested in this learning. Ultimately, your district and school

leaders become the driving forces in the successful implementation as ICLE consultants

supports you to build long-term sustainability.

Phase 1

Planning Day with TJ Mears, Executive Director of Educational Partnerships, and Misty McClain,

Partnership Executive

Keynote with Bill Daggett

Aligning the Arrows to Support a Culture of Rigorous Learning Foundational Courses (4 days) for

School Leadership Teams

Leadership Coaching (6 days at each school site)

Leadership Collaborative Instructional Review Courses with Campus and Teacher Leaders and

Coaches (4 days – 2 consultants)

Instructional Coaching (Cohort model – 4 sessions for 8 cohorts)

Phase 2

Instructional Practices Assessment

Leadership Collaborative Instructional Review Courses (4 days) for School Leadership Teams

Leadership Coaching (4 – 6 days at each school site) *Co-facilitated by campus and teacher

leaders and coaches trained in P1*

Phase 3

Instructional Practices Assessment

Rigor, Relevance and Relationships Foundational Learning for Teachers (2 days - # of Sessions

TBD)

Instructional Coaching (4 – 6 days at each school site)

*Co-facilitated by campus and teacher leaders and coaches trained in P1 and administrators

trained in P2*


Investment Summary – Year 1

Component Investment

Component 1: Keynote with Bill Daggett Scheduled for July 16, 2018

$6,500.00

Component 2 and 3: Aligning the Arrows to Support a Culture of Rigorous

Learning – Foundational Learning and Coaching for School Leadership

Teams

Includes 4 days of professional learning and 6 days of site-based coaching

Support around the Daggett System for Effective Instruction will help move the

needle on student learning outcomes. ICLE Consultants will provide side by side

support and accountable action as leaders develop 20 day plans to address the

most critical needs in their buildings.

Professional Learning Day 1 and 2 will focus on creating a culture for

rigorous and relevant learning, using the Rigor/Relevance Framework

as a common vision for instruction, and addressing the key challenges

around Organizational Leadership.

The professional learning will be followed by two days of coaching at

each school site to support the school leadership team in translating the

learning to action.

Professional Learning Day 3 will provide leaders the opportunity report

out on steps taken with 20-day action plans and progress made as a

result of the first coaching cycle and will focus on addressing the key

challenges around Instructional Leadership.



learning to action.

Professional Learning Day 4 will provide leaders the opportunity report

out on steps taken with 20-day action plans and progress made as a

result of the second coaching cycle and will focus on addressing the key

challenges around Teaching.



learning to action.

$734,500.00

($19,851.35 per

school site)

Component 4 and 5: Collaborative Instructional Review – Foundational

Learning and Coaching for Campus and Teacher Leaders and Coaches in

Math and Literacy

Includes 4 days of professional learning and 4 days of coaching for 8 cohorts of

up to 10 educators (80 total educators)

The Collaborative Instructional Review (CIR) will provide a process and common

framework for supporting teachers to plan for, deliver, and reflect on rigorous and

relevant learning for ALL students.

Professional Learning Session1: Day1 will focus on the Rigor and

$130,000.00

($1,625.00 per

coach or teacher

leader)


Relevance Framework and provide an introduction to the Collaborative

Instructional Review process and rubrics. Day 2 will focus solely on the

Rigor Rubric as campus and teacher leaders and coaches calibrate the

use of tool and use evidence to support and justify their decisions.

The professional learning will be followed by one day of coaching for

each cohort at to support the campus and teacher leaders and coaches

in translating the learning to action focused on working with teachers to

increase the opportunities to engage in Rigorous learning tasks in each

classroom.

Professional Learning Session 2: Day 3 will focus solely on the

Relevance Rubric as coaches and teacher leaders calibrate the use of

tool and use evidence to support and justify their decisions.

The professional learning will be followed by one day of cohort coaching

at to support the coaches and teacher leader in translating the learning

to action focused on working with teachers to increase the opportunities

to engage in Relevant learning tasks in each classroom.

Professional Learning Session 3: Day 4 will focus solely on the Student

Engagement Rubric as coaches and teacher leaders calibrate the use of

tool and use evidence to support and justify their decisions.

The professional learning will be followed by two days of cohort coaching

at to support the coaches and teacher leader in translating the learning

to action. The first of these final two days of coaching will provide

instructional leaders with support on working with teachers to increase

the opportunities to engage in student centered learning tasks in each

classroom. The second coaching day will provide these leaders with

support on ensuring sustainability district-wide.

Total (All inclusive) $871,000.00

Please note the following assumptions relative to our pricing.

ICLE will hold proposed pricing firm for 120 days from the date of submission.

Our pricing for courses and services is inclusive of consultant travel and expenses.

All costs associated with our service are included in the pricing.

It is important to note one of the hallmarks of ICLE’s professional development offerings is our flexibility and willingness to tailor the structure of our services to best meet your needs. With such a broad base of offerings and experience, we are happy to discuss specific customizations to our services based on the district or individual school goals and to refine our offerings and pricing accordingly.


Implementation Flexibility and Ongoing Progress Monitoring

We work to understand the unique characteristics, practices, and challenges of each district and

school with which we partner. Through a comprehensive and blended approach, we will tailor

your implementation of courses and coaching to fit your leadership needs, as well as the context

of your district. The implementation process is supported by an online tool, accessible by both

participants and leadership coaches, where school-specific data is collected, goals are set, and

progress is monitored.

Year 1: Leadership for Rigorous Learning

The International Center’s comprehensive system for leadership development transforms every

current and aspiring leader into an effective instructional leader, capable of unlocking the

instructional power of each teacher and, in turn, the learning potential of all students. We will

show you what effective rigor, relevance and relationships look like and support you in making it

a reality for all students in every classroom. We begin by building the foundation with a common

understanding of a system-wide approach to instructional effectiveness so that everyone in your

district understands the vision for the work ahead.

Component 1: Keynote Presentation with Bill Daggett

Motivate, inspire and create a sense of urgency through an all staff, districtwide keynote

presentation. Our keynote speakers build awareness of why, what, where, and how our schools

need to and can improve, so that expectations can be elevated for all learners. Your staff will be

energized and motivated to move forward with a shared commitment to improve student

achievement. Keynote topics may include: Creating a Culture Focused on Rigorous Learning or

Creating Schools that Work for Kids.

THE STAG Component 2: Aligning the Arrows to Support a Culture of Rigorous Learning

– School Leadership Teams The Foundations in Leadership for Rigorous Learning courses are day-long interactive

professional learning sessions for leadership teams that can be tailored to meet the needs of

your district Courses build the capacity of leaders, focusing on a deep understanding of rigorous

learning, growing awareness of the need for systemwide change, and using data to generate

solutions for areas of concern. These courses are intended for site-based administrators and

district leaders with a single focus on making sure that all leaders are on the same page with

regard to Organizational Leadership, Instructional Leadership, and Teaching as they identify

and address the key challenges in each area to improve learning for all students.

To support the deep learning of content, these courses would be delivered over the context of

the year with site-based coaching following each course.


Foundations in Leadership for Rigorous Learning Courses

Course 1: Creating a Rigorous and Relevant Learning

Course 2: Creating a Culture for Rigorous Learning

Course 3: Building Instructional Capacity for Rigorous Learning

Course 4: Leveraging Systemwide Data to Support Decision Making

Course 1: Creating a Rigorous and Relevant Learning Experience This one-day course will help K-12 leaders create a more effective learning environment by building upon basic skills and tools to begin to increase rigor, relevance, and relationships in the classroom of their building. With a hands-on approach, this course introduces the Rigor/Relevance Framework®, which educators can use to establish an aligned and focused approach to increasing student achievement. Leaders will be guided toward identifying more rigorous and relevant learning and will receive support to transform learning through rigorous and relevant instructional design. Following the completion of this course, the participant will be able to:

Understand how rigor, relevance, and relationships support the foundations of effective

instruction

Establish common definitions and vocabulary for effective instruction

Begin applying the tools aligned with rigor and relevance to create a more rigorous,

relevant, and engaging learning environment

Develop action items for creating rigorous and relevant instruction

Course 2: Creating a Culture for Rigorous Learning

To create a culture focused on increasing rigor, relevance and relationships, all stakeholders

must be engaged and have a clear vision for their unique school’s DNA. This interactive, one-

day course will engage leaders in the key elements of organizational leadership needed to

create a culture focused on the needs of students. Key elements include creating a culture

focused on high expectations, establishing a clear vision, and building leadership capacity

through an empowerment model. Effective leadership is about being adaptive, focusing on the

process of learning, and monitoring progress toward a clear vision.

Learning Outcomes:

Define a clear vision for a school culture focused on increasing rigor, relevance and

relationships for all students by examining the importance of culture and its impact on

academic processes and achievement

Transform school culture through innovative leadership practices that demonstrate

understanding of the need to lead change

Identify obstacles and resources to creating a culture of high expectations

Build leadership capacity through an empowerment model


Develop a 20-day plan to support a vision for increasing rigor, relevance and

relationships for all students

Course 3: Building Instructional Capacity for Rigorous Learning

Supporting a culture focused on increasing rigor, relevance and relationships is dependent

upon building instructional leadership capacity. This interactive, one-day course will engage

leaders in the key elements of instructional leadership aligned to strengthening relationships

and increasing the levels of rigor and relevance in teaching and learning. Leaders will

explore the characteristics of an effective learning environment through the Rigor/Relevance

Framework® and engage in activities to build the relationships between and among

students and staff. Leaders will be immersed in strategies to develop personal learning

networks to continuously learn and grow as leaders. This course will equip leaders with a

20-day plan to strengthen leadership capacity to support the implementation of rigor,

relevance and relationships.

Learning Outcomes:

Develop positive relationships among students, parents, staff, and community to support

rigorous learning goal

Strengthen leadership skills to support the implementation of the Rigor/Relevance

Framework

Establish the need for instructional practices that embed rigor and relevance through

evidence-based artifacts

Develop Personal Learning Networks as a means to develop self-sustaining professional

growth practices

Develop a 20-day plan to drive adoption of rigorous and relevant learning initiatives

Course 4: Leveraging Systemwide Data to Support Decision Making

This interactive, one-day course will enable leaders to explore the process of collecting and

analyzing data and how that data can inform decisions that will lead to increasing rigorous

learning. Using four categories of data—demographics, perceptions, student learning, and

school processes—leaders will learn how to assess and monitor student success, the quality of

instruction, and the effectiveness of data teams in order to improve instructional practice and

student learning. Leaders will leave this session with a 20-day plan for leveraging data to drive

decision making.

Learning Outcomes:

Define engaged learners through evidence and observational data points

Implement Rigor/Relevance Rubrics to guide classroom observation

Facilitate data-driven decision making to inform instruction and teacher support

Create a structure to align data system-wide to drive rigorous learning for all students

Develop a strategic action plan to drive adoption of engaging learning initiatives


Component 3: Job-Embedded Leadership Coaching

Every leader has different strengths and opportunities for growth, vary widely in terms of

experience, preparation, and content knowledge. To build the individual capacity of leaders, it is

vital that the knowledge and skills developed through the professional learning courses be

sharpened through job-embedded coaching.

Leadership coaching will be focused on not only building the skills of the leadership team, but

also based on the specific needs of students and staff to increase rigor, relevance and

relationships for all students. The professional learning portal is a digital tool that will guide the

leadership coaching experience to monitor progress, set goals and actions, and facilitate

implementation fidelity.

For example, the DSEI questionnaire will be used to reflect on the leader’s perceptions for the

current state of the school for the 18 elements of organizational leadership, instructional

leadership and teaching.


A sample baseline, middle and end of year data snapshot is included below.

Potential Coaching Modules

Monthly job-embedded leadership coaching for district and school leaders is tailored to the

unique needs of each leadership team and district. Module topics may include:

Building consensus and gaining support for change

Communicating the need for change

Creating a shared vision

Establishing consistent processes and procedures

Ongoing planning and implementation monitoring


Providing the resources and motivation to ensure that decision making is supported by

quality data systems and analysis

Recognizing the need to enhance instructional effectiveness in order to keep pace with

changing economic pressures, technologies, demographics and social structures

Understanding and applying strategies that cultivate learner engagement

Understanding and applying the Rigor/Relevance Framework as a “common language”

for curriculum, instruction and assessment

Component 4: Collaborative Instructional Review Courses – Campus and Teacher Leaders and Coaches

The Collaborative Instructional Review courses are designed to sharpen instructional leadership

skills and initiate a process for measuring progress toward increasing rigor, relevance and

engagement in learning. The Collaborative Instructional Review Process—a four-step cycle

between a teacher (or group of teachers) and the instructional leader focused on improving

student learning—provides the structure that will make rigorous learning an embedded and

sustainable part of the classroom and school culture.

While your leaders are sharpening and working to align the arrows to support the culture of

Rigorous and Relevant instruction, your campus and teacher leaders and coaches will directly

impact teachers in classrooms as they learn about the Collaborative Instructional Review rubrics

and use them to work side-by-side with teachers in planning, delivering and reflecting on

instruction.

Collaborative Instructional Review Courses

Course 1: Supporting Teachers to Increase Student Learning

Course 2: Collaborating to Increase the Relevance of Learning

Course 3: Communicating Effectively to Increase Learner Engagement

Course 4: Establishing a Clear Focus and Taking Action on Data

Course 1: Supporting Teachers to Increase Student Learning

Great leaders have the ability to model expectations, create effective communities of

practice and support teachers as they provide high quality instructional opportunities. In this

engaging and interactive course, leaders will focus on key elements for creating a

collaborative approach to supporting teachers as they increase their instructional

effectiveness. Leaders will identify powerful teaching strategies, engage in the collaborative

instructional review process, and, ultimately, support teachers in improving student

outcomes.

Learning Outcomes:

Shift focus from teacher evaluation to a collaborative approach

Create a system-wide approach to effective instruction


Establish a common definition and expectations for rigor, relevance, and engagement

Prepare for a pre-visit meeting with a teacher

Course 2: Collaborating to Increase the Rigor of Student Learning

Instructional effectiveness can only be determined by thoughtful observation and knowledge

of practices. In this experience course, leaders will closely examine rigor indicators that

include thoughtful work, high-level questioning and academic discussion. Leaders will

practice classroom observations to gauge the level of relevance and collectively calibrate

their findings. Leaders will engage further in the Collaborative Instructional Review Process

to build capacity in providing effective feedback to support teachers.

Learning Outcomes:

Facilitate an effective Pre-Visit meeting

Calibrate student learning for evidence of rigor

Explore instructional strategies to increase rigorous student work, high-level questioning,

and academic discussion

Facilitate an effective debrief meeting

Begin action planning for implementing the process

Course 3: Communicating Effectively to Increase Relevance and Learner Engagement

To increase student learning, leaders must be able to observe practice, develop

recommendations, and effectively provide feedback to teachers. In this experience, leaders

will identify strategies to increase their effectiveness in communicating how to increase

relevance and learner engagement. Leaders will reflect on planning tools and classroom

observations to gauge the levels of relevance and engagement and calibrate their findings.

Leaders will then engage in strategies to make feedback more meaningful and authentic to

teachers.

Learning Outcomes:

Build a common vocabulary for relevance and learner engagement

Identify key instructional strategies to increase relevance and learner engagement in

student learning

Calibrate relevance and learner engagement for student learning and instructional

design

Increase communication strategies to strengthen instructional coaching

Course 4: Establishing a Clear Focus and Taking Action on Data

Putting together a plan of action and strategies for implementation is critical to the success

of the Collaborative Instructional Review Process. In this experience, leaders will bring

together all of the skills of the Collaborative Instructional Review Process to guide them in

establishing an area of focus for implementation. Teams will collaboratively create an

implementation calendar and teacher roster. Strategies to monitor progress and review data

reports based on the process will be used to drive decision-making. Leaders will leave this

session with strategies for engaging staff in the process, and a draft communication plan to

share with appropriate stakeholders.


Learning Outcomes:

Effectively use data to inform decision-making around instructional strategies to raise

rigor, relevance, and engagement

Establish a focus for implementing the collaborative instructional review process

Develop an implementation calendar to monitor progress

Increase staff engagement to gain their commitment

Determine a communication plan for stakeholders

Component 5: Job-Embedded Instructional Coaching

Coaches and instructional leaders will engage in the Collaborative Instructional Review

Process, supported by a comprehensive digital tool, the Professional Learning Portal, that

supports the collaborative process as well as a walkthrough model. Leaders will engage in

classroom observations, working toward transitioning to the full-cycle, four-step Collaborative

Instructional Review Process which includes:

Pre-visit Meeting

Classroom Visit

Debrief

Application

The four phases of the CIR process focus on the importance of open dialogue, targeted

feedback, reflective practice, and ongoing application.

Pre-visit Meeting: During the pre-visit meeting, the ICLE coach and leader sit down with

the teacher to discuss the standards-aligned lesson that will be observed during the

classroom visit. Using the pre-observation form submitted by the teacher, the leader

facilitates a collaborative conversation to build understanding, clarify expectations,

establish the focus for the classroom visit, and review the criteria in the rubrics that will

be used during the visit.

Classroom Visit: During the visit, the ICLE coach and leader observe classroom

instruction. Guided by the online tool, the leader identifies and documents evidence of

rigor, relevance, and engagement (see image below) in student learning which will

inform the observation report and debrief discussion. During the classroom visit, the


coach and leader observe student learning 80% of the time, instructional design 20% of

the time.

Debrief: The ICLE coach and leader meet with the teacher to review findings and

provide meaningful formative feedback focused on rigor, relevance, and engagement for

that specific lesson. Through a collaborative discussion about the instructional strategies

aligned to increase student learning and notes from the observation report, leaders

support the teacher in action planning and applying targeted and actionable feedback in

the classroom, fostering a collaborative relationship in which the teacher feels supported

rather than evaluated.

Application: Collaboratively, the ICLE coach and leader work with the teacher to

develop goals and actions based on the experience and apply what they have learned to

future lessons.

Data Collection and Progress Monitoring

The professional learning portal has the capability to provide teachers with individual reports as

well as leaders with comparative data as they calibrate observations for rigor, relevance and

engagement. School-wide reports will aggregate data across multiple classrooms to provide an

overview of student learning.


Potential Coaching Modules/Focus Areas

Job-embedded leadership coaching supports are tailored to the unique needs of each

leadership team and school/district. Module topics may include:

Providing effective feedback on instructional strategies

Using data to drive instructional decisions

Developing structures to facilitate collaborative team meetings

Providing ongoing progress monitoring

Communicating to stakeholders effectively

Identifying instructional areas of focus to increase rigorous learning

Empowering staff to take instructional risks

Integrating technology to increase rigorous learning

Targeting special populations

Improving collaboration

Creating a culture of trust

Providing instructional leadership

Improving leadership practice through self-reflection

Maximizing use of time

Presented by:

TJ Mears, Executive Director of Educational Partnerships

Email: [email protected] | Phone: 518.469.2130

Misty McClain, ICLE Partnership Executive

Email: [email protected] | Phone:727.236.7512

Dr. Robert Peters, ICLE Director of Professional Learning

Email: [email protected] | Phone:512.574.7732

Roxana Cahill, Inside Partnership Executive

Email: [email protected] | Phone: 720.473.7445


APPENDIX

ICLE’s Approach to Rigorous Learning

ICLE provides long-term strategic solutions based on two key frameworks: The Rigor/Relevance

Framework® and the Daggett System for Effective Instruction. The Rigor/Relevance Framework

is used to guide curriculum, instruction and assessment. The Daggett System for Effective

Instruction is used to create a system-wide approach to rigorous learning for all students.


Collaborative Instructional Review - Classroom Visitation Rubric for Rigor

Evidence of Rigor Build effective instruction based on rigorous and relevant expectations. (DSEI Teaching Element #1)

Plan and provide learning experiences using effective research-based strategies that are embedded with best practices. (DSEI

Teaching Element #4) Thoughtful Work Lesson intentionally prepares students to complete a range of high-quality learning intentions.

1 - Beginning 2 - Emerging 3 - Developed 4 - Well-

Developed

Student Learning

Students

demonstrate

their learning by

completing

recall and retell

tasks. Most

tasks draw on

memorization

and focus on

answering

recall-type

questions.

Students

demonstrate their

learning by

completing tasks

that require

comprehension.

There are

opportunities for

students to

demonstrate

mastery through

learning tasks

that require them

to apply

knowledge and

comprehend

content.

Students

demonstrate

their learning by

completing tasks

that validate

their ability to

analyze,

synthesize,

and/or evaluate

new

instructional

content.

Tasks include

the opportunity

for students to

respond to

content through

inquiry and

interpretation.

Students

develop their

own learning

task that

stretches their

creativity,

originality,

design or

adaptation.

Tasks include

the opportunity

for students to

assess their

own learning

and move

forward where

they adapt their

knowledge on

new activities.

.

Instructional

Design

Learning tasks

include one

assigned way

for students to

demonstrate

their thinking.

Learning tasks

include one or

more assigned

ways for students

to demonstrate

their thinking.

Learning tasks

allow students to

self-select

options to best

represent their

thinking.

Learning tasks

extend

students’

learning,

inspiring them

to pursue self-

discovery.


Collaborative Instructional Review - Classroom Visitation Rubric for Relevance

Evidence of Relevance Build effective instruction based on rigorous and relevant expectations. (DSEI Teaching Element

#1)

Possess and continue to develop content area knowledge to make it relevant to the learner (DSEI

Teaching Element #3)

Plan and provide learning experiences using effective research-based strategies that are embedded

with best practices. (DSEI Teaching Element #4)

Meaningful Work Lesson requires students to complete relevant, real-world tasks that connect to tasks typically completed in related

careers.

1 - Beginning 2 - Emerging 3 - Developed 4 – Well-

Developed

Student Learning

Student work is

procedural and

structured,

reflecting a basic

understanding of

information

learned during the

lesson/unit.

Student work

focuses on class-

specific content,

with an emphasis

on building skills,

developing

comprehension,

or other

foundational

skills.

Students think

critically about

content and

apply

information

learned to

address a

specific task.

Student work

demonstrates

originality.

Student work

requires

application of

knowledge

learned during

the lesson/unit.

Students think

critically about

content and

apply

information

learned to

address a range

of cross-

disciplinary

tasks. Student

work

demonstrates

creativity and

originality.

Student work

requires real-

world

predictable

and/or

unpredictable

application that

has a direct

connection to a

career in the

related field of

study.

Students think

and act

critically to

curate content

and apply

information

learned to

address a range

of cross-

disciplinary

tasks which are

both creative

and original.

Student work

requires the

ability to select,

organize and

present content

through

relevant

products with

multiple

solutions.

Instructional

Design

Lesson provides

students an

opportunity to

demonstrate

foundational

understanding of

content.

Lesson provides

students an

opportunity to

complete a

specific task

that requires

application of

knowledge.

Lesson provides

students an

opportunity to

select from a

range of real-

world, relevant

tasks, using

critical thinking

about new

learning to

complete the

task.

Lesson inspires

students with an

opportunity to

think critically

about new

learning to

create their own

real-world,

relevant tasks.

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