The "Rigor Issue" at DRA
When we are talking about increasing rigor here are the main ideas:
Standards-Based: We must make sure that the work our students are doing in class is based on the standards frameworks for our academic disciplines.
ELA and Math have already identified "Key Standards" from their frameworks that are non-negotiables. Science and Social Studies will be next in this work to onboard everyone into this process. We ALL have standards frameworks - make sure you know them!
This is a district-wide sweeping initiative that will involve all schools and departments.
Here is the Key Standards (AKA Essential Standards) Page from the 2022 - 2023 year which contains your Standards Frameworks (and other info).
The issue at DRA: Not all of us are CONSISTENTLY teaching content that aligns with our grade-level standards
Beliefs and a Watered-Down Curriculum: We must make sure that the work our students are doing in class is appropriate to their grade level.
Acknowledgment: SPED and EL play by slightly different rules here in their classes.
What does a grade mean? Are we grading students on how compliant they are or, on the quality of their work?
A student who has a 4.0 should not be testing at a 2nd or 3rd-grade level in Math or Reading. We are not doing this student any favors by puffing up their GPA.
An indiscriminate example (hypothetical, NOT based on any real data): If only 10% of our kids are testing on grade level for reading, then 80% of our kids shouldn't be getting an A in reading.
Are we giving kids A's because it makes them feel good? Or because it keeps their parents out of our inbox? I would suggest that neither is best for the student.
When it comes to curriculum, we are not doing right by our students by cutting corners and expecting less of them.
My students are at a 3rd Grade level, so I am going to teach 3rd Grade Standards
But aren't we supposed to meet our students where they are? - YES! But....
We will not hold them to lower standards .
We provide the scaffolds needed to get ALL students to standard. For some students that means a LOT of scaffolding. And yes, a LOT of work on our part.
"These kids can't ______." This is a deeper issue, and as educators, we are caught in the crossfire. We have to REALLY believe that ALL kids can learn.
Adopt asset-based language, and do away with deficit-based language. This is a way of being. How we talk to one another in meetings, how we talk to one another in the staff lounge, and how we talk to others about what we do as educators. How we THINK about our kids and what we BELIEVE about our kids matters.
The issue at DRA (and frankly, EVERYWHERE in the USA): We must believe that our students can achieve grade-level mastery and hold every student to a grade-level standard.
This is a deeper, systemic issue that we may (or may not) be able to truly solve in our lifetimes, but we have to start the work. This is not personal! We must work together to end the "These kids _____" language.
Cognitive Frameworks: Rigor is not "more stuff" or even "harder stuff," but rather how we use our brains.
Check out the green graphic above, I think that says it all.
When we are discussing increasing rigor, we must engage our students in high-level thinking.
There are a few great models and frameworks out there:
I really like the AVID Handout below which cross-walks Costa's with Bloom's.
More HOTS, Less LOTS
Lower-Order Thinking Skills (LOTS) are at the bottom of each chart (or DOK Quadrant 1/2).
Higher-Order Thinking Skills (HOTS) are in the middle and top of each chart (DOK Quadrant 3/4).
Look at the work we assign, are most of the things we ask students to do in the LOTS or the HOTS?
YES! We need LOTS! But, we can't live in "LOTS Land" a majority of the time.
The issue at DRA: We live in LOTS Land way more than we should.
Where do we go from here?
Key Standards Work is in place to ensure consistency and appropriate Standards-Based rigor for all students, with plans for intervention in place for our "non-negotiables"
Common formative assessments will give us scientific data upon which we can act.
10-2-2 is an initiative to promote consistency and "First-Best" instruction where we will meet a variety of learning styles and deliver content more effectively according to neuroscience.
Essential Questions and "I Can" Statements are initiatives to promote consistency and targeted, clear, standards-based instruction so that students can be more empowered to take control of their individual learning experience with accountability and integrity.
Agendas and organizational tools (binders) have been put in place to support and empower students with their learning goals
Assessment and Grades should be consistent, and therefore standards-based.
What's in your grade book? Behavior and compliance (participation)? Or - evidence of standards mastery?
But our D and F rates will skyrocket! Yep.... worth it. It's a storm worth weathering if we stand by what's best for kids.
