J. “Moms” Mabley If you always do what you always did, you will always get what you always got.
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Transcript of J. “Moms” Mabley If you always do what you always did, you will always get what you always got.
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J. “Moms” Mabley
If you always do what you always did, you will
always get what you always got.
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Teaching for Rigor Teaching for Rigor and Relevanceand Relevance
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RigorRigor
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My only skill is taking tests.
RelevanceRelevance
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All StudentsAll Students
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Rigor/Relevance Framework
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What are some ways you have
used the Rigor/Relevance
Framework?
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Questions or Issues to cover?
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KNOWLEDGE
A P P L I C A T I O N
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
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1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
Knowledge TaxonomyKnowledge Taxonomy
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Application Model
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Application ModelApplication Model
1 Knowledge of one discipline
2 Application within discipline
3 Application across disciplines
4 Application to real-world predictable situations
5 Application to real-world unpredictable situations
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1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
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1. Knowledge of one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real world predictable situations
5. Application to real world unpredictable situations
Knowledge Application
Rigor/Relevance Framework
1. Recall Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherWork
Teacher/Student RolesTeacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
High
HighLow
Low
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RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
Memorize multiplication
tables.
Mathematics - Elementary
Find values in number sentences when represented
by unknowns.
Develop formula for determining large quantity
without counting, e.g. beans in a jar.
Collect outside temperatures for
several days and make a graph of results.
High
HighLow
Low
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RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
Memorize names, locations and capital cities of U.S. states.
Social Studies - Elementary
Contrast citizens’ responsibilities under
different forms of government.
Read story about survival and brainstorm strategies
for surviving a disaster (e.g., snowstorm, tornado).
Describe geographic and climatic characteristics of
the local community.
High
HighLow
Low
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RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
Locate information in technical writing.
English - Middle Level
Analyze commercials for fact
and opinion.
Write directions for assembling a product or carrying out a procedure.
Assemble a product following
written directions.
High
HighLow
Low
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RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
Construct models of molecules using
toothpicks, round objects.
Science - Middle Level
Identify chemicals dissolved in an
unknown solution.
Collect data and make recommendations
to address a community environmental problem.
Collect data on dissolved oxygen, hardness,
alkalinity, and temperature in a stream.
High
HighLow
Low
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RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
Describe the effects of drugs on the human
body.
Health Education
Analyze advertisements
that target youth.
Role play conflict resolution situations.
Demonstrate strategies to reduce
spread of germs.
High
HighLow
Low
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RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
Study a geography of a world region by
locating demographic and economic data.
Social Studies - High School
Participate in a Socratic seminar on a policy issue, such as
privacy.
Analyze a community problem, suggest a
solution, and prepare a plan to solve it.
Locate and interpret current and historical
economic data (e.g., GDP, CPI, employment).
High
HighLow
Low
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RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
Demonstrate web development
software functions.
Business - Information Tech.
Compare features of web development
software.
Create a full web site for a local business.
Design web page.
High
HighLow
Low
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Rigor/RelevanceReflecting on Teaching
Activity
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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Rigor/RelevanceFramework and
Assessments
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Rigor/RelevanceAssessment Challenge
Activity
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Rigorous and Relevant Instruction
Types of AssessmentTypes of Assessment
Multiple ChoiceMultiple Choice
Constructed ResponseConstructed Response
Extended ResponseExtended Response
Process PerformanceProcess Performance
Product PerformanceProduct Performance
PortfolioPortfolio
InterviewInterview
Self ReflectionSelf Reflection
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Low
High
Low High
TraditionalTests
Performance
Rigor/Relevance FrameworkRigor/Relevance Framework
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KNOWLEDGE
A P P L I C A T I O N
Extended ResponseProduct
Performance
Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework
Portfolio Product
PerformanceInterviewSelf Reflection
Process PerformanceProduct
Performance
Multiple ChoiceConstructed
Response
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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Instructional Instructional Strategies: Strategies:
How to Teach How to Teach for Rigor and for Rigor and
RelevanceRelevance
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When to Use StrategyWhen to Use StrategyBased on Based on
Rigor/RelevanceRigor/RelevanceFrameworkFramework
ResearchResearch
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
ActivitiesActivities
ProjectsProjects
ProblemsProblems
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
StrategiesStrategies
High
HighLow
Low
Compare and Compare and ContrastContrastSummarizingSummarizing
Design a Real Design a Real World ProductWorld ProductTeach OthersTeach Others
Make, Produce, Make, Produce, PerformPerformRole PlayRole Play
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Planning Planning InstructionInstruction
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Creating a Creating a RR RubricRR Rubric
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High Rigor/High Relevance
Brainstorm the characteristics of a high rigor/high relevance lesson (Quadrant D). What does it look like?
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High Rigor/High Relevance
Create 4-5 criteria to use in evaluating lessons for high rigor/high relevance
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High Rigor/High Relevance
★Rigor
★Relevance
★Educational Soundness
★Student Engagement
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Revise a Revise a LessonLesson
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Revise a Lesson Describe lesson you taught,
•Levels of R/R
•How would you revise
• Level of RR
•Student Work
•Strategies (including reading)
•Assessment
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Quadrant D Quadrant D LessonsLessons
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Title RR Level
Focus
Student Learning
Performance Task
Instructional Focus
Standards
Scoring Guide
Exemplars (optional)
Lesson Plan (optional)
High Rigor/High Relevance High Rigor/High Relevance LessonsLessons
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Writing Performance Tasks
A performance task is a description of how a student is expected to demonstrate understanding, knowledge and skills. The task may be a product, performance or extended writing that requires rigorous thinking and relevant application. It is usually written in the third person describing the learning to other educators.
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Writing Performance Tasks
Performance tasks include;
•student work that will be produced or performed
•whether group or individual
•Specific learning context
•resources students will be provided or have to acquire
•setting where students will complete the work
•conditions (often real world) under which the work will be done
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Writing Performance Tasks
Performance tasks usually do not include;
•Assessment. A performance-based implies but does not specify how the performance will be assessed.
•Specific direction to the student
•Specific equipment list
•Homework or reading assignments
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Writing Performance Tasks
Students will write a letter to the editor of the local newspaper, on the topic of the environment with a specific reference to a local issue or problem. It will take a point of view, include summaries of research, cite sources and recommend action.
Specific Context
Student Work
Conditions
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Writing a Performance Task
Write a performance task for the following essential skill;
Gather, summarize and analyze information from a variety of sources .
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High Rigor/High Relevance
Brainstorm the characteristics of a high rigor/high relevance lesson (Quadrant D). What does it look like?
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High Rigor/High Relevance
Create 4-5 criteria to use in evaluating lessons for high rigor/high relevance
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High Rigor/High Relevance
o Rigor
o Relevance
o Educational Soundness
o Student Engagement
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Developing Rigorous/Relevant Lesson•Start with a Focus of unit of instruction or topic.
•Identify the Learning
•Brainstorm the Student Work
•Define the final Student Performance and Level or Rigor/Relevance
•Create Assessment
•Build Unit of Instruction
•Sequence the Learning Steps
•Formative Assessments
•Select Strategies
•Plan procedures
•List resources
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Learning Learning ExperiencesExperiences
Learning Learning ExperiencesExperiences
AssessmenAssessmentt
AssessmenAssessmentt
State State StandardsStandards
State State StandardsStandards
StudentStudentPerformancPerformanc
ee
StudentStudentPerformancPerformanc
ee
Use Idea to Use Idea to BrainstormBrainstormConcepts, Concepts,
Knowledge, Skills Knowledge, Skills
and Behaviorsand Behaviors
Use Idea to Use Idea to BrainstormBrainstormConcepts, Concepts,
Knowledge, Skills Knowledge, Skills
and Behaviorsand Behaviors
BrainstormBrainstormConcepts or Concepts or
Essential Essential QuestionsQuestions
BrainstormBrainstormConcepts or Concepts or
Essential Essential QuestionsQuestions
BrainstormBrainstorm Work in Work in Multiple Multiple
DisciplinesDisciplines
BrainstormBrainstorm Work in Work in Multiple Multiple
DisciplinesDisciplines
Unit in Unit in Course Course
SyllabusSyllabus
Unit in Unit in Course Course
SyllabusSyllabus
Rigor/RelevanceRigor/RelevanceFrameworkFramework
Rigor/RelevanceRigor/RelevanceFrameworkFramework Student WorkStudent WorkStudent WorkStudent Work
Defining Student Defining Student PerformancePerformance
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Identifying Student Learning
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Spider Charts for
Concepts, or Essential Questions
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Not All Ideas Are Created Equal
• Some are Enduring or Key for Learning Over Time
Freedom
Citizenship
Vote
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Understanding Big Ideas
•Work with a partner and take a blank piece of paper for a mini web
•List a topic in the middle
•What are the 3 to 5 biggest ideas about that topic, use only nouns in the boxes
•With your partner, please discuss: What is the difference between big, enduring ideas and smaller facts?
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Big Ideas
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Big Ideas
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Concept Mapping-Try it!
1. Review your content standards for a recent unit you taught in the last couple of months
2. Use nouns
3. Use Pre-planning web like the one on the previous slide
4. What are the big ideas 4-6 (not the steps, but what students needed to know, what they might come back years later and say, “ I’m glad I learned that.”)
5. For each concept, brainstorm how you will know students “got” the concept.
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Spider Charts for Concepts,
Knowledge, Skills and Behaviors
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Unit idea - Heart as a Pump
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Unit idea - Heart as a Pump
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Unit idea - Heart as a Pump
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Unit idea - Heart as a Pump
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Unit idea - Heart as a Pump
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Unit idea - Heart as a Pump
D
Design, construct and test a heart monitor device.
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Student Learning
Concepts
Knowledge
Skills
Behaviors
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Concepts
•Big Ideas
•Statement of Fact
•Enduring, Lasting
•Most important for students to learn and retain
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Concepts - Examples
•Peer pressure influences decisions
•Nutrition affects disease
•Democracy requires educated public
•Matter is made of molecules
•Earth has limited natural resources
•Words have multiple meaning
•Poetry expresses emotion
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Knowledge
•Bits of information
•Core Facts
•Terms/Definitions
•Student will know....
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Knowledge - Examples•Branches of government
•Key vocabulary
•Structure of DNA
•Location of states
•Signifcant dates in US history
•Prime numbers
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Skills•Mental process
•Physical task
•Process of several steps
•Student will do....
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Skills - Examples
•Read sheet music
•Measure frequency of sounds waves
•Play basketball
•Create a bar chart
•Design a web page
•Edit document for grammar and punctuation
•Keep a journal
•Give presentation
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Behaviors
•Personal traits
•Work habits
•Conduct
•Manner of doing things
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Behaviors - Examples
•Work as member of a team
•Recycle and reduce waste
•Show good sportsmanship
•Work safely
•Punctual
•Take leadership
•Show initiative
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Interdisciplinary
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Characteristics•Unbounded by disciplines
•Focuses on concepts, big ideas
•Usually longer
•High degree of student activity
•Include student performance
•Often includes student group work
Interdisciplinary Instruction
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Interdisciplinary Instruction
1.Knowledge is best acquired when learned in context.
2.Increased achievement results from focusing on student interests and aptitudes.
3.Metacognition is essential for continued learning.
4.Relevancy leads to high achievement.
5.High expectations correlate with achievement.
Research
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Interdisciplinary Instruction
• Contextual
• Curriculum alignment
• Academy
• Interdisciplinary project
• Immersion
Models
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•Knowledge-based
•Literacy-based
•Inquiry-based
•Project-based
Interdisciplinary Instruction
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Knowledge-based Units
•The Civil War
•Nature Poetry
•Nature (Oceans, Mammals, Rainforests)
•Ecology topic
•International Cultures
•History of Technology
•Industrial Revolution
Interdisciplinary Instruction
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Literacy-based Projects•Minerals and Geology: local guidebook
•Period Literature
•Exploring Life’s Work: local careers
•Middle School Survival Guide
•Computer Technology - Using Local Network
•Newspaper publishing
Interdisciplinary Instruction
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Inquiry-based Units
•Best Products- Consumer Reports
•How can we diversify our community
•Library or school of the future
•Genetic code
•Planning a foreign trip
•Ideal community
•Redesigning school
Interdisciplinary Instruction
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Considerations•Building a culture of interdisciplinary
•Model of Instructional Planning
•Link to Disciplines and Standards
•Selection of Strategies
•Developing Skills for Evaluation
Interdisciplinary Instruction
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Raising the Level of Rigor and Relevance
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RIGOR
RELEVANCE
A B
DC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low
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Challenging AssessmentsChallenging Assessments
Interdisciplinary InstructionInterdisciplinary Instruction
Reading in the Content Area Reading in the Content Area
RelationshipsRelationships
Use of TechnologyUse of Technology
New Teaching IdeasNew Teaching Ideas
Peer Teaching ObservationsPeer Teaching Observations
Action ResearchAction Research
Continuous Professional DevelopmentContinuous Professional Development
Increasing Rigor and Increasing Rigor and RelevanceRelevance
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ReadingReading
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance FrameworkReadingReading
ReadingReadingto acquire meaningto acquire meaning
ReadingReadingto acquire to acquire knowledgeknowledge
ReadingReadingto learn proceduresto learn procedures
Reading to acquire Reading to acquire meaning and proceduresmeaning and procedures
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Identify Main Points Identify Main Points in a Text.in a Text.
Raising Rigor and RelevanceRaising Rigor and Relevance
Compare Main Compare Main Point of Text to Point of Text to
Similar and Similar and Different TextsDifferent Texts
Relate Main Points Real Relate Main Points Real World, Current Situation World, Current Situation
Negotiate a Negotiate a Collaborative Collaborative
Summary with a Summary with a PeerPeer
High
HighLow
Low
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Reading in the Reading in the Content AreaContent Area
Adjusting to Student Reading Levels
Pre-reading Activities
Vocabulary Strategies
Notetaking and Graphic Organizers
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ICLE Philosophy
Rigor
Relevance
All Students
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International Center for Leadership in Education, Inc.
Richard Jones [email protected]
Senior Consultant
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607