If teachers use the Rigor/Relevance (R/R) Framework when planning lessons, then the levels of divergent thinking and evaluative questioning will increase as measured by walkthrough data, as will the amount of lessons at the application, assimilation, and adaptation quadrants on the R/R matrix. Walkthrough data shows an increase in evaluative and divergent thinking questions being asked from September to April, while convergent questions are also being asked more consistently. The frequency of lessons observed at the application, assimilation, and adaptation levels of the R/R matrix also increased from September to April according to walkthrough data.

1. Progress on Achievement Strategy #3
October 2012

2. If teachers use the Rigor/Relevance
(R/R) Framework when planning
lessons, then the levels of divergent
thinking and evaluative questioning
(Ques) and the amount of lessons at
the application, assimilation, and
adaptation quadrants on the R/R
matrix will increase as measured
from walkthrough data.

3. Percent of Questions asked at Higher Levels (Walkthrough Data)
20%
Evaluative Thinking Questions
•Thought processes involved include
18%
valuing, judging, defending, or justifying choices
•Usually begin with: Defend; Judge; Justify; What do
16%
you think about; What is your opinion about?
14%
12% Divergent Thinking Questions:
•Thought processes involved include
predicting, hypothesizing, inferring, or
10% reconstructing Divergent
•Usually begin with: Imagine; Suppose; Predict; Evaluative
If, Then; How might; Can you create; What are some
8%
6%
While not recorded in our Accountability
Plan, Convergent Questions are being asked more
4% consistently! Convergent Questions ask students
to explain, compare, and contrast.
2%
0%
September October November December January February March April May

4. Frequency of Rigor & Relevance in Observed Lessons
30%
25% Application
Students use acquired knowledge to solve
problems, design solutions, and complete work.
20%
Adaptation
Students have the competence to think in
15% complex ways and also apply knowledge and skills
they have acquired. Even when confronted with Application
perplexing unknowns, students are able to use
extensive knowledge and skill to create solutions Assimilation
and take action that further develops their skills
10% Adaptation
Assimilation
Students extend and refine their acquired
5% knowledge to be able to use that knowledge
automatically and routinely to analyze and
solve problems and create unique solutions.
0%