Walker's goal is to increase the percentage of lessons at the Assimilation, Application, and Adaptation levels of the Rigor/Relevance framework to help meet Common Core State Standards. Teachers are asked to use the framework when planning lessons and reflect bi-weekly on increasing rigor, with the expectation that this will increase higher-order thinking, evaluative questioning, and lessons in the upper quadrants of the framework according to walkthrough data.

1. Progress on Achievement Strategy #3
December, 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.

4. Walker’s Goal is to increase the
% of lessons at the Assimilation,
Application, & Adaptation levels.
We believe these levels of
RIGOR will help us with the
Common Core State Standards
(CCSS).

5. If teachers reflect bi-weekly on how
to increase rigor using the
Rigor/Relevance (R/R) Framework
and keep track of higher-level
questioning when planning
lessons, then the levels of
divergent thinking and evaluative
questioning (Ques) and the amount
of rigorous lessons on the R/R
matrix will increase as measured
from walkthrough data.

6. If teachers reflect bi-weekly on how
to increase rigor using the
Rigor/Relevance (R/R) Framework
and keep track of higher-level
questioning when planning
lessons, then the levels of
divergent thinking and evaluative
questioning (Ques) and the amount
of rigorous lessons on the R/R
matrix will increase as measured
from walkthrough data.