Resource Information
23 June, 201123 June, 2011
In June 2010, members of the Instructional Leadership Team of Francis Tuttle Technology Center (Oklahoma City, OK) attended the International Center for Leadership in Education’s Model Schools (ICLE) Conference and learned about many valuable tools provided by ICLE and the Successful Practices Network (SNP). As a result and to further the goals of their Pathway to Excellence vision, the Instructional Leadership Team (ILT) made a decision to begin implementing the Rigor and Relevance Framework in the fall of 2010 through the development of Goal Seal Lessons. The ILT wanted to play an active role in supporting the Center’s teachers throughout the process of developing the lessons. The team recognized that to provide the desired support and assistance, they would need to gain an understanding of the components of a Gold Seal Lesson. Subsequently, they agreed to participate in the Collaborating Online for Rigor and Relevance (CORR) training available through the SPN. In addition, the ILT developed a plan that included providing CORR training for teachers and outlining steps for infusing the lessons into the current curriculum. Throughout the planning process, the leadership team was mindful of the culture of Francis Tuttle, assuring staff that the newly developed Gold Seal Lessons would complement rather than replace the existing curriculum structure. As of June 2011, most of the steps in the implementation plan have been completed. The final stage will be completed near the end of July, with a review of the lessons teachers have created for the 2011-12 school year.
Implementation Process:



October 2010: The Instructional Directors met to plan a staff development workshop for rigor and relevance. They soon recognized the need to learn more about the Rigor and Relevance Framework so they could present the information to the teachers and provide support for the development of Gold Seal Lessons.  The ILT contacted Tuttle's SPN Coach, Joyce McLean, who recommended that they participate in one of the online courses available through the SPN.


November 2010: SPN coach, Joyce McLean, helped Francis Tuttle learn about the CORR courses available through the Successful Practices Network website. The ILT reviewed the courses and determined that the Quadrant D Lesson Development course would best meet their needs.


November 2010: All Instructional Directors along with five teacher leaders signed up to take the CORR Quadrant D Lesson Development course. Sherry Adrian, Manager, Instructional Design, Development, and Delivery (ID3) was chosen as Francis Tuttle's facilitator of the course.


November - December 2010:  Sherry Adrian updated the online course guide for the Quadrant D Lesson Development course (see the attached course guide) to address the needs of the Instructional Directors and merge the online course content and format to accommodate the culture of Francis Tuttle. One such accommodation involved updating the title Gold Seal Lesson to Gold Seal LAPs.  The ILT members agreed it was important to communicate that they were not abandoning the current curriculum structure of Learning Activity Packets (LAPs).   Instead, they are aligning the current structure with the gold seal lesson structure. Francis Tuttle will continue to use LAPs; however, the enhanced LAPs will now identify the appropriate quadrant for the lesson and the academic skills that are targeted within each LAP.


December 2010: Sherry rolled out the Quadrant D Lesson Development online course to the Instructional Leadership Team and the instructor leaders that would be participating in this training. The goal was for the leaders to complete the CORR course by February 4, 2011, so that there would be sufficient time to plan the staff development training for February 21, 2011.


January 2011: The instructional leaders met to discuss their progress in and impressions of the online course. It was determined that everyone had completed the work as outlined in the guide, enjoyed the course and felt it was very helpful in gaining the skills necessary to assist the teachers.


February 2011: Sherry worked with three teacher leaders and one instructional leader to develop the rigor and relevance training for February 21, 2011. (See the attached Pathway to Excellence Rigor and Relevance Training PowerPoint and other related materials).


February 2011: Sherry and three instructors presented the six-hour rigor and relevance workshop to all 112 teachers at Francis Tuttle. The instructional leaders helped to facilitate the hands-on activities during the training (see the attached Interactive Activities Planning Sheet).


April 2011: It is common practice at Francis Tuttle to offer summer contracts to teachers for curriculum development. The process was slightly changed this year to reflect the adoption of the rigor and relevance framework and the Gold Seal Lesson format. Teachers applying for a summer contract must agree to write their curriculum in a format that reflects the components of a Gold Seal LAP.


June 2011: Seventy-two teachers, administrators and counselors will be attending the Model Schools Conference in Nashville. One of the goals for participating in the conference is to gather ideas for academic integration within the career and technical curriculum. Each instructional director will meet with his/her team at least once during the conference to debrief on information learned about the development of Quadrant D lessons. 


July 2011: Sherry will conduct an optional in-service for teachers to learn how to audit current curriculum for rigor and relevance. This in-service will be repeated during the school year.


August 2011: The school year will begin with new curriculum that has been developed in the new Gold Seal LAP format. Some of the previously developed curriculum will be audited for rigor and relevance. Over the course of the next two to three years, all of the Francis Tuttle curriculum will be converted to the Gold Seal LAP format (see the attached Gold Seal LAP Template).

Data on Success:


Rigor and Relevance Workshop: 130 instructors, administrators, and support personnel attended this 6-hour workshop. Three instructors and three administrators (including Michelle Keylon and Sherry) presented topics to staff.  All workshop participants indicated that the workshop was enjoyable and helpful in developing Gold Seal Lessons.


Model Schools Conference Attendance: 72 administrators, instructors, and counselors will attend the conference in June (2011).  Feedback will be gathered for attendees following the conference to determine its effectiveness.


Gold Seal LAP Creation: Forty instructors have received summer contracts to develop Gold Seal curriculum.  They have contracted to develop and/or revise 512 LAPs, lessons and syllabi using the Gold Seal format


See comments from the Pathway to Excellence Workshop Survey listed in the section entitled Testimonial to Support Successful Practices.


Testimonial to Support Successful Practice 

During the CORR training, one of the teachers posted, "As an instructor, when the concepts were first discussed, I thought....'Oh my!  Another flavor of the day'   I know other teachers thought the same as you could hear it rumble through the group.   OH!  That is not the case at all.  I feel there are some of the teachers at FT already using the model.  They just did not know it and didn't know what to call it.  It is the basic information we learned in teacher education.  Teachers have to be encouraged to review their curriculum for ways to update or revise for R/R.  It is not intended for lesson plans to be eliminated.  Our curriculum must be dynamic and constantly revised, improving activities to duplicate what students will experience in the real world.  As teachers, we have to think hard to create the synthesis and evaluation activities. (Are all inclined to think this hard or put in the extra effort?) Students are changing and technology is changing."


The following three responses were taken from the staff development workshop on the Rigor and Relevance Framework.


When asked what benefits are expected as a result of Francis Tuttle's focus on rigor and relevance, one of the teachers responded, "I expect our students AND instructors to become more engaged, motivated and successful through this focus.  The success of our students depends upon the success of our instructors! Taking the time to put their curriculum and instruction into the Rigor/Relevance framework will help instructors do the critical thinking necessary to become more effective."


One of the responses to the question "Which areas do you feel that you need additional training?" on the survey following the rigor and relevance workshop was "My need is to understand the finer points of if an objective is real world relevant or not. It seemed to me there was a lot of stretching the line and rationalization to make objectives a ‘5' when they read like a ‘4'."


One of the responses to the question "Do you understand why we are implementing this initiative?" on the survey following the rigor and relevance workshop was "To better align curriculum with scenarios and projects that students may encounter in the workplace which often require complex thinking and problem solving. Also, to continue to mix in basic concepts learned in high school (Math, English) and show the importance of those items in real world work tasks."


Below watch a video clip of Dr. Bill Daggett sharing with Francis Tuttle faculty and staff.

Contact Person: Michelle Keylon, Assistant Superintendent, Instruction
Phone: 405-717-4710
Components of School Excellence:
  • Embrace a Common Vision and Goals — Rigor, Relevance, and Relationships for ALL Students.
  • Empower Leadership Teams to Take Action and Innovate
  • Adopt Effective Instructional Practices.
Learning Criteria:
  • Stretch Learning
  • Learner Engagement
Additional Connections:
  • Multiple Pathways
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School Information
Francis Tuttle Technology Center
Author: 15 October, 2010 Schools
Francis Tuttle Technology Center serves high school juniors and seniors who reside in our partner school districts, as well a