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Educators are Opportunity Makers

Nancy Frey, PhD

Ysabel Barnett School

August 10, 2026

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PPTs available soon at www.fisherandfrey.com

Click on Resources & Recordings and then scroll to the bottom of the page

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https://tntp.org/publication/the-opportunity-makers/

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There are 51,000 public elementary, middle, and K-8 schools in the U.S.

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28,000 of them average below-grade performance in ELA and Math on state tests at the initial year of testing.

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Schools with

“a long arc of sustained improvement.”

TNTP, 2024

Photo by SpaceX on Unsplash

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5% (1,345) were “Trajectory-changing Schools,” averaging 1.3-1.7 years gain annually.

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A child one year below grade level in 3^rd grade is on grade level by 6^th grade:

a potentially life-changing difference.

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In three years, students gain a full extra year of learning.

What does it mean to average 1.3 years learning, year over year, for a decade? It means that a student who starts third grade a year behind in math is on grade level by sixth – a potentially life-changing difference. We call these schools these schools “trajectory-changing” because that’s exactly what they do for students.

We defined "trajectory-changing" schools as schools where the average student was not yet on grade level in the initial tested grade and students grew at least 1.3 relative grade levels per year. This threshold, while somewhat arbitrary, is also practical. Setting the bar at 1.3 relative grade levels per year pulls the top five percent of public elementary and middle schools in SEDA. At this growth rate, compounded over several years, most students who are behind in elementary and middle school can reach grade-level proficiency during their time in school.

For the last decade, students in these schools gained more than 1.3 years of learning each school year. Growing at this rate allows most students to catch up during their time in school. In three years, students gain a full extra year of learning. A student who starts third grade one year behind in math is on grade level by sixth grade—a potentially life-changing difference.

Critically, these trajectory-changing schools have bucked the national trend for a decade. Student academic growth was consistent across different demographic groups and consistent over time. Because their trends are long-term, this isn’t about a single heroic leader or group of self-sacrificing teachers. It’s not the result of a one-time investment or a one-off initiative. This isn’t a silver bullet story.

Instead, trajectory-changing schools show us a long arc of sustained improvement by helping students gain 1.3 years or more of learning, year after year. These schools have found a way to sustain progress despite changes in leadership and the education landscape. Clearly, there must be durable systems, practices, and daily habits that can create exceptional levels of learning for all young people.

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Belonging: Schools create an emotional climate for learning that activates students’ ability to excel.

Consistency: Schools deliver consistently good teaching and grade-level content for all students.

9 out of 10 classrooms were rated as “good” or “strong” instruction.

Coherence: Schools build a unified instructional program and set priorities that are clear to all.

3 Characteristics of Trajectory-changing Schools

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Coherence is focused direction to build collective purpose.

Fullan & Quinn, 2016

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Trajectory-changing schools understand that success requires a coordinated effort.

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Learning Intention

We are deepening our understanding of robust learning through relationships and instruction.

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.

Success Criteria

I can align characteristics of trajectory-changing schools to my own classroom.

I can foster belongingness through key practices.

I can foster meaningful academic peer interactions.

I can create opportunities for students to demonstrate and explain success.

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Change the face of schooling for students by changing opportunity structures.

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Opportunity structures maximize consistency, coherence, and a sense of belongingness to build RIGOR.

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�

Team Talk: Make your learning visible.

What is your superpower?

What does your grade level, department, or school do well?

Belongingness

Consistency

Coherence

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Education Week reported that ”rigor was the least favorite buzzword of 2023” in a poll of principals and teachers.

Other despised buzzwords included PLC, differentiation, and fidelity.

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“I liked the word until it became overused and repurposed to create vague, unnecessary pressure on teachers.”

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Read “Misconceptions About Rigor” on p. 1 to prepare for a conversation you will have soon with your sole mate.

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What DOK can (and can’t) reveal

p. 2

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DOK is useful for designing and

analyzing assessment tasks

but has proven more difficult

to use in task design.

And not all standards require that

students perform at DOK

levels 3 and 4.

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This is not an accurate application of DOK!

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Compass Partners

Find 4 different partners that are nearby. Write each other’s names down. You’ll have short conversations with these partners throughout the session.

Which misconception is most common in our school or context? What makes you think so?

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Constructing an Evidence-Based Definition and Implementation Model of Rigor

Construction

Validation

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Rigor in teaching and learning means challenging students with high expectations, engaging them in deep and meaningful learning experiences, and supporting them to achieve their full potential.

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Crowdsourced with experts and practitioners through four review/reconsider/revision loops (Delphi methodology).

From 54 indicators to 25, with modifications and exacting all along the way.

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R

I

G

O

R

Relationships

Instruction

Goals

Organization

Relevance

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Relationships	Instruction	Goals	Organization	Relevance
Students’ names are used in positive and productive ways	Evidence of student learning is used to inform instruction.	Learning goals are aligned with grade-level expectations.	The physical environment is accessible for all students.	The learning process incorporates meaningful tasks that embed learning inside and outside the classroom.
Proximity is used to foster connections with students to ensure their learning.	Students interact with peers in meaningful discussions using academic language to complete tasks.	The level of knowledge expected of the learning goal aligns with the standard.	The physical environment is rich and recent.	Students describe the value of what they are learning and how they are learning it.
Students’ interactions with peers are respectful and productive.	Scaffolds are strategically used to support learning, invite productive struggle and ensure productive success.	Students can describe or demonstrate what successful learning looks like.	Grouping patterns are used flexibly to promote learning.	Students’ lived experiences, as well as those from backgrounds different from their own, are incorporated into learning experiences, making lessons culturally relevant and inclusive.
Academic risk-taking is encouraged and celebrated.	Lessons include input based on student learning needs.	Students regularly self-assess their learning and revise their actions based on the results.	Student behavior is proactively managed, monitored, and addressed through productive procedures and interventions.	Artifacts and materials reflect the unique identities and interests of students.
Student ideas are valued and explored as bridges to learning.	Students practice and apply what they have learned to familiar and new situations.	Students seek feedback, are provided with actionable ideas, and follow through with next steps.	The flow and pace of the lesson is aligned with the learning goals.	Learning activates students’ prior knowledge and experiences and fosters connections to new or more complex content.

p. 4

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84 educator schoolwide Rigor Tours in 4 states with ratings recorded anonymously using the scales.

5 RIGOR components returned high internal consistency (.81-.95)=measuring same domain, reliability
5 RIGOR components correlated to reading growth (.42 to .68; .68 for full model) = meaning predictive validity

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Validation to Date

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A Rigor Plan at Ysabel Barnett Elementary School

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Relationships	Instruction	Goals	Organization	Relevance
Students’ names are used in positive and productive ways	Evidence of student learning is used to inform instruction.	Learning goals are aligned with grade-level expectations.	The physical environment is accessible for all students.	The learning process incorporates meaningful tasks that embed learning inside and outside the classroom.
Proximity is used to foster connections with students to ensure their learning.	Students interact with peers in meaningful discussions using academic language to complete tasks.	The level of knowledge expected of the learning goal aligns with the standard.	The physical environment is rich and recent.	Students describe the value of what they are learning and how they are learning it.
Students’ interactions with peers are respectful and productive.	Scaffolds are strategically used to support learning, invite productive struggle and ensure productive success.	Students can describe or demonstrate what successful learning looks like.	Grouping patterns are used flexibly to promote learning.	Students’ lived experiences, as well as those from backgrounds different from their own, are incorporated into learning experiences, making lessons culturally relevant and inclusive.
Academic risk-taking is encouraged and celebrated.	Lessons include input based on student learning needs.	Students regularly self-assess their learning and revise their actions based on the results.	Student behavior is proactively managed, monitored, and addressed through productive procedures and interventions.	Artifacts and materials reflect the unique identities and interests of students.
Student ideas are valued and explored as bridges to learning.	Students practice and apply what they have learned to familiar and new situations.	Students seek feedback, are provided with actionable ideas, and follow through with next steps.	The flow and pace of the lesson is aligned with the learning goals.	Learning activates students’ prior knowledge and experiences and fosters connections to new or more complex content.

August 2026

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How To Use the RIGOR Unveiled Flipbook

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Overview of the Indicator

01

02

03

What It Is

Where It Came From

Why It Matters

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Overview of the Indicator

01

02

03

Author video intro

Spot it happening

Scales to calibrate

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The ability to identify and interpret significant features in complex situations quickly and accurately, while while screening out extraneous information

Fantastic idea

Genius idea

Excellent idea

Outstanding idea

Expert Noticing

(Ericsson, 2018)

The flipbook should also be used by every individual on the RIGOR Walk to further right-size the observation process through expert noticing. A marked difference between novice noticers and expert noticers is the ability to sift information in fast-paced environments to notice what is relevant and significant, while screening out extraneous information (Ericsson, 2018). As one example, an expert in the field of architecture is likely to notice the relevant technical information related to a house’s structure and question whether the deck railing is safe; the novice touring the same house might overlook that detail entirely while being enamored with the deck furniture. The Spot It Happening feature is intended to refocus team members during their observations to foster expert noticing while screening out what is not relevant to the observation. And if you don’t like to write in your flipbook, you can use stickie notes to record evidence.

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See it in Action and Through the Eyes of an Instructional Coach

The flipbook should also be used by every individual on the RIGOR Walk to further right-size the observation process through expert noticing. A marked difference between novice noticers and expert noticers is the ability to sift information in fast-paced environments to notice what is relevant and significant, while screening out extraneous information (Ericsson, 2018). As one example, an expert in the field of architecture is likely to notice the relevant technical information related to a house’s structure and question whether the deck railing is safe; the novice touring the same house might overlook that detail entirely while being enamored with the deck furniture. The Spot It Happening feature is intended to refocus team members during their observations to foster expert noticing while screening out what is not relevant to the observation. And if you don’t like to write in your flipbook, you can use stickie notes to record evidence.

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Access videos through QR codes or through the Companion website

The flipbook should also be used by every individual on the RIGOR Walk to further right-size the observation process through expert noticing. A marked difference between novice noticers and expert noticers is the ability to sift information in fast-paced environments to notice what is relevant and significant, while screening out extraneous information (Ericsson, 2018). As one example, an expert in the field of architecture is likely to notice the relevant technical information related to a house’s structure and question whether the deck railing is safe; the novice touring the same house might overlook that detail entirely while being enamored with the deck furniture. The Spot It Happening feature is intended to refocus team members during their observations to foster expert noticing while screening out what is not relevant to the observation. And if you don’t like to write in your flipbook, you can use stickie notes to record evidence.

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Relationships

Exploring

RIGOR

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“No significant learning occurs outside of a significant relationship.”

James Comer

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Exploring Relationships

Students’ names are used in positive and productive ways.

Proximity is used to foster connections with students and ensure their learning.

Students’ interactions with peers are respectful and productive.

Academic risk-taking is encouraged and celebrated.

Student ideas are valued and explored as bridges to learning.

Indicator 1

Indicator 2

Indicator 3

Indicator 4

Indicator 5

RIGOR

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Relationships Begin with Belongingness

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What’s the difference between belonging

and fitting in?

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Belonging	Fitting In
Being accepted for who you truly are	Being accepted only if you change or hide parts of yourself
Authentic identities are valued and celebrated	Identities are masked or conformed to meet external expectations
Students feel safe to take risks and show vulnerability	Students feel pressure to conform and avoid standing out
Signals: “You matter here” → unconditional acceptance	Signals: “You’re okay here if…” → conditional acceptance
Rooted in relationships and trust	Rooted in compliance and performance
Leads to engagement, confidence, and growth	Leads to anxiety, withdrawal, or surface-level participation

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Belonging is

authentic acceptance.

Fitting in is

conditional acceptance.

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Belonging

is the feeling that we’re part of a larger group that values, respects, and cares for us—and to which we feel we have something to contribute.”

⁽^{Cohen, 2022, p. 5}

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Belonging has a positive

impact on learning.

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Belonging also affects our health and well-being.

Photo by Owen Beard on Unsplash

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Not only do students

learn more when they feel that they belong, but they also experience positive

health outcomes, including self-reports of wellness and reduced number of

doctor visits.

(Lambert et al., 2013)

.

Photo by Owen Beard on Unsplash

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Belonging serves as a gatekeeper for all the other aspects of learning to take root.

Photo by Nazrin Babashova on Unsplash

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Belonging serves as a gatekeeper for all the other aspects of learning to take root.

If students do not feel that they belong in a class, then it is unlikely that the amazing instruction being provided to them will significantly improve their learning.

Photo by Nazrin Babashova on Unsplash