Rigor Relevance Relationships Reflective Thought Jim Miles.

RigorRelevance

RelationshipsReflective Thought

Jim Miles

It’s All About Math!

Welcome to the Middle School Mathematics Initiative!

Institute Theme:

Increasing Rigor and Relevance in the Mathematics Classroom


Sponsored by:

Florida Department of Education

Florida and the Islands Comprehensive Center at ETS (FLICC)

In Partnership with:

The International Center for Leadership in Education

ESCORT

Florida Council of Teachers of Mathematics

NEFEC


Goals:

•Increase the rigor and relevance of middle school mathematics instruction with a focus on sixth grade

•Increase the use of research-based literacy strategies for use in middle school mathematics classrooms

•Increase the use of data to inform instruction

•Build a statewide support network focused on the improvement of middle school mathematics curriculum and instruction

•Increase awareness of new Florida mathematics standards and legislation impacting middle school mathematics classrooms


Overview:

2006 - 2008 First Cohort

32 Participating Districts

Lab Schools

Charter School

Florida School for the Deaf and Blind

2 Regional Institutes

Increasing Rigor and Relevance in the Mathematics Classroom

Strategic Reading in the Content Areas

Summer InstituteDeveloping Content Modules / Reviewing the new Math Standards – OrlandoAugust 1st 11:00 – 3:30August 2nd 7:45 – 3:30August 3rd 7:45 – 11:30


Overview:

•Training Materials

•Successful Practices Network (SPN)

•Liaisons

Roles and Responsibilities

Implementation support

Mathematics content support

•Collaborating Online for Rigor and Relevance (CORR)

•District Responsibilities


Overview:

Evaluation

District Team Meeting Logs

Lesson Plans

Action Plans

Institute Evaluations


Activity:

In your table groups discuss and chart 1 or 2 objectives you would like to accomplish within the scope of the initiative

Introduce your team members and share objectives with the entire group

AGENDA

Changing Workplace Rigorous/Relevance Framework Collaborative Online Rigor Relevance Reading in the Content Area

Successful Curriculum Reform

Why

Do we need

to change

schools?

What

How

What Should Students

KnowBe Able to DoBe Like

THINK of a number from 1 to 10

MULTIPLY that number by 9

If the number is a 2-digit number, ADD the digits together

Now SUBTRACT 5

DETERMINE which letter in the alphabet corresponds to the number you ended up with

(example: 1=a, 2=b, 3=c,etc.)

THINK of a country that starts with that letter

REMEMBER the last letter of the name of that country

THINK of the name of an animal that starts with that letter

REMEMBER the last letter in the name of that animal

THINK of the name of a fruit that starts with that letter

Are you thinking of a Kangaroo in Denmark

eating an Orange?


Why

Do we need

to change

schools?

What

How

Challenges Changing Workplace Globalization Demographics Values / Beliefs Technology

1900 Workplace DemandsHighly skilled

Low skilled

•Avg. age to enter work force

•Avg. age to leave work force

14

47

•Life expectancy 47

2010 Workplace DemandsHighly skilled

Low skilled

•Avg. age to enter the workplace 21•Number of times to change jobs 5-8•Est. Life expectancy in 2100 107 to 124!

Career Challenges . . .

Workers in the 21st century will average 5 - 8 different careers changes

Job longevity will average 5 to 8 years

Academics required for success in the workplace are greater than academics required for success in college

Students need strong, integrated academics to be prepared for their future

Worker Skills for Success

Strong Academics Reading / Writing, Math, Science,

Computer Skills

Career Skills Broad and Transferable

Character Virtues Honesty, Responsibility, Integrity


Globalization intersecting with technology is defining the workplace skills

China 1% in 1980 to 16% in 2005 Clothes / Shoes Furniture Consumer Electronics Computers Bio Technology


Technology Challenges

Information Technology Nanotechnology Biotechnology

Information Technology

• Processing

• Communications

Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB

2004 iPod = 4 GB2004 iPod = 4 GB2005 iPod = 20 GB2005 iPod = 20 GB2006 iPod = 80 GB2006 iPod = 80 GB

1964 IBM System / 360 Mainframe

Nano TechnologyAtom Up

Personalized MedicineProducts - Services

Quality of Life

SPOT Integrated Projection Projection Keyboard Microsoft

CitizensFossil

Projection Keyboard

Did you know?

Did you know?Did you know?

Sometimes size Sometimes size doesdoes matter. matter.

If you’re If you’re one in a one in a millionmillion in China . . .in China . . .

there are there are 1,3001,300 people people just like you.just like you.

In India, there are In India, there are 1,1001,100 people just like you.people just like you.

The 25% of the The 25% of the population in China population in China with the with the highest IQshighest IQs . . . . . .

is greater than is greater than the the total populationtotal population of North America.of North America.

In India, it’s In India, it’s the the top 28%.top 28%.

Translation for teachers:Translation for teachers:they have more honors they have more honors kids than we have kids.kids than we have kids.


China will soon become China will soon become the number one the number one English-English-speaking countryspeaking country in the in the world.world.

If you took If you took every every single jobsingle job in the U.S. in the U.S. today and shipped it today and shipped it to China . . .to China . . .

it still would have it still would have a a labor surpluslabor surplus..

During the course of During the course of this presentation . . .this presentation . . .

• 60 babies will be born in the U.S.

• 244 babies will be born in China.

• 351 babies will be born in India.

The U.S. Department of The U.S. Department of Labor estimates that Labor estimates that today’s learner will have today’s learner will have 10 to 14 jobs10 to 14 jobs . . . . . .

by by age 38age 38..

According to the U.S. According to the U.S. Department of Labor . . .Department of Labor . . .

1 out of 4 workers today 1 out of 4 workers today is working for a company is working for a company for whom they have been for whom they have been employed employed less than 1 yearless than 1 year..

More than 1 out of 2 More than 1 out of 2 are working for a are working for a company for whom company for whom they have worked they have worked less than 5 yearsless than 5 years..

According to former According to former Secretary of Education Secretary of Education Richard Riley . . .Richard Riley . . .

the top 10 jobs that the top 10 jobs that will be in demand will be in demand in 2010 in 2010 didn’t didn’t existexist in 2004.in 2004.

We are currently We are currently preparing students preparing students for for jobs that jobs that don’t yet existdon’t yet exist . . . . . .

using using technologies technologies that haven’t yetthat haven’t yetbeen inventedbeen invented . . . . . .

in order to solve in order to solve problems we don’t problems we don’t even know are even know are problems yetproblems yet..

Name this Name this country . . .country . . .

• Richest in the world

• Largest military

• Center of world business and finance

• Strongest education system

• World center of innovation and invention

• Currency the world standard of value

• Highest standard of living

EnglandEngland

in in 19001900..


The U.S. is The U.S. is 20th20thin the world in in the world in broadband Internet broadband Internet penetration penetration (Luxembourg just (Luxembourg just passed us).passed us).

NintendoNintendo invested more invested more than $140 million in than $140 million in research and developmentresearch and developmentin 2002 alone.in 2002 alone.

The U.S. federal The U.S. federal government spent government spent less less than half as muchthan half as much on on research and innovation research and innovation in education.in education.

1 of every 8 couples 1 of every 8 couples married in the U.S. last married in the U.S. last year met year met onlineonline..

There are over There are over 106 106 millionmillion registered registered users of MySpace users of MySpace (as of September 2006).(as of September 2006).

If MySpace were a country,If MySpace were a country,it would be the it would be the 11th-largest 11th-largest in the world in the world (between Japan and (between Japan and Mexico).Mexico).

The average MySpace The average MySpace

page is visited page is visited 3030 times a day. times a day.


We are living in We are living in exponential exponential times.times.

There are over There are over 2.7 billion2.7 billion searches performed on searches performed on Google each month.Google each month.

To whom were these To whom were these questions addressed questions addressed B.G.B.G.(before Google)?(before Google)?

The number of The number of text text messagesmessages sent and sent and received every day received every day exceeds the population exceeds the population of the planet.of the planet.

There are about There are about 540,000 words540,000 words in the in the English language . . .English language . . .

about about 5 times5 times as as many as during many as during Shakespeare’s time.Shakespeare’s time.

More than More than 3,000 3,000 new booksnew books are are published . . .published . . .

dailydaily..

It is estimated that It is estimated that a week’s worth of a week’s worth of New York TimesNew York Times . . . . . .

contains more information contains more information

than a person was likely than a person was likely to come across in a to come across in a lifetimelifetime in the 18th in the 18th century.century.

It is estimated that It is estimated that 1.5 exabytes1.5 exabytes (1.5 x 10 (1.5 x 101818) ) of unique new information of unique new information will be generated will be generated worldwide this year.worldwide this year.

That’s estimated to be That’s estimated to be more than in the more than in the previous previous 5,000 years5,000 years..

The amount of new The amount of new technical information is technical information is doubling every 2 yearsdoubling every 2 years..

For students starting a For students starting a four-year technical or four-year technical or college degree, this college degree, this means that . . .means that . . .

half of what they learn half of what they learn in their first year of study in their first year of study will be will be outdatedoutdated by their by their third year of study.third year of study.

It is predicted to It is predicted to double double every 72 hoursevery 72 hours by 2010.by 2010.

Third-generation Third-generation fiber fiber opticsoptics has recently been has recently been tested by both NEC and tested by both NEC and Alcatel . . .Alcatel . . .

that pushes that pushes 10 trillion10 trillion bits per second down bits per second down one strand of fiber.one strand of fiber.

That’s 1,900 CDs, That’s 1,900 CDs, or or 150 million150 million simultaneous phone simultaneous phone calls, every second.calls, every second.

It’s currently It’s currently tripling tripling about every 6 months about every 6 months and is expected to do and is expected to do so for at least the next so for at least the next 20 years.20 years.

The fiber is already there. The fiber is already there. They’re just improving They’re just improving the switches on the ends, the switches on the ends, which means the which means the marginal cost of these marginal cost of these improvements is improvements is effectively $0effectively $0..

Predictions are thatPredictions are thate-papere-paper will be will be cheaper than real cheaper than real paper.paper.

47 million laptops47 million laptops were shipped were shipped worldwide last year.worldwide last year.

The The $100 laptop project$100 laptop project is expecting to ship is expecting to ship between 50 to 100 million between 50 to 100 million laptops a year to children laptops a year to children in underdeveloped in underdeveloped countries.countries.

Predictions are that Predictions are that by 2013 a by 2013 a supercomputer supercomputer will be built that exceeds will be built that exceeds the computation capability the computation capability

of the human brain.of the human brain.

By 2023, when first By 2023, when first graders will be just 23 graders will be just 23 years old and beginning years old and beginning their (first) careers . .their (first) careers . . . .

it only will take a it only will take a $1,000 computer$1,000 computer to exceed the to exceed the capabilities of the capabilities of the human brain.human brain.

And while technical And while technical predictions farther out predictions farther out than about 15 years than about 15 years are hard to make . . .are hard to make . . .

predictions are that predictions are that by 2049 a $1,000 by 2049 a $1,000 computer will exceed computer will exceed the computational the computational capabilities of the capabilities of the human racehuman race..

What does it What does it all all meanmean??

Shift Shift happens.happens.

NowNow you you know . . .know . . .

Did You Know?


Why

Do we need

to change

schools?

What

Needs to

be done?

How

Imagineering….

A process of visualizing the perfect process, system, etc.. if there were no barriers and everything went just right.

Imagineering…. What is the ideal curriculum for your

content area? What skills and knowledge are included

in that education? Who are the customers whose needs

must be addressed by that curriculum? How is that curriculum best delivered?

ParadigmA PARADIGM is a basic beliefor assumption; something you believe to be true.

A PARADIGM SHIFT is a newway about how we approach problems; a new way of thinking.

“We simply cannot sustain an economy based on innovation unless our citizens are educated in math, science, and engineering.”

Bill Gates, 3-8-2007

“The United States cannot maintain its economic leadership unless our workforce consists of people who have the knowledge and skills needed to drive innovation”


“Microsoft hasn’t been able to fill approximately 3,000 technical jobs in the USA because of a shortage of skilled workers”



Why

Do we need

to change

schools?

What

Needs to

be done?

How

ICLE Philosophy

RigorRelevanceRelationshipsAll Students

What Should Students

KnowBe Able to DoBe Like

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance Framework

KnowledgeKnowledge

ApplicationApplication

Assimilationof knowledge

Acquisition of knowledge

Thinking Continuu

m

Rigor and Relevance

Bloom’s TaxonomyLevel of challenge of the learning for the student

Application Model Relevance of

learning to life and work

Bloom’s TaxonomyAwareness Level

Recall specific information list, arrange, tell, underline, identify, locate List the four basic math functions

Comprehension Level Understanding or interpretation

of information define, explain, calculate, reword Select the correct math function to

solve a word problem.

Bloom’s TaxonomyApplication level

Applying knowledge and understandingto a new situation

solve, operate, use, handle, apply Using a ruler, determine the square

footage of the floor in this classroom.

Analysis Level Separate a complex idea into its

components categorize, simplify, examine, inspect,

survey Determine the largest rectangular area

for a fixed perimeter

Bloom’s TaxonomySynthesis Level

Combining knowledge to form a new idea.create, build, generate, reorganizeObtain historical data about local weather to

predict the chance of snow, rain, or sun during year

Evaluation Level Choosing an alternative in making a

decision. decide, classify, judge, prioritize, determine Identify coordinates for ordered pairs that

satisfy an algebraic relation or function

Knowledge Taxonomy

1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis

6. Evaluation

AcquisitionAcquisitionof knowledgeof knowledge

Applicationof knowledge

Action Continuum

Application ModelKnowledge

Learning Knowledge, Attitude, or Skills Learning how to use the calculator

Apply in Discipline Using the knowledge, attitude, or skills

within the course curriculum Using the calculator to solve a word

problem in 6th grade math class

Application ModelApply Across Disciplines

Using the knowledge, attitude, or skills in all discipline curriculums

Using the knowledge and skills learned in math class to solve a science problem

Apply to Predictable Situations Using information to analyze and solve

real problems with predictable solutions Read a recipe, calculate the ingredients

needed to triple the recipe

Application ModelApply to Unpredictable Situations

Using information to analyze and solve real problems with unknown solutions

Use a road map determinethe best route and calculatethe distance between Fairport, NY and Boca Raton, FL

Application Model

5 Application to real-world unpredictable situations

4 Application to real-world predictable situations

3 Application across disciplines

2 Application within discipline

1 Knowledge of one discipline


1. Recall Knolwedge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

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

SkillRead a math word problem, identify the applications required, and solve the problem.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the perimeters

and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the perimeters

and areas of squares having different-length sides.
















A

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework





• Analyze the graphs of the perimeters and areas of squares having different-length sides.












B

1

2

3

4

5

6

1 2 3 4 5

A B

DC


















C

1

2

3

4

5

6

1 2 3 4 5

A B

DC


















D


Why

Do we need

to change

schools?

What

Needs to

be done?

How

Do we do it?

The Ruler Drop Activity

Which Quadrant? Why?

Discuss which quadrantyou think this activity is in and provide evidence to support yourdecision.

AdaptationHow would you change thisactivity to move it into a different quadrant?

Gold Seal LessonsImplementing the


Gold Seal Lesson Process

1. Submit 5-10 GSLs

4. Final LessonSent Back to School

5. Posted to SPN

website

2. Content Editor

3. GeneralEditor

Share with your staff

School gains access to lessons online

Samples

GSL Template

GSL Final

Develop an understanding of and fluency with multiplication and division of fractions and decimals

MA.6.1.1Explains and justifies procedures for multiplying and dividing fractions and decimals

MA.6.1.2 Interprets and compares ratios and rates

MA.6.1.3 Solves real-world problems involving multiplication and division of fractions and decimals

Big Idea 1 – 6th Grade

Connect ratio and rates to multiplication and division

MA.6.2.1Uses reasoning about multiplication and division to solve ratio and rate problems

MA.6.2.2 Interprets and compares ratios and rates


Write, interpret, and use mathematical expressions and equations

MA.6.3.1Writes and evaluates mathematical expressions that correspond to given situations

MA.6.3.2 Writes, solves and graphs simple equations and inequalities

MA.6.3.3 Uses formulas to solve problems

MA.6.3.4 Uses the commutative, associative, and distributive properties to show that two expressions are equivalent

MA.6.3.5Constructs and analyzes tables, graphs and equations to describe simple relationships, and informally describes slope as the rate of change


MA.6.5 SUPPORTING IDEA: Geometry and Measurement

MA.6.5.1Determines the perimeter and area of polygons and composite figures, using various strategies

MA.6.5.2Explains the concept of π and uses common approximations of π (3.14; 22/7) to calculate the circumference and the area of circles

MA.6.6 SUPPORTING IDEA: Number and Operations

MA.6.6.1Translates among fractions, decimals, and percents to solve problems

MA.6.6.2Compares and orders fractions, decimals, and percents and find their approximate location on a number line

MA.6.6.3Estimates the results of rational number computations and judge the reasonableness of the results

MA.6.7 SUPPORTING IDEA: Data Analysis

MA.6.6.1

Makes frequency tables for numerical or categorical data, grouping data in different ways to investigate how different groupings describe the data

MA.6.6.2Determines the measures of central tendency (mean, median, mode) and variability (range)

MA.6.6.3Analyzes the appropriateness of each measure of central tendency and variability to describe a given data set.

Linda Lucey, Ph.DSenior Associate

[email protected] ext 224

mailto:[email protected]

C O R R- MC O R R- MCollaborating

Online for

Rigor and

Relevance focused on Mathematics

Middle School

Mathematics Initiative

Objectives Develop high rigor/high relevance lessons in

school community

Facilitate teacher collaboration to develop teaching resources

Provide rigor/relevance resources for convenient and personal exploration

Engage teachers in rigor and relevance through questions, conversation, and play

Platform• Using Open Source Learning Management

System - Moodle• Accessible from any internet browser• Provides a convenient system for

organizing and creating activities and collaboration

• Facilitates management of groups

10 Topics1. Why Rigor and Relevance2. Rigor/Relevance Framework3. Identifying Levels of Rigor and

Relevance4. Teaching for High Rigor

Relevance5. Identifying Student Learning

10 Topics6. Writing Performance Tasks7. Linking to State Standards8. Assessments for High Rigor/High

Relevance9. Writing Lessons for High

Rigor/High Relevance10.Submitting and Revising Lessons

Develop

Explore

Apply

Share

Connect

COMPONENTS

CORR Activities

Connect is an advanced organizer activity to explain the importance of the topic and have teachers begin to think about this component of developing lessons.

CORR Activities

Explore is background knowledge to help in preparation of this part of the lesson. It may include articles, web sites, videos, or audio. Each piece of background knowledge is broken into small segments.

Background Information

CORR Activities

Share is a discussion section that starts with a question related to the topic. Teachers contribute to the online discussion and share ideas, shaping each other’s perspectives.

Online Community

CORR Activities Apply is an interactive activity

in which teachers use what they know about the topic. Usually these are engaging activities that allow teachers to play a little and reinforce their knowledge.

Interactive Discovery

CORR Activities

Develop is the activity to create the pieces of the lesson. Participants get feedback on their work from other teachers in their group.

E-Template

Sample Pages

Your Online Facilitator

Dr. Lynn Richbart

Facilitate discussion forum Stimulate and react to develop

activities Provide feedback on gold seal

lessons (topic 4-10/develop)

Let’s Get Started (See packet for instructions) Web site (MAC users please use Safari)

http://rigor-relevance.com

Usernames/Passwords have been created for you.First Initial of your first name, last name

ex: Linda Lucey = llucey

Jim Miles = jmiles

http://rigor-relevance.com/

Login

Change your password

Edit your profile (optional) and

Navigate back to homepage

Navigate Back To Homepage

EDIT PROFILE

Enter Course

Browse Topic 1

1. Submit Caption(s) to Topic 1/Share

2. Submit Memo to Topic 1/ Develop

Topic 4 / DevelopE-Template Database

• Electronic form for storing lesson information

-1. Modify My Lesson (editable)

-2. View My Lesson (printer friendly form)

-3. View Group

Lessons

(Sharing)12

3

Getting Started with the E-Template

1. Click on Topic 4/Develop

2. Create a New Account -as an individual

-as a team

3. Identify Group # 51

4. Login using Email & password

How to Get Started Complete the GSL template. Email completed template to

Linda Lucey at [email protected]

Editing process will take about 4-6 weeks.

RIGOR

RELEVANCE

A B

DC

Increasing Rigor/Relevance

High

HighLow

Low

High Rigor/High Relevance Lesson Components

Focus Student Learning Performance Tasks Standards Scoring Guide Exemplars (optional) Teacher Procedures (optional)

Participant Results Apply the Rigor/Relevance Framework to their

instruction

Set expected levels of rigor and relevance for students

Design performance tasks for a given level of rigor and relevance

Design assessments for a given level of rigor and relevance

Facilitator Responsibilities

Set up and mange user accounts Provide introduction to using

CORR Encourage participation Stimulate and react to

collaboration Forward to SPN questions and

suggestions

How to Get Started Web site


Contact CORR Manager to request a facilitator for participating teachers

password.

Set up passwords Set up a time frame and orientation

Make it happen!

C O R RC O R R


CORR

http://www.212movie.com/

Instructional Strategies Brainstorming Cooperative Learning Demonstration Guided Practice Inquiry Instructional Technology Lecture Note-taking/Graphic

Organizers

MemorizationPresentations/ExhibitionsResearch Problem-based learningProject DesignSimulation/Role-playing Socratic SeminarTeacher Questions Work-based Learning

Selecting Strategies on Rigor/Relevance

Guided PracticeLectureMemorization

Best Strategies for Quadrant A - Acquisition


Cooperative Learning Demonstration Instructional Technology Problem-based Learning Project Design Simulation/Role Playing Work-based Learning

Best Strategies for Quadrant B - Application


Brainstorming Inquiry Instructional Technology Research Socratic Seminar Teacher Questions

Best Strategies for Quadrant C - Assimilation


BrainstormingCooperative Learning Inquiry Instructional TechnologyPresentations/ ExhibitionsProblem-based Learning

Best Strategies for Quadrant D - Adaptation

Project DesignResearchSimulation/Role-

playingSocratic SeminarTeacher QuestionsWork-based

Learning

Divide / ConquerQuadrant D Lesson

Based on Florida Mathematics SSS 6th Grade Need based on FCAT Data

CORR Modules Mathematic Textbook Information

Remember Your Resources

We learn...10%

20%

30%

50%

60%

80%

95%

of what we read

of what we hear

of what we see

of what we see & hear

of what we discuss with others

of what we personally experience

of what we TEACH to someone else

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC


Activities

Projects

Problems

R&R Framework ...A Useful Tool to evaluate

CurriculumInstructionAssessmentActivities

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC


TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

CAREER DEVELOPMENT

Self-knowledge• Who am I?

Career exploration • Where am I going?

Career Plan• How do I get there?

INTEGRATED LEARNING

• What am I learning?

• Why am I learning it?

• How can I use it?

UNIVERSAL FOUNDATION SKILLS

(SCANS)• What do I need to know?

• What skills are

important for me”

knowledge application

skills

Questions students

should be able to answer

Using Data for Decision Making

Rigor/Relevance Framework Critical Thinking Skills Real-world Applications Student Thinks / Applies / Adapts Teacher Facilitates

International Center for Leadership in Education


Curriculum Matrix Aligned to Essential Skills Aligned to FCAT

Instructional Strategies Aligned to R/R Framework Quadrants


Curriculum Survey

Identifies what should be taught Language Arts, Math, Science 22,000 surveys; Districts across U.S. School, Community, and Business Community Top 35 are usually skill and content based Lowest 35 are usually more strategy Top Ranked English - responsibility of all


Quadrant D Lessons Aligned to R/R Framework Quadrants Aligned to Essential Skills Integrates Academics with

Real-World Application


Curriculum Matrix Essential Skills in English Language Arts,

Mathematics, and Science Crosswalks state standards with state

assessments and the National Survey of Essential Skills at selected grade levels

Assigns a High, Medium, or Low priority based on standards subcategories that are tested on state assessments

FCAT MathematicsBenchmarks Tested

High Medium Low

Grade 3 30 0 4

Grade 4 30 0 4

Grade 5 33 0 1

Grade 6 32 0 4

Grade 7 33 0 3

Grade 8 33 0 3

Grade 9 30 0 6

Grade 10 31 0 5

FloridaEssential Knowledge and Skills

Curriculum Survey of Essential SkillsNational Rankings Rank

FCATTest

Curriculum Survey

Priority

7.1 Listening/speaking/purposes.The student listens actively and purposefully in a variety of settings.

(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);

e25

Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates.

L H M

(B) eliminate barriers to effective listening (4-8);

e25


L H M

(C) understand the major ideas and supporting evidence in spoken messages (4-8); and

e25


L H M

(D) listen to learn by taking notes, organizing, and summarizing spoken ideas (6-8).

e25


L H M

7.2 Listening/speaking/critical listening.The student listens critically to analyze and evaluate a speaker’s message (s).

(A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8);

e25

Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates. L H M

e63Interpret non-verbal cues such as body language and visual aids.

State StandardRelated Essential Skills and priority

Priority on State Test

Overall Priority

DO NOT CONFINE YOUR CHILDREN TO YOUR OWN LEARNING FOR THEY ARE BORN IN ANOTHER TIME.

-- Old J ewish Proverb


Middle School Mathematics InitiativeAction Plan and

Next Steps

Institute Theme:

Increasing Rigor and Relevance in the Classroom


District Team Meeting Log

Will be web based:

http://escmail.org/node/7

Complete each time your leadership team meets



Action Plan

Will be web based:http://escmail.org/node/6

Save on your computerEmail completed plan to Bob Thomas: [email protected]

Getting started today:

Include at least 2 or 3 steps for implementing MSMI

Include at least 2 or 3 steps for implementing CORR



Next Steps:

Meet with leadership team today to develop action planemail to Bob Thomas: [email protected]

Put finishing touches on the 2 Quadrant D lessonsemail to Linda Lucey: [email protected]

Schedule site visit with your liaison

Implement 1 Quadrant D lesson

Begin CORR

Log all meetingsweb site: http://escmail.org/node/7





Upcoming Dates

Summer Institute:

August 1st 11:00 – 3:30

August 2nd 7:45 – 3:30

August 3rd 7:45 – 3:30

Location: Orlando


Resources

Action Plan


District Team Meeting Log


PowerPoint presentations

http://www.ets.org/flicc

Documents are under the Initiatives tab

Draft of Mathematics Standards

http://www.flstandards.org



http://www.ets.org/flicc

http://www.flstandards.org/

http://www.flstandards.org/


Resources

Mr. Todd [email protected]

Dr. Alice [email protected]

Mr. Jim [email protected]

Dr. Linda [email protected]

Mr. Bob [email protected]






I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized."

Haim Ginott

Saturday, June 30 – Tuesday, July 3

2007 Model Schools Conference2007 Model Schools Conference

Washington, D.C.