Rigor Relevance Relationships Reflective Thought

Challenges  Changing Workplace  Globalization  Demographics  Values / Beliefs  Technology

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ICLE Philosophy  Rigor  Relevance  Relationships  All Students

A B D C Rigor/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.

A B D C Rigor/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. A

A B D C Rigor/Relevance Framework 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. 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. B

A B D C Rigor/Relevance Framework 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. 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. 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. C

A B D C Rigor/Relevance Framework 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. 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. 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. 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. D

R&R Framework... A Useful Tool to evaluate  Curriculum  Instruction  Assessment  Activities

Instructional Strategies  Brainstorming  Cooperative Learning  Demonstration  Guided Practice  Inquiry  Instructional Technology  Lecture  Note-taking/Graphic Organizers  Memorization  Presentations/Exhibitions  Research  Problem-based learning  Project Design  Simulation/Role-playing  Socratic Seminar  Teacher Questions  Work-based Learning

Selection of Strategies Based on Rigor/ Relevance Framework

Gold Seal Lessons Implementing the Rigor/Relevance Framework

Gold Seal Lesson Process 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 Explains and justifies procedures for multiplying and dividing fractions and decimals MA Interprets and compares ratios and rates MA Solves real-world problems involving multiplication and division of fractions and decimals Big Idea 1 – 6 th Grade

MA.6.7 SUPPORTING IDEA: Data Analysis MA Makes frequency tables for numerical or categorical data, grouping data in different ways to investigate how different groupings describe the data MA Determines the measures of central tendency (mean, median, mode) and variability (range) MA Analyzes the appropriateness of each measure of central tendency and variability to describe a given data set.

Using Data for Curriculum Decision-Making Curriculum Matrix

FCAT Mathematics Benchmarks Tested

C O R R- M C ollaborating O nline for R igor and R elevance focused on Mathematics

Develop ExploreApplyShareConnect COMPONENTS

Sample Pages

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

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Florida Initiative Rigor Relevance Reading for Mathematics Florida and the Islands Comprehensive Center at ETS International Center for Leadership in Education Florida Council of Teachers of Mathematics Florida Department of Education

 Teaching Reading Comprehension Strategies  Matching Text to Students Reading Level  Assessing Critical Thinking Skills (Rigor)  Using Collaborative Activities  Using Technology  Writing Before and After Reading READING COMPREHENSION CAN BE INCREASED BY

 Measures text readability and student reading ability; can match text with student reading level  Determines difficulty of reading by word frequency and sentence length  Lexile measure reported in increments from 200L to 2000L  Thousands of books, millions of articles, hundreds of publishers, and all major standardized tests have Lexile measures Lexile Framework for Reading

 Agriculture / Natural Resources L  Architecture / Construction L  Business & Administration L  Health Science L  Hospitality / Tourism L  Human Services L  Law & Public Safety L  Retail / Wholesale Sales L  Transportation, Distribution L Entry-Level Occupational Reading Materials

Reading Comparison

Teaching key reading comprehension strategies for only 15 minutes a week can significantly increase student achievement.

Reading Comprehension Strategies  Affinity  Anticipation Guide  Cloze  Concept Definition Map  Cornell Graphic Organizer  DR/TA  Fishbone  K-W-L-S  Learning Logs  Minute Paper  Pairs-Read  Paraphrasing  QAR  RAFT  Reciprocal Teaching  Rock Around the Clock  SQ3R  Structured Note-taking  Summarizing  Venn Diagram  Vocabulary in Context

Essential ELA Skills  Preview text to anticipate content  Identify, collect, select pertinent information while reading  Discriminate important ideas from unimportant ideas while reading  Apply, extend, and expand on information while reading

ANTICIPATION GUIDE Reading Comprehension Strategy

__1. Edges on the front of a box look like two lines that meet at a point called the vertex. __2. Vertices and edges of a box form circles. __3. A protractor is used to measure length of lines. __4. An obtuse angle measures between 0° and 90°. __5. Angles inside a regular pentagon are right anges.

CLOZE Reading Comprehension Strategy

 The prime is a whole number with exactly two _____ (_____).  _____is the only even prime number.  Every whole number can be written as a _____ of _____.  A factor is a whole number that _____ exactly into a given _____ number.

DIRECT READING/ THINKING ACTIVITY Reading Comprehension Strategy

DIRECTED READING / THINKING ACTIVITY (DR/TA) What I know I know: FOCUS FACTS SURE ABOUT What I think I know: FACTS AND ASSUMPTIONS I THINK I KNOW REVEALS MISINFORMATION UNCLEAR THINKING What I think I’ll learn: PREDICT FORECAST AROUSES INTEREST What I know I learned: FACTS LEARNED FROM: READING DISCUSSION

K-W-L-S Reading Comprehension Strategy

K-W-L Chart K - What We Already Know W - What We Want to Learn L- What We Learned from Text S - Still Want to Know Extra Credit

SQ3R Survey-Question-Read-Recite-Review Reading Comprehension Strategy

SQ3R READING COMPREHENSION STRATEGY Survey (Pre-Reading) Chapter Title _________________________________________________ What do I already know about this topic or concept? What do I want to Know? What can I learn from the illustrations, graphics, first and last paragraphs? Question Look at each heading, subheading, illustrations, and graphics to formulate your questions. Heading/ Illustration/ Subheading/ Graphics Question: Response: Survey Unfamiliar Words WordsDefinitions ___________________ _________________________________________ ____________________ _________________________________________

VENN DIAGRAM Reading Comprehension Strategy

MINUTE PAPER Reading Comprehension Strategy

Structure of the Standards K-8 Grade Level -Big Ideas/Supporting Ideas -Benchmarks 9-12 Body of Knowledge -Standards -Benchmarks

Terms in the 1996 and 2007 Standards 1996 Grade Band Strand Benchmark Grade Level Expectation 2007 Body of Knowledge Standard Benchmark Supporting Idea Big Idea Depth of Knowledge Rating

What is a Supporting Idea? Supporting Ideas are not subordinate to Big Ideas Supporting Ideas may serve to prepare students for concepts or topics that will arise in later grades Supporting Ideas may contain grade- level appropriate math concepts that are not included in the Big Ideas

Coding Schema MA.5.A.3.1 SubjectGrade-LevelBody of Knowledge Big Idea/ Supporting Idea Benchmark MA.912.G.3.1 SubjectGrade-LevelBody of Knowledge StandardBenchmark

Comparing the Standards Grade LevelNumber of Old GLE’s Number of New Benchmarks K st nd rd th th th th th 9319

Bodies Of Knowledge 9-12 Old 9-12 Benchmarks (Same for all 9-12) New Body of Knowledge Benchmarks 12 Benchmarks in Number Sense, Concepts, and Operations 8 Benchmarks in Measurement 5 Benchmarks in Geometry and Spatial Sense 7 Benchmarks in Data Analysis and Probability 82 Benchmarks for Algebra 46 Benchmarks for Geometry 9 Benchmarks for Probability 28 Benchmarks for Statistics 24 Benchmarks for Trigonometry 51 Benchmarks for Calculus 39 Benchmarks for Financial Literacy 41 Benchmarks for Discrete Mathematics

Feedback Reflection Student Learning Rigorous and Relevant Instruction Expected Student Performance Rigor/Relevance Instruction Assessment Actual Student Performance Rigor/Relevance

Planning Rigorous and Relevant Instruction STEPS Student Performance Focus of Learning Assessmen t Learning Experiences R/R Step 1Step 2Step 3 Step 4 Student Learning Standards Best Practices Reading Student Differences Alignment with Performance Alignment with Assessment Student Learning Standards Best Practices Reading Student Differences

Writing Performance Tasks Students will write a letter to the editor of the local newspaper, on the topic of the environment with a specific reference to a local issue or problem. It will take a point of view, include summaries of research, cite sources and recommend action. Student Work Content Conditions

Rigor/ Relevance Framework Gold Seal Lessons

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

Differentiation - What Works? International Center for Leadership in Education

Characteristics of a Differentiated Classroom  All students explore, apply, and understand the same benchmarks  Continuous assessment is an integral part of the curriculum.  Flexible grouping is used consistently  Students are active explorers

Differentiated Instruction  Content  Learn how to subtract using two-digit numbers versus larger numbers in the context of word problems  Process  Accessing the material through centers (stations) versus the web  Product  Demonstrate understanding of a geometric concept by solving a problem set versus building a model

Meeting Diverse Learner Needs: Assessing Your Assets Meeting Diverse Learner Needs Diagnostic Thinking Strategy Toolkit Aligned Curriculum and Assessments Personal Connections

Aligned Curriculum and Assessments  Rigor / Relevance  Aligned Formative and Summative Assessments  Performance-based  Concept-based  Critical questions  Powerful standards

 Literacy: Thinking and communicating  DTQ Literacy  Critical thinking  Brain friendly  Multiple intelligences or learning styles  Research-based  Subgroup specific Quick Write Strategy Toolkit

Personal Connections For students and staff  Relationships  Reflection  Trust  Coaching and mentoring  Involvement  Learning communities

Diagnostic Thinking  Assessment-based planning  Formative and summative data design, collection, and analysis  Selected strategies based on data  Diagnostic dialogue  Student Growth

What can You Differentiate?  Time  Teaching Strategies  Learning Strategies  Classroom Assessments  Materials and Resources  Grouping  Expectations

- Tracking - A New Strategy - Static - Teaching to the Middle - A series of activities - Lowering the Bar - Flexible Grouping - Student Centered - Rigorous / Relevant - For all Learners - Based on academic and personal needs - Fosters relationships and reflection IS NOT…IS… Differentiated Instruction

Learning Styles/ Personality Types Florida and the Islands Comprehensive Center

What is a learning style? A learning style is… –a way to take in and process information –a preference that gets stronger the more it is used –the way the mind operates –the way we learn!

Sensing Thinking Learner (ST) Likes: –Immediate responses and feedback –Details and sequential order –Hands-on activities with a specific, correct answer –Clear, concise, step-by-step directions –Knowing exact expectations; why something has to be done, and how well it is to be done –Drill and practice

Intuitive Thinking Learner (NT) Likes: –Planning and organizing before working –Working independently –Analyzing and examining pros and cons –Arguing and debating –Thinking about ideas and how they are related –Finding/designing a new way to do something –Logical and strategic games

Intuitive Feeling Learner (NF) Likes: –Learning without time constraints –Praise for personal ideas and insights –Using creativity and imagination –Open-ended activities with many possibilities –Working on many things at once –Self-expression and self-discovery –Creative and artistic activities

Sensing Feeling Learner (SF) Likes: –Getting personal attention and praise –Sharing feelings and experiences –Working in groups/being part of a team –Having someone show how to do something –Role-playing and personal expression –Non-competitive games where no one loses –Interpersonal activities; opportunities to learn about himself/herself

Questions: Sensing Thinking (ST): WHAT? Intuitive Thinking (NT): WHY? Intuitive Feeling (NF): WHAT IF? Sensing Feeling (SF): WHAT DOES IT MEAN TO ME?

Vocabulary Strategies

Larry Bell’s 12 Powerful Words 1. Trace List in steps 2. Analyze Break apart 3. Infer Read between the lines 4. Evaluate Judge 5. Formulate Create 6. Describe Tell all about 7. Support Back up with details 8. Explain Tell how 9. Summarize Give me the short version 10. Compare All the ways they are alike 11. Contrast All the ways they are different 12. Predict What will happen next

Verbal Rehearsal  Connect with prior learning  Association method  Think-Pair-Share

Visual Clueing  Post key words  Color code or place with pictures, clip art

Frayer Method ExamplesNon-examples Non-linguistic Representation Use or Application – put in context Now write your own definition: Concept

Graphic Organizers  Brain friendly  Creates patterns for the brain  Supports concept development  Multi-purpose  Cross content application with little modification (101 Uses)  Motivating to reluctant writers – small spaces

Array Web Concept Parts or Characteristics

T-Charts DATA or IDEA T- Chart IDEA T-Chart Opinion or Proof or Estimate Evidence

Venn Diagram

Vocabulary Strategies, Writing Strategies and Graphic Organizers Combine for High Payoff Add some cooperative grouping and you have instant results based learning

Rigor/ Relevance Handbook

Instructiona l Strategies: How to Teach for Rigor and Relevance

Rigor, Relevance, and Relationships Resource Kits