2. Rigor Relevance Relationships Reflective Thought Jim Miles

3. It’s All About Math! Welcome to the Middle School Mathematics Initiative! Institute Theme: Increasing Rigor and Relevance in the Mathematics Classroom

4. It’s All About Math! 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

5. It’s All About Math! 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

6. It’s All About Math! 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 Institute Developing Content Modules / Reviewing the new Math Standards – Orlando August 1 st 11:00 – 3:30 August 2 nd 7:45 – 3:30 August 3 rd 7:45 – 11:30

7. It’s All About Math! 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

8. It’s All About Math! Overview: Evaluation District Team Meeting Logs Lesson Plans Action Plans Institute Evaluations

9. It’s All About Math! 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

10. AGENDA  Changing Workplace  Rigorous/Relevance Framework  Collaborative Online Rigor Relevance  Reading in the Content Area

11. Successful Curriculum Reform Why Do we need to change schools? What How

12. What Should Students  Know  Be Able to Do  Be Like

13. 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

14. 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

15. 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

16. Are you thinking of a Kangaroo in Denmark eating an Orange?

17. Successful Curriculum Reform Why Do we need to change schools? What How

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

19. 1900 Workplace Demands Highly skilled Low skilled Avg. age to enter work force Avg. age to leave work force 14 47 Life expectancy 47

20. 2010 Workplace Demands Highly skilled Low skilled Avg. age to enter the workplace21 Number of times to change jobs 5-8 Est. Life expectancy in 2100 107 to 124!

21. 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

22. Worker Skills for Success  Strong Academics  Reading / Writing, Math, Science, Computer Skills  Career Skills  Broad and Transferable  Character Virtues  Honesty, Responsibility, Integrity

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

24. Globalization intersecting with technology is defining the workplace skills

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

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

27. Technology Challenges  Information Technology  Nanotechnology  Biotechnology

28. Information Technology Processing Communications

29. Central Units’ Memory = 8 MB 2004 iPod = 4 GB 2005 iPod = 20 GB 2006 iPod = 80 GB 1964 IBM System / 360 Mainframe

30. Nano Technology Atom Up Personalized Medicine Products - Services Quality of Life

31. SPOT  Integrated Projection  Projection Keyboard  Microsoft  Citizens  Fossil

32. Projection Keyboard

33. Did you know?

35. Sometimes size does matter.

36. If you’re one in a million in China...

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

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

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

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

41. In India, it’s the top 28%.

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

43. Did you know?

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

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

46. it still would have a labor surplus.

47. During the course of this presentation...

48. 60 babies will be born in the U.S. 244 babies will be born in China. 351 babies will be born in India.

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

50. by age 38.

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

52. 1 out of 4 workers today is working for a company for whom they have been employed less than 1 year.

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

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

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

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

57. using technologies that haven’t yet been invented...

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

59. Name this country...

60. 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

61. England

62. in 1900.

63. Did you know?

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

65. Nintendo invested more than $140 million in research and development in 2002 alone.

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

67. 1 of every 8 couples married in the U.S. last year met online.

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

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

70. The average MySpace page is visited 30 times a day.

71. Did you know?

72. We are living in exponential times.

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

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

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

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

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

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

79. daily.

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

81. contains more information than a person was likely to come across in a lifetime in the 18th century.

82. It is estimated that 1.5 exabytes (1.5 x 10 18 ) of unique new information will be generated worldwide this year.

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

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

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

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

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

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

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

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

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

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

93. Predictions are that e-paper will be cheaper than real paper.

94. 47 million laptops were shipped worldwide last year.

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

96. Predictions are that by 2013 a supercomputer will be built that exceeds the computation capability of the human brain.

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

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

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

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

101. What does it all mean?

102. Shift happens.

103. Now you know...

104. Did You Know?

105. Successful Curriculum Reform Why Do we need to change schools? What Needs to be done? How

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

107. 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?

108. Paradigm A PARADIGM is a basic belief or assumption; something you believe to be true. A PARADIGM SHIFT is a new way about how we approach problems; a new way of thinking.

109. “We simply cannot sustain an economy based on innovation unless our citizens are educated in math, science, and engineering.” Bill Gates, 3-8-2007

110. “The United States cannot maintain its economic leadership unless our workforce consists of people who have the knowledge and skills needed to drive innovation” Bill Gates, 3-8-2007

111. “Microsoft hasn’t been able to fill approximately 3,000 technical jobs in the USA because of a shortage of skilled workers” Bill Gates, 3-8-2007

112. Successful Curriculum Reform Why Do we need to change schools? What Needs to be done? How

113. ICLE Philosophy  Rigor  Relevance  Relationships  All Students

114. What Should Students  Know  Be Able to Do  Be Like

115. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Knowledge Application

117. Assimilation of knowledge Acquisition of knowledge Thinking Continuum

118. Rigor and Relevance  Bloom’s Taxonomy Level of challenge of the learning for the student  Application Model Relevance of learning to life and work

119. Bloom’s Taxonomy Awareness 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.

120. Bloom’s Taxonomy Application level  Applying knowledge and understanding to 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

121. Bloom’s Taxonomy Synthesis Level  Combining knowledge to form a new idea.  create, build, generate, reorganize  Obtain 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

122. Knowledge Taxonomy 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

123. Managing Resources Knowledge Taxonomy 6 Evaluate spending habits of spouse 1 Identify money 2Explain values 5Set goals based on budget 4Match expenses to budget 3Buy something within budget

124. Acquisition of knowledge Application of knowledge Action Continuum

125. Application Model Knowledge  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 6 th grade math class

126. Application Model Apply 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

127. Application Model Apply to Unpredictable Situations  Using information to analyze and solve real problems with unknown solutions  Use a road map determine the best route and calculate the distance between Fairport, NY and Boca Raton, FL

128. 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

129. Managing Resources 5Handle lottery winnings 4Prepare budget 3Relate wealth to quality of life 2Solve word problems 1Know money values Application Model

130. Rigor/Relevance Framework 1. Recall Knolwedge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. 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 KnowledgeApplication

131. Skill Read a math word problem, identify the applications required, and solve the problem.

132. 1 2 3 4 5 6 12345 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.

133. 1 2 3 4 5 6 12345 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

134. 1 2 3 4 5 6 12345 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

135. 1 2 3 4 5 6 12345 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

136. 1 2 3 4 5 6 12345 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

137. Successful Curriculum Reform Why Do we need to change schools? What Needs to be done? How Do we do it?

138. The Ruler Drop Activity

139. Which Quadrant? Why? Discuss which quadrant you think this activity is in and provide evidence to support your decision.

140. Adaptation How would you change this activity to move it into a different quadrant?

141. Gold Seal Lessons Implementing the Rigor/Relevance Framework

142. Gold Seal Lesson Process Share with your staff School gains access to lessons online

143. Samples GSL Template GSL Final

144. Develop an understanding of and fluency with multiplication and division of fractions and decimals MA.6.1.1 Explains 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 – 6 th Grade

145. Connect ratio and rates to multiplication and division MA.6.2.1 Uses reasoning about multiplication and division to solve ratio and rate problems MA.6.2.2Interprets and compares ratios and rates Big Idea 2 – 6 th Grade

146. Write, interpret, and use mathematical expressions and equations MA.6.3.1 Writes and evaluates mathematical expressions that correspond to given situations MA.6.3.2Writes, solves and graphs simple equations and inequalities MA.6.3.3Uses formulas to solve problems MA.6.3.4Uses the commutative, associative, and distributive properties to show that two expressions are equivalent MA.6.3.5 Constructs and analyzes tables, graphs and equations to describe simple relationships, and informally describes slope as the rate of change Big Idea 3 – 6 th Grade

147. MA.6.5 SUPPORTING IDEA: Geometry and Measurement MA.6.5.1 Determines the perimeter and area of polygons and composite figures, using various strategies MA.6.5.2 Explains the concept of π and uses common approximations of π (3.14; 22/7) to calculate the circumference and the area of circles

148. MA.6.6 SUPPORTING IDEA: Number and Operations MA.6.6.1 Translates among fractions, decimals, and percents to solve problems MA.6.6.2 Compares and orders fractions, decimals, and percents and find their approximate location on a number line MA.6.6.3 Estimates the results of rational number computations and judge the reasonableness of the results

149. 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.6.6.2 Determines the measures of central tendency (mean, median, mode) and variability (range) MA.6.6.3 Analyzes the appropriateness of each measure of central tendency and variability to describe a given data set.

150. Linda Lucey, Ph.D Senior Associate linda@leadered.com 518-399-2776 ext 224

151. C O R R- M C ollaborating O nline for R igor and R elevance focused on Mathematics Middle School Mathematics Initiative

152. 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

153. 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

154. 10 Topics 1.Why Rigor and Relevance 2.Rigor/Relevance Framework 3.Identifying Levels of Rigor and Relevance 4.Teaching for High Rigor Relevance 5.Identifying Student Learning

155. 10 Topics 6.Writing Performance Tasks 7.Linking to State Standards 8.Assessments for High Rigor/High Relevance 9.Writing Lessons for High Rigor/High Relevance 10.Submitting and Revising Lessons

156. Develop ExploreApplyShareConnect COMPONENTS

157. 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.

158. 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.

159. Background Information

160. 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.

161. Online Community

162. 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.

163. Interactive Discovery

164. 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.

165. E-Template

166. Sample Pages

167. 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 )

168. Let’s Get Started  (See packet for instructions)  Web site (MAC users please use Safari) http://rigor-relevance.com 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

169. Login

170. Change your password

171. Edit your profile (optional) and Navigate back to homepage Navigate Back To Homepage EDIT PROFILE

172. Enter Course

173. Browse Topic 1

174. 1. Submit Caption(s) to Topic 1/Share 2. Submit Memo to Topic 1/ Develop

175. Topic 4 / Develop E-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) 1 2 3

176. 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

177. How to Get Started  Complete the GSL template.  Email completed template to Linda Lucey at Linda@leadered.com  Editing process will take about 4- 6 weeks.

178. RIGORRIGOR RELEVANCE A B D C Increasing Rigor/Relevance High Low

179. High Rigor/High Relevance Lesson Components  Focus  Student Learning  Performance Tasks  Standards  Scoring Guide  Exemplars (optional)  Teacher Procedures (optional)

180. 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

181. 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

182. How to Get Started  Web site http://rigor-relevance.com  Contact CORR Manager to request a facilitator for participating teachers  password.  Set up passwords Set up a time frame and orientation  Make it happen!

183. C O R R http://rigor-relevance.com

184. CORR

185. http://www.212movie.com/

186. 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

187. Selecting Strategies on Rigor/Relevance  Guided Practice  Lecture  Memorization Best Strategies for Quadrant A - Acquisition

188. Selecting Strategies on Rigor/Relevance  Cooperative Learning  Demonstration  Instructional Technology  Problem-based Learning  Project Design  Simulation/Role Playing  Work-based Learning Best Strategies for Quadrant B - Application

189. Selecting Strategies on Rigor/Relevance  Brainstorming  Inquiry  Instructional Technology  Research  Socratic Seminar  Teacher Questions Best Strategies for Quadrant C - Assimilation

190. Selecting Strategies on Rigor/Relevance  Brainstorming  Cooperative Learning  Inquiry  Instructional Technology  Presentations/ Exhibitions  Problem-based Learning Best Strategies for Quadrant D - Adaptation  Project Design  Research  Simulation/Role- playing  Socratic Seminar  Teacher Questions  Work-based Learning

191. Selection of Strategies Based on Rigor/ Relevance Framework

192. Divide / Conquer  Quadrant D Lesson  Based on Florida Mathematics SSS  6th Grade Need based on FCAT Data  CORR Modules  Mathematic Textbook Information Remember Your Resources

193. 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

194. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Activities Projects Problems

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

196. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work

197. 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

198. Using Data for Curriculum Decision-Making Curriculum Matrix

199. 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

200. Using Data for Decision Making Curriculum Matrix  Aligned to Essential Skills  Aligned to FCAT Instructional Strategies  Aligned to R/R Framework Quadrants International Center for Leadership in Education

201. 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

202. Using Data for Decision Making Quadrant D Lessons  Aligned to R/R Framework Quadrants  Aligned to Essential Skills  Integrates Academics with Real-World Application International Center for Leadership in Education

203. 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

204. FCAT Mathematics Benchmarks Tested

205. Florida Essential Knowledge and Skills Curriculum Survey of Essential Skills National Rankings Rank FCAT Test Curriculum Survey Priorit y 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. LHM (B) eliminate barriers to effective listening (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. LHM (C) understand the major ideas and supporting evidence in spoken messages (4-8); and e25 Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates. LHM (D) listen to learn by taking notes, organizing, and summarizing spoken ideas (6-8). e25 Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates. LHM 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. LHM e63 Interpret non-verbal cues such as body language and visual aids. State Standard Related Essential Skills and priority Priority on State Test Overall Priority

207. It’s All About Math! Middle School Mathematics Initiative Action Plan and Next Steps Institute Theme: Increasing Rigor and Relevance in the Classroom

208. It’s All About Math! District Team Meeting Log Will be web based: http://escmail.org/node/7 Complete each time your leadership team meets

209. It’s All About Math! Action Plan Will be web based: http://escmail.org/node/6 Save on your computer Email completed plan to Bob Thomas: bobthomas@escort.org Getting started today: Include at least 2 or 3 steps for implementing MSMI Include at least 2 or 3 steps for implementing CORR

210. It’s All About Math! Next Steps: Meet with leadership team today to develop action plan email to Bob Thomas: bobthomas@escort.orgbobthomas@escort.org Put finishing touches on the 2 Quadrant D lessons email to Linda Lucey: linda@leadered.comlinda@leadered.com Schedule site visit with your liaison Implement 1 Quadrant D lesson Begin CORR Log all meetings web site: http://escmail.org/node/7http://escmail.org/node/7

211. It’s All About Math! Upcoming Dates Summer Institute: August 1 st 11:00 – 3:30 August 2 nd 7:45 – 3:30 August 3 rd 7:45 – 3:30 Location: Orlando

212. It’s All About Math! Resources Action Plan http://escmail.org/node/6 District Team Meeting Log http://escmail.org/node/7 PowerPoint presentations http://www.ets.org/flicc Documents are under the Initiatives tab Draft of Mathematics Standards http://www.flstandards.org

213. It’s All About Math! Resources Mr. Todd Clark todd.clark@fldoe.org Dr. Alice Lindsay alindsay@ets.org Mr. Jim Miles jim@leadered.com Dr. Linda Lucey linda@leadered.com Mr. Bob Thomas bob.thomas@escort.org

214. 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

215. Saturday, June 30 – Tuesday, July 3 2007 Model Schools Conference Washington, D.C.