Rigor Relevance Relationships Reflective Thought

1. RigorRelevanceRelationshipsReflective Thought

2. Challenges • Changing Workplace • Globalization • Demographics • Values / Beliefs • Technology

3. Did you know?

4. ICLE Philosophy • Rigor • Relevance • Relationships • All Students

6. Rigor/Relevance Framework 6 • 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. • 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. D C 5 4 3 • 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. • 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. 2 B A 1 1 2 3 4 5

7. Rigor/Relevance Framework 6 • 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. A • 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. D C 5 • 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. 4 3 • 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. 2 B A 1 1 2 3 4 5

8. Rigor/Relevance Framework 6 • 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. • 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. B D C 5 4 3 • 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. 2 B A 1 1 2 3 4 5

9. Rigor/Relevance Framework 6 • 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. C • 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. D C 5 4 3 • 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. 2 B A 1 1 2 3 4 5

10. Rigor/Relevance Framework 6 • 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. D D C 5 4 3 • 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. 2 B A 1 1 2 3 4 5

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

12. 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

13. Gold Seal Lessons Implementing the Rigor/Relevance Framework

14. Gold Seal Lesson Process School gains access to lessons online

15. Samples GSL Template GSL Final

16. Big Idea 1 – 6th Grade

18. FCAT MathematicsBenchmarks Tested

19. C O R R- M http://rigor-relevance.com Collaborating Online for Rigor and Relevance focused on Mathematics

20. Develop Connect Apply Explore Share COMPONENTS

21. Sample Pages

22. knowledge application • 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” Questions students should be able to answer skills

23. www.successfulpractices.org USER ID: Email Address Password: ICLE2004

24. Florida Initiative RigorRelevance Reading for Mathematics Florida and the Islands Comprehensive Center at ETSInternational Center for Leadership in EducationFlorida Council of Teachers of Mathematics Florida Department of Education

25. READING COMPREHENSION CAN BE INCREASED BY • 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

26. Lexile Framework for Reading • 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

27. Entry-Level Occupational Reading Materials • Agriculture / Natural Resources 1270-1510L • Architecture / Construction 1210-1340L • Business & Administration 1210-1310L • Health Science 1260-1300L • Hospitality / Tourism 1230-1260L • Human Services 1050-1200L • Law & Public Safety 1420-1740L • Retail / Wholesale Sales 1180-1270L • Transportation, Distribution 1170-1350L

28. Reading Comparison

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

30. 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 Reading Comprehension Strategies

31. 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

32. ANTICIPATION GUIDE Reading Comprehension Strategy

33. __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.

34. CLOZE Reading Comprehension Strategy

35. 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.

36. DIRECT READING/ THINKING ACTIVITY Reading Comprehension Strategy

37. DIRECTED READING / THINKING ACTIVITY (DR/TA)

38. K-W-L-S Reading Comprehension Strategy

39. K-W-L Chart

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

41. 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 Words Definitions ___________________ _________________________________________ ____________________ _________________________________________

42. VENN DIAGRAM Reading Comprehension Strategy

43. MINUTE PAPER Reading Comprehension Strategy

44. www.lexile.com

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

47. 1996 Grade Band Strand Benchmark Grade Level Expectation 2007 Body of Knowledge Standard Benchmark Supporting Idea Big Idea Depth of Knowledge Rating Terms in the 1996 and 2007 Standards

48. 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

49. Coding Schema

50. Comparing the Standards