It’s All About Math! Welcome to the Middle School Mathematics Initiative! Institute Theme: Developing Standards Based Content Modules Around Rigor and

It’s All About Math!

Welcome to the Middle School Mathematics Initiative!

Institute Theme:

Developing Standards Based Content Modules Around Rigor and Relevance


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

PAEC


Goals:

•Increase awareness of new Florida mathematics standards

•Use the new Florida mathematics standards to develop content modules to be utilized in sixth grade classrooms

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

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


Resources:

CD Containing

Content Module Development Steps

Sample lessons

Theme Resources (List of relevant topics with web resources)

Instructional Strategy reference sheet

Reading Strategy reference sheet

Assessment reference sheet

Assessment Activity


Resources (cont.):

CD Containing

Student Performance resources

• What students need to know and do

• Knowledge taxonomy

• Application levels

NYSATL form for evaluating lessons


Resources (cont.):

CD Containing

Addendum to GSL packet

• Table of Contents

• End of Year Celebration = Where’s the Beef

• Our Ideal Classroom

• Two new lessons


Agenda at a Glance:

Day 1

•Registration, Continental Breakfast

•Welcome, Introductions

•Overview of the Content Module Development Process

•Content Module Development – Move to Breakout Rooms

•Lunch - Large Room

•Continue Content Module Development – Breakout Rooms


Agenda at a Glance:

Day 2

•Continental Breakfast – Large Room

•Continue Content Module Development – Breakout Rooms

•Lunch

•Prepare for Content Module Presentations - Breakout Rooms

•Teams share Content Modules

•Evaluation, Wrap-up

Planning Planning InstructionInstruction

FeedbackReflection

Student Learning

Student Learning

Rigorous and Relevant Instruction

ExpectedStudent

Performance

Rigor/Relevance

Instruction

Assessment

ActualStudent

Performance

Rigor/Relevance

Planning Rigorous and Relevant InstructionSTEPS

StudentPerformance

Focus of Learning

AssessmentLearning

Experiences

R/RR/R

Step 1 Step 2 Step 3 Step 4

Student Learning

Standards

Best Practices

Reading

Student Differences

Alignment with Performance

Alignment with Assessment

Performance Planning Model

CurriculumInstructionAssessmentFeedback /

EvaluationStart with the End in Mind

Rigor/RelevanceLinking Standards and

Student Work

ActivityContent Modules


Define Focus of Instruction Audience Theme/Project/Problem Standard Project


Create Student Performance Knowledge, Skills, Behaviors, Concepts Rigor/Relevance of Student Work Cross-reference to State Standard Use Objective Data


Defining Student Performance Standards Data Best Practices Data Student Data Reading Data


Select Big Idea / Supporting Idea Select Benchmark Select Relevant Topic Select a Sub-Topic


Generate Essential Questions Select Essential Question Brainstorm Student Performance

Identify Quadrant Knowledge / Skills

Identify Student Work / Activities

Leadership for Rigor, Relevance, and Relationships

Resource Kit


Develop Lessons Instructional Focus Student Learning Performance Task Essential Skills

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 FrameworkGold Seal Lessons


Select Instructional Strategies Select Reading Comprehension Strategy

Vocabulary Strategies


Write Assessment Questions Identify Quadrant for Assessment

Identify ResourcesTextbook, Video, Internet


Designing Assessment Standards Data Best Practices Data Student Data Reading Data

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

RightRightAnswerAnswer

Did Students Get it Right?Did Students Get it Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low


Take the Lesson DeeperNext Level of QuestionsHigher Level Thinking SkillsAdditional Real-world Applications

AssimilationAssimilationof knowledgeof knowledge

Acquisition Acquisition of knowledgeof knowledge

Thinking Continuu

m

KnowledgKnowledge e

TaxonomTaxonomy y

Verb ListVerb List

AcquisitionAcquisitionof knowledgeof knowledge

ApplicationApplicationof knowledgeof knowledge

Action Continuum

Is it Application?If NO

If YES - Is it real world?If NO and one disciplineIf NO and interdisciplinary

If YES - Is it unpredictable?If NO If YES

Application Model

Level 1

Level 2

Level 3

Level 4

Level 5

1

2

3

4

5

6

1 2 3 4 5

A B

DC


• 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.

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.












•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

1

2

3

4

5

6

1 2 3 4 5

A B

DC


















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

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


Middle School Mathematics Initiative

Institute Theme:

Developing Standards Based Content Modules Around Rigor and Relevance


Year 2:

Institute #5

Closing the Achievement Gap, Meeting AYP – Strategies to Help Struggling Students

The purpose of this institute is to provide innovative and practical strategies to use with students who are struggling academically. This institute will focus on using learning styles, technology, and manipulatives with the subgroups identified by No Child Left Behind who do not typically make adequate yearly progress.

December 6 – 7 OrlandoDecember 12 – 13 TallahasseeJanuary 8 – 9 Palm BeachJanuary 15 – 16 Gainesville


Year 2 (cont.):

Institute #6

Building Student/Teacher Relationships: Transitioning to Middle School

The purpose of this institute is to address the transition problems students’ face when they move to middle school. Participants will be provided guidelines, strategies and resource aids for planning and implementing programs and activities which support the educational environment andimprove student achievement, particularly in the area of mathematics.

April 15 – 16 OrlandoApril 23 – 24 Palm BeachMay 1 – 2 GainesvilleMay 6 – 7 Tallahassee


Action Steps:

•Select up to 25 faculty and staff to participate in CORR

•Access and use the free resources available to your district as a member of the Successful Practices Network

•Continue to utilize the talents and skills of your liaison as you implement MSMI in your district

•Complete team meeting logs and refine your action plan as you move through year 2


Resources

Action Plan

http://escmail.org/node/6

District Team Meeting Log


PowerPoint presentations

http://www.ets.org/flicc

Documents are under the Initiatives tab

Successful Practices Network

http://www.successfulpractices.org




Contact Information:

Mr. Todd Clark (Deputy Director, Office of Mathematics and Science, FLDOE)

[email protected]

Dr. Alice Lindsay (Assistant Director, FLICC)

[email protected]

Mr. Rob Schoen (Mathematics Specialist, FLDOE)[email protected]

Dr. George Suarez (Facilitator, Liaison)[email protected]

Dr. Pam Tompkins (Facilitator, Liaison)[email protected]



Ms. Karyn Lindsay (Facilitator, Liaison)[email protected]

Mr. Jim Miles (Facilitator, Liaison)[email protected]

Dr. Linda Lucey (CORR-M developer)[email protected]

Mr. Tom Hanley (Facilitator, Liaison)

[email protected]

Ms. MC Moran (Facilitator, Liaison)

[email protected]



Mr. Bob Thomas (Action Plan and Team Meeting Log - Technical Specialist)

[email protected]

Mrs. Pat Conahan (Facilitator, Liaison)

[email protected]