Rigor
Relevance
Relationships
Reflective Thought
Challenges
 Changing Workplace
 Globalization
 Demographics
 Values / Beliefs
 Technology
Did you know?
ICLE Philosophy
 Rigor
 Relevance
 Relationships
 All Students
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
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
• Express probabilities as
fractions, percents, or decimals.
• Classify triangles according to
angle size and/or length of sides.
• Calculate volume of simple threedimensional shapes.
• Given the coordinates of a
quadrilateral, plot the
quadrilateral on a grid.
A
1
2
•
•
•
•
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
• 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
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
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
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
D
• Express probabilities as fractions,
percents, or decimals.
• Classify triangles according to angle
size and/or length of sides.
• Calculate volume of simple threedimensional shapes.• Calculate percentages of advertising in a
• Given the coordinatesnewspaper.
of a
• Tour the school building and identify
quadrilateral, plot the examples
quadrilateral
of parallel andon
perpendicular
lines, planes, and angles.
a grid.
• Determine the median and mode of real
B
A
1
data displayed in a histogram
• Organize and display collected data, using
appropriate tables, charts, or graphs.
2
3
4
5
Rigor/Relevance Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
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.
B
• 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
dataasdisplayed
in a histogram
Express
probabilities
fractions,
percents, or decimals.
• Organize and display collected
Classify triangles according to
angle size
and/orusing
length of sides.
data,
appropriate tables,
Calculate volume of simple threecharts,
dimensional
shapes.or graphs.
C
D
B
A
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
3
4
5
Rigor/Relevance Framework
•
6
4
3
•
2
•
•
1
• 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
• Calculate percentages of advertising in a
Express
probabilities as fractions,
function.
newspaper.
percents, or decimals.
• Tour
the similarity
school building and
• Determine
and
the
oridentify
Classify
triangles according
to justify
examples of parallel and perpendicular lines,
angle size and/or length of sides.
congruence for two geometric
planes, and angles.
Calculate volume of simple three• Determine the median and mode of real
dimensional
shapes.
shapes.
data displayed in a histogram
D
C
5
C
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
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
B
• Organize and display collected data, using
appropriate tables, charts, or graphs.
3
4
5
Rigor/Relevance Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
•
D
• 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
• Calculate
percentages
of advertising in a
Express probabilities as fractions,
newspaper.
percents,
or decimals. and hold this
organize
event.
•
Tour
the school building and identify
Classify triangles according to
of parallel and perpendicular
• Make
scale
drawingexamples
of the
angle
size and/oralength
of sides.
lines, planes, and angles.
Calculate volume of simple threeclassroom on grid paper,
• Determineeach
the median and mode of real
dimensional shapes.
data displayed in a histogram
Givengroup
the coordinates
of a a different
using
scale.
• Organize and display collected data, using
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
D
A
B
quadrilateral, plot the quadrilateral
on a grid.
1
2
appropriate tables, charts, or graphs.
3
4
5
R&R Framework ...
A Useful Tool to evaluate
 Curriculum
 Instruction
 Assessment
 Activities
Instructional Strategies
 Brainstorming
 Memorization
 Cooperative Learning
 Presentations/Exhibitions
 Demonstration
 Research
 Guided Practice
 Problem-based learning
 Inquiry
 Project Design
 Instructional
 Simulation/Role-playing
Technology
 Lecture
 Note-taking/Graphic
Organizers
 Socratic Seminar
 Teacher Questions
 Work-based Learning
Gold Seal Lessons
Implementing the
Rigor/Relevance Framework
Gold Seal Lesson
Process
5. Posted to
SPN
website
1. Submit
5-10 GSLs
School gains access
to lessons online
Share with your
staff
4. Final Lesson
Sent Back
to School
2. Content
Editor
3. General
Editor
Samples
Big Idea 1 – 6th Grade
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
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.
FCAT Mathematics
Benchmarks 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
Grade 10
30
31
0
0
6
5
C O R R- M
Collaborating
http://rigor-relevance.com
Online for
Rigor and
Relevance
focused on Mathematics
COMPONENTS
Apply
Share
Develop
Connect
Explore
Sample Pages
knowledge
CAREER
DEVELOPMENT
Self-knowledge
• Who am I?
Career exploration
• Where am I going?
Career Plan
• How do I get there?
application
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”
skills
Questions
students
should be able
to answer
www.successfulpractices.org
USER ID: Email Address
Password: ICLE2004
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
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
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
Entry-Level Occupational
Reading Materials
 Agriculture / Natural Resources
 Architecture / Construction
 Business & Administration
 Health Science
 Hospitality / Tourism
 Human Services
Law & Public Safety
 Retail / Wholesale Sales
 Transportation, Distribution
1270-1510L
1210-1340L
1210-1310L
1260-1300L
1230-1260L
1050-1200L
1420-1740L
1180-1270L
1170-1350L
Reading Comparison
High School
Students
High School
Classroom Materials
Personal Use
Newspapers
Career Clusters
75th Percentile
1600
x
1500
x
x
x
1300
x
x
x
1100
1000
900
Grade 11 & 12
1200
Grade 11 & 12
1400
x
x
x
x x x
x
x
x x
x x
x
x
x x
x
x
Teaching key reading
comprehension
strategies for only 15
minutes a week can
significantly increase
student achievement.
Reading Comprehension
Strategies
 Affinity
 Pairs-Read
 Anticipation Guide
 Paraphrasing
 Cloze
 QAR
 Concept Definition Map
 RAFT
 Cornell Graphic Organizer
 Reciprocal Teaching
 DR/TA
 Rock Around the Clock
 Fishbone
 SQ3R
 K-W-L-S
 Structured Note-taking
 Learning Logs
 Summarizing
 Minute Paper
 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
W- What
L- What We
We Already
Know
We Want to
Learn
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
Words
Definitions
___________________ _________________________________________
____________________ _________________________________________
VENN DIAGRAM
Reading Comprehension Strategy
MINUTE PAPER
Reading Comprehension Strategy
www.lexile.com
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 gradelevel appropriate math concepts that
are not included in the Big Ideas
Coding Schema
MA.
5.
Subject Grade-Level
MA.
912.
Subject Grade-Level
A.
3.
1
Body of
Big Idea/ Benchmark
Knowledge Supporting
Idea
G.
3.
1
Body of
Knowledge
Standard
Benchmark
Comparing the Standards
Grade Level
K
1st
2nd
3rd
4th
5th
6th
7th
8th
Number of Old
GLE’s
67
78
84
88
89
77
78
89
93
Number of New
Benchmarks
11
14
21
17
21
23
19
22
19
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
Rigorous and Relevant Instruction
Student Learning
Expected
Student
Performance
Instruction
Actual
Student
Performance
Assessment
Rigor/Relevance
Rigor/Relevance
Student Learning
Feedback
Reflection
Planning Rigorous and Relevant Instruction
STEPS
Step 1
Focus of
Learning
Student
Learning
Standards
Best Practices
Student
Differences
Reading
Step 3
Step 4
Assessment
Learning
Experiences
Step 2
Student
Performance
R/R
Alignment with
Performance
Alignment with
Assessment
Writing Performance Tasks
Student
Work
Students will write a letter to the
editor of the local newspaper, on the
Content
Conditions
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.
Rigor/ Relevance Framework
Gold Seal Lessons
We learn...
10%
of what we read
20%
of what we hear
30%
of what we see
50%
of what we see & hear
60%
of what we discuss with
others
of what we personally
experience
80%
95%
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
Diagnostic
Thinking
Aligned
Curriculum
and
Assessments
Meeting
Diverse
Learner
Needs
Personal
Connections
Strategy
Toolkit
Aligned Curriculum and Assessments
 Rigor / Relevance
 Aligned Formative
and Summative
Assessments
 Performance-based
 Concept-based
 Critical questions
 Powerful standards
Strategy Toolkit
 Literacy: Thinking and communicating
 DTQ Literacy
 Critical thinking
 Brain friendly
 Multiple intelligences
or learning styles
 Research-based
 Subgroup specific
Quick Write
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
Differentiated Instruction
IS NOT…
- Tracking
- A New Strategy
- Static
- Teaching to the
Middle
- A series of activities
- Lowering the Bar
IS…
- Flexible Grouping
- Student Centered
- Rigorous / Relevant
- For all Learners
- Based on academic
and personal needs
- Fosters relationships
and reflection
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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Trace
Analyze
Infer
Evaluate
Formulate
Describe
Support
Explain
Summarize
Compare
Contrast
Predict
List in steps
Break apart
Read between the lines
Judge
Create
Tell all about
Back up with details
Tell how
Give me the short version
All the ways they are alike
All the ways they are different
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
Examples
Non-linguistic
Representation
Non-examples
Concept
Use or
Application – put in
context
Now write your own definition:
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
Parts or
Characteristics
Concept
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,
and Relationships
Resource Kits