3/19/2016
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3/19/2016
Mathematics-Science Partnership (MSP) grant
awarded by the Florida Department of
Education
Will assist schools in raising awareness and
building capacity for implementation of the
new mathematics and science standards
Partnership between educators, scientists,
mathematicians, and engineers to improve
STEM education in Florida’s schools
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UNIVERSITIES
◦ University of South
Florida
◦ Florida State University
◦ University of Florida
SCHOOL DISTRICTS
◦ Duval County Public
Schools
◦ Hillsborough County
Public Schools
◦ Miami-Dade County
Public Schools
◦ Seminole County Public
Schools
EDUCATIONAL
CONSORTIA
◦ Heartland Educational
Consortium
◦ Northeast Florida
Educational Consortium
◦ Panhandle Area
Educational Consortium
OTHER PARTNERS
◦ Florida Virtual School
◦ Horizon Research Inc.
◦ Florida Office of
Mathematics and Science
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University of South Florida – Gladis Kersaint
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Florida State University – Laura Lang
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University of Florida – Tom Dana & Stephen
Pape
◦ Overall program implementation
◦ Public awareness campaign
◦ Professional development program for new teachers
◦ Professional development program for school
leaders
◦ Curriculum planning tool
◦ Tier 1 Mathematics/Science teacher professional
development
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Provide high-quality PD materials to enhance
new and veteran teachers’ preparedness to
teach for depth and understanding aligned with
the standards
Assist school leaders in supporting standards
implementation and new vision for student
learning with depth and understanding
Provide information and technical assistance
through a variety of tools to support teachers in
promoting student learning with depth and
understanding
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Tier 1: Build Understanding of the M/S Standards
◦ Teacher PD and Induction
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Tier 2: Build Capacity to Implement and Support
Standards-Based Teaching for Depth and
Understanding
◦ Content specialists from Colleges of Arts and Sciences,
Colleges of Education, and school districts develop and deliver
2-week summer institutes and 4-days of follow up training
that address key concepts in mathematics and science to
support the implementation of the NGSSS.
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Tier 3: Build a System for Continued Renewal
◦ Lay the groundwork ground work for the development of
university-based teacher education programs for M/S teacher
leaders that can occur after the funding period and with
support from other funding streams.
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Four Components
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Building a Rationale
◦ Overview of the conceptual framework of the new
standards and teaching for depth and understanding
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Subject Matter Knowledge
◦ Enhance teachers’ knowledge so they are best able to
support student learning
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Subject-Specific Instructional Strategies
◦ Share research-based instructional strategies for
student learning with understanding
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Tools for Promoting Ongoing PD
◦ Use of analytical tools for unpacking the standards
Sponsored by the
Florida Department of Education
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To enhance the capacity of K-12 teachers to implement the
Next Generation Sunshine State Standards through six, 3hour modules designed to:
1.Explore the overall structure and content of the Next
Generation SSS
2.Compare the former and the new standards to note the
shift from many to fewer concepts at the K-8 level and the
development of more specific benchmarks in grades 9-12
3.Explore a limited amount of content to support
participants’ understanding of instructional implications of
teaching for deep understanding
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Module 1-Building a rationale for new
Sunshine State Standards (3 hours)
◦ Including a comparison between the former SSS and the Next
Generation Sunshine State Standards (NGSSS)
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Modules 2-5- Building a conception
of subject matter and instruction (12
hours)
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Module 6 – Constructing examples
and using analytical curriculum tools
(3 hours)
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Deep interaction with a small
number of benchmarks
followed by reflection on the
instructional implications of
the experience.
Key is to actively and
intellectually engage teachers
in in-depth experiences with a
limited set of closely related
concepts.
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•Introduction
•Big Ideas, Standards, Benchmarks
•Activities
•Instructional Implications
•Implementation/Follow-Up
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Purposes of the Module
Relation of this Module to the previous
Module
Provide purpose and rationale of focusing on
a few benchmark areas to provide teachers
with a sense of what it means to go in-depth
Provide introduction to how the reduced
number of standards in the NGSSS supports
in-depth instruction
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Each module asks participants to examine:
◦ The structure and language of the standards
◦ Depth of knowledge/level of complexity associated
with a particular benchmark
◦ Situate the benchmark within a trajectory of
conceptual development
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Teachers are engaged intellectually in a
limited series of student-level activities that
support deep understanding of a
mathematics or science concept
Explicit consideration of how each activity
was designed to develop the intended
content at the appropriate level of depth
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After teachers experience and discuss the
content of the activities …
◦ Provide opportunity for reflection on the
implications for the instructional activities teachers
have engaged in and how the new standards
support in-depth instruction
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This section explicitly reinforces what the
teachers should take away from the session
and give a brief preview of the Modules to
come.
The implementation task provides teachers
with the opportunity to use skills and
knowledge gained through professional
development?
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Nomination of Design Teams
◦ Districts Throughout State, PROMiSE Partners, Leadership
Council, University Faculty, Standards Framer and Writers
Nominated Design Team Members
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Members Selected for 12 Design Teams
◦ K-2 Math, 3-5 Math, 6-8 Math, Algebra, Geometry, K-2
Science, 3-5 Science, 6-8 Science, Biology, Chemistry, Earth
& Space Science, Physics
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Drafting of Modules
◦ 12 Design Teams with a total of 61 Members drafted
Modules (April 2008)
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Nomination of Review Teams
◦ PROMiSE Partners, Leadership Council, University Faculty,
and Design Team Members Nominated Review Team
Members
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Selection of Review Teams
◦ Representation from CAS faculty members, Education
faculty members, Design Team Members, DRT’s
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Review Team Work
◦ Review of Modules with an emphasis on making depth of
knowledge and cognitive complexity explicit. A total of 66
Review Team Members participated (July 2008)
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PD packages for K-2 Science, 3-5 Science, 6-8
Science, Biology/Life Sciences, Chemistry, Earth
and Space Sciences, and Physics
Each package contains a
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Overview of of each Module
Content and Pedagogy Matrix
Pacing Guide for each modules
PD Provider preparation guide
Subject matter notes
Modules as a PowerPoint with embedded PD Provider notes
One complete set of Modules will be sent to each school district
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Induction
University of South Florida
Support new teachers, particularly
change-of-career teachers, so that they
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This PD is not intended to replace what is
being done but to augment induction
programs to focus on content specific needs
related to mathematics and science.
The induction program has four objectives:
 (1) familiarization with standards and
standards-based instruction;
 (2) strengthening knowledge of M/S content
needed in schools,
 (3) student-centered methods of teaching
inquiry and promoting active learning, and
 (4) classroom environment and safety in a
laboratory setting.
Induction Professional Development
Working Assumptions
You can teach the Next Generation Sunshine State
Standards and prepare students for the current FCAT.
The Next Generation Sunshine State Standards include
rigorous mathematics and science content.
The Next Generation Sunshine State Standards imply, by
the use of action verbs, that pedagogy should be founded
on inquiry learning.
Ten 3-hour modules for each of four
audiences:
 new
teachers
 new teachers
 new teachers
 new teachers
of
of
of
of
middle school mathematics
high school mathematics
middle school science
high school science
(the elementary component development
began in September, 2008).
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Unpacking the
Standards
Getting to Know the
FCAT
More Than Giving
Tests
Creating A Positive
Learning Environment
Promoting Active
Learning
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Is Content Knowledge
Enough?
Laboratory Safety
Teaching Controversial
Topics
Planning for
Instruction
Conceptual
Understanding
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Introduce the Next Generation Sunshine State
Standards
Apply them in a classroom activity.
You can teach the new standards while
preparing for the FCAT.
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Introduce the FCAT and discuss the types of
problems on the FCAT.
Have participants find solutions to the
problems to help them understand the level
of difficulty of the problems on the FCAT and
the challenges students face.
Use the 2-point rubric to score short
response anchor papers.
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Introduce new teachers of science to a variety
of assessment strategies, both traditional and
non-traditional.
Look at when a strategy may be appropriate
and when a strategy may be inappropriate.
Develop a rubric for a class project and look
at possible scores on the project.
Raise awareness of components of a grading
policy and homework issues involved in
evaluating student progress.
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Introduce the new teacher of science to both the
reasons for and the methods involved in creating a
positive learning environment.
Confront some pervasive beliefs about equity that
can interfere with having a learning environment
that supports diverse learning styles and
experiences that enable all students to reach their
highest potential.
Suggestions are given for incorporating reading,
writing and discourse into the classroom.
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You are a member of a space crew scheduled to rendezvous
with a mother ship on the lighted surface of the moon.
However, your ship crash-lands on a lighted spot some 320
km. from the rendezvous point. Much of the equipment was
damaged during landing. Survival depends on reaching the
mother ship.
What should you take with you?
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Provide participants with the rationale and
experiences necessary to teach to the active
verbs of the Next Generation Sunshine State
Standards.
Explore the characteristics of active learning
and the teaching strategies that create an
environment that engages students both
physically and mentally.
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More than content knowledge is needed to be
a successful science teacher.
The teaching models of Shulman (1986) and
Ball, Bass, Sleep, and Thames (2008) are
explored.
Participants experience an activity on student
misconceptions that explore their need to
know more than just content knowledge.
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Knowledge
of Content
Specialized
Content
Knowledge K
S
Common
C
Content
Knowledge
K
T
C
P
C
K
Knowledge
of Learning
Knowing
How Students
Think
K
S
T
Pedagogical
Knowledge
Knowledge
of Teaching
(Ball, Bass, Sleep, Thames)
Classify common elements as metals,
nonmetals, or semimetals (CCK).
Analyze classification for errors (SCK).
Identify student thinking that is likely to have
produced such errors (KSC).
Recognize which demonstrations or
experiments would best help students
better understand specific properties of the
elements to aid in classification (KTC).
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This module outlines the information needed by the
instructor to ensure a safe work environment and
safe work practices by the students as well as
procedural instructions in the event of an emergency.
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Identify the many potentially controversial topics in
the different disciplines of science
Raise awareness as to their obligation to teach the
topics included in the Next Generation Sunshine
State Standards
Discuss professional responsibility to teach
controversial topics in a scientific and nonjudgmental environment
Suggestions are offered for teaching topics like
evolution, big bang, and plate tectonics.
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Lesson planning that is consistent with the
Next Generation Sunshine State Standards. By
modeling
Models the 5Es lesson plan which addresses
the new standards and promotes active
learning
Emphasis on the alignment of curriculum,
instruction, and assessment to achieve the
desired learning outcomes.
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Introduce new teachers to the difference
between teaching for procedural knowledge
and teaching for conceptual understanding.
Know and understand the various ways to
represent scientific concepts with an
emphasis on understanding the scientific
reasoning behind the rule.
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How is a cell like a city?
Given a list of the parts of a cell and their
functions, name parts of a city that perform similar
functions.
Draw your city in the general shape of a cell.
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How does this help you understand the
functions of part of a cell?
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Designed as independent 3-hour units that can be
used as a coherent five-day workshop
Flexible to allow for districts to use
them in ways that are consistent with
their needs and time frames.
A hard copy and CD of the modules will
be distributed to each district in Florida
◦ a Power Point presentation and
◦ a facilitator’s guide for each module that includes the:
 rationale of why the topic is important
 intent, goals, and objectives
 activities descriptions, materials lists, facilitator’s notes,
and handouts.
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Principal PROMiSE
Professional
Development
Under the Direction of Laura Lang,
Co-Principal Investigator of Florida PROMiSE
FCR-STEM at Florida State University
The professional development will take place
over the course of one year.
 Four two-day face-to-face sessions
focusing on
◦ mathematics and science content and
instructional changes required by the new
standards (primary foci)
◦ the use of collaborative groups to implement
change
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Related activities and online discussions will
take place between sessions
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The Principal PROMiSE Project uses a collaborative,
job-embedded professional development model to
build principals’ capacity to support teachers’
adoption of standards- based instruction, as reflected
in Florida’s new mathematics and science standards.
By “job-embedded,” we mean that principals will
“learn by doing” or engage in activities that become
part of their daily work in order to maximize their
success in applying new knowledge as they lead and
support implementation of the new math and science
standards at their respective schools.
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To deepen principals’ understanding of content
knowledge and its importance to teaching the new
mathematics and science standards, The Principal
PROMiSE Project engages principals as learners –
and in some cases as teachers - in math/science
lessons and activities specifically related to algebraic
thinking and physical science with the nature of
science and mathematics infused in the content.
The majority of professional development time is
devoted to these activities.
Algebraic thinking is fundamental to
mathematics, spans K-12 in the standards,
and addresses a gatekeeper course for
graduation. Principal participants engage in
mathematics activities that require them to
communicate and represent mathematical
concepts to develop deeper conceptual
understanding of mathematics and the role
that pedagogical content knowledge plays in
effective teaching for in-depth learning.
Proficiency in the
five strands
applies equally to
all domains of
mathematics.
ALL students
should be
mathematically
proficient in ALL
5 strands, not
just in procedural
fluency
Principals
engage in
activities
centered
around
designing and
implementing
instruction and
assessment to
address these
strands in a
balanced
manner
Intertwined Strands of Math
Proficiency
National Research Council, Adding it Up: Helping children Learn Mathematics,
2001.
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Physical science is the body of knowledge where
teachers, particularly at the elementary level,
tend to feel least prepared.
Principal participants design and conduct
investigations of variables that affect motion of
objects.
Instructional strategies, such as collaboration,
questioning, formative assessment, and
discourse are modeled and reflected upon in
discussions.
With instruction that is designed
for understanding and
implemented as intended,
students will develop proficiency
and literacy in science.
National Research Council, Taking Science to Schools, 2008.
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A community of practice approach specifically
applied to math/science instruction will be modeled
during the professional development sessions
(discussion and reflection on math/science activities)
and reinforced between sessions (book study, online
discussions, etc.). The expectation is that principals
will use a similar process in leading learning
communities focused on the new math and science
standards at their respective schools. Principals also
will be introduced to other job-embedded
professional development approaches, such as
lesson study and video club.
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Observing mathematics and science classroom instruction
and providing teachers feedback,
Developing the school improvement plan targeting activities
and outcomes related to the adoption of the new science and
mathematics standards,
Scheduling faculty time for individual and collaborative
planning and professional development,
Negotiating IPDP activities and outcomes in light of school
improvement outcomes related to science and mathematics,
Leading regular meetings with representatives from each
small learning community,
Participating in small learning community meetings, and
Participating in online book study with training cohort.
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Laura Lang, Ph.D., FCR-STEM, former principal,
and Co-Principal Investigator of Florida PROMiSE
Kris Ellington, FCR-STEM, formerly FLDOE
Rob Schoen, FCR-STEM and formerly Florida DOE
– Mathematics Content focus
Danielle Sherdan, Ph.D., FCR-STEM – Science
Content Focus
Christi Moss, FCR-STEM and previous principal –
Professional Learning Communities Focus
Nancy Stokely, FCR-STEM and current principal
Don Griesheimer, FCR-STEM and FASA
1st
session
2008-2009
100 Principals
50 Elem; 50 Secondary
May/July
2008
2nd
session
3rd
session
4th
session
July/Sept Dec
2008
2008
Apr
2009
2009
Jan/Feb
300 Principals
2009
200 Elem; 100 Secondary
Mar/May Jun/Jul
2009
2009
Sept/Oct/
Dec 2009
2010
250 Principals
150 Elem; 50 Secondary
&
50 Secondary
Asst. Principals
Spring
2010
Fall
2010
Jan /Feb
2010
Summer
2010
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All Superintendents & Principals Informed
Principals & secondary AP’s selfnominated
63 districts represented
Public schools, charter schools, university
schools, private schools, the Florida
School for the Deaf & Blind, Virtual
School
Online registration is still open for
elementary and secondary
principals at the following website:
www.lsi.fsu.edu/principals
Principals will be RANDOMLY
ASSIGNED TO A COHORT.
Sorry, there is no space for secondary assistant
principals. 101 secondary assistant principals
registered for 50 training spaces.
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DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing:
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Bloomington, IN: Solution Tree.
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’
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A handbook for professional learning communities at work.
understanding of fundamental mathematics in China and the United
States. Mahwah, NJ: Lawrence Erlbaum Associates.
National Research Council of the National Academies. (2005). How
students learn mathematics in the classroom. Washington, DC: The
National Academies Press.
National Research Council of the National Academies. (2005). How
students learn science in the classroom. Washington, D.C.: The National
Academies Press.
National Research Council of the National Academies. (2007). Taking
science to school: Learning and teaching science in grades K-8.
Washington, D.C.: The National Academies Press.
Nelson, B. S., & Sassi, A. (2005). The effective principal: Instructional
leadership for high quality learning. New York: Teachers College Press,
2005.
Stigler, J.W., & Hiebert, J. (1999). The Teaching Gap: Best ideas from the
world’s teachers for improving education in the classroom. New York:
The Free Press.
 cmoss@lsi.fsu.edu
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Christi Moss
Principal PROMiSE Project Director
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FCR-STEM at Florida State University
C-4627 University Center
Tallahassee, FL 32306-2540
Telephone (850) 645-1208
Danielle Sherdan
Rabieh Razzouk
FCR-STEM: Florida Center for Research in
Science, Technology, Engineering and
Mathematics
Florida State University
FCR-STEM: Florida Center for Research in
Science, Technology, Engineering and
Mathematics
Florida State University
Assistant Director, FCR-STEM
Associate Director, LSI
Create an integrated system
that will include the following
components:
A. Standards Database
www.floridastandards.org
Status: launched
B. Course Code Directory
Status: Development
C. Resource Repository
Status: Development
D. Curriculum Planning and
Learning Management System
(CPALMS)
Status: Planning & Development
Others - One Stop Shop?
•
Launched on Jan 14, 2008.
Includes the new state
standards.
•
Includes the revised course
descriptions and their relation to
benchmarks.
•
Includes the access points and
their relation to benchmarks.
•
Dynamic administration and
interface that allows adding
resources and helpful materials
for teachers.
•
•
URL: www.FloridaStandards.org
3/19/2016
The CCD will consist of the following components:
Highlights:
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Courses aligned with standards
Course builder tool to build and request courses online
Course request tracker to track all course requests
Integration of Certifications
Integration of CCT
One stop shop about all course information
3/19/2016
C. CPALMS – Resource Repository
Building it TOGETHER for Florida’s
Educators
Visit: www.cpalms.org
3/19/2016
C. CPALMS – Resource Repository
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YOU CAN CONTRIBUTE RESOURCES
Team of specialists who identify, add and review resources.
Process designed to allow continuous adding of high quality resources.
Resources aligned to Next Generation Sunshine State Standards
Resource Collection
and Input – PROMiSE
Collect resources,
align to benchmarks,
and submit to review
panel for approval
Resource Collection
and Input – Florida’s
Educators
The tool will allow
educators to submit
their resources and
events for review.
Resource Review
Panels
A panel for each of the
subject areas will consist of
multiple reviewers that will
evaluate submitted
resources using the online
portal and submit their
comments and votes. All
approved resources will
then show on
www.floridastandards.org
and your CPALMS portal.
Other educators will also
be able to review and rate
resources allowing to share
use cases and feedback
with each others.
3/19/2016
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Name and logo idea created by a teacher – Amanda Crawford
Volunteer advisory panel of 60+ math and science teachers and
specialists providing resources, ideas and feedback
20 District Resource Teachers from 10 partner districts on PROMiSE
How can I participate?
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Contribute resources online
Submit suggestions and feedback on our website
Sign up for our volunteer advisory panel
Sign up for our mailing list to be the first to know and use CPALMS
Great things happen when teachers work
together!
3/19/2016
•
Valuable
Resources
Lesson Plans
Virtual Manipulatives
Printable Worksheets
Investigations
Assessment
Educational Software
and Games
• Videos, Presentations
•
•
•
•
•
•
3/19/2016
•
Powerful Tools
• Lesson planning tool
• Curriculum planning
tool
• Free web based
software
• Tools to share
resources
• Personalized
Calendar
• Course timelines
• Professional
development events
Keyword search:
-Standards & Access
Points
Course Code
-Organize content-by
Directory
pages
- Resources
- Create as many as
you
- Popular search
need
engines
- Add the content and
CPALMS provides the
Tools tools
and resources
related to your settings
CPALMS
you like
The
screenshots
used
in
this
presentation
are
mock-up
designs of
All from
Based on a widget platform
that
useryour
to choose
and where
youallows
like. each
- Access resources and
CPALMS.
The to
text
is and
usedwhere
as a placeholder
example standards
and not actual
what content
add
to add it. homepage
from your
information.
homepage.
external sources
 Integrates the NGSSS and Course Code Directory - Add
- Curriculum
planning
- Build and such
shareas
of information
 Build, share and review resources
tool
resources
news
feeds, RSS,
- Addand
organizeexternal
your
Integrate
sources
of
information
- Automatically and
weather, pictures, and
to do
list.
Add
as
much
content
as
you
like.
CPALMS
grows
with
time and
regularly search for new
many other widgets from
with
you. to
resources
related
the
web. and register to
- View
what you are teaching.
related professional
events.
- Automatic driving
directions and
reminders.
- Add your own events
and keep track of your
day to day schedule.
3/19/2016
 View NGSSS from your homepage
 View related resources available to you through your district or
others that are shared by other educators in the state
 Add your own resources and share them with others or keep them
private
3/19/2016
 Similar to standards, you can access the courses from the Course
Code Directory and view all related information and resources.
 Add your own course plans and share them with others or keep
the private
3/19/2016
 Customize your own pages by adding content from CPALMS and
other external sources.
3/19/2016
What do you think?
3/19/2016
• What’s Next
• Contribute your
resources
• First Math resources (K5) will be released in
early 2009 on
www.FloridaStandards.or
g.
3/19/2016
Please start contributing
resources today!
www.CPALMS.org
3/19/2016
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Content-specific 2-week Summer Institutes & 4
days of follow-up
◦ Partners university content faculty, education faculty
and teachers
◦ delivered locally to partners

Facilitation of Year 2 Professional Development
◦ Mathematics – USF
◦ Science – UF

Continued Efforts
◦ Leadership & CPALMS -- FSU
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