The teachers of the middle school were generally receptive to the FRAME. While some were apprehensive and refused to think that this could contribute any to their classroom instruction, others were creating multiple examples and planning ways to build it in to each unit before we concluded the training. We were able to adapt our approach to include more content specific examples and provide data from the TTAC website. This seemed to help the apprehensive teachers to open up and consider implementing something new in their classrooms.
