New Beginnings 2014New Florida Standards

ELA Middle School Dr. Faith, Reading Program Specialist

August 6 & 7, 2014

Leesburg High School

Community Builder:

Why Am I Here?1. Locate a participant

2. Introduce yourself – Name, school, grade level

3. Partner 1: Answer the question, Why am I here and what do I hope to take away?

4. Partner 2: Paraphrase your partner’s response back to them

5. Exchange Roles

RESPONSE FRAME: My name is _____________and the reason why I’m here is______________ and I hope to take away ____________.

Call to Attention

C²…READ

Y!

New Beginnings 2014

I DO

• Provide the purpose and rationale for ELA middle school curriculum documents

WE DO

• Explore the critical elements of the Scope & Sequence and Curriculum Blueprints

YOU DO

• Collaboratively interact with school level documents to deepen knowledge of the new Language Arts Florida Standards.

Au

gu

st 6

- 7

, 2

01

4

Learning Goal:

Objectiv

es

Community Builder

NEXT STEPS:

Benchmarks:

Goals SettingHow will the middle school ELA curriculum documents

revolutionize the way we teach, lead, and learn for 21st century success?

Ticket Out!Essential Question:

Common Language:•DOK•Marzano Learning Scales

Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching

Teachers will plan for effective implementation of the Language Arts Florida Standards by gaining a deeper understanding of the ELA Scope & Sequence and Curriculum Blueprints.

Teachers will comprehend the 2014-2015 Curriculum Documents and be ready to plan effectively for implementation of the Language Arts Florida Standards.

Plan for effective implementation of Language Arts Florida Standards.

•Florida Standards•Scope & Sequence•Curriculum Blueprints

Why Am I Here?

Participant Scale and Reflection

0-Not Using

• No understanding or implementation steps taken away

1-Beginning

• Little understanding and inconsistent implementation steps taken away

2-Developing

• Moderate understanding and implementation steps taken away

3-Applying

• Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating

• In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

Teachers will plan for effective implementation of the Language Arts Florida Standards by gaining a deeper understanding of the ELA Scope & Sequence and Curriculum Blueprints.

Academic ServicesCurriculum & Instruction ~ Professional Development ~ Teaching & Learning

The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.  

Assurances

We will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes.

We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.

We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.

We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.

Academic Services

Lake County Schools

Vision Statement

A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 

Mission Statement

The mission of the Lake County Schools is to provide every student with individual opportunities to excel.

Academic Services

Lake County Schools College and Career Readiness

Instructional Framework

Key Performance Indicators

School Improvement Plan

Florida Standards

Professional Learning

CommunityFCIM MTSS LESSON

STUDYPersonalized

Learning Desired Student

OutcomesStatement of

WorkContent Cultural

BehaviorProcess Interventions Capacity

BuildingAutonomy of

Learning

1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2nd grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment3.Increase proficiency rates on FCAT 2.0 Science4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification)6. Increase participationand performance on PERT, SAT and ACT7. Increase AMOpercentages for allsubgroups (Achievement Gap)8. Increase the graduation rate9. Increase attendance rate10. Decrease disciplinary infractions

The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include:Organize:Stakeholders plan and assess needs based on data.Plan:Stakeholders set goals and objectives, identify strategies and measures of success.Implement:Implement activities and monitor progress.Sustain:Identify success of current plan, evaluate and adjust to sustain growth.

Florida Standards are a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade. 6 Key Elements for Instruction:1. Knowledge and Use of Florida Standards2. Common and Collaborative Planning Time3. Interdisciplinary Content Integration4. Frequency of Project-Based Learning5. Student Collaboration6. Integrated Technology

The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are:

Focus on Learning: All students can learn and we are responsible to ensure learning occurs.Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning.Focus on Results:Effectiveness is measured by results, not intent.

The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re-evaluating results. It is the road map that directs our actions. Plan Do Check Act

Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem-solving components include:1. Problem Identification2. Problem Analysis3. Intervention Design4. Response to Instruction/ Intervention

Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction. The key concepts are:1. Collaborative Planning2. Lesson Observation by Teachers3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior4. Reflection, Refinement and Re-teaching as Necessary

Personalized Learning (PL) is a system that cultivates independence and self-governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment.PL Key Elements:1. Student-directed Learning2.Learner Profiles and Paths 3. Competency-based Learning4. Flexible Learning Environments5. Structures of Accountability, Continuous Improvement and Innovation

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

New Beginnings 2013

Marzano/TEAM Framework

Communicating Learning Goals and FeedbackEstablishing Rules and ProceduresHelping Students Interact with New KnowledgeHelping Students Practice/Deepen KnowledgeHelping Students Generate/Test HypothesesEngaging StudentsPlanning/Preparing for Lessons and UnitsPlanning/Preparing for Resources & TechnologyPlanning/Preparing for Special Student NeedsDeveloping/Monitoring a Professional Growth Plan

21st Century Skills Tony Wagner, The Global Achievement Gap

New Beginnings 2013

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

How?

What?

Why?

The demand on a student, what they will need to know and be

able to do.

Next

Gen

era

tion

ELA

Flo

rid

a S

tan

dard

s

Why?

Think-Pair-ShareIdentify and discuss major differences between the Next

Generation Sunshine State Standards &

ELA Florida Standards

Guided notes

Depth of Knowledge(Know what students are asked to do)

DOK 1RECALL/

Reproduction locate, identify, list

information

DOK 2 SKILL/CONCEPTInfer, organize,

summarize

DOK 3 Strategic Thinking

& ReasoningAnalyze results, cite

evidence investigate

DOK 4 Extended Thinking

Research, synthesize, critique

ELA DOK 383%

ELA Documents TOP 5 Big Ideas

• Backwards Design• Standards-based Units• Clustering of Standards• Recursive Curriculum• Integration of Writing

First page provides a narrative detailing the purpose and organization of the curriculum document.

Scope & Sequence

PURPOSE?

ORGANIZATION ?

Pages 1-2

FAQ?

PLC Planning Flow Map provides the sequence for using the curriculum documents for instructional planning

This PLC Planning Process serves as a guide to facilitate the instructional planning and delivery process.

PLC Planning Process

Page 3

Scope & Sequence

Page 4

Scope and Sequence provides an overview for instructional delivery.

Page 4

Timed- Pair- Share

Take 3-minutes to review the Scope &

Sequence. Share with your shoulder

partner commonalities that exists within and

across units.Dis

tric

t Pe

rform

ance

Task

Dis

tric

t Pe

rform

ance

Task

Recursive StandardsHow do

Recursive Standards

support student learning?

Guided notes Curriculum Blueprint

Units (approximate

time)

Unit (20 Days)

RecursiveStandard

s

Cluster of Standards

SL: 1.1, 2.6RL: 1.1, 4.10W: 2.4, 2.5, 2.6, 4.10L:3.4

Key Strategi

es

Thinking Maps Close Reading Constructed Annotating TextsCollaborative Discussion

Product Types

W: 1.2Informative Writing

Guided notes

Mix-and-MatchTake 5- minutes to

review the Curriculum Blueprint.

How does the Scope & Sequence align with

the curriculum blueprint?

Product TypeProduct Types

W: 1.2Informative Writing

Think-Pair-ShareFirst, review the Unit’s

Published Products. Create an exemplar response to be used as a formative

assessment. Be READY to assign, grade, provide explicit feedback, and

opportunities for application.

Guided notes

Approximate TimeUnits (approximate

time)

Unit (20 Days)

Guided notes

What is the best way to ensure

appropriate use of time for each

unit?

Cluster of StandardsCluster of Standards

SL: 1.1, 2.6RL: 1.1, 4.10W: 2.4, 2.5, 2.6, 4.10L:3.4

Guided notes

Round Robin

1. Review the Unit Overview, Learning Goal, & Essential Questions.

2. Discuss the expectation for this Unit.

Guided notes Reading Standards

Cluster of Standards

SL: 1.1, 2.6RL: 1.1, 4.10W: 2.4, 2.5, 2.6, 4.10L:3.4

Turn & TalkWhat does it mean to teach to the full

intent of the Standards?

Why is this important?

Text Types Guided notes How important

is it to use the recommended

text within each unit?

Cluster of Standards

SL: 1.1, 2.6RL: 1.1, 4.10W: 2.4, 2.5, 2.6, 4.10L:3.4

Key Strategi

es

Thinking Maps Close Reading Constructed Annotating TextsCollaborative Discussion

TasksThink-Pair-

ShareHow will

previewing the Tasks support

planning & delivery of new

standards?

Guided notes

How will you respond when

students don’t get it?

How will you respond to students who already got it?

Participant Scale and Reflection

0-Not Using

• No understanding or implementation steps taken away

1-Beginning

• Little understanding and inconsistent implementation steps taken away

2-Developing

• Moderate understanding and implementation steps taken away

3-Applying

• Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating

• In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

Teachers will plan for effective implementation of the Language Arts Florida Standards by gaining a deeper understanding of the ELA Scope & Sequence and Curriculum Blueprints.

How to Access the Instructional Documents

Resources

1. Florida Standards - www.flstandards.org Teacher, Students, & Parents Resources

2. FSA Portal - www.fsassessments.org Test Item Specs, Writing Rubrics, Sample ELA tests

3. Marzano Learning Scales - www.marzanoresearch.com

4. EBSCO HOST – lakecounty; lakecounty

5. News ELA – www.newsela.com

Ticket Out! GOALS Setting

First Nine Weeks Fourth Nine Weeks

CREATE MEASURABLE GOALS

Guided notes

What do you want to be REALLY Good

at and WHEN?