New Beginnings 2014

New Florida Standards Elementary ELA

Neena Cadman

August 6, 2014

Leesburg High School

New Beginnings 2014-15 Curriculum Documents

I DO

• Provide the purpose and rationale for development of the new 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.

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Learning Goal:

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Community Builder

NEXT STEPS:

Benchmarks:

Chunking Content into Digestible Bites and Goal Setting

How will the new curriculum documents revolutionize the way we teach, lead, and learn for 21st century

success?

Sum-It-UpEssential Question:

Common Language:•Florida Standards•Recursive Standards

Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching Teachers will participate in instructional planning and

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

Teachers will be able to participate in professional learning and instructional planning to implement the new Language Arts Florida Standards in their classrooms.

Develop a plan for initiating on-going professional

learning with the 2014-15 curriculum documents. •Scope & Sequence•Curriculum Blueprints•Published Product

Why Am I Here?

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 ____________.

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

Participants will participate in professional development for instructional planning and implementation of the Language Arts Florida Standards by gaining a deeper understanding of the ELA Scope & Sequence and Curriculum Blueprints.

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

Lake County Schools College and Career Readiness

Instructional FrameworkKey Performance

IndicatorsSchool

Improvement Plan

Florida Standards

Professional Learning

Community

FCIM MTSS LESSON STUDY

Personalized Learning

Desired Student Outcomes

Statement of Work

Content Cultural Behavior

Process Interventions Capacity Building

Autonomy 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

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

Why?

How?

What?

Why?

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

able to do! 3 Phases

Using the document to guide and drive

instruction!

Shifting Gears

1-minimul understanding 4- deep understanding

1 2 3 4

Right now, where are you with your knowledge on the new ELA Florida Standards for the grade you will teach this school year?

Where do you want to be before school starts? How do you start?

Why?

New Florida Standards Why?

What are students going to have to do

to meet these standards?

Implications: New Florida Standards

How can more complex text and task be incorporated into daily instruction?

How can reading and writing standards be clustered to support instruction?

What are the new FL standards expectations for writing?

Why?

ELA Task: After reading the two folktales, The Fisherman and the Kaha Birds and The Secret Message, write an extended response consisting of 2-3 paragraphs, in which you explain how the themes in each text compare and contrast to one another. Give 3-5 examples from each text to support your discussion.

Implications for The ELA Documents

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

Why?

Resources

1. FLDOE - Language Arts Florida Standards (LAFS)

2. Appendices B & C of Common Core Document

3. Institute of College and Career Readiness- Deconstructed Standards

4. Race to the Top Office - Florida Interim Assessment Item Bank and Test Platform – Writing Rubrics

5. Marzano Research Laboratory – Learning Scales

6. Literacy Design Collaborative- Template Tasks

7. Curriculum Resources- McGraw Hill’s Wonders

8. EBSCO HOST –lexiled non-fiction text

9. Safari Montage- Video and text resources

10.Capacity builders from Lake County Schools

Why?

How?

What?

Why?

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

able to do!3 Phases

Page 1 provides the purpose of the document and outlines big picture items for the units

ELA Scope and Sequence: Page 1 and 2

What?

Page 2 provides FAQ’s as it relates to the set up and use of documents

Flow Map: How to use the blueprints during the PLC

ELA Scope and Sequence: Page 3

• *-What are you familiar with and have some working knowledge of?

• ?-What do you need support with?

HOW?

ELA Scope and Sequence: Page 4• Provides scope and

sequence and order of instruction

• Serves as a focus calendar for this baseline year

What?

Recursive StandardsWHAT?

How can you integrate Recursive standards into your

teaching?

Recursive StandardWhat are the

implications of this standard across grade levels and computer- based

assessments?

WHAT?

Using what you have learned, complete the “What?” section of your guided notes

What?

Why?

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

able to do!

Units (approximate

time)

Unit 1(20 Days)

Cluster of Standards

SL: 2.4RL: 1.2, 1.3, 3.9W: 1.3L:1.1

Text Types Traditional lit from different cultures and myths

Product Types

W: 1.3Narrative Writing

Mix and Match

How does the Scope and Sequence correspond to

the blueprint?

Cluster of StandardsPage 2Page 1

What does it mean to analyze the cluster of standards?What role does the vertical progression play a role in your analysis?

HOW?

4.RL.1.3 (DOK 2) Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). • Identify characters, setting, and/or event • Identify specific details about: characters, settings, and/or events • Describe a character, the setting, or an event using the character’s thoughts, words, or actions 3rd: Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events 5th: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact

Text Types and TasksPage 3

Page 4

HOW?

Blueprint does not provide a sequence

Blueprint vs. Lesson Plan

Task from the Blueprint

4.RL.1.3 (DOK 2)

In The Secret Message, the parrot’s character is developed throughout the text. Write a paragraph providing an in-depth description of the parrot using the character’s thoughts, words, and actions. Use textual evidence/details to support your discussion.

Lesson Plan

Students re-read page 91-93 of text

On green post- it notes students will record textual evidence (parrot’s thoughts, words, actions) Frame of Reference

On a yellow post-it note students will select three adjectives from their adjectives word bank list that will help them provide an in-depth description of the parrot.

Students participate in a round robin sharing the adjectives they chose with the groups and placing it on their group describing map along with textual evidence

Students will utilize their describing maps along with the frame of reference, character’s thoughts, words, and actions) to write a paragraph providing an in-depth description of the parrot.

HOW?

Product TypeHOW?

Page 1 of Blueprint

How will you utilize the

Published Product at the end of the unit to determine

instruction?

Use your guided notes to summarize How you will use the blueprints to guide instruction .

HOW?

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

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

Participants will participate in professional development for instructional planning and implementation of the Language Arts Florida Standards by gaining a deeper understanding of the ELA Scope & Sequence and Curriculum Blueprints.

Summarizing Activity: Goal SettingFirst Nine

WeeksSecond

Nine WeeksThird Nine

Weeks

Based on what you now know, what do you feel confident about?

What is your goal for each nine weeks?

HOW?