New Beginnings 2014 New Florida Standards Elementary ELA Neena Cadman August 6, 2014 Leesburg High School

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. August 6, 2014 Learning Goal: Objectives 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 21 st century success? Sum-It-Up Essential 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 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 implementatio n 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 FrameworkMarzano/TEAM Framework Communicating Learning Goals and Feedback Establishing Rules and Procedures Helping Students Interact with New Knowledge Helping Students Practice/Deepen Knowledge Helping Students Generate/Test Hypotheses Engaging Students Planning/Preparing for Lessons and Units Planning/Preparing for Resources & Technology Planning/Preparing for Special Student Needs Developing/Monitoring a Professional Growth Plan

21 st Century Skills Tony Wagner, The Global Achievement Gap New Beginnings Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

Lake County Schools College and Career Readiness Instructional Framework Key Performance Indicators School Improvement Plan Florida Standards Professional Learning Community FCIMMTSSLESSON STUDY Personalized Learning Desired Student Outcomes Statement of Work ContentCultural Behavior ProcessInterventionsCapacity Building Autonomy of Learning 1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2 nd grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment 3.Increase proficiency rates on FCAT 2.0 Science 4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History 5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification) 6. Increase participation and performance on PERT, SAT and ACT 7. Increase AMO percentages for all subgroups (Achievement Gap) 8. Increase the graduation rate 9. Increase attendance rate 10. 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 Standards 2. Common and Collaborative Planning Time 3. Interdisciplinary Content Integration 4. Frequency of Project-Based Learning 5. Student Collaboration 6. 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 Identification 2. Problem Analysis 3. Intervention Design 4. 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 Planning 2. Lesson Observation by Teachers 3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior 4. 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 Learning 2.Learner Profiles and Paths 3. Competency- based Learning 4. Flexible Learning Environments 5. Structures of Accountability, Continuous Improvement and Innovation

Lake County Schools Vision StatementVision 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 StatementMission 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  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 ScalesMarzano Research Laboratory 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 Standards WHAT? How can you integrate Recursive standards into your teaching?

Recursive Standard What 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: 2.4 RL: 1.2, 1.3, 3.9 W: 1.3 L:1.1 Text TypesTraditional lit from different cultures and myths Product Types W: 1.3 Narrative Writing Mix and Match How does the Scope and Sequence correspond to the blueprint?

Cluster of Standards Page 2 Page 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 3 rd : Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events 5 th : 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 Tasks Page 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 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 Type HOW? 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 Services Curriculum & Instruction ~ Professional Development ~ Teaching & LearningCurriculum & 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 implementatio n 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 Setting First Nine Weeks Second Nine Weeks Third Nine Weeks Based on what you now know, what do you feel confident about? What is your goal for each nine weeks? HOW?