New Beginnings 2014
New Florida Standards Elementary ELA
Neena Cadman
August 6, 2014
Leesburg High School
Why Am I Here?
Teachers will be able to participate in
professional learning and instructional planning
to implement the new Language Arts Florida
Standards in their classrooms.
Benchmarks:
Domain 1: Classroom Strategies and Behaviors
Domain 2: Planning and Preparing
Domain 3: Reflecting on Teaching
Objectives
August 6, 2014
Learning Goal:
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.
I DO
WE DO
YOU DO
• Provide the purpose and rationale for
development of the new curriculum
documents
• Explore the critical elements of the Scope &
Sequence and Curriculum Blueprints
• Collaboratively interact with school level
documents to deepen knowledge of the new
Language Arts Florida Standards.
Sum-It-Up
Essential Question:
How will the new curriculum documents revolutionize the way
we teach, lead, and learn for 21st century success?
Common Language:
•Florida Standards
•Recursive
Standards
•Scope & Sequence
•Curriculum Blueprints
•Published Product
Chunking Content into Digestible Bites and Goal Setting
NEXT STEPS:
Develop a plan for initiating on-going professional
learning with the 2014-15 curriculum documents.
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
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.
4-Innovating
• In addition to
criteria of
Applying,
enhanced
understanding,
implementation,
monitoring, and
execution take
aways
3-Applying
• Consistent
understanding
and
implementation
steps taken away
along with
monitoring
componets for
effective
execution
2-Developing
1-Beginning
0-Not Using
• Moderate
understanding
and
implementation
steps taken
away
• Little
understanding
and inconsistent
implementation
steps taken
away
• No
understanding
or
implementatio
n steps taken
away
Marzano/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
New Beginnings 2013
21st Century Skills
Tony Wagner, The Global Achievement Gap
1. 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
New Beginnings 2013
Lake County Schools
College and Career Readiness
Instructional Framework
Key Performance
Indicators
School 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
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 ProjectBased 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:
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 Reteaching 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
1.Increase proficiency rates
on FLKRS/ECHOES &
FAIR (PreK - 2nd 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 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
Focus on Learning: 
Act
All students can learn 
and we are
PDCA Instructional Cycle
responsible to ensure
PLAN
DO
learning occurs.
Focus on
Collaborative
ACT
CHECK
Culture:
Time is specifically
reserved for
collaboration on
teaching and learning.
Focus on Results:
Effectiveness is
measured by results,
not intent.
• Data Disaggregation
• Calendar Development
• Direct Instructional
Focus
• Tutorials
• Assessment
• Enrichment
• Maintenance
• Monitoring
Why?
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
3 Phases
Why?
The demand on a student,
what they will need to know
and be able to do!
What?
How?
Using the document to
guide and drive instruction!
Shifting Gears
Why?
1-minimul understanding
1
4- deep understanding
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?
New Florida Standards
Why?
What are students
going to have to do
to meet these
standards?
Implications: New Florida Standards
Why?
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?
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.
Why?
Implications for The ELA
Documents
• Backwards Design
• Standards-based Units
• Recursive Curriculum/Clustering of
Standards
• Integration of Writing
Resources
Why?
1.
2.
3.
4.
FLDOE - Language Arts Florida Standards (LAFS)
Appendices B & C of Common Core Document
Institute of College and Career Readiness- Deconstructed Standards
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
3 Phases
Why?
What?
How?
The demand on a student,
what they will need to know
and be able to do!
ELA Scope and Sequence: Page 1 and 2
What?
Page 1 provides the purpose
of the document and
outlines big picture items for
the units
Page 2 provides FAQ’s as it
relates to the set up and
use of documents
ELA Scope and Sequence: Page 3
HOW?
Flow Map: How to use the blueprints
during the PLC
• *-What are you
familiar with and have
some working
knowledge of?
• ?-What do you need
support with?
ELA Scope and Sequence: Page 4
What?
• Provides scope and
sequence and order of
instruction
• Serves as a focus
calendar for this baseline
year
Recursive Standards
WHAT?
How can you
integrate Recursive
standards into your
teaching?
Recursive Standard
WHAT?
What are the
implications of this
standard across
grade levels and
computer- based
assessments?
Why?
The demand on a student,
what they will need to know
and be able to do!
What?
Using what you have learned, complete
the “What?” section of your guided notes
Mix and Match
Units
Unit 1
(20 Days)
Cluster of
Standards
SL: 2.4
RL: 1.2, 1.3,
3.9
W: 1.3
L:1.1
(approximate
time)
Text Types
Product
Types
Traditional
lit from
different
cultures
and myths
W: 1.3
Narrative
Writing
How does the Scope and
Sequence correspond to
the blueprint?
Cluster of Standards
HOW?
Page 1
Page 2
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
What does it mean to analyze the cluster of standards?
What role does the vertical progression play a role in your
analysis?
Text Types and Tasks
HOW?
Page 3
Blueprint does not provide a
sequence
Page 4
Blueprint vs. Lesson Plan
HOW?
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 indepth description of the parrot using the
character’s thoughts, words, and
actions. Use textual evidence/details to
support your discussion.
 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.
Product Type
HOW?
Page 1 of Blueprint
How will you utilize
the Published
Product at the
end of the unit to
determine
instruction?
HOW?
Use your guided notes to summarize
How you will use the blueprints to
guide instruction .
Academic Services
Curriculum & 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
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.
4-Innovating
• In addition to
criteria of
Applying,
enhanced
understanding,
implementation,
monitoring, and
execution take
aways
3-Applying
• Consistent
understanding
and
implementation
steps taken away
along with
monitoring
componets for
effective
execution
2-Developing
1-Beginning
• Moderate
understanding
and
implementation
steps taken
away
• Little
understanding
and inconsistent
implementation
steps taken
away
0-Not Using
• No
understanding
or
implementatio
n steps taken
away
HOW?
Summarizing Activity:
Goal Setting
First Nine
Weeks
Second
Nine Weeks
Based on what you
now know, what do
you feel confident
about?
Third Nine
Weeks
What is your goal for each
nine weeks?