New Beginnings 2014
New Florida Standards
ELA Middle School
Dr. Faith, Reading Program Specialist
August 6 & 7, 2014
Leesburg High School
Community Builder:
1. Locate a participant
2. Introduce yourself – Name, school,
grade level
Why Am I Here?
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…
READY!
Why Am I Here?
Teachers will comprehend the 2014-2015 Curriculum
Documents and be ready to plan effectively for
implementation of the Language Arts Florida
Standards.
I DO
Benchmarks:
Domain 1: Classroom Strategies and Behaviors
Domain 2: Planning and Preparing
Domain 3: Reflecting on Teaching
Objectives
August 6 - 7, 2014
Learning Goal:
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.
WE DO
YOU DO
• Provide the purpose and rationale for ELA middle
school 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.
Ticket Out!
Essential Question:
How will the middle school ELA curriculum documents
revolutionize the way we teach, lead, and learn for
21st century success?
Common Language:
•DOK
•Marzano
Learning Scales
•Florida Standards
•Scope & Sequence
•Curriculum Blueprints
Goals Setting
NEXT STEPS:
Plan for effective implementation of Language Arts
Florida Standards.
Participant Scale and Reflection
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.
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
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 datadriven 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
Florida
Standards
Professional
Learning
Community
Statement of
Work
Content
Cultural
Behavior
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
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
Key Performance Indicators
School Improvement
Plan
Desired Student
Outcomes
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
FCIM
MTSS
LESSON
STUDY
Personalized
Learning
Process
Interventions
Capacity
Building
Autonomy of Learning
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
The Florida’s
Continuous
Improvement Model
(FCIM) is a
systematic process for
planning, teaching,
assessing and reevaluating results. It is
the road map that
Focus on Learning:
directs our actions.
All students can learn
Plan
and we are responsible 
to ensure learning
 Do
occurs.
 Check
Focus on
 Act
The guiding principles
of Professional
Learning
Communities (PLC)
govern the behavior of
our school
professionals. The big
ideas are:
PDCA Instructional Cycle
Collaborative Culture:
Time is specifically
reserved for
collaboration on
teaching and learning.
Focus on Results:
Effectiveness is
measured by results, not
intent.
PLAN
• Data Disaggregation
• Calendar Development
ACT
DO
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• Maintenance
• Monitoring
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
Why?
What?
How?
The demand on a student,
what they will need to know
and be able to do.
ELA Florida Standards
Next Generation
Think-Pair-Share
Identify and discuss major
Why?
differences between the
Next Generation Sunshine
State Standards & ELA
Florida Standards
Guided
notes
Depth of Knowledge
(Know what students are asked to do)
DOK 1
DOK 2
RECALL/Reproduction
SKILL/CONCEPT
locate, identify, list
information ELA
Infer, organize,
DOK 3summarize
83%
DOK 3
Strategic Thinking &
Reasoning
Analyze results, cite
evidence investigate
DOK 4
Extended Thinking
Research, synthesize,
critique
ELA Documents TOP 5 Big Ideas
•
•
•
•
•
Backwards Design
Standards-based Units
Clustering of Standards
Recursive Curriculum
Integration of Writing
Scope & Sequence
First page provides a narrative
detailing the purpose and
organization of the curriculum
document.
FAQ?
PURPOSE?
ORGANIZATION ?
Pages 1-2
PLC Planning Process
PLC Planning Flow Map provides
the sequence for using the
curriculum documents for
instructional planning
Page 3
This PLC Planning Process serves as a guide to facilitate the instructional planning and delivery process.
Scope & Sequence
Scope and Sequence provides
an overview for instructional
delivery.
Page 4
District Performance Task
District Performance Task
Timed- Pair- Share
Take 3-minutes to
review the Scope &
Sequence. Share with
your shoulder partner
commonalities that
exists within and
across units.
Page 4
Recursive Standards
How do Recursive
Standards support
student learning?
Guided
notes
Curriculum Blueprint
Guided
notes
Units
(approximate time)
Unit
(20 Days)
Recursive
Standards
Cluster of
Standards
Key
Strategies
Product
Types
SL: 1.1, 2.6
RL: 1.1, 4.10
W: 2.4, 2.5,
2.6, 4.10
L:3.4
Thinking Maps
Close Reading
Constructed
Annotating
Texts
Collaborative
Discussion
W: 1.2
Informative
Writing
Mix-and-Match
Take 5- minutes to review
the Curriculum Blueprint.
How does the Scope &
Sequence align with the
curriculum blueprint?
Guided
notes
Product
Types
W: 1.2
Informative
Writing
Product Type
Think-Pair-Share
First, 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
Units
(approximate time)
Unit
(20 Days)
Approximate Time
What is the best
way to ensure
appropriate use of
time for each unit?
Guided
notes
Cluster of
Standards
SL: 1.1, 2.6
RL: 1.1, 4.10
W: 2.4, 2.5,
2.6, 4.10
L:3.4
Cluster of Standards
1.
Round Robin
Review the Unit
Overview, Learning
Goal, & Essential
Questions.
2. Discuss the expectation
for this Unit.
Guided
notes
Cluster of
Standards
Reading Standards
SL: 1.1, 2.6
RL: 1.1, 4.10
W: 2.4, 2.5,
2.6, 4.10
L:3.4
Turn & Talk
What does it mean to
teach to the full intent
of the Standards?
Why is this important?
Guided
notes
Cluster of
Standards
SL: 1.1, 2.6
RL: 1.1, 4.10
W: 2.4, 2.5,
2.6, 4.10
L:3.4
Text Types
How important
is it to use the
recommended
text within each
unit?
Guided
notes
Key
Strategies
Thinking Maps
Close Reading
Constructed
Annotating
Texts
Collaborative
Discussion
Tasks
Think-Pair-Share
How will
previewing the Tasks
support planning &
delivery of new
standards?
How will you respond
when students don’t
get it?
How will you respond to
students who already got
it?
Participant Scale and Reflection
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.
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
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
Guided
notes
Ticket Out!
GOALS Setting
First Nine Weeks
What do you want to
be REALLY Good at
and WHEN?
Fourth Nine Weeks
CREATE MEASURABLE GOALS