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Module 2 for Charter School
Governing Boards
Supporting the Transition to Florida Standards
2
Professional Development Session Alignment
Set 1Governing Board
School Leaders
Module 6 Florida Standards Math Module 7
ELA & Data Use
Teachers Math
Leadership Teams Session 2
Session1
ELAData Use
Data Use ELA Math
Data Use
3
Professional Development Session Alignment
Set 2Governing Board
School Leaders
Module 7 ELA & Data Use
Module 8 Math & Data Use
Teachers Math
Leadership Teams
Session 4
Session3
ELA
AssessmentsData
AnalysisVAM
Florida Standards
Data &ELA
Data &Math
Session 5
Session 6
4
Data
5
8 Components of Full Florida Standards Implementation
Develop a deeper understanding of the relationship between the Florida Standards and assessment
Increase awareness of the higher standards of learning and rigor the new assessments will require of students and staff
Recognize the importance of a culture of academic optimism to increase student achievement
Examine governing board policies that impact implementation of the Florida Standards and Standards-aligned assessments
Determine how to support their school’s successful transition to implementation of the Florida Standards and Standards-aligned assessments
Module Outcomes
6
Today’s Agenda
• Welcome and Introductions• Pre-Assessment• Part 1: Overview of the Florida Standards• Part 2: Creating Conditions for Academic
Optimism• Lunch• Part 3: Supporting the Florida Standards
Transition Through Policy and Leadership • Next Steps and Post-Assessment• Wrap Up
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To Do
List
Pre-Assessment
Introductory Activity
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Guide Page
4
The Florida Standards
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Section 1
Prepares students to be college and career ready
Supports the development of a unified, comprehensive, and consistent assessment system
Offers real world knowledge and application
Why Change to the Florida Standards?
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College and Career Readiness
Impact of the Florida Standards on Charter Schools
1. Read the Florida Standards Assessment Information for Families from the FLDOE beginning on page 6 in the Participant Guide. Use the notes section on pages 7-8 to highlight a key idea from each section of the Information Sheet.
2. At your table, discuss the key ideas of the impact of the Florida Standards and Assessments on charter schools. On chart paper, in the first column, list the areas you believe your charter school is prepared to address. In the second column, list the areas that may be a challenge to address.
3. Discuss the priority areas you each believe should be addressed first and why.
4. Be prepared to share insights with the large group.
Activity 1: Impact of the Florida Standards on Charter Schools
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Guide Pages
6-8
Curriculum Shifts
Instructional Shifts
Assessment Shifts
What Is Different About the Florida Standards?
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It’s All About the Shifts!
Three Instructional Shifts for ELA/Literacy
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Building knowledge through content-rich nonfiction
Reading, writing, and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language
Instructional Shift #1: Building Knowledge Through Content-Rich Text
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1. Balance of Literature & Informational Text (NAEP, 2009) →Grade 4: 50% literary, 50%
informational →Grade 12: 30% literary, 70% informational2. Texts worth reading provoke critical thinking
Sh
ift
Instructional Shift #2: Reading,Writing & Speaking Grounded in Evidence
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1. Reading like a careful writer2. Textual evidence is central to
ELA standards
Shift #3: Regular Practice with Complex Text and Its Academic Language
1. Read and comprehend complex literary and informational text independently and proficiently
2. Interpret words and phrases in text 3. Determine the meaning of figurative language
and vocabulary in content, acquire and use academic vocabulary
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How Will the Florida Standards Shifts Alignwith Assessment?
English Language Arts & Literacy Assessment Shifts
Focus on citing evidence and items that may have more
than one right answer
Inclusion of informational texts across a variety of
content areas
Simulate research and performance-based components within
assessments
Sound familiar?The shifts you see during instruction will be assessed on Florida Standards aligned assessments.
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Instructional Shifts for Mathematics
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• The Standards for Mathematical Content• The Standards for Mathematical Practice
Focus Coherence Rigor
Two Areas
Fewer standards allow for focusing on the major work for each grade
Focus
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The Standards are designed around coherent progressions and conceptual connections.
Coherence
Grade 1 Grade 2 Grade 3
Use place value understanding and
properties of operations to add and subtract
Use place value understanding and
properties of operations to add and subtract
fluently
Use place value understanding and
properties of operations to perform multi-digit arithmetic
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The Florida Standards for Math are designed around coherent progressions and conceptual connections.
Coherence
Math Concept Progression K-12
All Roads Lead to Algebra……
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The major topics at each grade level focus equally on:
Rigor
CONCEPTUAL UNDERSTANDING
• More than getting answers
• Not just procedures
• Accessing concepts to solve problems
PROCEDURAL SKILL AND FLUENCY
• Speed and accuracy
• Used in solving more complex problems
• Comes after conceptual understanding
APPLICATION OF MATHEMATICS
• Using math in real-world scenarios
• Choosing concepts without prompting
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How Will the Florida Standards Shifts Alignwith Assessment?
Mathematical Assessment Shifts
Frame and solve a range of complex
problems
Clearly and precisely construct viable
arguments
Analyze complex, real world scenarios using mathematical models to interpret and solve
problems
As in ELA, the shifts you see during math instruction will be assessed on Florida Standards aligned assessments.
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• Watch the short video on how a classroom that is aligned with the Florida Standards will look.
• Discuss key ideas at your table. • What do you see that is similar
to common classroom practices at your charter school?
• What changes do you see that need to occur?
What Should We See In Classrooms?
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How Does the Florida Standards Look Different In Classrooms?
• New assessments will mirror the shifts in instruction
• Students will be using both the traditional format (paper and pencil) and a computer version to answer assessment items
What Will the New Assessments Look Like?
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FCATFlorida
Standards Assessments
FCAT 4th Grade Math Sample
Fraction Test Item
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Florida Standards Assessments 4th Grade Math Sample
Fraction Test Item
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Activity 2a: Developing an Understanding of Assessment Expectations
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Developing an Understanding of Assessment Expectations
1. Review the sample Math and ELA assessment items in the Participant Guide on pages 10-18.
2. With participants at your table, discuss how the sample items are similar. In the first column on chart paper list the similarities.
3. Discuss the differences you see between the sample items. In the second column, list the differences on the chart paper.
4. In the third column, list the shifts in expectations for both teachers and students that will be necessary for students to be successful on the new, more rigorous assessments.
Guide Pages 9-19
Supporting the Transition to Increased Expectations
1. Reflect upon the implications of the curriculum, instruction, and assessment changes for your school. With group members at your table, discuss the questions on the Activity Sheet, page 20 in the Participant Guide, regarding how a school’s governing board can support the transition for all stakeholders (i.e. teachers, students, administration, parents).
2. Brainstorm ideas to provide support for stakeholders that may be effective at charter schools. The list may include policies, resources, and communication tools that support the organization. List the ideas on chart paper. Be sure the ideas align with the shifts in assessment expectations noted in activity 2a.
3. Be prepared to share one idea with the entire group.
Activity 2b: Supporting the Transition to Increased Expectations
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Guide Page
20
Let’s Take a Break…
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Be back in 15 minutes…
Creating Conditions for Academic Optimism
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Section 2
How Do We Create Academic Optimism That the Changing Expectations Will Be Met?
How can charter schools create a culture of Academic Optimism to ensure that students are able to meet more rigorous expectations?
Leadership is Critical
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Academic Optimism
Hoy et al., 2006
A school with high
academic optimism believes that faculty can make a
difference, students can learn, and academic performance
can be achieved.
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What Characterizes Academic Optimism?
Academic Emphasis
Collective Efficacy
Faculty Trust in Parents
and Students
Academic Optimism
34Hoy et al., 2006
Watch the video, use the video sheet in your Participant Guide on page 22 to note how staff create an environment of high expectations and academic optimism that connects with students and parents. That is a critical component of the new Florida Standards. We will refer back to this video in later slides.
Creating A Culture of High Expectations and Academic Optimism
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Do You Believe All Children Can Be Successful?
Guide Page
22
Academic Emphasis
Academic emphasis is the extent to which a school is driven by a belief system that includes high expectations for students to achieve.
Reflecting back on the video, what did you see as an example of academic emphasis at Citizens’ Academy?
Academic Emphasis
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Hoy et al., 2006
Collective Efficacy
The collective efficacy of the faculty is the teachers’ belief that they can affect student learning- they are up to the task and so are their students!
In the video, what statements were made by teachers that supported a strong sense that they made a difference in student learning?
Collective Efficacy of the Faculty
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Hoy et al., 2006
Faculty Trust in Parents, Students, and Each Other
Faculty, administrators and parents/families cooperate and collaborate on improving student learning.
From the video of Citizens’ Academy, what statements did parents make that led you to believe that there was a strong sense of trust between staff and parents?
Faculty Trust in Parents,
Students, and Each Other
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Hoy et al., 2006
Academic Optimism?
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As a governing board member, what can you do to strengthen Academic Optimism as your charter school transitions to full implementation of the Florida Standards?
Creating Conditions for Academic Optimism
1. Read the summary of Hoy’s article: Academic Optimism of Schools: A Force For Student Achievement in the Participant Guide on pages 23-24.
2. After reading the article, locate the Activity Sheet on pages 25-27 of the Participant Guide.
3. Assess whether each Academic Optimism component is present in your charter school. If the component is not present, decide how the governing board can support the improvement of Academic Optimism throughout the transition.
4. After completing the Activity Sheet, share with participants at your table.
Activity 3: Creating Conditions for Academic Optimism Through the Transition
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Guide Pages 23-27
Bon Appétit
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Be back in 1 hour…
Supporting the Transition Through Policy and Leadership
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Section 3
What Role Does Policy and Governance Play in Supporting the Florida Standards Transition?
Policy making is one of the primary roles of charter school governing boards. Policies provide:
A set of organizational statements, values, and perspectives to direct a course of action
A framework for ethical decision-making and a guide for the operation of the board
A system to translate the mission and vision of the charter school and the intention of the governing board into supporting actions
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Why Is Board Governance Important For Success?
Boards providing governance to an organization provide structure and support. This is critical when there are times of great transition and change.
Watch the video on why governance matters. Discuss what role governance should have in framing your governing board’s support of the Florida Standards transition.
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Governance Matters
Florida Standards Transition
Mission, Vision &
Goals
Governance & Planning
Program & Achievement
Standards
Learning Environment
Personnel
Parent & Community
Relations
Adapted from Good Governance for School Boards: Ontario School Trustees
Policy and Governance Focus Areas Supporting the Florida Standards Transition
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Resource, Policy, and Procedure Alignment1. At your table, assign each group member one of the six focus areas. Go to
the designated space for each focus area to begin this activity.
2. After the groups are formed, read the short paragraph describing the role of the focus area in board governance on pages 29-34 of the Participant Guide.
3. Using chart paper, as a group brainstorm strategies that may address the questions under each focus area. The answers may be from governing board’s experiences as well as best practices that may provide support for the charter schools.
4. Once completed, return to your table and ask each member to share with the group information regarding their focus area and strategies that were generated to address that area as a governing board.
Activity 4a: Supporting Transition Through Resource, Policy, & Procedure Alignment
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Guide Pages 29-34
Resource, Policy, and Procedure Alignment1. Using the Alignment Tool on pages 35-38 in the Participant Guide, rate
on a scale of 1-4, the degree to which each practice is in place at your school. If there are areas that you do not have knowledge whether the resource, policy, or procedure is in place, leave that section blank.
2. Share your results with other participants at your table, comparing similarities and differences within charter school practices.
3. Circle three areas that you believe your board should be better informed about regarding your charter school’s practices.
4. In the table on page 39, list three areas you would like to learn more about at upcoming board meetings. In the second column, list who would be responsible to bring information to the board and how often.
Activity 4b: Supporting Transition Through Resource, Policy, Procedure Alignment
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Guide Pages 35-39
Are Stronger Leadership Skills At The Governing Board Level Critical for Success?
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• Governing board leadership is critical if the Florida Standards transition is to be successful.
• Systemic change must occur throughout the entire school so there is clarity about expectations, accountability, and support.
• There are leadership strategies which will help guide the transition.
“A leader has to be practical and a realist, yet must talk the language of the visionary and the idealist.“
~Eric Hoffer
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Turn to someone next to you to discuss what you believe this quote means for a governing board member.
Creates Vision
Communicates Shared Values
Collaborates
Uses Data Wisely
Provides Resources
Believes in Accountability
Develops Relationships
Attends Training
Characteristics of Effective Leadership Strategies to Support the Florida Standards Transition
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Adapted from: NSBA Center for Public Education. January 2011
Supporting the Florida Standards Transition Through Leadership – Step 11. Choose somebody at your table to work with as a partner. With your partner,
determine who will be assigned and who will be assigned
2. Over the next four slides, there will be detailed information regarding the eight leadership strategies. On each slide there will be two leadership strategies defined. After each strategy has been reviewed, the partner with the strategy labeled will have 1 minute to speak as to why their leadership strategy is important for Governing Board members to use in supporting the Florida Standards transition.
3. After the first minute, the speakers will switch roles and the partner with will speak for 1 minute regarding their assigned strategy.
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Activity 5: Supporting the Florida Standards Transition Through Leadership
1
2
1 2 .
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Supporting the Florida Standards Transition Through Leadership – Step 14. The assigned partner may be the only person speaking during their 1 minute
time frame. The facilitator will start and stop each session.
5. After both partners have spoken, there will be a 1 minute debrief, which will allow the partners to share comments regarding each competency and its relevance to their specific charter board.
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Activity 5: Supporting the Florida Standards Transition Through Leadership
Continued….
Leadership Strategies
Creates Vision Communicates Shared Values
Communicate shared values about what is possible for students and their ability to learn, and of the charter school’s ability to teach all children at high levels.
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Commit to a vision of high expectations for student achievement and quality instruction aligned to the Florida Standards and define clear goals towards achieving the transition.
1 2
Leadership Strategies
Collaborates
Build collaborative relationships with staff and parents, which include establishing a strong communications structure to inform all stakeholders about the plan to transition to the Florida Standards and its impact on the charter school.
Uses Data Wisely
Embrace and monitor data and use it to drive continuous improvement as the charter school practices in curriculum, instruction, and assessment shift to align with the Florida Standards.
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Leadership Strategies
Provides Resources
Provide, align, and sustain resources, such as professional development, to meet the goals and expectations of the transition to the Florida Standards.
Believes in Accountability
Become more accountability driven, spending less time on operational issues and more time focused on policies that align with the Florida Standards and will improve student achievement.
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Leadership Strategies
Develops Relationships
Develop relationships to support the transition as a united governing board building strong collaboration and mutual trust with the school leader.
Attends Training
Attend training to build shared knowledge and understanding about the Florida Standards and the implementation efforts at the charter school level.
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Supporting the Florida Standards Transition Through Leadership – Step 2
1. Using the Activity Sheet on page 40 of the Participant Guide, rank what you believe are your governing board’s strongest leadership qualities. Cite evidence from your board’s practices that supports your decision.
2. Identify and circle three leadership areas that you would like your board to strengthen that will support the Florida Standards transition and implementation over the next school year.
3. On page 41 of the Participant Guide, list possible actions you could take to bring this information to the governing board. How could your school leader and board chair assist you in this process?
4. Share your list with your partner, noting similarities and differences in strengths and priority areas.
Activity 5: Supporting the Florida Standards Transition Through Leadership
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Guide Pages40-41
Next Steps
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Next Steps
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Big Ideas People to Share With
Part 1: The Florida Standards
Part 2: Academic Optimism
Part 3: Aligning Policies and Practices
What are some “big ideas” that you want to remember from today? With whom do you need to share within your charter school in order to take the next steps to support the Florida Standards transition?
Guide Page
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Closing Activities
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Developed a deeper understanding of the relationship between the Florida Standards and assessment
Increased awareness of the higher standards of learning and rigor the new assessments will require of students and staff
Recognized the importance of a culture of academic optimism to increase student achievement
Examined governing board policies that impact implementation of the Florida Standards and Standards-aligned assessments
Determined how to support the successful transition to their school’s implementation of the Florida Standards and Standards-aligned assessments
Module Outcomes
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Resources Available
flcharterccrstandards.org
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cpalms.org/project/cpalmscharter.aspx
Post-Assessment and Session Evaluation
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Where Are You Now?
Assessing Your Learning
Guide Page
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