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

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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

43

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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