1. Language Arts Florida Standards (LAFS) EQuIP Rubrics Training
&
EQuIP Rubrics Training
July 21, 22, and 23
2014

2. Professional Development Action Plan (PDAP)
FL Standards, Shifts, Instructional Supports, Assessment
Depth of LAFS
EQuIP Rubric
Dimension I
Instructional Supports
EQuIP Rubric
Dimension III
SBPR
Student Achievement
It is important that
each and every child
in this state have the
opportunity to learn
and succeed in college,
career and in life.
Key Shifts
in LAFS
EQuIP Rubric
Dimension II
Assessment
EQuIP Rubric
Dimension IV
Lesson/Unit
District QBAs
FL Assessments
The Big Picture = 3 Day Training
Handout 1: Agenda
Aligned
District Curriculum
With Students As Top Priority

3. Learning Goals: Be able to explain the new ELA standards for grades K-5 and understand how instruction and assessment must change to support the new standards. Understand the changes to District and State assessments and know about State assessment resources and how to access them Understand the importance of collaborative planning in helping teachers and students adjust to the expectations of the new standards Understand the EQuIP Rubric and be able to use it
Essential Question: How will understanding the depth of the new Florida standards. assessments and the EQuIP Rubric help teachers adjust to the expectations of the new standards?

4. With help, partial understanding
Scale of Understanding 1 2 3 4
Even with help, little or no understanding
of the depth or key shifts in the new Florida standards or assessments.
With help, partial understanding
of the depth and key shifts in the new Florida standards, instructional supports, and some modes of assessment.
Partial understanding
of the depth and key shifts in the new Florida standards, instructional supports, and varied modes of assessment.
Clear understanding
and able to explain the depth and key shifts in the new Florida standards, instructional supports, and varied modes of assessment.
and able to explain the depth and key shifts in the new Florida standards, instructional supports, and varied modes of assessment, as well as a keen insight when sharing expectations and procedures with others.

5. Making professional development our priority Professional Development Action Plan (PDAP)
. . . core programs, outside experts, new resources, or upgraded standards will not, by themselves, improve and sustain achievement. The only thing we know for certain that positively affects and sustains student achievement is the highly knowledgeable and effective teacher. Regie Routman 2012
Our focus will be on the importance of professional development as we shift to new standards, new item specifications, and a new state assessment.

6. Part 1 The Depth of LAFS (EQuIP Rubric Dimension I)
Key Shifts in LAFS (EQuIP Rubric Dimension II)
Aligned District Curriculum Resources
Evaluate a Lesson using the EQuIP Rubric

7. Overview and Objectives of EQuIP
EQuIP = Educators Evaluating the Quality of Instructional Products
The criteria are organized into four dimensions:
The Four Dimensions
1. Alignment to the depth of the LAFS; 2. Key shifts in the LAFS;
Instructional supports; and
Assessment
Handout 5: EQuIP Rubrics
Objective:
Build the capacity of educators to evaluate and improve
the quality of instructional materials for use in their
classrooms and schools.
The rubrics do not require a specific template for lesson or unit design

8. The Rubrics Organize Criteria that Describe Quality Lessons/Units
Criteria that define the rubric are organized to describe quality in four dimensions.

9. The Standards
How have you prepared yourself for a deep understanding of the ELA FL Standards?
Read grade level
standards
View the progression of
the standards across
grade levels
Analyze the depth of
what students are
required to know and
be able to do
Handout 2: ELA Language Arts Florida Standards (LAFS) Booklet

10. Activity
1. Read the RL and RI standards. 2. Highlight or underline what students should know and be able to do.
3. Compare your work with a partner. 4. Discuss the expectations in each standard. What’s new?
Individually, underline or highlight what students should know and be able to do.
Compare work with a partner.
Discuss changes in expectations.
Re: Learning Goals and Scales

11. K-5 Standards Progression (RL.1.1)
LAFS.5.RL.1.1 Quote accurately from a text when explaining what the
text says explicitly and when drawing inferences from the text.
(Cognitive Complexity: Level 2)
Grade 5
LAFS.4.RL.1.1 Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from the text.
(Cognitive Complexity: Level 2)
Grade 4
LAFS.3.RL.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
(Cognitive Complexity: Level 2)
Grade 3
Grade 2
LAFS.2.RL.1.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
(Cognitive Complexity: Level 2)
Discuss the progression of the Standards K-5 and how the standards clearly define what students must know and be able to do at each grade level. Discuss how understanding this progression is helpful to support students working below or above grade level.
Grade 1
LAFS.1.RL.1.1 Ask and answer questions about key details in a text.
(Cognitive Complexity: Level 2)
Grade K
LAFS.K.RL.1.1 With prompting and support, ask and answer questions about key details in a text. (Cognitive Complexity: Level 2)

12. K-5 Standard Progression (RI.2.6)
LAFS.5.RI.2.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
(Cognitive Complexity: Level 3)
Grade 5
LAFS.4.RI.2.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. (Cognitive Complexity: Level 3)
Grade 4
LAFS.3.RI.2.6 Distinguish their own point of view from that of the author of a text. (Cognitive Complexity: Level 2)
Grade 3
LAFS.2.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (Cognitive Complexity: Level 2)
Grade 2
Grade 1
LAFS.1.RI.2.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
(Cognitive Complexity: Level 1)
LAFS.K.RI.2.6 With prompting and support, identify the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (Cognitive Complexity: Level 1)
Grade K

13. With a Shoulder Partner!
1. Select a standard from either the RL or RI standards. 2. Note the changes in the expectations from one grade level to the next. 3. Discuss the progression with a partner.
Participants mark the progression of one RL or RI standard. Share the changes in the expectations from one grade level to the next.

14. Key Shifts in the Language Arts Florida Standards
Reading Text Closely: Makes reading text(s) closely, examining textual evidence, and discerning deep meaning a central focus of instruction. Text-Based Evidence: Facilitates rich and rigorous evidence-based discussions and writing about common texts through a sequence of specific, thought-provoking, and text-dependent questions (including, when applicable, questions about illustrations, charts, diagrams, audio/video, and media). Writing from Sources: Routinely expects that students draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (e.g., notes, summaries, short responses, or formal essays). Academic Vocabulary: Focuses on building students’ academic vocabulary in context throughout instruction.
Handout 4 – EQuIP Rubric

15. Notice and Note! Evidence of the Key Shifts
Prep for a whole group conversation: 1. Examine the curriculum guides. 2. Circle evidence that aligns with the key shifts in the LAFS. 3. Share your findings.
Reference: EQuIP Rubric for key shifts

16. Part 2 LAFS Instructional Supports (and CTEM)
(EQuIP Rubric Dimension III)
Assessments that align with LAFS content and skills
(EQuIP Rubric Dimension IV)
Florida Standards Assessment (FSA) and District Assessments
(Test Design Summary and Blueprint)
Standards Based Progress Reporting (SBPR)
EQuIP Rubric, also reference the Bottom of Page 1 Curriculum maps, and pages 2 and 3 of maps.
CTEM Protocols

17. Standards & Curriculum
How do you decide which grade-level standards to target when planning instruction?
Curriculum Guides:
The Standards
Using core reading program
Breakdown of Standards
Q1, Q2, Q3, Q4
Teach all of the Standards!
Handout 3: Curriculum Guides Q1, Q2, Q3, & Q4
Discuss how Curriculum Writers determined which standards to target.
Walk through Curriculum Guides.

18. ACTIVITY: Evidence of Key Shifts in the Grade Level Curriculum Maps – Examine all three pages

19. 3rd grade ELA Florida Standards
Strand: READING STANDARDS FOR LITERATURE
Cluster 1: Key Ideas and Details
STANDARD CODE
STANDARD Q1 Q2 Q3 Q4
LAFS.3.RL.1.1
Nt’l: RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.3.RL.1.2
Nt’l: RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.3.RL.1.3
Nt’l: RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Cluster 2: Craft and Structure
LAFS.3.RL.2.4
Nt’l: RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.3.RL.2.5
Nt’l: RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.3.RL.2.6
Nt’l: RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Cluster 3: Integration of Knowledge and Ideas
LAFS.3.RL.3.7
Nt’l: RL.3.7
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.3.RL.3.9
Nt’l: RL.3.9
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Cluster 4: Range of Reading and Level of Text Complexity
Handout 5: Quarterly Breakdown of Standards taught

20. Newly Aligned with LAFS content and Skills
Curriculum Maps Score Tracker SBPR (Reports and Manual) Parent Guides

21. Instructional Materials
Reading
Writing
Core Resources: Foundational Skills Main Selections Paired Selections Sleuth Poetry (additional resources) Other paired texts (content area)
Writing to Sources (RS)
Wee Can Write (K)
Trait Crates (1 & 2)
Write Traits (3-5)
Choice (Writer’s Workshop)
Connect to appropriate sections of Page 1 Curriculum Maps.
Language Arts/Literacy/Science: Picture Perfect Lessons
(when the lesson aligns with what is being taught in the Science curriculum)

22. Take a Break

23. LAFS Instructional Supports
How do you plan your lessons and units of study so they align with the ELA standards?
EQuIP Rubric – Dimension III CTEM – District Instructional Model
Handout 7: CTEM Map

24. Alignment to the Depth of the LAFS
How do you ensure your plans include a clear and explicit purpose for instruction?
Activity: On your EQuIP rubric, mark the instructional supports that are evident in the video.
Is there a clear and explicit purpose for instruction?

25. Instructional Supports
How do you integrate reading, writing, speaking and listening so that students apply and synthesize literacy skills?
What classroom routines are necessary to ensure shifts in reading, writing, speaking and listening are natural and productive?
Video: Teaching Channel
ACTIVITY: Use Post-its to identify times students are Reading, Writing, Listening, Speaking

26. EQuIP Rubric QUALITY Review Session
Opportunity to apply the EQuIP Rubrics to a
common lesson in ELA/Literacy
Opportunity to apply the EQuIP Student
Work Protocol to a common lesson
(Directions are on back side of the EQuIP Rubric Handout.)
Hatchet Lesson, Picture Perfect Lesson, or a Core Lesson

27. Florida Standards Assessment (FSA)
Test Design Summary and Blueprint
Item Specifications
Training Tests – Let’s take the test
Website:

28. Reflection
1. What did you notice that’s new? 2. How did it feel taking the test? 3. How will your students feel? 4. How can we prepare them better?

29. District /Classroom Assessments
FLKRS – (K) F.A.I.R.-FS (K-5) Quarter 1 and 2 Benchmark Assessments (3-5)
Foundational Skills Running Records Constructed Responses & Reading Response Journals Writing Portfolio pieces

30. Make Writing a Top Priority!
5 Take Aways
New Standards: Instruction and assessment must change to support the new standards.
The key shifts in the new standards will focus instruction on reading text closely, text-based evidence, writing from sources and academic vocabulary.
Curriculum guides and District resources support the new standards and the key shifts.
The EQuIP rubric can be used to evaluate lesson/unit plans - to ensure instruction is responsive to varied student learning needs - integrating reading, writing, speaking and listening
New online portal is open to view the new test design summary and blueprint, test item specifications and practice tests.
Website:
Make Writing a Top Priority!
Index Cards, Leave on Table

31. Remember this
It’s not debatable. Effective leadership is essential for
excellent school wide reading and writing practices across the curriculum, for creating a healthy school culture, and for sustaining achievement.
Routman, 2014