Florida Department of Education



Professional Development

Toolkit for Educators

The Professional Development Toolkit for K-12 Educators is an outline of courses available to teachers based on the Florida English Language Arts Standards. The courses are provided by CPALMS and Just Read, Florida! to help educators increase their professional knowledge of various topics related to the Florida English Language Arts Standards.

The Professional Development Toolkit contains the following:

• Topics are used to categorize the professional development courses such as Exceptional Education, Formative Assessment, Content Complexity Ratings, CPALMS Support and Resources, English Language Learners, Charter School Resources, Elementary Teachers, FAIR-FS, Writing and the Florida Standards.

• Course Title provides the title of the course and the grade levels addressed.

• CPALMS Course Link is the URL address for the course listed. In order to access the course, sign into CPALMS through your Single Sign-On Account. Once you are signed into CPALMS, copy and paste the URL address into the search box. A preview of the course will appear. Here you will see two options. One to “Add to my Courses” or to “Add Bookmark”. To complete the course, choose the “Add to my Courses” Option. The course will then be added to your iCPALMS Account under “My Programs”. Your “My Programs” application will house all of the courses you select. Just click “start” to begin each module.

• FSA Writing Professional Development Modules are Florida Standards Assessment (FSA) Writing videos. Facilitator and Participant Guides are available for school and district use. These modules are available on the Just Read, Florida! Website located at

• Description is an overview of the course and learning goals addressed within the course.

• Modules/Time Frame, if available, list the title of each module within the course and the estimated time frame to complete the course.

Table of Contents

Exceptional Education ……………………………………………………………………………………………………………… 3

Formative Assessments …………………………………………………………………………………………………………… 5

Content Complexity Ratings …………………………………………………………………………………………………….. 6

CPALMS Support and Resources ……………………………………………………………………………………………… 7

English Language Learners ………………………………………………………………………………………………………. 8

Florida Standards for Leadership …………………………………………………………………………………………… 10

Florida Standards for Teachers ………………………………………………………………………………………………. 13

Florida Assessment for Instruction in Reading (FAIR-FS) ………………………………………………………… 16

Florida Standards Assessment (FSA) Writing …………………………………………………………………………..17

Exceptional Education Courses

|Professional Development |Description |Modules/Time Frames |

|Standards-Based Goals and |Standards-Based Goals and Individual Educational Plans (IEP) |1 Hour |

|IEP Development (K-5) |Development explores the connection between the Florida | |

| |Standards and IEPs and how to develop standards-based IEPs | |

| |that target and lead to improved academic achievement and | |

|Development/Preview/217 |functional performance for K-5 students. With the course’s | |

| |in-depth examination of the specific steps involved in | |

| |creating the key components of standards-based IEPs, | |

| |educators will have the foundational knowledge and skill set | |

| |needed to support IEP teams as they develop meaningful goals | |

| |that create a path for student achievement on grade level | |

| |standards.  | |

|Standards-Based Goals and IEP Development (6-12) |Standards-Based Goals and IEP Development explores the |1 Hour |

| |connection between the Florida Standards and IEPs and how to | |

| |develop standards-based IEPs that target and lead to improved| |

|Development/Preview/218 |academic achievement and functional performance for students | |

| |in grades 6-12. With the course’s in-depth examination of the| |

| |specific steps involved in creating the key components of | |

| |standards-based IEPs, educators will have the foundational | |

| |knowledge and skill set needed to support IEP teams as they | |

| |develop meaningful goals that create a path for student | |

| |achievement on grade level standards.  | |

|Supporting Students with Disabilities in Standards-Based |In Supporting Students with Disabilities in Standards-Based |1 Hour |

|Instruction in ELA & Literacy (K-5) |Instruction in ELA & Literacy, teachers will deepen their | |

| |understanding of how to plan and implement instruction to | |

| |guide students with disabilities to achieve the same high | |

|Development/Preview/213 |standards as their non-disabled peers. Universal Design for | |

| |Learning (UDL) Principles is explored as well. | |

| | | |

|Supporting Students with Disabilities in Standards-Based |In Supporting Students with Disabilities in Standards-Based |1 Hour |

|Instruction in ELA and Literacy (6-12) |Instruction in ELA & Literacy for grades 6-12, teachers will | |

| |deepen their understanding of how to plan and implement | |

| |instruction to guide students with disabilities to achieve | |

|Development/Preview/214 |the same high standards as their non-disabled peers. | |

| |Participants will explore the principles of Universal Design | |

| |for Learning; a variety of accommodations, scaffolds and | |

| |instructional strategies; and assistive technology options | |

| |that will guide students with disabilities to gain the skills| |

| |and strategies needed to achieve. During the course, | |

| |participants will engage in video analysis and will be | |

| |provided with relevant resources. | |

|Quality Individual Educational Plans (K-12) |This course provides an introduction to the process of |5 Hours |

| |developing quality IEPs for eligible students with |Modules: |

| |disabilities. A quality IEP includes clear statements of the |-Getting Started |

|Development/Preview/47 |student’s expected outcomes and the special education |-IEP Requirements |

| |services and supports that will be provided. The components |-IEP Planning-Elementary |

| |of each IEP must comply with requirements of state and |-IEP Planning-Secondary |

| |federal laws and regulations and reflect the active |-Follow-up Activities |

| |involvement of the IEP team members who develop it. |-Final Assessment |

Formative Assessments

|Professional Development |Description |Modules/Time Frames |

|Overview of Florida’s English Language Arts Formative |Participants will be able to identify the purpose of |1 Hour |

|Assessment System (K-12) |different types of assessments; Describe formative | |

| |assessment, its attributes and its purposes; Differentiate | |

| |the different roles of students, teachers, parents and | |

|Development/Preview/129 |education leaders in assessments: Navigate the ELA Formative| |

| |Assessment System: Use an ELA Formative Assessment Task to | |

| |monitor student growth; And Utilize an ELA Formative | |

| |Assessment Task rubric to inform instruction. | |

|Overview of Florida’s Interim Item Bank and Test Platform |This is an online professional development course for |1 Hour |

|(K-12) |teachers and administrators on how to use the Interim Item | |

| |Assessment Bank and Test Platform (IBTP). The IBTP is an | |

| |online tool developed by the Florida Department of Education | |

| |and can be accessed at: | |

|Development/Preview/130 | |

| |e-Resources.aspx#TestBank. | |

Content Complexity Ratings

|Professional Development |Description |Modules/Time Frames |

|Content Complexity Ratings (K-12) |This professional development module provides an |50 Minutes |

| |overview of content complexity and the depth of | |

| |knowledge (DOK) content complexity ratings system | |

| |used by Florida to rate the Florida Standards. | |

| | | |

|Development/Preview/105 | | |

|Florida Standards Text Complexity and the Text Demand Study|Participants will be able to define and discuss the |1 Hour |

|(K-12) |significance of text complexity, the purpose and | |

| |intent of a Text Demand Study, use the dimensions of | |

| |text complexity to evaluate a text and use training | |

| |materials to analyze text complexity. | |

| | | |

|Development/Preview/139 | | |

CPALMS Support and Resources

|Professional Development |Description |Modules/Time Frames |

|CPALMS Introduction and Overview (K-12) |This professional development module provides training on the |30 Minutes |

| |utilization of CPALMS, an online toolbox of information with | |

| |over 10,000 vetted instructional/educational resources and | |

|Development/Preview/183 |interactive tools that help educators effectively implement | |

| |educational standards.  | |

|Building Model-Eliciting Activities in CPALMS (K-12) |This professional development module provides training on |1 Hour 30 Minutes |

| |designing and utilizing Model-Eliciting Activities (MEAs) on | |

| |CPALMS. MEAs are open-ended, interdisciplinary problem-solving | |

| |activities that reveal students’ thinking about the embedded | |

|Development/Preview/109 |concepts. MEAs resemble engineering problems because students | |

| |work in teams to apply their knowledge of science and | |

| |mathematics to solve open-ended, realistic problems, while | |

| |considering constraints and tradeoffs and clearly documenting | |

| |their thought process. | |

|Florida Standards Student Tutorials and Resources (K-12) |Online professional development for teachers on |1 Hour |

| |. | |

| |Subjects: Social Studies, Mathematics, English Language Arts, | |

|Development/Preview/131 |Science. | |

|Introduction to Lesson Study and Lesson Study Resource Kits|This professional development program provides a quick |40 minute video |

|(K-12) |introduction to lesson study and the lesson study resource kits| |

| |available on CPALMS. | |

| | | |

|Development/Preview/120 | | |

|Reviewing Resources in CPALMS: Peer-Teacher Reviewer |This professional development module provides training on |Timeframe varies |

|Training (K-12) |reviewing resources in CPALMS. Specifically, educators will be |Modules: |

| |trained on reviewing and rating resources using CPALMS review |-Pre-assessment |

| |criteria, and by the end of this module, we hope they will join|-Interactive training |

|Development/Preview/69 |the CPALMS Review Team as volunteer Peer-Teacher Reviewers. |module |

| | |-Post-assessment |

English Language Learners (ELL)

|Professional Development |Description |Modules/Time Frames |

|Best Practice in Foundational Skills: Creating Fluent and |Best Practice in Foundational Skills: Creating Fluent and |1 Hour |

|Skillful Readers (K-2) |Skillful Readers explores the components of foundational reading | |

| |skills instruction that contribute to fluent reading. In this | |

| |course, teachers have an opportunity to increase their | |

|Development/Preview/227 |understanding of the components of foundational reading skills | |

| |instruction that contribute to fluent reading.  | |

|Best Practice in Foundational Skills: Creating Fluent and |Best Practice in Foundational Skills: Creating Fluent and |1 Hour |

|Skillful Readers (3-5) |Skillful Readers explores the components of foundational reading | |

| |skills instruction that contribute to fluent reading. In this | |

| |course, teachers have an opportunity to increase their | |

|Development/Preview/221 |understanding of the components of foundational reading skills | |

| |instruction that contribute to fluent reading.  | |

|Best Practices in Creating Fluent and Skillful Secondary |Best Practices in Creating Fluent and Skillful Secondary |1 Hour |

|Readers (6-12) |Readers is specifically designed for older struggling readers to | |

| |help meet the demands of increased text complexity. It explores | |

| |the components of reading instruction that help struggling | |

|Development/Preview/223 |students access more complex text. In this course, teachers have | |

| |an opportunity to increase their understanding of how four | |

| |components of reading, namely: morphology and advanced decoding, | |

| |fluency, vocabulary, and comprehension, all contribute to reading| |

| |proficiency. | |

|Best Practices for Supporting Students in Writing to |Best Practices for Supporting Students in Writing to Sources |1 Hour |

|Sources (K-5) |focuses on the Florida writing standards, best practices for | |

| |writing instruction and the supports students need to learn to | |

| |write and write to learn. During this course, participants learn | |

|Development/Preview/225 |about one of the key instructional shifts, writing to sources and| |

| |how to best prepare students to become effective writers.  | |

| | | |

| | | |

|Best Practices for Supporting Students in Writing to |Best Practices for Supporting Students in Writing to Sources |1 Hour |

|Sources (6-12) |focuses on the Florida writing standards, best practices for | |

| |writing instruction, and the supports students need to learn to | |

| |write and write to learn in grades 6-12. During this course, | |

|Development/Preview/226 |participants learn about one of the key instructional shifts, | |

| |writing to sources, and how to best prepare students to become | |

| |effective writers. They will examine the vertical progression of | |

| |the writing standards and see how narrative, explanatory, and | |

| |argumentative writing grow. They will review current articles by | |

| |some of today’s top researchers around writing and explore key | |

| |strategies for creating precise and efficient writers. | |

| |Participants also look at samples of student writing and learn | |

| |about writing rubrics and protocols, as well as techniques to | |

| |provide meaningful feedback to help students achieve writing | |

| |proficiency. | |

|Supporting English Language Learners in Standards-Based | Supporting English Language Learners in Standards-Based |1 Hour |

|Instruction in ELA & Literacy (K-5) |Instruction in ELA & Literacy explores the challenges and | |

| |opportunities the new Florida Standards in ELA create for English| |

| |Language Learners (ELLs). It provides an overview of the Florida | |

|Development/Preview/207 |Standards in ELA and the Florida English Language Development | |

| |Standards for ELLs, as well as the new English proficiency levels| |

| |for ELLs in the state of Florida. | |

|Supporting English Language Learners in Standards-Based |Supporting English Language Learners in Standards-Based |1 Hour |

|instruction in ELA & Literacy (6-12) |Instruction in ELA & Literacy for grades 6-12 explores the | |

| |challenges and opportunities the new Florida Standards in ELA | |

| |create for English Language Learners (ELLs). It provides an | |

|Development/Preview/209 |overview of the Florida Standards in ELA and the Florida English | |

| |Language Development Standards for ELLs, as well as the new | |

| |English proficiency levels for ELLs in the state of Florida. The | |

| |course is organized around four major instructional shifts of the| |

| |Florida Standards in ELA: Developing and Using Academic Language,| |

| |Engaging with Complex Texts, Speaking and Listening for | |

| |Collaborative Work, and Evidence-based Writing. | |

Florida Standards for Leadership

|Professional Development |Description |Modules/Time Frames |

|Course 1 for Administrators: Using Data to Dramatically |Course 1 for Administrators helps school leaders understand their|1 Hour |

|Improve Student Outcomes (K-12) |role in leading a data driven school-wide transition to Florida | |

| |Standards implementation and to the use of Florida | |

|Charter Schools : |Standards-aligned assessments.  | |

| | | |

|Development/Preview/64 | | |

| | | |

|Public Schools : | | |

| | | |

|Development/Preview/144 | | |

|Course 2 for Administrators: The Real Implications of the |Course 2 introduces school administrators to the Florida |1 Hour |

|Florida Standards for Curriculum and Instruction (K-12) |Standards for English Language Arts and Literacy in | |

| |History/Social Studies, Science and Technical Subjects (ELA & | |

|Charter Schools : |Literacy) and for Mathematics (Math).  | |

| | | |

|Development/Preview/77 | | |

| | | |

|Public Schools : | | |

| | | |

|Development/Preview/152 | | |

|Course 3 for Administrators: The Real Implications of |Course 3 for school administrators will deepen their |1 Hour |

|Florida Standards Aligned Assessments (K-12) |understanding of assessments aligned to the Florida Standards for| |

| |ELA, Literacy in the Content Areas and Mathematics. | |

|Charter Schools : | | |

| | | |

|Development/Preview/94 | | |

| | | |

|Public Schools : | | |

| | | |

|Development/Preview/155 | | |

|Course 4 for Administrators: The Real Implications of VAM |Course 4 for school administrators will explore their roles in |1 Hour |

|and Florida Standards for Teacher Evaluation (K-12) |supporting a data driven school-wide transition to the new | |

| |teacher evaluation system, including use of Florida’s Value-Added| |

| |Model (VAM).  | |

|Charter Schools : | | |

| | | |

|Development/Preview/88 | | |

| | | |

| | | |

| | | |

|Public Schools : | | |

| | | |

|Development/Preview/158 | | |

| | | |

|Course 1 for Leadership Teams: Focus on Self-Assessment |Course 1 for Leadership teams will set norms for working together|1 Hour |

|(K-12) |and discuss what it means to fully implement the Florida | |

| |Standards for English Language Arts and Mathematics in their | |

|Charter Schools : |schools. | |

| | | |

|Development/Preview/57 | | |

| | | |

|Public Schools : | | |

| | | |

|Development/Preview/140 | | |

|Course 2 for Leadership Teams: Focus on Gap Analysis (K-12)| Course 2 for Leadership Teams will use the additional data they |1 Hour |

| |collected, including teacher survey data, to complete their | |

|Charter Schools : |Florida Standards self-assessment and gap analysis. Teams will | |

| |set measurable implementation goals in the areas identified as | |

|Development/Preview/75 |high priority.  | |

| | | |

|Public Schools : | | |

| | | |

|Development/Preview/149 | | |

|Course 3 for Leadership Teams: Focus on Action Planning |Course 3 for Leadership Teams will continue to work on their |1 Hour |

|(K-12) |Florida Standards Implementation Plan, incorporating any new data| |

| |into their action planning. Teams will determine the theory of | |

|Charter Schools : |action that underscores their Florida Standards Implementation | |

| |Plan and decide on an engagement strategy that they will use | |

|Development/Preview/83 |during the next ten months to involve stakeholders at all levels | |

| |in the transition process.  | |

|Public Schools : | | |

| | | |

|Development/Preview/153 | | |

| | | |

|Course 4 for Leadership Teams: Focus on Managing Change |Course 4 for Leadership Teams will review and make final |1 Hour |

|(K-12) |revisions to their Florida Standards Implementation Plan ensuring| |

| |that all components have been addressed. Teams will ensure the | |

|Charter Schools : |plan meets all expectations with specific emphasis on progress | |

| |monitoring and success measures.  | |

|Development/Preview/84 | | |

| | | |

|Public Schools : | | |

| | | |

|Development/Preview/148 | | |

|Course 5 for Leadership Teams: Focus on Progress Monitoring|Course 5 for Leadership Teams will analyze and evaluate processes|1 Hour |

|(K-12) |in place to monitor their Florida Standards Implementation Plan | |

| |and use data from the Multi-Metric Monitoring System to assess | |

| |teacher performance and student progress.  | |

|Charter Schools : | | |

| | | |

|Development/Preview/86 | | |

| | | |

|Public Schools : | | |

| | | |

|Development/Preview/150 | | |

|Course 1 for Governing Boards: Using Data to Dramatically |Course 1 assists Governing Board Members in understanding their |1 Hour |

|Improve School Outcomes (K-12) |role in supporting a | |

| |data-driven transition to implementation of the Florida Standards| |

|Charter Schools : |and the use of Florida Standards-aligned assessments.  | |

| | | |

|Development/Preview/71 | | |

|Course 2 for Governing Boards: Supporting the Transition to|Course 2 assists Governing Board Members to better understand the|1 Hour |

|Florida Standards (K-12) |implications of the Florida Standards for curriculum, instruction| |

| |and assessment at their schools. | |

|Charter Schools : | | |

| | | |

|Development/Preview/73 | | |

Florida Standards

|Course 1A for Elementary Teachers: Using Data to |Course 1 will provide elementary teachers with an opportunity to |1 Hour |

|Dramatically Improve Student Outcomes (K-5) |review various types of data available to them, current data use | |

| |in their school and the role of assessment data when planning | |

|Charter Schools : |instruction.  | |

| | | |

|Development/Preview/65 | | |

| | | |

|Public Schools : | | |

| | | |

|Development/Preview/142 | | |

|Course 1B for Middle/High School Teachers: Using Data to |Course 1B will provide middle and high school teachers with an |1 Hour |

|Dramatically Improve Student Outcomes |opportunity to review various types of data available to them, | |

| |current data use in their school, and the role of assessment data| |

| |when planning instruction. These will be examined in the context | |

|Development/Preview/143 |of transitioning to the Florida Standards and improving student | |

| |achievement. | |

|Course 2A for Elementary Teachers: Florida Standards for |Course 2 will deepen elementary teachers’ understanding of the |1 Hour |

|ELA & Literacy-Focus on Instructional Shifts (K-5) |Florida Standards for English Language Arts and Literacy (ELA & | |

| |Literacy) and the implications of the standards for shifts in | |

|Charter Schools : |instruction.  | |

| | | |

|Development/Preview/79 | | |

| | | |

|Public Schools : | | |

| | | |

|Development/Preview/147 | | |

|Course 2B for Middle/High School Teachers: Florida |Course 2B will deepen middle and high school teachers’ |1 Hour |

|Standards for ELA & Literacy |understanding of the Florida Standards for English Language Arts | |

| |and Literacy (ELA & Literacy) and the implications of the | |

| |standards for shifts in instruction. During the course, | |

|Development/Preview/151 |participants will explore key instructional practices and engage | |

| |with the ELA & Literacy standards through video analysis and | |

| |interactive activities.  | |

|Course 4 for Elementary Teachers: Florida Standards |Course 4 will guide elementary teachers to learn a data-driven |1 Hour |

|Assessment and Data Use (K-5) |inquiry process to improve instruction and enhance student | |

| |performance. | |

|Charter Schools : | | |

| | | |

|Development/Preview/97 | | |

| | | |

|Public Schools : | | |

| | | |

|Development/Preview/160 | | |

|Course 4B for Middle/High School Teachers: Florida |Course 4B will guide middle and high school teachers to learn a |1 Hour |

|Standards Assessment and Data Use |data-driven inquiry process to improve instruction and enhance | |

| |student performance. Participants will better understand how the | |

| |transition to the Florida Standards for English Language Arts & | |

|Development/Preview/161 |Literacy and Mathematics can and should be guided by data about | |

| |student performance.  | |

|Course 5A for Elementary Teachers: Florida Standards for |Course 5 will deepen elementary teachers’ understanding of |1 Hour |

|ELA & Literacy - Focus on Universal Design for Learning |instructional practices that align with the Florida Standards for| |

|(K-5) |English Language Arts (ELA) and the three instructional shifts.  | |

| | | |

|Charter Schools : | | |

| | | |

|Development/Preview/113 | | |

| | | |

|Public Schools : | | |

| | | |

|Development/Preview/166 | | |

|Course 5B for Middle/High School Teachers: Florida |Course 5B will deepen middle and high school teachers’ |1 Hour |

|Standards for ELA & Literacy – Focus on Universal Design |understanding of instructional practices that align with the | |

|for Learning |Florida Standards for English Language Arts (ELA) and the three | |

| |instructional shifts. To ensure that Florida Standards-aligned | |

| |lessons and units are accessible to as many learners as possible,| |

|Development/Preview/165 |participants will learn about the principles of Universal Design | |

| |for Learning (UDL). | |

|Course 7A for Elementary Teachers: Florida Standards for |Course 7 will deepen elementary teachers’ understanding of the |1 Hour |

|ELA & Literacy-Focus on Assessment and Data Use (K-5) |use of assessment data to make informed instructional decisions | |

| |in English Language Arts and Literacy in History/Social Studies, | |

|Charter Schools : |Science and Technical Subjects (ELA & Literacy).  | |

| | | |

|Development/Preview/121 | | |

| | | |

|Public Schools : | | |

| | | |

|Development/Preview/168 | | |

| | | |

| | | |

| | | |

| | | |

|Course 7B for Middle/High School Teachers: Florida |Course 7B will deepen middle and high school teachers’ | |

|Standards for ELA & Literacy – Focus on Assessment and Data|understanding of the use of assessment data to make informed | |

|Use |instructional decisions in English Language Arts and Literacy in | |

| |History/Social Studies, Science, and Technical Subjects (ELA & | |

| |Literacy). The course examines the use of data from the following| |

|Development/Preview/163 |types of assessments to help students become proficient on the | |

| |Florida Standards for ELA & Literacy: 1) required annual | |

| |summative assessment; 2) interim assessments; and 3) | |

| |classroom-based summative and formative assessments that use | |

| |rubrics aligned to the Florida Standards. | |

Florida Assessment for Instruction in Reading (FAIR-FS)

|Professional Development |Description |Modules/Time Frames |

|FAIR-FS and FLKRS-WSS Professional Development: Public |This course is designed for Principals and Authorized |Module 1: 45 Minutes |

|School Programs for Principals and Authorized |Administrators at public schools to develop an |Module 2: 30 Minutes |

|Administrators (K & 3-12) |understanding of the administration of the Florida |Module 3: 45 Minutes |

| |Kindergarten Readiness Screener-Work Sampling System |Module 4: 1 Hour |

| |(FLKRS-WSS) and how the Florida Assessments for | |

| |Instruction in Reading aligned to the English Language | |

|ProfessionalDevelopment/Preview/180 |Arts Florida Standards (FAIR-FS) is used to support and | |

| |inform reading instruction. | |

|FAIR-FS Professional Development: Public School Programs |This course is designed for Principals and Authorized |1 Hour |

|for Principals and Authorized Administrators (3-12) |Administrators at public schools to develop an | |

| |understanding of the Florida Assessments for Instruction | |

| |in Reading aligned to the English Language Arts Florida | |

| |Standards (FAIR-FS) and how it is used to support and | |

| |inform reading instruction. | |

|ProfessionalDevelopment/Preview/179 | | |

|FAIR-FS Professional Development: Public School Programs |This course is designed for District-Level staff to |45 Minutes |

|for District Level Users (3-12) |develop an understanding of the Florida Assessments for | |

| |Instruction in Reading aligned to the English Language | |

| |Arts Florida Standards (FAIR-FS) and how it is used to | |

|ProfessionalDevelopment/Preview/174 |support and inform reading instruction. | |

|FAIR-FS Professional Development: Public School Programs |This course is designed for Teachers at public schools to|Module 1: 45 Minutes |

|for Teachers (3-12) |develop an understanding of the Florida Assessments for |Module 2: 45 Minutes |

| |Instruction in Reading aligned to the English Language |Module 3: 1 Hour |

| |Arts Florida Standards (FAIR-FS) and how it is used to | |

| |support and inform reading instruction. | |

|ProfessionalDevelopment/Preview/177 | | |

|Technology Integration: An Overview |This module provides an overview of best practices for |30 Minutes |

| |integrating technology into classrooms and schools. You | |

| |will learn how to use technology effectively to help | |

|PreviewProfessionalDevelopment/Preview/238 |students meet academic goals and gain 21st Century | |

| |skills. | |

Just Read, Florida! Florida Standards Assessment (FSA) Writing

|Professional Development |Description |Modules/Time Frames |

| Elementary FSA Writing |Writing videos, Facilitator and Participant Guides are |Task Stimulation and Reflection |

|(Grades 4 & 5) |designed to be used by an administrator, coach or lead |(21:09) |

| |teacher in order to train others in the use of the FSA |Examining the Rubrics (29:47) |

| |writing rubrics to support students’ writing. |Model Scoring (46:51) |

| | | |

|just-read-fl/fsa-pd.stml | | |

|Secondary FSA Writing |The goal of the professional development is to provide |Goals and objectives (2:12) |

|(Grades 6-10) |targeted, focused instruction to support students as |Task Stimulation and Reflection |

| |they become proficient College and Career-Ready |(28:03) |

| |Writers.  |Examining the Rubrics (13:38) |

|just-read-fl/fsa-pd.stml | |Model Scoring (50:33) |

| | |Participant Scoring and Instructional |

| | |Strategies (7:13) |

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