Transcript Florida standards - Somerset Academy Silver Palms Elementary

FLORIDA STANDARDS:
LAFS AND MAFS
PRESENTED BY MRS. DESOUSA
WHY ARE WE REPLACING THE FCAT?
• With new, more rigorous standards in place to help
Florida students succeed, the FCAT 2.0 no longer
serves the purpose of measuring student progress
and achievement.
WHAT CHANGES WILL FLORIDA
STUDENTS AND TEACHERS SEE?
WHAT ARE THE BENEFITS TO
STUDENTS?
• It prepare Florida students for success in college, career
and in life by emphasizing analytical thinking.
• The new test will provide a more authentic assessment of
the Florida Standards, because it will include more than
multiple choice questions.
• Students will be asked to create graphs, interact with
test content and write and respond in different ways
than on traditional tests.
• New question types will assess students’ higher-order
thinking skills in keeping with the higher expectations of
the Florida Standards.
WHY WAS THE AMERICAN
INSTITUTES FOR RESEARCH (AIR)
SELECTED?
• AIR is a not-for-profit organization that provides
research, assessment services and technical
assistance. AIR has been delivering online tests for
more than seven years and will deliver such tests to
nearly five million students across more than 20
states this spring.
VISION STATEMENT:
STATE STANDARDS
• Florida’s standards should be rigorous, focused and
deep, incorporating critical thinking and
application skills. Standards should prepare our
students for college and careers in order to be
competitive globally.
VISION STATEMENT:
STATE STANDARD ASSESSMENTS
• State assessments should align with state standards,
provide cross-state comparability, and produce
accurate, timely results. The results should be used in
accountability and teacher evaluations in a clear,
fair and timely manner and should assist our
teachers and parents to personalize instruction.
WHERE DO WE BEGIN?
• Step 1: MDCPS Pacing Guides
• Learning Village
• Step 2: Grade/Subject Specific Standards
• Familiarizing yourself- Overview (today), Grade-Level
Stallions, Departmental perspectives
• Step 3: Test Item Specifications
• Very Similar to FCAT 2.0
• Use as a planning tool
TAKING A CLOSER LOOK:
STANDARDS
Your TurnSelect one strand- How does it compare to FCAT?
How many clusters in a strand?
Select a cluster.
How many standard codes in that cluster? How is
the information scaffolded?
• Read in detail and discuss with your team
• What are your findings?
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ITEM SPECIFICATIONS
INCLUDE:
Description of test
Assessment limits
Acceptable response mechanisms
Task demands
Sample item stems (can be used as task cards)
• Your turn- How can you utilize the item specs as a
tool to help guide your instruction?
• Turn and Talk with your partner
• Share out!
WHAT IS “HOT TEXT”?
• Requires student to select words and phrases from
the text in order to answer questions using explicit
information in the text as support
• Requires student to select an inference and then tot
select words/phrases from the text to support the
inference (Two part hot text)
HOW CAN YOU TEACH
“HOT TEXT” IN ELEMENTARY?
HOW CAN YOU TEACH
“HOT TEXT” IN SECONDARY?
PLANNING IS KEY!