Transcript Everything you wanted to know about FCAT but were afraid

Outcomes for the Day
✦ Understand expanded expectations from the state
in regard to on-demand/revised draft writing.
✦ Analyze the essentials to improving FCAT 2.0
scores.
✦ Share writing samples and determine instructional
implications.
✦ Make connection of instructional implications to
anchor standards in the Common Core State
Standards
✦ Gain an understanding of how to help students
become confident writers.
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Children of Poverty
✦ In Manatee County, 1 out of every 4 (26%) children
(ages 0-17) in our households live in poverty, which
is defined as a family of four living on $23,492 .00
per year (Florida office of economic and
demographic research, 2012).
✦ Children of poverty come to school preoccupied
with hunger, safety, and fear issues due to lowincome, unsafe circumstances, and a daily fight for
survival we cannot discount poverty's effect on the
lives of children (Noguera, 2012).
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Children of Poverty
✦ Children of poverty all have a method of interacting,
responding, and communicating yet their activities,
preferences, mannerisms, and understandings of
the world do not align with the world of classrooms
and schools (Payne, 1996; Solley, 2005).)
✦ They are more likely to suffer from fatigue,
irritability, headaches, ear infections, and colds,
which often lead to inability to concentrate in school
(Brown 1999; Jensen, 2009).
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Our Goal: Inspire Writers
❖
Diagnose student needs
❖
Group students for instruction
❖
Evaluate the instruction
❖
Provide meaningful feedback to increase student
performance
❖
Empower students to think critically and
personally about writing
Goal of FCAT 2.0 Writing
To obtain a valid measure of each student’s
writing proficiency in a 60 minute demand
writing situation
Each student response judged against a
common standard, resulting in a source of
statewide information that can be used to
characterize writing performance on a
consistent basis
The goal is not to assess how well a student
interprets a prompt, but how well a student
writes
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Methods that Facilitate the
Transfer from Reading to Writing
✦ To write better, read more
✦ Engage in intentional inquiry/think aloud
✦ Conduct effective close readings
✦ The notion of literary borrowing
✦ Explicit instruction in craft benefits writers
✦ The mediation of language as a strategy
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How is this reflected in the
Common Core State Standards?
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Why FCAT 2.0? School Grades Basic Model Assessment-Based Measures Included in School Grades for All School Types
Reading
Performance
(100 points)
Math
50%
Writing
Science
(100 points)
(100 points)
(100 points)
(100 points)
(100 points)
50%
Learning Gains All Students
(100 points)
(100 points)
Low 25% Learning Gains
(100 points)
(100 points)
(300 points)
(300 points)
Data Analysis
❖
Data analysis using Quick Query info – look at
overall view and excel spreadsheet for ELL and
ESE
❖
Address allowable interpretations and
accommodations
Overall View
Quarterly Average View
Local Writing Assessment Narrative Test Results
Student 1
3.0
Student 2
3.0
Student 3
2.0
Student 4
2.5
Student 5
1.5
Student 6
3.5
District Local Writing Assessment
Criteria
School Year: 2013-14
School: SS ES Orange Ridge (0271)
Student Count: 172
Teacher: All Teachers
Class: All Classes
Test: WR--Q1
Student ID
Student
Name
Grade
Gender
Ethnicity
xxxxxxxxxx
Jo Sample1
04
F
H
Jo Sample2
03
M
H
xxxxxxxxxx
Jo Sample 3
04
M
xxxxxxxxxx
Joanna Sample 4
03
xxxxxxxxxx
Joanna Sample 5
xxxxxxxxxx
E.L.L.
Primary
Except.
E.D.
Test
Type
Score
Y
Y
Narrative
3.0
Y
Narrative
3.0
H
Y
Narrative
2.0
M
H
Y
Narrative
2.5
03
F
H
Y
Y
Narrative
1.5
Jo Sample 6
03
M
H
Y
Y
Narrative
3.5
xxxxxxxxxx
Jo Sample 7
03
M
H
Y
Y
xxxxxxxxxx
Joanna Sample 8
03
M
H
Y
Narrative
4.5
xxxxxxxxxx
Joanna Sample 9
04
M
M
Y
Narrative
3.5
xxxxxxxxxx
Jo Sample 10
04
M
B
Y
Narrative
3.0
xxxxxxxxxx
Joanna Sample 11
04
M
H
Y
Narrative
3.0
xxxxxxxxxx
Jo Sample 12
04
M
W
Y
Narrative
3.0
xxxxxxxxxx
Joanna Sample 13
03
M
H
Y
Narrative
2.0
Other
xxxxxxxxxx
Y
Y
0.0
Not Tested
Instructional Approaches
to the Writing Process
❖
Free to be me
❖
Assigned tasks approach
❖
Gradual Release Approach
What do we know about
FCAT 2.0 Writes?
❖
Top 10
Text Types
Texts in particular genres follow general
patterns.
Readers have expectations about where text is
going.
Writers know how to order and present thoughts
in language patterns readers can recognize and
follow.
Lack of knowledge of text types will impair
students’ writing success.
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Mode Connects
Purpose and Audience
Purpose
Narrative
❖ To tell a story
Expository
To
teach you
something
Audience
Narrative
Will read my story
and see characters;
storyline
Expository
Will learn
something
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Expository Writing
❖ The
unmistakable purpose of expository
writing is to inform, clarify, explain, define, or
instruct.
❖ Goal
– carefully crafted presentation of facts,
examples, or definitions that create a clear,
central focus and enhance the reader’s
understanding; although objective (not
dependent on emotion), often lively, engaging,
and reflective of writer’s commitment to the
topic
❖ Reminders
to students: write an introduction;
elaborate with a variety of information;
organize your writing; use transition words;
write a conclusion
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Quick Planning – Expository
Problem: Students spending too much time on planning
Solution: Quick planning strategies for expository writing
Topic:
TOPIC
Audience:
Purpose:
Reason
#1
Reason
#2
Example
Anecdote
Reason#
3
Example
#1:
Example:
#2:
Anecdote:
#3:
Personal Experience:
Essay Organization and Support Strategy
Problem: Students struggling with support; Small middle paragraphs
❖
-SUPPORT
WITH
(2-Us
Solution: Using
A’sBand
B’s from planning sheet to give examples and elaborate
❖
Use A’s and B’s on
planning sheet
❖
Support A with 2-3
sentences, give specific
examples and elaborate
❖
Support B with 2-3
sentences, give specific
examples and elaborate
❖
-Personal anecdote
❖
ONNECTION
T:
R1:
A.
B.
R2:
A.
B.
R3:
A.
B.
T:
Essay Organization Strategy
Problem: Students having difficulty organizing their essays
Solution: Essay Frames
Introduction
Lead/Opener:
Connection to Prompt/Reasons:
Thesis:
Reason #3:
Reason #1:
Middle
Thesis:
Reason #2:
Supports:
Final Thought:
Conclusion
Narrative Writing
✦
✦
✦
Recounts a personal or fictional
experience
Tells a story
Creates a central theme or impression;
develops an identifiable story line (easy
to follow and paraphrase)
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Quick Planning - Narrative
Problem: Students spending too much time on planning
Solution: Quick planning strategies for narrative writing
 Encourage students to narrow their
plot to 3 main events for narrative or
main points/reasons for expository so
they can elaborate rather than
simply list.
 Goal: If students pick 3 main events
or reasons to write about in their
middle paragraphs, they can
elaborate on those events and
reasons in 10-12 lines with ample
details.
 Problem: If students have 5 or 6 plot
points, they tend to list and only write
a small amount about each. If they
have fewer than 3, students tend not
to write enough details.
Beginning:
Middle: Problem
1.
2.
3. Solution
Ending:
Takeaway: Feeling +
Lesson Learned
Narrative Organization Strategy
Problem: Students having difficulty organizing their stories
Solution: Story Frames
Beginning
Lead:
Setting and Character Description:
Hint at Problem:
Event #3:
Event #1:
Middle
Event #2:
Resolution:
Takeaway:
Ending
Understanding the Prompt
Students should practice
locating and marking key
words and phrases in the
prompt to help them
determine important aspects
of the writing scenario.
• Topic
• Audience
• Purpose
Writing Situation
 Students should also practice asking
•
•
Everyone has an activity
that they enjoy. It might be
playing an instrument or •
sport, or some other
activity.
•
Think about what you like
to do.
Now explain what activity
you like to do and why you
like this activity so well.
key questions to understand what
the prompt requires of them.
Topic: What am I supposed to do?
Do I have more than one job?
Audience: Who am I writing to?
What should my writing sound like?
What language should I use?
Purpose: Why am I writing? To tell a
story or to explain?
Support: What will my reasons or
main points be? What details should
I use? Where will my setting be?
Who are my characters and what
are they like? What problems or
situations will I include? What will
the outcome be?
Review Holistic Scoring
✦
Judging the total response using Anchor Papers
based on the purpose for writing and the rubric;
✦
Understanding the interrelatedness of writing
skills;
✦
Paying attention to what is essential in realistic
communication; and
✦
Refusing to grade, list, or count weaknesses.
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Expanded Expectations
Responses are scored holistically as draft writing, but
beginning in 2012, scoring decisions include
expanded expectations regarding the following:
❖
Increased attention to the correct use of standard
English conventions, which had been scored with
leniency in the past
❖
Increased attention to the quality of details
requiring the use of relevant, logical, and plausible
support in responses earning high scores
❖
Correctly spell commonly used words
Accurate Scoring
❖
Applying the tenets of HOLISTIC hand scoring
❖ Accepting
the reasons that each Anchor,
Practice, and Qualifying paper is the score it is
❖ Refusing
to argue or to defend YOUR personal
scoring rationale
❖ Refusing
to be biased or to grade papers
❖ Establishing
the correct score based on the
responses in the Anchor Set
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Calibration Set
❖
Take 5 papers and sort by stronger than weak
(4-6); weaker than strong (1-3)
❖
use calibration set to confirm or disprove
Instructional Analysis Tool
Scoring a 4, 5, 6

4 - Effective planning, drafting, revising, and editing; removing
extraneous information; strengthening the organizational pattern to
ensure that no lapses occur and that transitional devices move the
reader from one sentence, event, or explanation to the next; developing
the supporting ideas through extensions, elaborations or both;
improving word choice; increasing sentence variety; correcting
convention errors; presenting and maintaining the intended purpose for
writing

5 - Effective planning, drafting, revising, and editing; removing
extraneous information; strengthening the organizational pattern to
ensure that no lapses occur and that transitional devices move the
reader from one sentence, event, or explanation to the next; developing
the supporting ideas through extensions, elaborations or both;
improving word choice; increasing sentence variety; correcting
convention errors; achieving the intended purpose for writing

6 - Effective planning, drafting, revising, and editing; organizing internal
elements; elaborating on supporting ideas using precise language;
correcting conventions errors; achieving the intended purpose for
writing.
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Effective Feedback
Meaningful to students
Focus on particular qualities of student’s writing
work
Provide specific advice about how to improve
writing to reach target (score point 4 and
above).
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Reflection on Feedback
✦Was
it difficult for the students to move from thinking of
their published piece as “everything I know about...” to
something smaller?
✦How
are students experimenting with drafting techniques?
✦How
many students chose to use graphic organizers?
✦How
are students revising their own writing? during or after?
Take some notes to start your thinking about what revision
strategies you need to teach this year.
✦How
are you feeling about “letting go” during this phase of
the writing process?
✦Are
you tempted to “fix the writing” rather than “teach the
writer”?
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FCAT 2.0 Writing
Last-minute
Tips and Reminders
 Testing Environment – Make sure you have simulated more than once before
FCAT Writes!
 Share and discuss exemplar papers with students.
 Display a student friendly version of the rubric in a visible location of the
classroom and discuss where differences in score points lie.
http://fcat.fldoe.org/pdf/rubrcw04.pdf
 Link feedback to the scored areas of FCAT Writes (e.g., focus, organization,
support, and conventions)
 Provide a writing review in the days leading up to the test. Review both
narrative and expository writing as well as test-taking strategies.
 Mimic FCAT Writes prompt language and format when creating additional
writing assessments in the weeks before the test.
 Encourage students to write as much as they can in the time they have.
 Incorporate writing activities across the curriculum.