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College and Career Readiness

Academic Services C² Collaborative

CohortSeptember 20, 2012

Common Board ConfigurationDate: September 20, 2012

Benchmarks: Domains 1, 2•Attention to established content standards•Identifying Critical Information•Reviewing Content •Reflecting on Learning•Practicing skills, strategies, processes

Bell Work: Bubble Map- How does writing instruction look in the classroom when teachers and students deepen their understanding of the writing standards?

Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?

Vocabulary: Anchor, Calibration, Conventions, Focus, Organization, Support

Objective: Learners will identify FCAT 2.0 Writing elements by utilizing Writing Task Cards and Anchor sets to utilize cards to develop strategies to train teachers.

Agenda:

Summarizing Activity and Reflection Scale: Identify your understanding of how elements of the Writing Task Cards that will best connect to your work with teachers to impact writing instruction. Homework: Return to your school site to train your teachers on how to utilize the Writing resources and tools you used today.

Learning Goal: We will understand the changes to FCAT 2.0 Writing to train teachers and build capacity at our school.

I Do: Identify changes to FCAT 2.0 Writing, identify elements of Writing Task Cards and the connection to the FCIM process.We Do: Examine FCAT 2.0 Writing Anchor Sets to explore methods to best support teachers and students.You Do: Help teachers and schools make connections and support the use of Writing Task Cards to drive instruction that is aligned to the rigor of increased writing expectations.

Bell WorkHow does writing instruction look in the classroom when teachers and students deepen their understanding of the writing standards?

Writing Instructio

n

Draw the bubble map above. Fill in the empty bubbles with adjectives to answer the question. Share your answers with those at your table.

Lake County SchoolsVision Statement A dynamic, progressive and collaborative learning community embracing

change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 Mission Statement The mission of the Lake County Schools is to provide every student with

individual opportunities to excel.

Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Academic Services

Academic ServicesCurriculum & Instruction ~ Professional Development ~ Teaching &

Learning The Office of Academic Services encompasses the core business of Lake County Schools.

We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.  

Assurances We will ensure that we work with district staff and school administrators to design and

collaborate on systems that address professional learning needs related to improving student outcomes.

We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.

We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.

We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.

Academic Services

Academic Services

21st Century Skills Tony Wagner, The Global Achievement Gap

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

Academic Services

Why FCAT 2.0 Writing? To reflect the increased scoring expectations

that were implemented in 2012. Increased attention

correct use of standard English conventions quality of details

Students will receive additional time to respond to the writing prompt than in previous years. Increased from 45 minutes to 60 minutes

FCAT Writing 2.0 : The 4 Areas of WritingThe four areas of writing are:

Focus How clearly the paper presents and maintains a central idea, theme, or unifying point.

Organization The structure or plan of development (beginning, middle, and end) and the

relationship of one point to another; the use of transitional devices to signal both the relationship of the supporting ideas to the main idea, theme, or unifying point; and the connections between and among sentences.

*Conventions The punctuation, capitalization, spelling, usage, and sentence structure.

*Support The quality of details used to explain, clarify, or define; it depends on word choice,

specificity, depth, relevance, and thoroughness.

*Even though the rubric for these areas remains the same, there will be more stringent scoring of Conventions and Support.

Increased Emphasis: SupportScoring will now include increased attention to the

quality of details, requiring use of relevant, logical, and plausible support, rather than contrived statistical claims or unsubstantiated generalities.

Responses earning high scores must include specific and relevant supporting details that clarify the meaning. Rote memorization or overuse of compositional techniques, such as rhetorical questions, implausible statistics or pretentious language is not the expectation for quality writing at any grade level.

Support Grade 4Example: I like it because you can visit the beach. I

personally like the beach. For example I like it because you can build sandcastles, swim in the wonderful blue water, and you can have a good time with your friends. One time I was at the beach there was a small island. When I arrived at the island there was so many beautiful shells and birds. The shells were all different shapes and sizes. The birds were very tall and had glossy white feathers. Me and my father found the softest sand in whole world. It was so smooth and it didn’t have any lumps in it. I told my dad, “This is the best day ever.” (Level 5)

Non-example: First, I like sunny days

because you can play many activities. Like you can play hopscotch with your friends. Practice with your jump rope to show your friends. Or have a hooly hoop contest against other people down the street. And also fly your kite in the nice warm wind.

(Level 3)

Explanation:The example has support that is adequately developed for the idea of visiting a beach. Word choice is adequate and sometimes precise (glossy white feathers). The non-example contains three reasons; however, it is more of a list. Listing of events will not suffice as quality support.

Support Grade 8Example: The museums in Washington

are some of the greatest in the world. Almost any gleaming gem, massive dinosaur bone, or mystical artifact can be found here. One museum I went in had the largest diamond in the world, the Hope Diamond. It glittered in the light of its showcase and was a deep violet color that could make any woman in the world green with envy. (Level 5)

Non-example: When I lived in NY I would go

everywhere. I would go to Baisly Blvd., Linden Blvd., Cambria Heights, St. Albans, Long Island, and other places I mostly hung out around Linden Blvd. with my friends when I lived in NY. Ever since I moved NY has been nothing without me. Everytime I visit NY it comes back to like. I visit NY all the time. At least when I get the change to. Everyone likes NY or should. I can’t imagine not going back to NY. (Level 3)

Explanation:The example has support that is amply developed throughout each paragraph, including some visual imagery. The writing demonstrates a mature command of language, including some precision in word choice. The non-example is simply a list with development of ideas that are repetitive and limited in word choice.

Support Grade 10Example: (Level 6) Non-example: (Level

3)

Explanation:The example’s support is substantial, specific, and relevant. The writing demonstrates a mature command of language that allows the reader to construct clear, mental images. However, the non-example lacks specificity and contains repetitive language that hinders the progression of ideas.

Increased Emphasis: Conventions

Students can expect more stringent scoring of the use of Standard English conventions.

Conventions refer to punctuation, capitalization, spelling, usage, and sentence structure.

FLDOE Changes to FCAT Writes FAQ

Conventions Grade 4Example:Usually we either squirt

each other with the hose or we swim in the pool. One time I had to water the grass so I got my bathing suit on and headed for the hose. Sometimes if I’m lucky we’ll go to the waterpark if it’s sunny.

(Level 5)

Non-example:Another, reason why I like

sunny days is because you can watch the clouds move slowly. You can play a game and say what they are. You can see how they glace by. Sometimes you can admire them.

(Level 3)

Explanation:The conventions of mechanics, usage, and spelling in the example are generally followed and various sentence structures are used. The excerpt from the non-example has some varied sentence structure; however, most are simple constructions, resulting in a less than fluent essay.

Conventions Grade 8Example: (Level 6) Non-example: (Level 3)

Explanation:The sentence structure in the example varies throughout. The non-example illustrates little variation in sentence structure, and is often awkward.

Conventions Grade 10Example:(Level 5) Non-example: (Level 3)

Explanation: The sentence structure in the example varies throughout. The non-example illustrates little variation in sentence structure, and is simple in construction.

Conventions- SpellingSpelling will be considered, however, it is commonly

used words being misspelled that could impact the score.

If students take a compositional risk by including words that are not commonly used at his/her level, and such words are misspelled, the scoring will not be negatively affected.

SOStudents should take time to proof-read and correct

inadvertent misspellings and punctuation BUT still be encouraged to use mature and precise word choice.

Quick FactsTeaching and Learning have created Task Cards for the

following areas: Reading: Third Grade-Tenth Grade Math: Third- Eighth, Algebra, Geometry Science: Fifth, Eighth, Biology U.S. History and Civics Writing: Fourth, Eighth, and Tenth Grade

There is one task card for every FCAT/EOC assessed benchmark. There is one task card for every FCAT 2.o Writing element.

Task Cards are a one pager to easily access and utilize. Consider laminating and placing on a ring.

They can be utilized by the teacher and the student to practice and deepen knowledge of benchmarks.

What can I find on the task card?

Writing element and definition are provided at the top .

What can I find on the task card?

Transitional words and element skillsstudents will need to develop in their writing.

What can I find on the task card?

Element Flow map serves as reference to see score progression on rubric.

What can I find on the task card?

Guiding questions are provided as a guide to use in your writing instruction. You may tweak as needed.

What can I find on the task card?

Writing types as defined by CCSS as we move to the start of PARCC Assessment scheduled to begin in 2015

What can I find on the task card?

Sample PARCC Assessment Items/Element Allowables provide awareness to connecting writing to text and writing liberties students may take.

What can I find on the task card?

We have suggested Thinking Maps that match the cognitive processes students have to plan their writing.

What can I find on the task card?

Notes from the Calibration Set are provided by the state as clarification of criteria for low to high scored papers. Links are also provided as an additional resource.

What can I find on the task card?

Strand and benchmark language aligning to each element provided at the bottom.

Processing TimeReflect by writing one

connections or thought you have on the task cards and how it will help build capacity at schools. You can reflect on one particular element or the task cards as a whole.

Using theK-12 Writing Plan and SIP to Drive Instruction

FCIM Implementation ScaleRevisit Learning Goal: We will

understand the changes to FCAT 2.0 Writing to train teachers and build capacity at our school.

FCIM Implementation ScaleHow might effective utilization of the FCAT 2.o Rubric, Calibration Set, Anchor Set, and Benchmark Task Cards move a school to culturally embedded on the FCIM scale?

FCAT 2.0 Writing Resources

How might effective utilization of the FCAT 2.o Rubric, Calibration Set, Anchor Set, and Benchmark Task Cards move a school to culturally embedded on the FCIM scale?

The FCAT 2.o Writing Rubric establishes the EXPECTATION of a typical score.

The FCAT 2.0 Calibration Guides establishes the ALIGNMENT of the prompt to the rubric.The FCAT 2.0 Anchor Sets/students’ writing establishes the DIRECTION to identify students’ weaknesses/ strengthsThe Writing Task Cards establishes the SUPPORT teachers and students need to be successful.

FCIM Implementation ScaleRevisit Learning Goal: We will understand

ways to implement elements of the FCIM process to support students.

•K-12 Writing Plan•Writing Task CardsFCAT 2.o Calibration Sets•FCAT Writes data •Edusoft Baseline and Midyear data

•Implementation of K-12 Writing Plan•Including Writing in IFC•Utilizing Writing Task Cards for writing instruction

•Edusoft Baseline and Midyear Prompt•FCAT 2.0 Anchor Set•Edusoft Monthly Prompts

•Writing Task Cards •You-as a capacity builder to equip your teachers

Revisit Learning Goal:

FCAT 2.0 Writing and Holistic ScoringHolistic Scoring

Assumes that the skills that make up the ability to write are closely interrelated and that one skill cannot be separated from the others

To determine a score for FCAT Writing

FCAT 2.0 Writing Scoring MethodGreater attention is placed to

the writer’s messageStaying closer to what is

essential in realistic communication

FOCUS- How clearly a paper presents and maintains a main idea, theme, or unifying point

ORGANIZATION-The structure or plan of development and the relationship of one point to another

SUPPORT-The quality of details used to explain, clarify, or define

CONVENTIONS-Refer to punctuation, capitalization, spelling, usage and sentence structure

Increased Emphasis: Support Quality of details illustrating or explaining the central theme

Bare: Use of simple lists that focus on events or reasons. Example: “I like to go to school because

it is fun.”

Layered: Use of a series of informational statements that collectively help to clarify meaning. Example: “I like to go to school because

it is fun when the teacher allows us to do experiments with frogs. We learned what kinds of foods frogs like to eat by offering them flies, worms, and seeds. We observed the frogs during the morning and afternoon to determine when they were more active. We also compared frogs to other amphibians to see what characteristics they share.

Extended: Use of information that begins to clarify meaning. Example: “I like to go to school because

it is fun when the teacher allows us to do experiments with frogs.”

Elaborated: Use of additional details, anecdotes, illustrations, and examples that further clarifies meaning. (In other words, it answers the question, “What do you mean?”) Example: “I like to go to school because

it is fun when the teacher allows us to do experiments with frogs instead of just reading about frogs in books. Experiments allow us to have the fun of discovering for ourselves how fast and how far frogs can jump and what kinds of food frogs like to eat.”

Holistic Scoring and Reader BiasThe Teacher and the Scorer

Applying Holistic Scoring using Anchor Sets

Description of the 2012 FCAT Writing PromptsGrade 4

Writing to Tell a Story (Narrative): The grade 4 narrative prompt directed the student to suppose someone had a chance to ride a camel and to write a story about what happens on this camel ride.

Grade 8Writing to Persuade (Persuasive): The grade 8 persuasive

prompt directed the student to convince the principal whether or not 8th grade students should be graded on how they behave in school.

Grade 10Writing to Persuade (Persuasive): The grade 10 persuasive

prompt directed the student to convince business leaders whether students should have a part-time job sometime during high school.

Purpose of the Anchor SetsConcrete examples of responses using the same

prompt the students useStudent responses scored by the State’s Rangefinder

CommitteeResource to illustrate the range of quality allowed

within each score point for each prompt Used by scorers to determine correct score by

comparing quality of response being scored to Anchor Set responses

You will use anchor sets today to determine the score and quality from our own responses.

Rally Read/Rally WriteIn teams of four, count off 1-4 within your team.Each team member will read the student sample looking for

evidence of their assigned element: (5 min) One’s=FOCUS Two’s=ORGANIZATION Three’s=SUPPORT Four’s=CONVENTIONS

Each member will complete their section on the FCAT 2.o Annotation and Consensus Form and pass along to the next member to complete. (1 minute for each member)

Pass the form to each member a second time to read each team members annotated comments regarding the response. (1 minute each)

Discuss the element summary to reach a consensus score. (90 seconds)

FOCUS (#1) team member will record team’s score.Repeat process for student samples #2 and #3.

The Bridge: FCAT Writing and Common Core

Objective and 21st Century Skills Objective: Learners will identify FCAT 2.0 Writing elements by

utilizing Writing Task Cards and Anchor sets to utilize cards to develop strategies to train teachers.

21st Century Skills1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

Learning Goal: We will understand the changes to FCAT 2.0 Writing to train teachers and build capacity at our school.

Participant Scale and Reflection How do we revolutionize the way we teach, lead, and learn for 21st century success?

0-Not Using

•No understanding or implementation steps taken away

1-Beginning

•Little understanding and inconsistent implementation steps taken away

2-Developing

•Moderate understanding and implementation steps taken away

3-Applying

•Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating

•In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

Academic Services