Lake County Schools Investing In Excellence!

1. Lake County Schools Investing In Excellence! College and Career Readiness Academic Services C²Collaborative Cohort September 20, 2012

2. Common Board Configuration Date: September 20, 2012 Vocabulary: Anchor, Calibration, Conventions, Focus, Holistic, Organization, Support • Bell Work: Bubble Map- How does writing instruction look in the classroom when teachers and students deepen their understanding of the writing standards? Agenda: • I Do: Identify changes to FCAT 2.0 Writing, identify elements of Writing Task Cards and the connection to the FCIM process. Learning Goal: We will understand the changes to FCAT 2.0 Writing to build capacity and a systems thinking culture in our schools. • We Do: Examine FCAT 2.0 Writing Anchor Sets to explore methods to best support teachers and students. • Benchmarks: • Domains 1, 2 • Attention to established content standards • Identifying Critical Information • Reviewing Content • Reflecting on Learning • Practicing skills, strategies, processes • 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. 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. Objective: Learners will identify FCAT 2.0 Writing elements by utilizing Writing Task Cards and Anchor sets to utilize cards and holistic scoring to develop strategies to build capacity with teachers. Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success? Homework: Develop capacity with teachers on how to utilize the Writing resources to create comprehensive and systemic change in student writing achievement.

3. Lake County Schools Vision 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.

4. Academic Services Curriculum & 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.

5. Bell Work How does writing instruction look in the classroom when teachers and students deepen their understanding of the writing standards? Writing Instruction Draw the bubble map above. Fill in the empty bubbles with adjectives to answer the question. Share your answers with those at your table.

7. 21st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination

8. 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

9. FCAT Writing 2.0 : The 4 Areas of Writing • The 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.

10. Increased Emphasis: Support • Scoring 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. FLDOE 2013 FCAT 2.0 Writing FAQ

11. 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.”

12. Support Grade 4 Example: • 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.

13. Support Grade 8 Example: • 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.

14. Support Grade 10 Example: (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.

15. Increased Emphasis: Conventions • Students can expect more stringent scoring of the use of Standard English conventions. • Conventions refer to punctuation, capitalization, spelling, usage, and sentencestructure. FLDOE 2013 FCAT 2.0 Writing FAQ

16. Conventions Grade 4 Example: • 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.

17. Conventions Grade 8 Example: (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.

18. Conventions Grade 10 Example:(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.

19. Conventions- Spelling • Spelling 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. SO • Students should take time to proof-read and correct inadvertent misspellings and punctuation BUT still be encouraged to use mature and precise word choice. FLDOE 2013 FCAT 2.0 Writing FAQ

20. Quick Facts • Teaching 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. The Writing Task cards contains components that can easily be embedded within daily writing instruction. • They can be utilized by the teacher and the student to practice and deepen knowledge of writing elements and benchmarks.

21. What can I find on the task card? Writing element and definition are provided at the top .

22. What can I find on the task card? Transitional words and element skills students will need to develop in their writing.

23. What can I find on the task card? Element Flow map serves as reference to see score progression on rubric.

24. 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.

25. 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

26. 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.

27. What can I find on the task card? We have suggested Thinking Maps that match the cognitive processes students have to plan their writing.

28. 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.

29. What can I find on the task card? Strand and benchmark language aligning to each element provided at the bottom.

30. Processing Time • Reflect 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.

31. Using theK-12 Writing Plan and SIP to Drive Instruction

32. FCIM Implementation Scale • RevisitLearning Goal: We will understand the changes to FCAT 2.0 Writing to build capacity and a systems thinking culture in our schools.

33. FCIM Implementation Scale 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?

34. FCAT 2.0 Writing Resources The FCAT 2.o Writing Rubric establishes the EXPECTATIONof a typical score. 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 2.0 Calibration Guides establishes the ALIGNMENTof the prompt to the rubric. The FCAT 2.0 Anchor Sets/students’ writing establishes the DIRECTIONto identify students’ weaknesses/ strengths The Writing Task Cards establishes theSUPPORTteachers and students need to be successful.

35. FCIM Implementation Scale • Revisit Learning Goal: We will understand the changes to FCAT 2.0 Writing to build capacity and a systems thinking culture in our schools. • Implementation of K-12 Writing Plan • Including Writing in IFC • Utilizing Writing Task Cards for writing instruction • K-12 Writing Plan • Writing Task Cards • FCAT 2.o Calibration Sets • FCAT Writes data • Edusoft Baseline and Midyear data • 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

36. Revisiting Learning Goal:

37. FCAT 2.0 Writing and Holistic Scoring • Holistic 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 Method • Greater attention is placed to the writer’s message • Staying closer to what is essential in realistic communication

38. Holistic Scoring and Reader BiasThe Teacher and the Scorer

39. Applying Holistic Scoring using Anchor Sets • Description of the 2012 FCAT Writing Prompts • Grade 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 8 • Writing 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 10 • Writing 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.

40. Purpose of the Anchor Sets • Concrete examples of responses using the same prompt the students use • Student responses scored by the State’s Rangefinder Committee • Resource 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. 2012 FCAT Writing Anchor Sets

41. Rally Read/Rally Write • In 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.

42. How Well Did You Holistically Score? 4 Grade 8 Grade 10 Grade th th th Narrative Persuasive Persuasive Student 4 6 5 Sample #1 Student 6 4 5 Sample #2 Student 5 4 6 Sample #3

43. The Bridge: FCAT Writing and Common Core

44. 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 and holistic scoring to develop strategies to build capacity with teachers. 21st Century Skills • Critical Thinking and Problem Solving • Collaboration and Leadership • Agility and Adaptability • Initiative and Entrepreneurialism • Effective Oral and Written Communication • Accessing and Analyzing Information • Curiosity and Imagination • Learning Goal: We will understand the changes to FCAT 2.0 Writing to build capacity and a systems thinking culture in our schools.

45. Participant Scale and ReflectionHow do we revolutionize the way we teach, lead, and learn for 21st century success?