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Welcome to Plumb Parent FCAT Night

Welcome to Plumb Parent FCAT Night. March 8, 2012. Overview. Changes with FCAT What does FCAT 2.0 mean? What is on the tests? Sample Items Test Taking Tips Resources. Changes for 2011-2012 Factors to Consider .

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Welcome to Plumb Parent FCAT Night

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  1. Welcome to Plumb Parent FCAT Night March 8, 2012

  2. Overview • Changes with FCAT • What does FCAT 2.0 mean? • What is on the tests? • Sample Items • Test Taking Tips • Resources

  3. Changes for 2011-2012 Factors to Consider • Florida Comprehensive Assessment Test (FCAT) 2.0 – new level scores have been adopted • Changes to the school grade formula- the school grades formula will be different next year

  4. School Grade -8 Cell FCAT Statistics • School Reading Proficiency • School Math Proficiency • 4th Grade Writing Proficiency • 5th Grade Science Proficiency • School Learning Gains Math • School Learning Gains Math • Lowest 25% Learning Gains Math • Lowest 25% Learning Gains Reading

  5. Plumbs 2010 School Grade Formula All the % are added together to get the score of 570 (525 constitutes and A) 82% of students met expectations in Reading 83% of student met expectations in Math 97% of fourth grade students met expectations in Writing 70% of fifth grade students met expectations in Science 69% of students made annual gains in Reading (4th-5th) 62% of students made annual gains in Math (4th- 5th) 49% of the lowest 25% of students made gains in Reading 58% of the lowest 25% of students made gains in Math

  6. FCAT 2.0 Levels • Florida educators recommended new achievement-level cut scores for FCAT 2.0 Reading and Mathematics. These new cut scores were then reviewed by a reactor panel and the public. • The State Board of Education then established the final FCAT 2.0 Reading and Mathematics Achievement Levels based on these recommendations. • More rigorous • Address between grade level issues with FCAT levels

  7. District Reading

  8. District Math

  9. Another change with FCAT 2.0: Scale Score • DSS and the Scale Scores as we've known them have changed and there is now only a new three digit score that functions like the previous four digit DSS. • A new vertical scale score that works like the old DSS score. • The new range for reading scale score is 140 to 302 and math is 140 to 298.  It is no longer 100 to 500. • Fact sheets attached that should be inserted into the any parent or teacher presentation as needed.

  10. New Grade Formula Proposals • More vigorous cut scores for level 3 achievement • Include students with disabilities and English Language Learners in the performance calculation • Change cell size requirements • Revise learning gains method for students who remain levels 1 and 2 • Increase weight for students increasing to achievement levels 4 and 5 • Threshold for reading

  11. Plumbs 2010 School Grade Formula if New Cut Scores Applied All the % are added together to get the score of 526 (525 constitutes and A) 72% of students met expectations in Reading 73% of student met expectations in Math 97% of fourth grade students met expectations in Writing 65% of fifth grade students met expectations in Science 60% of students made annual gains in Reading (4th-5th) 60% of students made annual gains in Math (4th- 5th) 47% of the lowest 25% of students made gains in Reading 52% of the lowest 25% of students made gains in Math

  12. What’s on the test? New Standards Levels of Complexity & Examples Test format / parameters Content

  13. FCAT 2.0 FCAT 2.0 measures student achievement of the Next Generation Sunshine State Standards (NGSSS) in reading, mathematics, and science, replacing the Sunshine State Standards. The transition to the FCAT 2.0 began with Reading and Mathematics and will continue when FCAT 2.0 Science is administered to grades 5 and 8 this school year. The transition to the FCAT 2.0 will be complete with the administration of FCAT 2.0 Writing in spring 2013.

  14. MATH

  15. A giant panda eats 83 pounds of bamboo per day. How many pounds of bamboo will a giant panda eat in 7 days? A. 171 pounds B. 571 pounds C. 581 pounds D. 701 pounds 4th grade

  16. 5th grade

  17. 3rd grade

  18. Fourth Grade Math Parameters • Cognitive Complexity: • Low 25-35, Moderate 50-70, High 5-15 • 50-55 questions • 35-40 multiple choice • 10-15 gridded response (up to 5 digits) • 2- 70 minute sessions • 45% Number Sense: Operations & Problems • 25% Number Sense: Base Ten & Fractions • 30 % Geometry and Measurement

  19. Fifth Grade Math Parameters • Cognitive Complexity: • Low 10-20, Moderate 60-80, High 10-20 • 50-55 questions • 35-40 multiple choice • 10-15 gridded response (up to 5 digits) • 2- 70 minute sessions • 50% Number Sense: Base Ten & Fractions • 20% Expressions & Equations • 30% Geometry & Measurement

  20. Fourth Grade Content • Whole numbers -1 or 2 operations • Place value one through hundred millions • Addition: 3- seven digit addends, 2- eight digit addends • Subtraction: eight digits • Multiplication: 2- three digit numbers, 1- four digit x two digit, can be shown as ( ), dot, x, or coefficient & variable • Division: facts 0x0 through 12x12 , three digit dividends, remainders must be whole numbers, no long division • Decimals: tenths through thousandths up to five digits • Fractions: denominators 1-20, 50, 100, 1,000 • Percents: equivalent to halves, fourths, tenths, hundredths • Measurement: customary and/or metric

  21. Fifth Grade Content • Whole numbers: three operations, integers -500 to 999,999,999 • Addition: 4 four digit addends, 3 five digit addends, 2 six digit addends • Subtraction: six digits • Multiplication: 3 digit x 3 digit, 4 digit x two digit, can be shown as ( ), x, dot, coefficient & variable • Division: 2 digit divisors, 4 digit dividends, mixed number quotients, remainders

  22. 5th continued • Decimals: tenths through thousandths, adding 4 four digit or 2 five digit, subtraction five digit, multiplication as money & 4 digit x 2 digit, division as money with 2 digit divisor, 4 digit dividend, no remainders • Fractions: denominators of 1-20, 25, 50, 75, 100, 1,000, addition of 3 addends & two mixed numbers with unlike denominators, subtraction of two mixed numbers with unlike denominators • Percent: equivalent fractions of halves, fourths, tenths, hundredths • Measurement: length to nearest 1/16in, weight/mass, elapsed time, temperature, perimeter, area, volume/capacity

  23. READING

  24. Fourth Grade Reading • 50-55 questions • 2- 70 minute sessions • Range of text 100-900 words • Average number of words per text- 500 • 50% Literary Text / 50% Informational • 15-25 % Vocabulary • 25-35% Reading Application • 25-35% Literary Analysis: Fiction & Non-Fiction • 15-25% Informational Text & Research Process • Complexity • Low 20-30, Moderate 50-70, High 10-20

  25. Fifth Grade Reading • 50-55 questions • 2- 70 minute sessions • Range of text 200-1000 words • Average number of words per text- 600 • 60% Literary Text / 40% Informational • 15-25 % Vocabulary • 25-35% Reading Application • 25-35% Literary Analysis: Fiction & Non-Fiction • 15-25% Informational Text & Research Process • Complexity • Low 15-25, Moderate 50-70, High 15-25

  26. Low Complexity • FCAT 2.0 Reading low-complexity items require students to recall, observe, question, or represent basic facts. For a low-complexity item, the student would be expected to demonstrate simple skills or abilities. A low-complexity item requires only a basic understanding of text— often verbatim recall from text or simple understanding of a single word or phrase.

  27. How do Miss Bilberry and her animals finally find their way out of the tall flowers? A. Miss Bilberry climbs a tree and tells everyone where to go. B. Chester and Cecilie find their way and then call the others. C. Chitty and Chatty fly ahead and then lead the way to a house. D. Miss Bilberry and her animals use the blue mountains as a guide.

  28. Moderate Complexity • FCAT 2.0 Reading moderate-complexity items require two steps: comprehension and subsequent processing of text. Students are expected to make inferences within the text and may encounter items that include words such as summarize, infer, classify, gather, organize, compare, and display. Depending on the objective of a particular moderate-level item, students may also be required to explain, describe, or interpret.

  29. Which sentence BEST tells what the story is about? A. A young bird thinks he is a fish and learns to swim. B. A young bird tries to fly to a marsh but falls into a pond. C. A young bird tries to catch a fish by jumping in the water. D. A young bird falls into a pond by accident as he learns to fly.

  30. High Complexity • FCAT 2.0 Reading high-complexity items make heavy demands on student thinking. Students may be asked to explain, generalize, or make multiple connections. High-complexity items require several steps involving abstract reasoning and planning. Students must be able to support their thinking. Items may involve identifying the theme and the implicit main idea and making complex inferences within or across texts. Students may also be asked to take information from at least one portion of the text and apply the information to a new task. They may be asked to perform complex analyses of the connections among texts.

  31. Read the following sentence that describes the picture in the article. Extravagant costumes and beautiful songs help turn Carol into a star in the opera Otello. Use the picture to help tell what the word extravagant means. A. dirty and dull B. modern and popular C. ordinary and simple D. expensive and wonderful

  32. SCIENCE

  33. Fifth Grade Science • 2- 80 minute sessions • 60-66 questions • All multiple choice • 17% Nature of Science • 29% Earth and Space Science • 29% Physical Science • 25% Life Science • Cognitive Complexity • Low 10-20, Moderate 60-80, High 10-20

  34. Low Complexity Science low-complexity test items rely heavily on the recall and recognition of previously learned concepts and principles. Test items typically specify what the student is to do, which often is to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution.

  35. Moderate Complexity Science moderate-complexity test items involve more flexible thinking than low-complexity test items do. They require a response that goes beyond the habitual, is not specified, and ordinarily involves more than a single step or thought process. The student is expected to decide what to do—using informal methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains.

  36. High Complexity Science high-complexity test items make heavy demands on student thinking. Students must engage in abstract reasoning, planning, analysis, judgment, and creative thought. The test items require that the student think in an abstract and sophisticated way, often involving multiple steps.

  37. Test Taking Tips

  38. Tips for Helping Your Child Succeed on the FCAT • TIPS FOR PARENTS • Experts say the best advice parents and teachers can give a child is to “just relax and do your best.” • Parents should also make sure children: • • Eat a nutritious dinner the night before • • Arrive at school on time • • Get adequate rest • • Eat a nutritious breakfast • • Dress comfortably on test days

  39. TIPS FOR STUDENTS • • Read the directions carefully. Ask the teacher to explain any directions not understood. • • Think positively and keep yourself focused. • • Leave cell phones home during testing. (If students are found in “possession of a cell phone or other electronic device,” their exams could be invalidated.) • • Check each answer to make sure it is the best answer for the question asked. • • Be sure to fill in the answer bubbles correctly.

  40. Tips to prepare for FCAT Success • Complete FCAT Explorer activities for math, science, and reading • Read more than 30 minutes daily to build stamina • Memorize math facts • Practice working in a focused and deliberate manner

  41. Test Taking Strategies for FCAT Success • Make sure your child is rested and has eaten a nourishing breakfast • Arrive to school on time (by 8:15) • Discuss the importance of underlining key words in questions • Use all of the allotted time to take and review the test.

  42. Math Resources • *FCAT Focus-focus.florida-achieves.com • https://destination.pinellas.k12.fl.us/lms • http://it.pinellas.k12.fl.us/schools/plumb-es/mathfacts.html • *Practice basic facts for quick recall

  43. Reading Resources • *FCAT Explorer-fcatexplorer.com • *FCAT Focus-focus.florida-achieves.com • https://destination.pinellas.k12.fl.us/lms • *Children should read in the evenings for a minimum of 20 minutes and discuss what they have read about.

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