What Every Family Should Know. A parent is a childs first teacher, and the home is a childs first...

Florida Statewide Assessment System

FCAT/FCAT 2.0: Florida Comprehensive Assessment Test

EOC: End-of-Course Assessment

Florida Statewide Assessment System

FCAT/FCAT 2.0: Florida Comprehensive Assessment Test

EOC: End-of-Course Assessment

What Every Family Should KnowWhat Every Family Should Know

A parent is a child’s first teacher, and the home is a child’s first classroom.

Did you know that what you do or don’t do, say or don’t say,

to your children, has an IMPACT on their

academic achievement?

What is the purpose of this presentation?What is the purpose of this presentation?

To provide familieswith information on the

Florida Comprehensive Assessment Test(FCAT/FCAT 2.0)

&the End-of-Course Assessment (EOC)

ensuring that

NO FAMILY IS LEFT BEHIND

What is the Florida Comprehensive Assessment Test (FCAT/FCAT 2.0)?

• The FCAT/FCAT 2.0 is a test given to Florida students to measure what they know and are able to accomplish in Reading, Writing, Mathematics, and Science.

What is the Algebra 1 End-of-Course assessment (EOC)?

• The Algebra 1 EOC is a test given to Florida students to measure what they know and are able to accomplish in Algebra.

What do the FCAT/FCAT 2.0/EOC measure?

The FCAT measures how well students are meeting the • Sunshine State Standards in

Writing and Science

The FCAT 2.0 & Algebra 1 EOC measure how well students are meeting the • Next Generation Sunshine State

Standards in Reading, Mathematics and Algebra 1.

FCAT/FCAT 2.0/EOC Details

• Scores relate to student performance on content in the Sunshine State Standard (SSS) and the Next generation Sunshine State Standard (NGSSS) benchmarks

• Measures achievement in

– Reading: Grades 3-10

– Mathematics: Grades 3-8

– Algebra 1: Multiple Grades

– Writing: Grades 4, 8, & 10

– Science: Grades 5, 8, & 11

• Question types: multiple-choice, gridded response, fill-in response, essay

FCAT/FCAT 2.0/EOC Details

• FCAT 2.0 Reading measures vocabulary & literacy skills.

• FACT 2.0 Mathematics measures a wide range of skills and problem solving methods.

• Algebra 1 EOC measures concepts and principles and algebraic thinking

• FCAT Writing measures knowledge of four writing elements: focus, organization, support, and conventions.

• FCAT Science measures science concepts and scientific thinking.

Who takes the FCAT/FCAT 2.0/EOC?

Who takes the Algebra 1 EOC?

• Students in grades 5 -12• Spring 2011

– Students completing Algebra 1, Algebra 1B or an equivalent course

– First time 9th graders who previously completed Algebra 1 or an equivalent course

What is the duration of the FCAT/FCAT 2.0/EOC in minutes?

SchoolType

Grade Reading Mathematics Science Writing

EL

3 140 140

4 140 140 45

5 140 140 110

MS

6 140 140

7 140 140

8 140 140 110 45

HS

9 140 -

10 140 160 45

11 130

Retake Untimed Untimed

Algebra EOC 5-12 160

How many questions are on the FCAT/FCAT 2.0/EOC?

School Type

Grade Reading Mathematics Science Writing

EL

3 50-55 45-50

4 50-55 45-50 1 prompt

5 50-55 55-60 55-60

MS

6 50-55 50-55

7 50-55 50-55

8 50-55 55-60 55-60 1 prompt

HS

9 50-55 50-55

10 50-55 55-60 1 prompt

11 55-60

Retake 55-60 55-60

AlgebraEOC

5-12 55-60

What types of questions are in the FCAT/FCAT 2.0/Algebra 1 EOC?

• Multiple Choice (Reading, Mathematics, Algebra 1, & Science)

• Gridded Response (Mathematics & Science)

• Fill-In Response (Algebra 1)

• Essay Question (Writing)

What types of questions are in the FCAT/FCAT 2.0?

Multiple Choice - Students choose one of four possible choices– Reading, Mathematics, Science– Grades 3 - 11– 1 point each

Sample Reading Multiple Choice Question

What types of questions are in the FCAT/FCAT 2.0?

Gridded Response – Gridded-response questions require students to solve problems and "bubble," or mark, their numerical answers on an answer grid.

– Mathematics (grades 4, 5, 8, 10)– Science (grades 8, 11)– 1 point each

Sample Mathematics Gridded Response

What types of questions are in the Algebra 1?

Multiple Choice - Students choose one of four possible choices– 1 point each

Sample Algebra Multiple-Choice Question

What types of questions are in the Algebra 1?

Fill-in Response – Fill-in response questions require students to solve problems and respond in the seven column fill-in response grid with their numerical answers

– Algebra 1– 1 point each

Sample Algebra Fill-In Response

What types of questions are in the FCAT?

Essay Question - requires students to write a response to an assigned topic (prompt)

– Writing– Grades 4, 8, 10– 6 points maximum

Grade 4 students respond to a prompt that asks them to either explain (expository writing) or tell a story (narrative writing).

Grade 8 and 10 students respond to a prompt that asks them to either explain (expository writing) or persuade (persuasive writing).

Sample Narrative Writing Prompt

How many questions, by type, are on the FCAT?

ElementaryGrade Reading Mathematics Science Writing

3 55 MC 45-50 MC

4 55 MC35 -40 MC10-15 GR

1 prompt

5 50-55 MC35-40 MC10-15 GR

60-65 MC

AlgebraEOC

• MC: 35-40• FR: 25-30


Middle SchoolGrade Reading Mathematics Science Writing

6 50-55 MC• 35-40 MC• 10-15 GR

7 50-55 MC• 35-40 MC• 10-15 GR

8 45-50 MC• 30-40 MC• 20-25 GR

53-61 MC4-7 GR

1 prompt

AlgebraEOC

• MC: 35-40• FR: 25-30


High SchoolGrade Reading Mathematics Science Writing

9 50-55 MC30-35 MC15-20 GR

1045-50 MC

5-7 SR & ER30-35 MC15-20 GR

1 prompt

1153-61 MC

4-7 GR

Retake 50-60 MC25-35 MC25-30 GR

Algebra EOC

• MC: 35-40• FR: 25-30

What are the cognitive complexity levels?

• FCAT questions have three levels of cognitive complexity:

– Low - requires to solve a one step problem, recall, recognition, basic facts

– Moderate -requires more than simple recall,

or to apply skills and concepts that are covered in low complexity.

– High - require analysis and synthesis of information, heavy demand on student thinking, abstract thinking and reasoning

Example of Cognitive Complexity in FCAT Reading

Maria’s dog Spot almost knocked her down as she entered the door. Maria quickly noticed that all bowls were empty and she had forgotten to leave food out. Spot could hardly wait for Maria to fill the bowls as he hurriedly ate his food. Later, Maria returned to the kitchen, she could not help but notice the smile on Spot’s face as he slept.

Low - What was the name of Maria’s dog?

(Read the Lines)

Moderate - What was Spot’s problem?(Read Between the Lines)

High - Why was Spot MOST LIKELY smiling in his

sleep?

(Read Beyond the Lines)

Example of Cognitive Complexity in FCAT Reading

What are the FCAT/FCAT 2.0 achievement levels?

FCAT Achievement Levels

• Describe the success a student has achieved on the Florida NGSSS Reading and Mathematics, and the SSS Science portion of the test

• Range from 1 to 5 with Level 1 the lowest and Level 5 the highest

Level 1

Level 2

Level 3

Level 4

Level 5

• Level 1 This student has little success with the challenging grade-level content of the Sunshine State Standards.

• Level 2 This student has limited success with the challenging grade-level content of the Sunshine State Standards.

• Level 3 This student has partial success with the challenging grade-level content of the Sunshine State Standards, but performance is inconsistent.

• Level 4 This student has success with the challenging grade-level content of the Sunshine State Standards.

• Level 5 This student has success with the most challenging grade-level content of the Sunshine State Standards.

How do levels describe student achievement?

Developmental Scale Scores (DSS)

• Range from 86 - 3008

• Are used to determine a student’s annual progress from grade to grade

• Are used in Reading and Mathematics

What are Developmental Scale Scores?

Grade Level 1 Level 2 Level 3 Level 4 Level 5

3 86-1045 1046-1197

1198-1488

1489-1865

1866-2514

4 295-1314 1315-1455

1456-1689

1690-1964

1965-2638

5 474-1341 1342-1509

1510-1761

1762-2058

2059-2713

6 539-1449 1450-1621

1622-1859

1860-2125

2126-2758

7 671-1541 1542-1714

1715-1944

1945-2180

2181-2767

8 886-1695 1696-1881

1882-2072

2073-2281

2282-2790

9 772-1771 1772-1971

1972-2145

2146-2297

2298-2943

10 844-1851 1852-2067

2068-2218

2219-2310

2311-3008

Grade Level 1 Level 2 Level 3 Level 4 Level 5

3 375-1078 1079-1268

1269-1508

1509-1749

1750-2225

4 581-1276 1277-1443

1444-1657

1658-1862

1863-2330

5 569-1451 1452-1631

1632-1768

1769-1956

1957-2456

6 770-1553 1554-1691

1692-1859

1860-2018

2019-2492

7 958-1660 1661-1785

1786-1938

1939-2079

2080-2572

8 1025-1732

1733-1850

1851-1997

1998-2091

2092-2605

9 1238-1781

1782-1900

1901-2022

2023-2141

2142-2596

10 1068-1831

1832-1946

1947-2049

2050-2192

2193-2709

Reading

Mathematics

FCAT Achievement Levels and Developmental Scores

Scale Scores

• Range from 100 - 500

• Are used to determine a student’s FCAT Science result

What are Scale Scores?

What are Scale Scores?

Science Grade Level 1 Level 2 Level 3 Level 4 Level 5

5 100 – 272

273 – 322

323 – 376

377 – 416 417 - 500

8 100 – 269

270 – 324

325 – 286

387 – 431

432 – 500

11 100 – 278

279 – 323

324 – 379

380 – 424 425 - 500

Rubric Scores

• Range from unscorable to 6

• Used to determine a student’s FCAT Writing prompt result

What are Rubric Scores?

Unscorable 1 2 3 4 5 6

What are Writing Rubric Scores?

Points Description

6The writing is focused on the topic, has a logical organizational pattern (including a beginning, middle, conclusion, and transitional devices), and has ample development of the supporting ideas.

5 The writing is focused on the topic with adequate development of the supporting ideas.

4 The writing is generally focused on the topic and demonstrates a sense of completeness or wholeness.

3 The writing is generally focused on the topic, but may lack a sense of completeness or wholeness.

2 The writing may be slightly related to the topic.

1 The writing may only minimally address the topic.

unscorable The response is illegible.

How can families help students prepare for assessments?

Tests reflect the overall achievement of your child. The more often the child is in a learning situation, the more likely he/she will do well on tests.

1.Make sure your child attends school regularly.


A child who is afraid of failing is more likely to make mistakes.

2. Encourage your child. Praise him/her for the things done well throughout the year.


A healthy body leads to a healthy, active mind.

3.See that your child has a balanced diet.


Homework supports classroom instruction and can help your child increase his/her comprehension of the classroom work.

4.See that your child completes homework assignments.


Parents and teachers should work together to benefit the child.

5.Meet with you child’s teacher(s) as often as possible to discuss your child’s progress.


School is not the only place where learning takes place. You can help your child improve his/her understanding of school work.

6.Ask your child’s teacher(s) to suggest activities for you to do at home with your child.


Students need a time and a place to focus on their homework.

7. Provide a scheduled time and a quiet, comfortable place for studying at home.


Children who are tired are less likely to pay attention in class or to handle the demands of classwork and tests.

8.Make sure your child is well rested on school days.


Too much emphasis on test scores can be upsetting to children.

9.Try not to be overly anxious about test scores.


10. Ask your child’s principal and/or counselor to provide you with a schedule of testing for the year and explain the use of the tests.

It is your right to know which tests your child will take and for what purpose.


11. Make sure your child arrives to school on time.

Students need time to prepare for the day’s lessons.


Students should wear clothes that are comfortable and appropriate for the weather.

12. See that your child is dressed comfortably.


Test performance also depends on listening to directions and being able to read the test.

13. If your child wears a hearing aid or glasses, be sure he/she remembers to use them during all testing sessions.


14. Make sure your child receives appropriate test-taking accommodations.

Your child may be entitled to

• receive extra time to complete the test;

• assistance with translation;

• be tested in a separate room;

• visual magnification; or

• other accommodations.


Breakfast is the most important meal of the day! It is the body’s fuel that gets you going in the morning. Kids who eat breakfast do better in school, are more likely to participate in physical activities, and tend to eat healthier overall.

15. Make sure that your child is well rested and has a healthy breakfast on the day of the test.


Worrying about tests may make a student forget their chores and arguments may result.

16. Make sure that your child is not burdened with too many demands during testing time.


Test performance depends on thinking clearly and focusing on the task at hand.

17. Make sure that you don’t create additional school and non-school related pressures. Students need to focus their energies on doing well on the test.


Preparation and organization help to have a smooth day.

18. Make sure that the morning of the test is not rushed. Help your child to organize everything he/she needs the night before the test, get up with plenty of time to have a good breakfast, and get to school on time.


Emotions are significantly related to student motivation and academic achievement.

19. Make testing days happy days free of negative emotions.


Testing is part of our educational system. Talking about the test with your child can relieve stress about test taking.

20. Keep a positive attitude about tests.

Where can families find information about FCAT/FCAT 2.0/EOC?

http://fcat.fldoe.org/fcatpub3.asp (click here)

http://fcat.fldoe.org/fcatis01.asp

http://fcat.fldoe.org/fcat2/itemspecs.asp

http://fcat.fldoe.org/eoc/itemspecs.asp

http://fcat.fldoe.org/fcatpub3.asp

Where can families find information about FCAT/FCAT 2.0/EOC?

http://www.palmbeachschools.org/assessment/index.asp

Preparing for AssessmentsSAL-P: The Next GenerationAYPSchool GradeAlternative School Improvement Rating

http://www.palmbeachschools.org/assessment/index.asp

Palm Beach County Learning Tools

http://www.palmbeachschools.org/learning_tools/

http://www.palmbeachschools.org/learning_tools/

Together we can help our students

succeed!

STUDENT ACHIEVEMENT!

THE ULTIMATE GOAL!

Need Assistance? Contact…

Nancy E. [email protected]

(561) 357-7521, PX47521

Date post:	30-Mar-2015
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