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BFA FCAT INFORMATIONAL MEETING

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Presentation on theme: "BFA FCAT INFORMATIONAL MEETING"— Presentation transcript:

1 BFA FCAT INFORMATIONAL MEETING
SPRING 2011

2 FCAT INFORMATION NIGHT HANDOUTS
DAILY FACT SCHEDULE TEST DESIGN SUMMARY PACKET LINKS TO WEBSITES ELECTRONIC DEVICE POLICY FCAT TIPS FOR PARENTS & STUDENTS PACKET PALM BEACH WRITES RUBRICS

3 The Florida Comprehensive Assessment Test® is administered to students in grades , approximately 200,000 students per grade level. The FCAT measures the Sunshine State Standards in reading and mathematics (grades 3-10), science (grades 5, 8, & 11), and writing (grades 4, 8, & 10).

4 This school year, Florida's statewide assessment programs will begin transitioning to assessing student understanding of the Next Generation Sunshine State Standards through the implementation of the Florida Comprehensive Assessment Test® 2.0 (FCAT 2.0) and Florida End-of-Course (EOC) Assessments. Selected grades and subjects will continue to participate in FCAT assessments until the transition is complete. To learn more about this transition and the Next Generation Sunshine State Standards, or to research the assessment(s) your child may be taking, visit the newly created Success Measures website. https://app1.fldoe.org/SuccessMeasures/Default.aspx

5 Success Measures Welcome to the newly created Success Measures web page. We understand that as Florida's assessment program grows beyond the Florida Comprehensive Assessment Test ® (FCAT), Florida's parents and students need an up-to-date resource for all their assessment questions. Through the new Success Measures website, parents, students and teachers can access in-depth information about all of Florida's student assessments in a timely and meaningful way. The Success Measures page will continue to be updated with important information on Florida's assessment programs including details on what your children are being taught in our classrooms and how their learning will be assessed.

6 Assessment(s) Your child will be taking FCAT 2.0 Reading. Your child will be taking FCAT Writing. Your child will be taking FCAT 2.0 Mathematics. Next Generation Sunshine State Standards To learn more about the Next Generation Sunshine State Standards, select the plus sign (+) located next to the standard. These standards will be the focus of your learning over the course of the year, and will also include examples of the standard within the description. Language Arts/Reading (-) Content: The student will recognize knowledge of spelling patterns; Content: The student will use structural analysis; and Content: The student will use language structure to read multi-syllabic words in text. Content: The student will demonstrate the ability to read grade level text; and

7 Writing Daily Test Administration Schedule
Day 1 – Tuesday, March 1 Grades 4, 8, 10 Writing Test 45 minutes Day 2 – Wednesday, March 2 Writing Make-Up Test Day 3 – Thursday, March 3

8 RMS Daily Test Administration Schedule
Day 1 – Monday, April 11 Grades 3, 4, 6, 7, 8, 9, 10 Reading – Session 1 70 minutes Grade 5 Mathematics – Session 1 Day 2 – Tuesday, April 12 Grade 3, 4, 6, 7, 8, 9, 10 Reading – Session 2 Mathematics – Session 2 All Grades Make-up Testing Day 3 – Wednesday, April 13 Grade 3, 4, 6, 7, 8 Mathematics – Session 3 Reading – Session 3 Grades 6, 7, 8 Mathematics – Session 4 Grade 10 Mathematics – CBA 160 minutes

9 RMS Daily Test Administration Schedule
Day 4 – Thursday, April 14 Grade 3, 4 Mathematics – Session 4 70 minutes Grade 5 Reading – Session 4 Grade 8 Science – Session 5 55 minutes Science – Session 6 Grade 10 Mathematics – CBA 160 minutes Grade 11 Science – Session 1 65 minutes Science – Session 2 All Grades Make-up Testing Day 5 – Friday, April 15 Day 6 – Monday, April 18

10 RMS Daily Test Administration Schedule
Day 7 – Tuesday, April 19 Grade 5 Science – Session 5 55 minutes Grade 10 Mathematics – CBA 160 minutes All Grades Make-up Testing Day 8 – Wednesday, April 20 Science – Session 6 Day 9 – Thursday, April 21 Day 10 - Monday, April 25 The FDOE has allowed districts, if necessary, to use April 26-28, 2011, to accommodate the needs of students whose observance of religious holidays conflicts with testing.

11 What’s New for the 2011 FCAT Writing
Writing prompt has been removed from the Writing Folder There are now three parts to the Writing Assessment Writing Folder Writing Prompt Sheet Planning Sheet

12 What’s New for the 2011 FCAT/FCAT 2
What’s New for the 2011 FCAT/FCAT 2.0 Reading, Mathematics, & Science (continued) Session 4 of Grades 3 and 4 Mathematics contains items that require a ruler. Rulers should not be distributed for Session 3 Rulers will be provided on perforated sheets with other test materials Do not cut the edges of the ruler!

13 What’s New for the 2011 FCAT/FCAT 2.0 Reading, Mathematics, & Science
Sample Test Materials Regular print are provided in online format ONLY

14 What’s New for the 2011 FCAT/FCAT 2.0 Reading, Mathematics, & Science
Mathematics Reference Sheets for Grades 5-AD students and Science Reference Sheets for Grades 8 and 11 students will be packaged as stand-alone pages and shipped with test materials. Mathematics Reference Sheets available on the FDOE website: FCAT, Grade 10/Retake FCAT 2.0, Grades 6-8 FCAT 2.0, Grade 5

15 Reminders for the 2011 FCAT/FCAT 2
Reminders for the 2011 FCAT/FCAT 2.0 Writing, Reading, Mathematics, & Science Schools are required to adhere to the District approved daily testing schedule. Test administrators are required to use ALL of the allotted time in each test session and should not end a session early. A student with the accommodation of extra time must complete one session before continuing to the next session. If a student starts a test and leaves school without finishing (for an appointment, illness, etc.), he/she will NOT be allowed to complete the test.

16 Reminders for the 2011 FCAT/FCAT 2
Reminders for the 2011 FCAT/FCAT 2.0 Writing, Reading, Mathematics, & Science Students may not have any electronic or recording devices at their desks, in their pockets, or anywhere they can reach them during testing, even if the devices are turned off or the students do not use them. If a student is found to be in possession of ANY electronic device(s) during testing, his or her test must be invalidated in order to successfully enforce this policy. Test administrators must NOT administer the FCAT/FCAT 2.0 to their family members.

17 Reminders for the 2011 FCAT/FCAT 2
Reminders for the 2011 FCAT/FCAT 2.0 Writing, Reading, Mathematics, & Science Make-up Testing Is required All security and administration procedures must be followed The test script MUST be read verbatim in its entirety

18 Students to be Tested English Language Learners (ELLs)
ALL Grades 3–11 ELLs MUST participate in FCAT Reading and Writing. All Grades 3–11 ESE students take the appropriate FCAT unless their IEP indicates an alternate assessment.

19 * Grades 3 & 4 FCAT 2.0 Mathematics Session 4 ONLY
Grade Level Writing Planning Sheet FCAT/ FCAT 2.0 Calculator Mathematics Reference Sheet Science Reference Sheet/Periodic Table Ruler CBT Work Folder 3 N/A NO YES* 4 YES 5 6 7 8 9 10 11 RETAKE * Grades 3 & 4 FCAT 2.0 Mathematics Session 4 ONLY

20 3 4 5 GRADE DOCUMENT TITLE ITEM TYPE Reading Test and Answer Book 
Multiple Choice Gridded Response 3 Reading Test and Answer Book Mathematics Test and Answer Book 4 Writing Folder 5 Reading Test Book Reading Answer Folder Science Test and Answer Book

21 6 7 8 GRADE DOCUMENT TITLE ITEM TYPE Reading & Mathematics Test Book
Multiple Choice Gridded Response 6 Reading & Mathematics Test Book Reading & Mathematics Answer Book 7 8 Writing Folder Science Test Book Science Answer Book

22 Accommodations Must be in the student’s IEP (Individual Educational Plan) or 504 plan (Students under Section 504 Of The Rehabilitation Act) Must not alter content Must be in use in the classroom Must be in use prior to FCAT For Paper-Pencil Testing Allowable accommodations Must be gridded on answer document by teacher Used not allowed LEP ESE 504 Regular Temporary

23 Test Invalidation Policies and Procedures
A test MAY be invalidated if any of the following circumstances occur: A student becomes ill and is unable to finish, OR a student is not allowed the correct amount of time. A student was given an accommodation not allowed on the FCAT. A student was given an accommodation not on the student’s IEP, Section 504 plan, or LEP plan. A student was not given an allowable accommodation listed on the student’s IEP, Section 504 plan, or LEP plan. An error occurs in test administration or procedures that could compromise the validity of the test results (e.g., students had access to an unauthorized visual aid that gave an unfair advantage). A test MUST be invalidated if any of the following circumstances occur: A student has an electronic device during testing. A student is cheating during testing. A student is disruptive during testing.

24 Test Administrators During testing, ensure that students:
have cleared their desks of all materials except the appropriate test materials (mechanical pencils, ink pens, highlighters, crayons, colored pencils, markers, correction fluid, etc., are NOT permitted) do not have books, notes, scratch paper, or electronic devices of any kind (including, but not limited to, cell phones, pagers or electronic games) during testing, even if they do not use them

25 Test Administrators During testing, they ensure that students:
do not talk or make any disturbance are working independently are working in the correct session and recording their answers in the appropriate area do not make stray marks near the answer choice bubbles. This is especially critical when students are testing in a combination test and answer book. Stray marks near the bubbles may interfere with the scoring of the document.

26 Test Administrators May not: talk with students about any test item
help students answer any test item While they may encourage students to continue working, they may not talk with them about the prompt or test items or help them with their responses. For example, if students finish the test before the allotted time has elapsed, you may encourage them to go back and check their work. You may not read or comment on student responses, help them plan what to write, or provide students with any information that would allow them to infer the correct answer, such as suggesting that they might want to review their work on specific items.


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