Student Assessment Literacy Project (SAL-P) - Secondary The Division of Performance Accountability provides schools with staff development opportunities that focus on assessment and student achievement. Hello! My name is Nancy Brito. I am an Instructional Specialist in the Department of Assessment, a division of Performance Accountability. Today’s presentation is the Student Assessment Literacy Project. SAL-P empowers teachers and students to achieve assessment literacy. Office of Performance Accountability

Student Assessment Literacy Project (SAL-P) - Secondary The objective of this presentation is provide you with information on the role student motivation plays in academic achievement research-based classroom practices that can generate student motivation to learn and improve performance on testing a vehicle to effectively communicate to families and students the purpose of the Florida Comprehensive Assessment Test (FCAT) the Scholastic Reading Inventory (SRI), the SSS Diagnostic Test, the use of these test scores, and where students are and need to be. Student Assessment Literacy begins with student motivation. This presentation will include information on the role motivation plays in the academic achievement of our students. I will also discuss what the research indicates are good practices that can generate student motivation to learn and improve performance on testing. I will present a PowerPoint presentation that will assist you in communicating to students and their families the purpose and uses of the Florida Comprehensive Assessment Test, the FCAT, the purpose of the Scholastic Reading Inventory (SRI), and the SSS Diagnostic Test. And most importantly, where students are in relation to the standards, and where they need to be or want to be.

Part 1: What educators need to know Student Assessment Literacy Project (SAL-P) - Secondary Part 1: What educators need to know Part 1 of this presentation contains information that is of relevance to educators, that is, anyone who works with students or comes in contact with students directly or indirectly. I will discuss the ideas and beliefs behind SAL-P and pertinent research regarding student motivation to learn. Fundamental Information

Student Assessment Literacy Project (SAL-P) - Secondary What is SAL-P about? SAL-P is about using assessments to motivate students to do well in their studies. following a process to motivate and empower students through proper feedback. providing students with the tools they need to reach their potential. To understand Student Assessment Literacy Project (SAL-P) we must first discuss motivation. SAL-P is about using assessments to motivate students to do well academically. It is about students knowing the purpose and uses of assessments, knowing what their academic and performance goals should be, and where they are in relation to the standards. It is about empowering students to reach their full potential. SAL-P is a year long process on which students and teachers embark.

Student Assessment Literacy Project (SAL-P) - Secondary What is motivation? Motivation is not a personal characteristic or trait, but a state that manifests itself differently at different times. It is having the desire and drive to do something or complete a task that we have set as a goal. No one can motivate us. We can only motivate ourselves. If the conditions are right we can be motivated to accomplish a task. Teachers can create the conditions that will facilitate self-motivation in students. It is the desire and drive required for any kind of SUCCESSFUL PERFORMANCE.

What is student motivation? Student Assessment Literacy Project (SAL-P) - Secondary What is student motivation? It is the interest students have in the content being presented and/or the desire they have to do well in their studies. According to researcher Robert Marzano, student motivation is the interest students have in the content being presented and/or the desire they have to do well in their studies. For example, not all students like mathematics, but those that do are interested in the subject. These students are self-motivated to do well in mathematics. Others don’t like the subject, but still do well for different reasons. Some are motivated by the grade. Others, have to perform well because their parent expect them to do well. Other students simply want to do well to ensure that their teachers like them. Others who do well have teachers that create the perfect conditions in their class that leads students to be self-motivated. Marzano, R. J., 2003

What impact does student motivation have on academic achievement? Student Assessment Literacy Project (SAL-P) - Secondary What impact does student motivation have on academic achievement? Percentile gains The link between student motivation and achievement is clear. Students who are motivated, do well. Students who are NOT motivated, do NOT do well. This link is supported by numerous studies, some of which are pictured on this slide. In the studies presented, motivated students attained considerable percentile gains. For example, Willingham, Pollack, and Lewis, in 2002 concluded that, on average, students were able to have percentile gains of 45 when motivated. This is powerful information. Studies consistently support the strong positive impact of motivation on academic achievement. Marzano, R. J., 2003

How can teachers generate motivation to learn? Student Assessment Literacy Project (SAL-P) - Secondary How can teachers generate motivation to learn? Teachers can generate motivation to learn by: Becoming knowledgeable in strategies that focus on student motivation Analyzing how motivation operates in their personal lives and developing clear ways of communicating it to students Since motivation is so important, how can teachers generate motivation to learn? The more we know about student motivation the better we become at creating the right conditions for students to be motivated to learn. We must remember that motivation is not a character trait, but a state of mind that is displayed at different times depending on the circumstances and the desire and drive we have at reaching a goal. The more we, as adults, understand how motivation works in our lives, the better we are at communicating to students how this state of mind works in their lives as well. Continued…

Teachers can generate motivation to learn by: Student Assessment Literacy Project (SAL-P) - Secondary Teachers can generate motivation to learn by: Demonstrating with their personal lives that learning is a life-long and pleasurable experience Focusing on building positive student-teacher relationships Teachers are role models. “Do as I say, not as I do,” doesn’t work for our students. We need to demonstrate with our personal lives that learning is a pleasurable and life-long experience. Students need to know that they are valued as members of their classroom and school. They want the support and approval of their teachers as well as their peers. Building a positive student-teacher relationship means building trust, knowing that their teachers will help them succeed. Greeting students in the morning, calling them by name and asking about things they like goes a long way in creating a trusting and caring atmosphere. But, we can’t just stop there. Students need to know that we are there to help them carry through their goals; that we will provide them with opportunities to grow by giving them feedback on their work in a non-judgmental manner. And we must provide this opportunity to all students because we believe that all student can and will learn as long as we treat all students equitably. Note, I said equitably not equally, because what works for one student doesn’t necessarily work with another. Embodying a school culture that nurtures academic achievement for ALL students Continued…

Teachers can generate motivation to learn by: Student Assessment Literacy Project (SAL-P) - Secondary Teachers can generate motivation to learn by: Providing students with a clear understanding of the goals or objectives Making the material to be learned relevant to the students Students who have a clear understanding of the goals and objectives do better in school. This includes setting and providing students with long term goals as well as short term goals and daily classroom objectives. Students also need to set their own specific academic learning goals. They can only do this if they know what success will look like before they have met their objectives. The content being taught needs to be relevant to the individual. Students need to see the purpose for learning. Creating a link between instruction and how it impacts their lives helps them to understand the purpose for learning. Students need to know that difficulties will ensue, however they will have ample time to master tasks and help is available. Reassuring students that they will have the time necessary to master tasks Assuring students that everyone can achieve success if given enough time and help Continued…

Teachers can generate motivation to learn by: Student Assessment Literacy Project (SAL-P) - Secondary Teachers can generate motivation to learn by: Students NEED to know where they are and where they need to be… Replacing social comparisons of achievement with student goal setting, self management, and self-evaluation techniques Showing students that success is important Learning and employing a variety of ways that students can experience success in school and rewarding that success in all its forms Students need to understand that in a standards-based educational system, social comparison is not the goal, but personal achievement and progress is. Students need to focus on their personal learning goals and objectives, manage their progress and assesses their progress periodically. Teachers should assist students in setting realistic goals, show them how to manage their time and self evaluate their learning. We need to show students that success is important in that it enriches life, produces higher self-esteem and a feeling of self-efficacy. Knowing our students ensures that we provide them with experiences that will lead to success and to reward and recognize students for their own personal growth. Recognition for progress of individual students and for progress of the entire class should be relative to academic and non academic learning goals. Continued…

Teachers can generate motivation to learn by: Student Assessment Literacy Project (SAL-P) - Secondary Teachers can generate motivation to learn by: Helping students improve their performance on testing by: Discussing the purpose of academic standards and their “link” to assessment and accountability Having high expectations Holding students accountable for their performance Teaching “test-taking” strategies By discussing standards, assessment and accountability, students get a better picture of the purpose and uses of tests. These three concepts can be best explained by relating them to real life and then to the educational setting. By having high expectations of students we are letting them know that we believe in them and their potential. Students need to be provided with the tools and guidance they need in order to be successful, but they also need to know that they are accountable for their success or failure. The effort they expend is proportional to the success they will have. Success is hard work. By providing students with test-taking strategies, students will be more confident in their ability while taking the test. They will have the power of knowing the format of the test, as well as the content that will be assessed. They will know how to go about answering the question types whether Multiple-Choice, Performance Tasks or Gridded Response. Continued…

Teachers can generate motivation to learn by: Student Assessment Literacy Project (SAL-P) - Secondary Teachers can generate motivation to learn by: Helping students improve their performance on testing by: Discussing the importance and relevance of testing Teaching how to read and interpret test scores Students need to understand the importance and relevance of testing. There are assessments for learning, and assessments of learning. Assessments for learning helps teachers and students determine how well students are learning the skills and knowledge for their grade level. At this time teachers readjust their instruction to ensure students are able to master the content. Students receive feedback on the results and together with the teachers set new objectives to meet their long term goals. Teacher created tests, District Common Assessments and/or SSS Diagnostic Tests can assist students and teachers in determining strengths and weaknesses of students and adjust instructional practices. Assessments of learning are evaluative in nature to determine if students mastered the content. These assessments include high stakes tests like the FCAT that are of great importance to the lives of students, as well as to schools and the district. Students need to learn how to read and interpret test scores such as the Developmental Scale Score, the National Percentile Rank and Lexiles. These will assist students in setting goals. Continued…

Teachers can generate motivation to learn by: Student Assessment Literacy Project (SAL-P) - Secondary Teachers can generate motivation to learn by: Helping students improve their performance on testing by: Discussing the use and impact of test scores Providing FEEDBACK on test results Students need to have a clear understanding of how their scores will be used at different levels, by their teachers and parents, the school, the district and the state. According to researcher John Hattie, the most powerful single modification that enhances achievement is feedback. Lots of feedback. Students need to know how well they are doing on their assessments as well as their assignments. For feedback to be effective it has to be corrective in nature, timely and specific to a criterion. For feedback to be corrective students need to know exactly what they are doing that is correct and not correct. They have to have an explanation of what is accurate and not accurate. Feedback that is timely is provided as soon as possible, immediately after a test or a test-like situation, such as an assignment. The more delay there is in giving feedback, the less improvement there is in achievement. Criterion-referenced feedback provides students with information on where they stand in relation to a standard or target, NOT where they stand in relation to other students. Continued…

Teachers can generate motivation to learn by: Student Assessment Literacy Project (SAL-P) - Secondary Teachers can generate motivation to learn by: Using strategies that build a sense of : Competence Belonging Usefulness Power Optimism All students need to feel a sense of competence. Students need to experience credible success. Start with what students are good at without lowering expectations and build on their knowledge. Provide them with honest, constructive feedback on their progress. Remember, success breeds success. All students need to have a sense of belonging. Not all students feel like they belong. Many feel out of place in school and with their peers. It might be due to their cultural background, their learning style or because they are unable to participate in class. They might not look like the other students or perform as well as other students. All students need to be useful. This translates into being needed. Having others need our help or value our work gives a powerful boost to our self-esteem. Using cooperative learning groups can help students experience feelings of usefulness when they help others achieve success. Many students push themselves to get up and go to school everyday. They don’t have a good reason to feel that they are needed or their contributions valued. These students don’t see the value in pushing themselves and applying effort to do better or to go beyond expectations All students need to have a sense of potency or power. When it comes to motivation nothing is more important that having a sense of power. Power over factors that contribute to outcomes; power over success or failure. We need to help students see that their behavior is connected to their performance outcomes. Success or failure is not due to luck, but to the choices they make. Providing students with continuous feedback and time to complete their work helps students accept that they have the power to make changes that will lead to success. All students should feel optimistic about their learning and ability to reach their goals. Students who feel incompetent, alienated, useless and powerless do not see a very bright future. They have no reason to believe that their future will be any more different. Optimistic students are those that have a reason to believe that their future is promising. These students are those that have feelings of competence, belonging, usefulness and power over their lives. Continued…

Student Assessment Literacy Project (SAL-P) - Secondary Who needs SAL-P? All students High standards Cavaliers Shakers Movers Zonies Lowest 25% All students need to be assessment literate. They have the right to know their assessment scores and how their scores are going to be used. Students need to be aware that they are each contributors to the school grade. High standard students must understand that as they move up a grade level the FCAT standards go up and they must keep up in order to maintain or go up a performance level. Cavaliers or students whose Developmental Scale Score is the lowest for the grade level, lack optimism and need to be encouraged. Shakers or students who have gone from one FCAT level to a lower one, need to be refocused. These students also need to be encouraged and questioned about what might have caused them to drop levels. Movers are students that have gained academic ground. They have shown growth from one assessment to the next. Their FCAT is greater than the previous year. These students need to be commended and encouraged to continue their upward spiral. Zonies, are students whose FCAT scores are on the “cusp” or close to the end of a level or the beginning of a level. These students need to be shown how close they are to moving to the next level. Conversely, students who are close to a lower level need to be shown that they need to increase their efforts to ensure that they don’t fall back. Students who fall in the Lowest 25% may be students in any of the previous categories. All students need to experience success, to be given encouragement, to feel useful, and to be respected. Regardless of their group, all students want to do well.

Student Assessment Literacy Project (SAL-P) - Secondary Part 2: Student Presentation Part 2 of this presentation provides you with possible slides that you may use with students or parents to begin the implementation of SAL-P or to remind students each year of the importance of testing. It contains information for students and parents

Student Assessment Literacy Project Student Assessment Literacy Project (SAL-P) - Secondary Student Assessment Literacy Project At the beginning of this presentation, It was noted that SAL-P is a year long process. The following slides are provided as part of many tools that may be used with students at the beginning of the school year to generate discussion on students assessment literacy and the importance of testing. It sets the stage for teachers to help students set academic goals and to ensure that students understand the nature of assessment and to know how their assessments results are used. Please use the format as you wish. I encourage you to add and delete slides to meet the needs of your student population. YOU know your students. “SAL-P”

Student Assessment Literacy Project (SAL-P) - Secondary What should you know? The purpose of the Florida Comprehensive Assessment Test (FCAT), the Scholastic Reading Inventory (SRI), and the SSS District Diagnostic Test How to read and interpret all student FCAT and SRI reports, and MOST OF ALL… Where you are and where you need to be This slide provides students with the objectives of the Student Assessment Literacy Project presentation. The first objective is to ensure that the students understand the purpose of each test they will be taking during the course of the year: the Florida Comprehensive Assessment test, the FCAT; the Scholastic Reading Inventory, (SRI), and the SSS District Diagnostic test. The second objective refers to the knowledge the students will acquire on knowing how to read and interpret the reported scores generated by the above mentioned tests. The third objective is to provide students with a report that will give them a clear picture of the scores they have attained and what scores they need to strive for. In other words, where they are in their own learning and where they need to be.

The answer to these FOUR questions Student Assessment Literacy Project (SAL-P) - Secondary What should you know? The answer to these FOUR questions What are standards? Why is assessment so important? What does accountability mean? In what ways are these three concepts related? There are four questions that are linked to assessment literacy that students should know how to answer. What are standards? Why is assessment so important? What does accountability mean? And, In what ways are these three concepts related? We begin by relating the terms “standards, assessment and accountability” to real life situations. We build background knowledge by providing students with the terminology they need in order to understand the concepts. Presenting students with real life analogies and comparisons are effective learning strategies. On the bottom of the slide there is a leading question that can help in linking these three terms. For example, We have standards or expectations for the products we buy. We expect that they will work as soon as we turn them on. Turning it on is the assessment. If the product doesn’t work we take it back to the store. We either request our money back or a product that works. That is holding the company accountable for the products they sell. In this scenario, I have linked the three concepts and provided an analogy to which the students can relate. The next step is to talk about the Sunshine State Standards, FCAT and accountability for students and schools. What would you do if you buy a toy and it breaks after only ONE day? Why? What would you do if you bought an iPod and it ONLY lasted one week? Why?

How is “testing” related to career success? Student Assessment Literacy Project (SAL-P) - Secondary This slide may be used as a source for discussion about the importance of testing as it relates to the students’ future goals. You might want to ask students what they think all these people have in common. Testing is part of the American way of life. We have assessments for everything. Doctors, teachers, mechanics, and dentists, to name a few, have to take tests before they can get a job. No one wants a doctor who doesn’t have a degree. Mechanics make more money if they have a license. Those that don’t have a license work under a licensed mechanic. Even football players are assessed. They have to know how to play the game and perform while being observed by a football coach. If their performance in inadequate, they do not make the team. They have to continue to practice until they qualify or meet the standards set for excellence in playing the game. It is imperative that the pictures you use are meaningful to your students. Students must relate to the people and the careers presented. These pictures portray people that can influence student perspective on how success is viewed. The goal should be attainable. How is “testing” related to career success?

Reading and Salary in the Workplace Job Level 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Low High • Landscaping Laborer = $22,470 Military Service = $21,000 Construction worker = $25,830 Carpenter = $38,970 Court Clerk = $35,790 Paralegal = $48,220 Executive Secretary = $40,400 Advertizing Sales = $43,080 Electrical Engineer = $57,130 Registered Nurse = $63,430 Firefighter = $59,930 Math Teacher = $59,130 Accountant $67,310 Surgeon = $165,300 Reading Ability Student Assessment Literacy Project (SAL-P) - Secondary Reading and Salary in the Workplace Students need to understand that reading ability is related to job selection in their future. Future success is determined by the choices they make during their school life; how seriously they take learning and testing. Students need to realize that there are various ways of making money. Literacy means having choices. When you can read and perform well on assessments, you are no longer dependent on any one to tell you what you should do with your life. Literacy has a direct correlation to every aspect of life including longevity and health care. Information compiled from U.S. Department of Labor, Bureau of Labor Statistics, May 2008 -West Palm Beach-Boca Raton-Boynton Beach, FL Metropolitan Division average http://www.bls.gov/bls/blswage.htm

What is the purpose of the FCAT/Sunshine State Standards (SSS)? Student Assessment Literacy Project (SAL-P) - Secondary What is the purpose of the FCAT/Sunshine State Standards (SSS)? To ASSESS if you are learning the Sunshine State Standards benchmarks in Reading, Writing, Mathematics, and Science This slide addresses the FCAT. Students should know that the SSS FCAT assesses if students are learning the Sunshine State Standards benchmarks in the areas of reading, writing, mathematics and science. Starting in 3rd grade, student begin to take the FCAT reading and mathematics. In grades 4, 8, and 10, students are administered the FCAT Writing+ and in grades 5, 8 and 11, students take the FCAT Science.

What is the purpose of the Scholastic Reading Inventory (SRI)? Student Assessment Literacy Project (SAL-P) - Secondary What is the purpose of the Scholastic Reading Inventory (SRI)? To find out your reading comprehension level, check your progress throughout the year and from year to year. The Scholastic Reading Inventory, the SRI, is used to determine student reading comprehension levels. The information gathered is used to check student progress throughout the year and from year to year.

What is the purpose of the SSS Diagnostic test? Student Assessment Literacy Project (SAL-P) - Secondary What is the purpose of the SSS Diagnostic test? To predict your FCAT Level and give your teacher input on your strengths and weaknesses. The SSS Diagnostic test is a district developed assessment that predicts how students would do on the FCAT if they were to take it at the time the SSS Diagnostic is administered. It also provides teachers with information on student strengths and weaknesses. The SSS Diagnostic is administered in the areas of Reading and Mathematics.

Why is the FCAT so important? Student Assessment Literacy Project (SAL-P) - Secondary Why is the FCAT so important? It is the instrument the state uses to make sure that every student has the knowledge and skills they need to: Move from grade to grade Move into higher education Enter careers in today’s (1) technologically-driven, (2) increasingly global, and (3) competitively intense workplace Students have the right to know why the FCAT is so important. Every state in the United States is required to know how well its students are learning the knowledge and skills they need to move from one grade level to another; be prepared to move into higher education and compete in today’s technologically, global and competitive workplace. The state of Florida uses the FCAT

How are the FCAT scores used? Student Assessment Literacy Project (SAL-P) - Secondary How are the FCAT scores used? To pass or retain students – ONLY in Third Grade As a graduation requirement To grade schools – The school grade is based on the percent of students who score at Level 3 or above and the percent of students who demonstrate learning gains For course selection – Student scores in Reading and Mathematics will determine course selections Students also need to know how the FCAT scores are used. The FCAT scores for students in Grade 3 are used to determine promotion or retention. FCAT scores are also used to determine student eligibility for graduation. Students must pass the FCAT to receive a graduation diploma. Finally, the FCAT scores are used to grade schools. The grade is based on the percent of students who scored at Level 3 or above and the percent of students who demonstrate learning gains. It is important for secondary level students to understand that their FCAT scores will also determine if they will be able to take elective courses or be placed without choice in Intensive Reading and/or Intensive Mathematics courses. (For example: Intensive Reading and/or Intensive Mathematics versus electives, regular and/or honor classes)

Student Assessment Literacy Project (SAL-P) - Secondary To do better in school, you need to know where you are and where you need to be At this point, students are given their individual SAL-P report containing their assessment results. This will begin the conversation on where they are and where they need to be. It is important to recognize that sharing assessment results can be disturbing for some students. Therefore, how they are shared should differ for individual students taking into account student scores as well as emotional well being.. In some cases you might want to call in students individually. In others, a class group would be appropriate. Regardless of how it is done, student needs are priority. Scores are a personal matter and should remain confidential. Take a look at your FCAT and SRI scores NOW…

SAL-P Individual Student Report Student Assessment Literacy Project (SAL-P) - Secondary SAL-P Individual Student Report This is an example of the report that students can receive when being informed of their individual scores. It can be generated from the Educational Data Warehouse or EDW. As you can see, it contains most recent student FCAT and SRI Lexile scores.

Student Assessment Literacy Project (SAL-P) - Secondary What should your FCAT/SSS Reading and Mathematics Developmental Scale Score (DSS) goal be? A DSS at Level 3 or above. This score describes how well you are learning the SSS benchmarks in Reading and Mathematics. It is based on what you are expected to know in your grade level It is used to find out your progress from grade to grade. Level 1 Level 2 Level 3 Level 4 Level 5 What should a student's FCAT Reading and Mathematics Developmental Scale Score goal be? Students should know that Level 3 is considered the FCAT proficiency level. Therefore, the goal should be to score Level 3 or above. This score describes a student's achievement of the SSS benchmarks in reading or mathematics. It is based on grade level expectation. It determines student progress from grade to grade.

FCAT Achievement Levels and Developmental Scores Student Assessment Literacy Project (SAL-P) - Secondary FCAT Achievement Levels and Developmental 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 Reading 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 Mathematics These charts contain the reading and Mathematics Developmental Scale Scores or DSS. Every student should be familiar with these charts. They should know that Level 3 is considered the FCAT proficiency level. Therefore, the goal should be to score Level 3 or above. The chart shows the developmental score ranges for each grade by level of proficiency. The numerical score describes student achievement of the SSS benchmarks in Reading and Mathematics. It is based on grade level expectation. It determines student progress from grade to grade. Development Scale Scores range from 86 to 3008.

What should your FCAT Writing+ Score goal be? Student Assessment Literacy Project (SAL-P) - Secondary What should your FCAT Writing+ Score goal be? 4 points or higher on the essay (Range is 0 to 6 points) Scores describe the quality of your writing and your knowledge of four writing skills: focus; organization; support; and conventions. I got a 4 What should a student FCAT Writing+ score goal be? FCAT Writing+ asks students to write an essay question and answer multiple-choice questions. Student essay writing score goal should be 4 points or higher. When the multiple choice and essay scores are combined, the total scale score goal should be 300 or higher. FCAT Writing+ describes the quality of writing and knowledge of the writing process and benchmarks which include focus, organization, support and conventions of writing. I got a 5. 6 5 4 3 2 1

What should your FCAT/SSS Science Scale Score goal be? Student Assessment Literacy Project (SAL-P) - Secondary What should your FCAT/SSS Science Scale Score goal be? A Scale Score at Level 3 or above. This score describes how well you are learning the SSS benchmarks in Science. It is based on what you are expected to know in your grade level Grade Level 1 Level 2 Level 3 Level 4 Level 5 5 100-272 273-322 323-376 377-416 417-500 8 100-269 270-324 325-386 387-431 432-500 11 100-278 279-323 324-379 380-424 425-500 What should a student FCAT Science Scale Score be? Students should know that Level 3 is considered the FCAT proficiency level. Therefore, the goal should be to score Level 3 or above. This score describes student achievement of the SSS benchmarks in science. It is based on grade level expectation.

What should your SRI Lexile goal be? Student Assessment Literacy Project (SAL-P) - Secondary What should your SRI Lexile goal be? The Reading Lexile that corresponds to your grade level or higher. (See chart below.) This score describes your reading level, is used to check your reading progress, and is used to select books that are right for your reading ability. Grade Level On-Grade Level Lexile Score (Equivalent to FCAT Level 3) 3 456 4 643 5 779 6 836 What should a student SRI Lexile score goal Be? Student SRI Lexile score goal is based on grade level. The chart on this slide shows the On-grade level Lexile scores for grades 3 to 6. Students should find their grade level and consider this Lexile or higher to be their SRI Lexile goal. These scores are equivalent to FCAT Reading Level 3. This score helps students monitor their reading progress and select books that are appropriate for their reading ability. Note: Lexiles range from below zero to 1800 or more.

What should your SRI Lexile goal be? Student Assessment Literacy Project (SAL-P) - Secondary What should your SRI Lexile goal be? The Lexile that corresponds to your grade level or higher. (See the chart below.) Grade Level On-Grade Level Lexile Score (Equivalent to FCAT Level 3) 6 836 7 912 8 1074 9 1264 10 1302 This score describes your reading level, monitors your reading progress, and is used to help you select books that are appropriate to your reading ability. Note: Lexiles range from below zero to 1800 or more. This slide contains on grade level Lexile scores for grades 6 to 10.

Why is the SSS Diagnostic test important? Student Assessment Literacy Project (SAL-P) - Secondary Why is the SSS Diagnostic test important? It is the test your teachers use to see how well you are learning the knowledge and skills you need to do well in the SSS FCAT. Your teachers receive a detailed report on how you answered each of the SSS Reading and Mathematics Diagnostic test questions. This report helps your teachers plan instruction and give you feedback on your progress on each of the SSS FCAT benchmarks. Students should know the importance of the SSS Diagnostic Tests. The SSS Diagnostic results are used by teachers to see how well students are learning the knowledge and skills they need to do well in the FCAT. Because the SSS Diagnostic tests are developed using FCAT guidelines, they provide valuable information on how well the students are mastering the benchmarks assessed by FCAT. Teachers receive numerous reports detailing student, class, school and district information on test items. They are able to provide students with feedback on progress and develop instructional plans to remediate weaknesses and build on their strengths.

Student Assessment Literacy Project (SAL-P) - Secondary The contest is about what you have done and what you are capable of doing. You measure yourself against yourself and nobody else. Students need to know that they are in charge of their success not their friends. As Danielle Brandt, mathematics coach at Jaega Middle School concisely states to her students. “The contest is about what you have done and what you are capable of doing. You measure yourself against yourself and nobody else. “ Ultimately, we are responsible for our own performance. Danielle Brandt, Mathematics Coach Jeaga Middle School

Student Assessment Literacy Project (SAL-P) - Secondary Your teacher can HELP YOU increase YOUR scores.                                  Finally all students should be reassured that their teachers are preparing them with the information they need to do well in school and achieve their academic goals. Together, teachers and students can help increase student achievement.

Interested in receiving in-service points? Student Assessment Literacy Project (SAL-P) - Secondary Interested in receiving in-service points? To earn points, follow these steps: View the presentation online. Complete the five multiple-choice questions at the end of this presentation. Download the attached follow-up assignments and Professional Development Evaluation form. These files are found by clicking on the paper clip under the video screen. Complete your assignments as directed and the Professional Development Evaluation form and send all your documentation to Nancy Brito, Department of Assessment, B-202. Retain a copy of your work. Are you interested in receiving in-service points? Just follow these steps: First, view the presentation online. Second, complete the five multiple-choice questions at the end of this presentation. Third, download the attached follow-up assignments and Professional Development Evaluation form. These files is found by clicking on the paper clip under the video screen. Next, complete the assignments as directed and the Professional Evaluation form and send all your documentation to the Nancy Brito, Department of Assessment, B-202. Don’t forget to retain a copy of your work.

What is the MAIN reason why all teachers should implement SAL-P? Student Assessment Literacy Project (SAL-P) - Secondary What is the MAIN reason why all teachers should implement SAL-P? A) Parents need to know the importance of motivation B) Students have a right to be informed about their progress. C) Parents expect teachers to use the program in the classroom. D) Students need to know that motivation is an innate personal characteristic.

Student Assessment Literacy Project (SAL-P) - Secondary Which of the following statements is NOT an example of helping students to improve their performance? A) rewarding students B) setting goals for students C) teaching test-taking strategies D) discussing the importance of testing

Student Assessment Literacy Project (SAL-P) - Secondary What is one way that teachers can generate student motivation to learn? A) tell students their life history B) build a positive relationship with parent C) refer to the benchmarks during instruction D) provide students with a set time to master tasks

Student Assessment Literacy Project (SAL-P) - Secondary According to researcher John Hattie, what is the 'most powerful single modification that enhances achievement'? A) telling students how their scores will be used in the school B) telling students how to motivate themselves during instruction C) providing students with a handbook on the classroom rules and assessment guidelines D) providing students with information on where they stand in relation to the standards

Continuous feedback can provide students with a sense of Student Assessment Literacy Project (SAL-P) - Secondary Continuous feedback can provide students with a sense of A) belonging B) competence C) optimism D) usefulness

Student Assessment Literacy Project (SAL-P) - Secondary Department of Assessment Bill Thompson, Director Nancy Brito, Instructional Specialist briton@palmbeach.k12.fl.us (561) 357-7521, PX 47521 If you have any questions regarding the information presented or would like a copy of the student presentation, please call or e-mail me. I will be very happy to assist you.

Student Assessment Literacy Project (SAL-P) - Secondary References Understanding FCAT Reports 2003, Department of Education (2003), http://fcat.fldoe.org/results.cfm School Leadership and Student Motivation, by Ron Renchler (1992), [ED346558] Standardized Test Prep, Chicago Public Schools Instructional Intranet, http://intranet.cps.k12.il.us Enhancing Student Motivation, ISG501:WPI Seminar in College Teaching, by Jonathan M. Hill, http://www.wpi.edu/Academics/CEDTA/ISG501/motivation.html Assessment, Student Confidence, and School Success, by Richard J. Stiggins, Phi Delta Kappan, (1999) Hard Work and High Expectations:Motivating Students to Learn, by Diane Ravitch (1992), http:www.kidsource.com/kidsource/content3/work.experience.k12.4.html Student Motivation to Learn, by Linda S. Lumsden, http:eric.uoregon.edu/publications/digest/digest092.html Supporting Learning through Strong Teacher-Student Connections, Focus On Educational Research Services, (2005) Motivating Students and Teachers in an Era of Standards, by Richard Sagor (2003)