1. FCAT WRITES MYTH BUSTERS

2. Objective: debunk myths that hinder student progress on FCAT Writes
Essential Question: How can identifying FCAT Writes myths from FCAT Writes realities move students to 4+ scores?

3. Vocabulary: Bare Extended Layered Elaborated Transitional Devices
Mature Command

4. WHAT’S MY GOAL ANYWAY? Teacher’s Goal: FCAT Scorer’s Goal:
Diagnose students’ needs
Group students for instruction
Evaluate instruction
Give meaningful feedback
Empower students to think critically and personally
FCAT Scorer’s Goal:
Accept and understand Florida’s scoring standards
Apply tenets of holistic scoring
Refuse bias
Establish correct scores based on anchors

5. MYTH 1 Students continue struggling to meet mastery
MYTH 1 Students continue struggling to meet mastery. Yet, there is no evidence that writing has improved.
Performance has improved from 42% 4+ scores in 2001 to 80% 4+ scores in 2010.

6. MYTH 2 The process itself is not valid.

7. MYTH 3 Just about anyone can be hired to score FCAT Writes papers.
Must have BA in a subject area related to English; must write an essay
Are trained in scoring process
Must successfully complete a qualifying set
Are calibrated and recalibrated
20% of each scorer’s work is read by second scorer
In addition, back-reading is done by team leaders/supervisors
Validity reports (score pre-scored papers)
Reliability reports (papers with 2 scorers)

8. A range of allowable interpretations.
MYTH 4 Gasp! The prompt asked the student to discuss one person, and he discussed two. It must be unscorable.
A range of allowable interpretations.
Takes into account the narrow world view of a teen
Once deemed sufficient to be scored, paper eligible for any score from 1-6

9. An Aside: Allowances Wording in prompt is broadly defined
May include fact, fantasy, the unconventional
May “lie”
May take position that decision is left to others, influenced by others (sound practice – teach students to take a definite stand)
May provide an alternative to the options offered by the prompt (but may weaken paper)
Response can be in various formats, including letters
“There is a difference between it will be scored and it will be scored a 6.”
-Renn Edenfield
FDOE Writing Coordinator

10. FACT Senate Bill 4: FCAT Writes – used in calculating school grade
Use whole score as calculating point (% at 4+)
Will study feasibility of transitioning to EOC tests for Eng II; report by July 2011
Comprehensive testing (other than writing) not given earlier than Apr 15
FCAT results must be reported no later than week of June 6

11. FACT FCAT Writes Mastery = 4+
Writing focused on topic with few, if any, loosely related idea
Apparent organizational pattern
Strengthened by the use of transitional devices
Support consistently developed, but may lack specificity
Adequate word choice
Some sentence variation
Conventions generally followed

12. Where am I headed with this?
To meet mastery, even our lowest writers need to:
Be taught to stay on topic
Include an identifiable beginning, middle, end
Have a grasp of rudimentary transitions
And… (the biggie)

13. Know how to LAYER support
Score 4 papers are consistently layered
Use a series of informational statements that collectively help to clarify meaning
Each body paragraph presents an idea (what and because/why); answers the so/then/ when; gives an example/clarifying thought

14. Layered
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.
Simple idea – like to go to school because it is fun (what and why)
Fun when? – when we do experiments with frogs (So? Then? When?)
What kind of experiments – ones that help us learn what frogs eat, when they are active, compare them to other amphibians (example/clarifying thought)

15. Basic Guide to Follow Levels of Support Score 1 – generally bare
Extended
Layered
Elaborated
Score 1 – generally bare
Score 2 – bare/extended
Score 3 – generally extended
Score 4 – consistently layered
Scores 5 – layered/elaborated
Score 6 – consistently elaborated

16. Ready to practice?
Internet access should be provided in school libraries because some students can’t afford internet access at home. 8 out of 15 students can’t afford internet. They can’t afford to pay their electricity bill much less possess a computer in their household. Not providing internet access in school libraries is like putting a bass in a tank full of sharks. They were doomed from the start. If internet access is not provided in school libraries, no one will ever be successful. How can the poor ever amount to anything if they are not provided with the same materials as the rich? From the first day of school, you may as well hand them their “F”.
(2010 anchor A16)

17. Final Word Studying the rubric shows:
Score 4’s claim to fame is its layered support
Higher scores, 5-6, also have mature command of language (effective transitional devices, freshness of expression, creative writing strategies); ample, relevant, concrete details and examples; logical progression of ideas; commitment/involvement with the subject; insightfulness

18. Layered (min. needed for score 4) Elaborated
Essential Question: How can identifying FCAT Writes myths from FCAT Writes realities move students to 4+ scores?
VOCABULARY
Bare
Extended
Layered (min. needed for score 4)
Elaborated
Transitional Devices (adequate for score 4)
Mature Command (scores 5-6)

19. Keep the faith. Failure is not an option.