1. WELCOME Camp Composition: FLORIDA WRITES! Sign in and select a t-shirt size Make a nametag (students only) Pick up parking pass Sign up for conferences Be seated for overview and introductions Dismiss students for class Remain for parent session Christine Weber, Ph.D., Director COEHS Department of Childhood Education, Literacy and TESOL

2. PURPOSE The purpose of Camp Composition: Florida Writes! is to bring Northeast Florida students and parents together with local area lead teachers and UNF undergraduate and graduate students and faculty, in an effort to help our local area school students earn higher FCAT Florida Writes scores, and also acquire stronger lifelong writing skills.

3. Components 4 th through 10 th grade participants received weekly writing skills instruction and individualized feedback on their writing for 6 Saturdays. Parents are offered a Saturday, concurrent session focused on how they too can help their student become stronger FCAT and lifelong writers. Individual conferences with teachers, students, and parents are provided. Stress reduction and relaxation strategies are taught to students by an expert.

4. Teachers and Assistants/Volunteers Erin Bozeman, Mandarin Oaks Elementary School Rm. 2060 Lilianna Lowery, Hendricks Day School Rm. 2070 Linda Hof, Landrum Middle School/Columbia H.S. Rm. 2080 Wendy Brody, Stress Reduction/Relaxation Strategies Amanda Laukitis, GA, Elem. Ed/Literacy Master’s Program Erika Florez, Elementary Ed Major Carley Robinson, Journalism Major Jonathan Smith, BA in English

5. Funded Scholarships Special thank you to

6. FCAT 2.0 Information for Parents

7. OBJECTIVES What is the FCAT 2.0? What can I do to help prepare my child?

8. What is the FCAT 2.0? Test given in grades 3 -10 Based on Next Generation Sunshine State Standards in reading, math, science and writing Similar to FCAT 1.0 except based on new standards (NGSSS) Results are used to increase achievement

9. What will students be asked to do? Use prior knowledge/experience Understand age/subject appropriate vocabulary Make inferences Compare similarities and differences

14. SCORING In addition to the elements of focus, organization, support, and conventions described in the rubrics, which will continue to be used through spring 2014, scoring decisions now include increased attention to the correct use of standard English conventions and to the quality of details, requiring use of relevant, logical, and plausible support. Students will have 60 minutes to respond to the writing prompt instead of 45 minutes. Two reviewers--average of scores.

15. SCORING FCAT 2.0 Writing does not include an actual passing score, as such. (Students who do not earn a specific score do not retake the test for promotion or graduation purposes.) The State Board of Education did approve the score of 3.5 as the performance level standard for the three tested grades (4, 8, and 10) for school grading purposes, however. This calculation will be used for 2013 and 2014 spring administrations. Renn Edenfield FCAT 2.0 English Language Arts Coordinator Test Development Center Florida Department of Education

16. Frequently Asked Questions http://fcat.fldoe.org/fcat2/pdf/13fca t2writing.pdf

17. In 2013-14, the instructional focus for grades 3– 12 will include blending the appropriate NGSSS with the CCSS to ensure student preparation for the last testing cycle of FCAT 2.0 as well as the PARCC (Partnership for Assessment of Readiness of College and Careers) assessments in English Language Arts. http://www.parcconline.org/parcc-assessment

19. The following link to the FLDOE FCAT writing portion of the test will offer rubrics, frequently asked questions and other resources for helping students in grades 4, 8, and 10 be better FCAT and lifelong writers. http://fcat.fldoe.org/rubrcpag.asp The 2012 Calibration Scoring Guides and 2012 FCAT Writing Prompts and Sample Essays are posted at http://fcat.fldoe.org/writing- prompts.asp http://fcat.fldoe.org/writing- prompts.asp

20. Students’ thoughts….. One student wrote in his journal “that coming to UNF made me feel grown up.” Teachers shared that students were really impressed by the technologically advanced classrooms. For some, it makes the college “real” and a place where they might be able to attend.

21. Camp Composition: FLORIDA WRITES! REVIEW GUIDELINES in parent letter REVIEW GUIDELINES Send TOWELS for Relaxation each week ANSWER QUESTIONS Christine Weber, Ph.D., Director COEHS Department of Childhood Education, Literacy and TESOL

22. Camp Composition: FLORIDA WRITES! Please report FCAT writing scores to me in the spring! Christine Weber, Ph.D., Director COEHS Department of Childhood Education, Literacy and TESOL