WELCOMECamp 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., DirectorCOEHS

Department of Childhood Education, Literacy and TESOL

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.

Components• 4th through 10th 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.

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

Funded Scholarships

Special thank you to

FCAT 2.0Information for Parents

OBJECTIVES

•What is the FCAT 2.0?•What can I do to help prepare my child?

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

What will students be asked to do?

• Use prior knowledge/experience• Understand age/subject appropriate

vocabulary• Make inferences• Compare similarities and differences

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.

SCORINGFCAT 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 EdenfieldFCAT 2.0 English Language Arts CoordinatorTest Development CenterFlorida Department of Education

Frequently Asked Questionshttp://fcat.fldoe.org/fcat2/pdf/13fcat2writing.pdf

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

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

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.

Camp Composition: FLORIDA WRITES!

• REVIEW GUIDELINES in parent letter

• Send TOWELS for Relaxation each week

• ANSWER QUESTIONSChristine Weber, Ph.D., DirectorCOEHS

Department of Childhood Education, Literacy and TESOL

Camp Composition: FLORIDA WRITES!

Please report FCAT writing

scores to me in the spring!

Christine Weber, Ph.D., DirectorCOEHS

Department of Childhood Education, Literacy and TESOL