Benchmark Task Cards
Teaching and Learning
Tammy Demps & Rehana Insanally
August 9, 2012
Lake County Schools
Vision Statement
 A dynamic, progressive and collaborative learning community embracing
change and diversity where every student will graduate with the skills
needed to succeed in postsecondary education and the workplace.
Mission Statement
 The mission of the Lake County Schools is to provide every student with
individual opportunities to excel.
 Lake County Schools is committed to excellence in all curricular opportunities
and instructional best practices. This focus area addresses closing the
achievement gap, increased graduation rate, decreased dropout rate, increase
in Level 3 and above scores on the FCAT, achieving an increase in the number
of students enrolled in advanced placement and dual enrollment opportunities
and implementing the best practices in instructional methodology.
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Common Board Configuration
Date: August 9, 2012
Bell Work: Circle Map- What tools are currently used
to help teachers and students deepen understanding
of benchmarks?
Benchmarks: Domains 1, 2
•Attention to established content standards
•Identifying Critical Information
•Reviewing Content
•Reflecting on Learning
•Practicing skills, strategies, processes
Learning Goal: We will understand ways to implement
elements of the FCIM process to support students.
Objective: Today we will identify ways to utilize and
differentiate Task Cards to support teachers and
students as they interact, practice, and deepen
knowledge of benchmarks.
Agenda:
I Do: Identify elements of the task cards and provide
suggestions on ways to utilize.
We Do: Make connections to current initiatives and
tools and identify elements that will best serve your
school.
You Do: Differentiate and tweak task cards as needed
to better serve teachers and students at your school.
Utilize in the classroom to help students practice and
deepen knowledge.
Summarizing Activity and Reflection Scale: Identify
elements of the task cards that will best serve the
teachers and the students at your school. Explain how
it would look in the classroom.
Essential Question: How can YOU best utilize
benchmark support task cards to help students and
teachers effectively interact and deepen their
understanding of benchmarks?
Voc: Task Card, cognitive process (Thinking Maps)
Homework: Continue to discuss implementation of
Task Cards throughout your school.
st
21
Century Skills
Tony Wagner, The Global Achievement Gap
1. Critical Thinking and Problem Solving
2. Collaboration and Leadership
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
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High Effect Size Indicators
“The Department’s identified set of indicators on
high effect size instructional and leadership
strategies with a causal relationship to student
learning growth constitute priority issues for
deliberate practice and faculty development.”
-Florida Department of Education, 2012
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Classroom Teacher
High Effect Indicators
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Learning Goal with Scales
Tracking Student Progress
Established Content
Standards
Multi-tiered System of
Supports
Clear Goals
Text Complexity
ESOL Students
School Leadership
High Effect Indicators
 Feedback Practices
 Facilitating Professional
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Learning
Clear Goals and Expectations
Instructional Resources
High Effect Size Strategies
Instructional Initiatives
Monitoring Text Complexity
Interventions
Instructional Adaptations
ESOL Strategies
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Bell Work
What tools do
you currently
have/use to
help teachers
and students
deepen
understanding
of the
benchmarks ?
Collaborative
Structure: Think Time
Continuous Round
Table- 1 minute
Tools
 Teaching and Learning have created Task Cards for the
following areas:
 Reading: Third Grade-Tenth Grade
 Math: Third- Eighth, Algebra, Geometry
 Science: Fifth, Eighth, Biology
 U.S. History
 There is one task cards for every FCAT/EOC assessed
benchmark.
 Task Cards are a one pager to easily access and utilize.
Consider laminating and placing on a ring.
 They can be utilized by the teacher and the student to
practice and deepen knowledge of benchmarks.
Benchmark
name and
description
provided at the
top.
Cognitive Complexity of
each benchmark- Low,
Moderate, High (Math and
Science)
Academic
vocabulary/
key terms
students may
need to
understand
and interact
with.
Sample item(s) provided
from state in the
EOC/FCAT Specification
Document. This is a
sample of how this
benchmark is assessed.
We have provided the
FCAT/ EOC benchmark
clarification and content
limits. Valuable
information provided by
the state clarifying what
students need to know,
be able to do, and how
they will be assessed.
We have provided the page
number and Item
Specification Link for
additional resources and
information. Just Click!
Higher Order
Question Stems are
provided as a guide.
You may tweak and
change as needed.
Sample student
scale and
summative
writing task
provided. You
may tweak and
revise as needed.
We have suggested
Thinking Maps that
match the cognitive
processes students have
to engage in to achieve
mastery of the
benchmark.
Science
Task
Cards
include 5
E Model
Science Task
Cards- 5E
Model
explaining
the facilitator
tasks and
student tasks
 Reflect by writing one
connections or thoughts you have
on how you might utilize the task
cards in your school/ classroom.
 Timed-Pair-Share: Talk about
your thoughts and connections.
Utilizing Task Cards to Interact with New Knowledge &
Practice and Deepen Knowledge
 Planning: Review the FCAT/ EOC
clarifications and content limits to better
understand what students should know and
be able to do. FCAT/ EOC link provided on
card. JUST CLICK!
Align Resources: Review sample item(s)
to assist with aligning proper guided and
independent practice.
Questioning: HOQ stems provided as a
guide. Can be used in whole group or small
group centers.
Academic Voc: Identify key terms/voc
students may need to interact with
Thinking Maps: Identify which cognitive
processes the student must undergo to
master benchmark. You may utilize the
Thinking Map that correlates.
 Review Content: Assign task card sample
question(s) to review content/use as bell ringer. The
answer may be provided on the card, however you can
have student provide work and justify answer.
Remediation: If student is struggling with
benchmark, they may want to review and deepen
understanding of academic voc. Some definitions can
be found in the EOC/FCAT glossary in the FCAT/EOC
Specification Document.
Establish and Communicate Learning Goals: Have
students review FCAT and EOC expectations. Have
them answer the question: What should I know and be
able to do within this unit of study?
Questioning: Assign HOQ and have students reflect
in interactive notebooks, classroom blogs, index cards.
Reflect on Learning: Have students utilize student
scale questions and summative writing task to reflect
on learning and identify strengths and areas for
intervention.
Reflect-How
can the tools
you currently
have work in
conjunction
with task cards
to deepen
understanding
of the
benchmarks ?
Tools
Where can I get the Task Cards?
 Go to Lake County School website
 Click on Teaching and Learning, under Departments
 On the left, click on Benchmark Task Cards and FCIM Support
Summarizing Activity
 Identify elements of the task
cards that will best serve
teachers and students at your
school by highlighting those
elements on the tree map.
 Timed- Pair- Share –Share
the elements you selected.
Explain how utilizing the
task cards will help the
teachers and students at your
school.
Participant Scale and Reflection
(Please complete and turn in)
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