Setting the Stage
for Success III
Stage I*
August 2010 – October 2010
Stage II**
November 2010 – January 2011
~
Stage III***
January 2011 – April 2011
*
**
***
Distributed 09-14-2010
Distributed 10-28-2010
Distributed 01-28-2011
Dr. Arthur C. Johnson
Superintendent
1-28-11
The School District of Palm Beach County, FL.
Setting the Stage for Success – Stage III
Table of Contents
I.
Stage III - Introduction .................................................................................................................................... 5
II.
CORE K12 ........................................................................................................................................................ 6
III.
Winter Diagnostic ........................................................................................................................................... 8
IV.
A.
Reading, Mathematics, Science, and Algebra 1 Diagnostic Test Answer Keys with Content Focus ....... 8
B.
School and Class Hard Copy Roster Reports .......................................................................................... 10
Winter Diagnostic Reports in Educational Data Warehouse ......................................................................... 12
A.
Interactive Diagnostic Roster Report .................................................................................................... 12
B.
Diagnostic Diamond Report – RTODA0173............................................................................................ 12
C.
Accountability Reading Profile – RTSFR0280 ......................................................................................... 14
D.
Accountability Mathematics Profile – RTSM0281 ................................................................................. 14
E.
Accountability Science Profile – RTSF0332 ............................................................................................ 15
F.
Diagnostic Reading (RTSDR0095) or Mathematics (RTSDM0096) Gains ............................................... 16
G.
Monitoring Progress Toward A+ Goals – RTOOA0380........................................................................... 17
H.
Monitoring Progress Toward AYP Goals – RTOOA0354......................................................................... 18
I.
Monitoring Progress Toward A Plus Goals for High Schools – RTOOA0445 .......................................... 19
V.
School Grade Calculation – FCAT Components .............................................................................................. 20
VI.
High School Grade Calculation – Non-FCAT Components .............................................................................. 22
VII.
Adequate Yearly Progress (AYP) ................................................................................................................... 23
VIII.
Web Links to Accountability Documents ....................................................................................................... 24
IX.
Best Practices for Implementation of Computer-Based Testing .................................................................... 25
A.
Test-Taking Strategies ............................................................................................................................ 26
B.
PearsonAccess Practice Tests (ePat) ..................................................................................................... 26
X.
Check Lists for Reading, Mathematics, Science, and Writing Testing Strategies ............................................ 27
XI.
Instructional Considerations for Elementary Reading ................................................................................... 32
A.
Differentiating Instruction ..................................................................................................................... 32
B.
Suggestions Related to Winter Diagnostic Test Results ........................................................................ 32
C.
Grouping Students for Tutorials (Lowest 25% and subgroups not making AYP) .................................. 33
D.
FCAT Reading 2.0 Preparation Checklist ................................................................................................ 33
The School District of Palm Beach County, FL.
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XII.
Instructional Considerations for Secondary Reading ..................................................................................... 34
A.
Differentiating Instruction .................................................................................................................... 34
B.
Suggestions Related to Winter Diagnostic Test Results ........................................................................ 34
C.
Grouping Students for Tutorials
(Lowest 25% and subgroups not making AYP) ....................................................................................... 34
XIII.
XIV.
XV.
............................................................................................................... 35
D.
Test Preparation Suggestions
E.
READ180 Support .................................................................................................................................. 35
F.
Hampton/Brown Edge ........................................................................................................................... 36
G.
FCAT Reading 2.0 Preparation Checklist ................................................................................................ 37
Elementary and Secondary Writing .......................................................................................................... 38
................................................................................................................ 38
A.
AYP (Federal Accountability)
B.
School Grade (State Accountability)
.................................................................................................... 38
Instructional Considerations for Elementary and Secondary Writing ......................................................... 38
A.
Differentiating Instruction ..................................................................................................................... 38
B.
Curriculum Frameworks ........................................................................................................................ 39
C.
Facilitating Proficiency in Writing .......................................................................................................... 39
D.
Writing Lessons: Anchor Papers ............................................................................................................ 40
E.
Instruction Follow-Up ............................................................................................................................ 40
F.
Revising Assessing Student Growth ....................................................................................................... 40
G.
Writing Seminars ................................................................................................................................... 40
H.
Writing Model Lessons .......................................................................................................................... 41
I.
The FY10 Florida Writes! CD .................................................................................................................. 41
J.
Changes to FCAT Writing
K.
Test Preparation Suggestions ................................................................................................................ 41
L.
Students who are on target via the Palm Beach Writes to achieve a 4.0 or higher .............................. 41
M.
Student who are not on target via the Palm Beach Writes to achieve a 4.0 or higher ......................... 42
N.
Best Practices for AYP Subgroups in Writing (3.0 or higher)
O.
FCAT Writing Preparation Checklist ....................................................................................................... 42
...................................................................................................................... 41
................................................................ 42
Instructional Considerations for Elementary and Secondary Mathematics ................................................. 43
A.
Differentiating Instruction ..................................................................................................................... 43
B.
Suggestions Related to Winter Diagnostic Test Results ........................................................................ 43
C.
Grouping Students for Tutorials (Lowest 25% and subgroups not making AYP)
D.
Home Learning Activities in Mathematics ............................................................................................. 43
E.
Mathematics FCAT 2.0 Preparation Checklist ........................................................................................ 44
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3
XVI.
XVII.
XVIII.
Instructional Considerations for Elementary and Secondary Science ......................................................... 45
A.
Differentiating Instruction ..................................................................................................................... 45
B.
Suggestions Related to Winter Diagnostic Test Results ........................................................................ 45
C.
Grouping Students for Science Tutorials ............................................................................................... 46
D.
Test Preparation Suggestions ................................................................................................................ 46
E.
FCAT Science Preparation Checklist ....................................................................................................... 47
Accelerated Participation and Performance.................................................................................................. 48
A.
Monitoring Accelerated Participation (Weighted Category) ................................................................. 48
B.
Monitoring Accelerated Performance (Weighted Category)
................................................................ 50
Brain Research and Test-Taking .................................................................................................................... 52
A.
Mood ..................................................................................................................................................... 52
B.
Exercise and Movement ........................................................................................................................ 52
C.
Hydration Level ...................................................................................................................................... 53
D.
Nutrition ................................................................................................................................................ 53
E.
Sleep ...................................................................................................................................................... 54
F.
Stress ..................................................................................................................................................... 54
XIX.
Testing Environment ..................................................................................................................................... 56
XX.
Lesson Plans: Test-Taking Tips and Student Motivation ................................................................................ 57
The School District of Palm Beach County, FL.
Setting the Stage for Success – Stage III
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Stage III - Introduction
Stage III is the third installment of suggested strategies designed to provide ideas for the school
administration to use in developing an instructional action plan.
In “Setting the Stage for Success - Stage III,” you will find information that may be helpful to you in
using the Winter diagnostic and other assessment results as tools to review and adjust your
instructional plan, check on the progress towards your goals, develop additional and/or new
strategies and interventions to address newly uncovered specific weaknesses.
It is always important to use multiple data sources in developing your action plan. On-going
classroom formative assessments, used in conjunction with the summative reports found in the
Educational Data Warehouse and CORE K12, will help to direct your actions. According to Marzano
(2010), formative assessments are most beneficial when used during instruction rather than at the
end of a unit or course. There is compelling and conclusive evidence that routine use of formative
assessment (Assessment FOR Learning) motivates and accelerates student achievement (Black and
Wiliam, 2001).
This document provides detailed descriptions of instructional considerations targeting reading,
writing, mathematics and science. Guidelines for differentiating instruction, developing tutorial
programs and suggestions for FCAT preparation are also included.
The Accelerated Participation and Performance section includes suggestions that will help to
ensure student completion of accelerated courses. Additionally, this section contains strategies for
enhancing student performance on the exams associated with accelerated coursework and with
College Readiness exams.
The last section of the packet provides some practical suggestions for creating a positive testing
environment. The information can help minimize students’ anxiety and maximize student learning
and performance.
Stage I of the document was distributed on 09-14-2010.
Stage II of the document was distributed on 10-28-2010.
Stage III of the document was distributed on 01-28-2011.
References
Black, Paul; Wiliam, Dylan (2001). Inside the Black Box. Kings College London School of
Education. British Educational Research Association (BERA) Final Draft. Retrieved October 14,
2010, from http://www.collegenet.co.uk/admin/download/inside%20the%20black%20box_23_doc.pdf
Marzano, Roberts (2009). Formative Assessment and Standards—Based Grading: Classroom
Strategies That Work. Retrieved January 18, 2011, from
http://www.marzanoresearch.com/popups/resources.aspx?product=55
The School District of Palm Beach County, FL.
Setting the Stage for Success – Stage III
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Using the Assessment System to Inform Instruction
The Division of Performance Accountability publishes various Diagnostic test reports to
assist educators in monitoring student progress in the benchmarks assessed by
FCAT/FCAT 2.0/FL EOC Assessments that are included in the EDW and the CORE K12
Assessment System.
Now that the Winter Diagnostic Results are available to schools, refer to the Assessment
System link in STAGE II. Review the materials and determine students’ strengths and
weaknesses, to assist educators in making the most sound, and effective pedagogical
decisions in the classroom. Use the link below to access STAGE II document.
http://www.palmbeachschools.org/settingthestage/UsingAssessments.asp
The School District of Palm Beach County, FL.
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Web Links to Accountability Documents
For detailed information on accountability, the Department of Assessment has PowerPoint
presentations and other documents (school grade and AYP) at:
•
School grade calculation:
http://www.palmbeachschools.org/assessment/SchoolGrade.asp
•
AYP calculation:
http://www.palmbeachschools.org/assessment/AYP.asp
•
Alternative Improvement Rating:
http://www.palmbeachschools.org/assessment/AlternativeImprovementRating.asp
The School District of Palm Beach County, FL.
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Best Practices for Implementation of Computer-Based Testing
The following information contains suggested best practices to successfully implement computerbased testing. It has been modified from the document posted on the FLDOE web site:
http://www.fldoe.org/asp/k12memo/pdf/bp.pdf.
Training
School Personnel:
 Awareness training on the computer-based assessment system should be provided for all
individuals at the school.
 Individuals administering the computer-based test need to have a comfort level with using
technology.
 Individuals administering the computer-based test must receive training utilizing the actual
system.
Students:
 Awareness training on the computer-based testing system should be provided.
 Comfort level when using technology should be evident.
 Experience with the practice sessions from the computer-based testing should be provided.
 Schools should allocate time for teacher-directed demonstration of the exam environment
and/or time for student practice in a computer lab environment.
Testing Environment
Computer Lab and/or Media Center:
 Computers should be arranged so that a student can only see his or her own monitor.
 Seating area should be free of electrical wiring and Internet cabling.
 Adequate space should be provided for students to utilize paper and pencil.
 Lighting should be adequate for all students.
 District image 18c should be on computers used for computer-based testing.
 STST should make sure keyboards, mice and computers are in working order.
Classrooms with Laptops:
 Desks/tables that can accommodate the laptop computers with enough space to utilize
paper and pencil are needed.
 Laptop computers should be arranged in the classroom with enough space between
computers to prevent answers from being visible to neighboring students.
The School District of Palm Beach County, FL.
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Test-Taking Strategies
The Department of Assessment, with assistance from K-12 Curriculum and The Department of Safe
Schools, has compiled a test-taking strategies checklist to provide school staff with research-based
test-taking strategies aligned to the Florida Comprehensive Assessment Test (FCAT). The checklist
has been created in an effort to ensure that all students, including ESE and ELL, are familiar with
the content and format of the FCAT/FCAT 2.0, and EOC assessments so that the students can focus
on what they know and are able to do when taking these assessments.
The checklist is organized by subject area: Reading, Mathematics, Science and Writing. Within
each subject area, the strategies are classified by test item type as applied to the discipline: Item
Types, Multiple-Choice, Gridded-Response, and Essay Response. Strategies for computer-based
assessments (CBA) are included for the Reading and Mathematics assessments that are taken
online.
FCAT/FCAT 2.0 and EOC test-taking strategies should be explicitly taught to equalize the
opportunity for all students and to improve test results. In keeping with research findings, testtaking strategies should be:



emphasized and used on an ongoing basis, rather than right before testing administration;
integrated into all subject areas and be part of classroom instruction; and
utilized in every classroom on a daily basis and be part of instruction that addresses the
skills being measured.
PearsonAccess Practice Tests (ePat)
It is mandatory that ALL students who will participate in the spring assessments take a practice test
using the ePAT software for each computer-based test they will take. It is recommended that this
occur no later than approximately 3 weeks prior to the assessments. Naturally there will be times
when it is necessary for the student to take the practice test closer to the assessment, and we
realize that this is unavoidable in certain instances.
Remember that the ePat is designed to familiarize students to the format of and tools in TestNav
6.9 (REFERENCE: Bulletin #MHP-663-PA/A). The ePat includes a highlighter, a response eliminator,
an eraser, a straight edge, a four function calculator, the reference sheets and instructions. By
using these tools, students will be able to make better use of the paper and pencil test-taking
strategies to which they have become accustomed. Since students are not permitted to take any
personal tools or materials into the FLDOE CBA testing environment, they need to be able to use
the electronic tools provided within TestNav 6.9.
Postsecondary Education Readiness Test (P.E.R.T.)
The Postsecondary Education Readiness Test (P.E.R.T.) is Florida's customized common placement
test. The purpose of the P.E.R.T. is accurate course placement based on the student's skills and
abilities. The P.E.R.T. is aligned with the Postsecondary Readiness Competencies identified by
The School District of Palm Beach County, FL.
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Florida faculty as necessary for success in entry-level college credit coursework. The P.E.R.T.
assessment system includes Placement and Diagnostic tests in mathematics, reading and writing.
The P.E.R.T. Placement is administered to students in public high schools to determine readiness
for Intermediate Algebra, MAT 1033, and Freshman Composition I, ENC 1101. The P.E.R.T.
assessment is a computer adaptive test (C.A.T.) with 25 operational items that will be the basis of
the student's placement score and five (5) field test items which are designed to continuously
enhance the operational test bank.
Test scores are used to determine whether a student is ready for college level coursework. For
those who do not meet the state established cut score, the score is an indicator that additional
preparation is necessary before entering college level courses. For high school students who do not
meet the college-ready cut score on the P.E.R.T., the high school must offer those students
postsecondary preparatory instruction.
The scaled scores on the P.E.R.T. Placement range from 50-150. The current course placement
score ranges for the P.E.R.T. are:
Mathematics
Lower Level Developmental Education Scores of 50-95
Higher Level Developmental Education Scores of 96-112
Intermediate Algebra (MAT 1033)
Scores of 113*-122
College Algebra or higher (MAC 1105) Scores of 123-150
*113 is the college-ready cut score for mathematics.
Reading
Lower Level Developmental Education
Scores of 50-83
Higher Level Developmental Education
Scores of 84-103
Freshman Composition Skills I (ENC 1101) Scores of 104*-150
*104 is the college-ready cut score for reading.
Writing
Lower Level Developmental Education
Scores of 50-89
Higher Level Developmental Education
Scores of 90-98
Freshman Composition Skills I (ENC 1101) Scores of 99*-150
*99 is the college-ready cut score for writing.
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All Grade 11 students who scored a Level 2 or 3 on the Grade 10 FCAT 2.0 Reading will be required
to take the PERT Reading and Writing subtests unless they have previously scored at least 440 on
SAT Verbal or 17 on ACT English and 18 on ACT Reading. Also, all Grade 11 students who scored a
Level 2, 3, or 4 on the Grade 10 FCAT Mathematics will be required to take the PERT Mathematics
subtest unless they have previously scored at least 440 on SAT Math or 19 on ACT Math.
A new EDW has been developed to help schools identify those students who are required to take
the P.E.R.T. The path to the report in New EDW is:
FAMILIES>>TEST RESULTS AND OTHER ASSESSMENT INFORMATION>>PERT>>Students
Required to Take PERT-RTTYA0517
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Checklist for Reading, Mathematics, Science, and Writing Testing Strategies
READING
All Item Types

Read and follow directions closely.
Read the passage carefully and underline or circle important information.
Read each question carefully to make sure you understand what it is asking.
Pay special attention to emphasized text (bold, italics, uppercase, underlined).
Look back or reread the passage to find the correct answer to the question.
Answer all questions on the test. Do not leave any answer blank.
Look back at the passage as often as necessary to answer the questions completely.
Study any pictures, charts, graphs, tables and captions presented.
Make sure your answer is based on the information in the passage.
Remember ELL students have access to heritage language/English dictionary. Use the
dictionary when you don’t know the meaning of a word.
Budget time appropriately.
Check answers carefully.
Read all answer choices first before choosing your response.
Think about the answer before selecting the answer from the choices.
Choose the BEST answer.
Be sure to fill in the bubbles correctly. Do not make any stray marks around answer
spaces.
Change your first answer choice only if you are certain it is incorrect.
When changing answers make sure to erase completely.
Frequently check that you are filling in the appropriate bubble.
Use approximately one minute for each item answered.
COMPUTER-BASED ASSESSMENTS (CBA)
Be familiar with the online testing environment.
Participate in awareness training on the computer-based system you will be using.
Be familiar with the information on your individual student authorization ticket. It
contains the unique username and password information that will allow you to log in to
the test.
Practice using e-tools.
Make sure to click on the bubble next to the answer you choose.
Before exiting test, check the screen which lists items that are answered, unanswered,
and marked for review.
Do not close the test window until you are done.
The following FLDOE web site was used to create the CBA section of this document
http://www.fldoe.org/faq/default.asp?Dept=179&ID=1399
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MATHEMATICS
All Item Types

Read and follow directions closely.
Read each question carefully to make sure you understand what it is asking.
Pay special attention to emphasized text. (bold, italics, uppercase, underlined)
Answer all questions on the test. Do not leave any answer blank.
Study any pictures, charts, graphs, tables and captions presented.
Underline or circle important information.
Remember ELL students have access to heritage language/English dictionary. Use the
dictionary when you don’t know the meaning of a word.
Budget time appropriately.
Check answers carefully.
Use calculator properly if applicable to grade level.
Solve the problem first then look for the answer among the choices given or work
backwards from the answer choices.
Use the white space in the test book to do your calculations.
If your answer is not one of the choices, reread the question to make sure you understand
what is being asked.
Read all answer choices first before choosing your response.
Decide if your answer is reasonable before selecting the answer from the choices.
Be sure to fill in the bubbles correctly. Do not make any stray marks around answer spaces.
Change your first answer choice only if you are certain it is incorrect.
When changing answers make sure to erase completely.
Frequently check that you are filling in the appropriate bubble.
Use approximately one minute for each item answered.
GRIDDED RESPONSE
Solve the problem.
Use the white space in the test book to do your calculations.
Write your answer in the boxes on the answer grid. Align your answer to the left or the right
of the grid.
Be sure to accurately fill in the bubble below each box to match your answer.
Make sure your answer is in the form required.
Refer to the directions for “How to Complete the Response Grids” included in the front of
your test book at any time.
FILL-IN RESPONSE
Solve the problem.
Enter your answer in the grid provided.
Make sure to accurately type only one valid digit (zero through nine) or symbol (forward
slash/fraction bar, decimal point, or negative sign) in each response box.
The School District of Palm Beach County, FL.
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
COMPUTER-BASED ASSESSMENT (CBA)
Be familiar with the online testing environment.
Participate in awareness training on the computer-based system you will be using.
Be familiar with the information on your individual student authorization ticket. It contains
the unique username and password information that will allow you to log in to the test.
Practice using e-tools.
Make sure to click on the bubble next to the answer you choose.
Before exiting test, check the screen which lists items that are answered, unanswered, and
marked for review.
Do not close the test window until you are done.
The following FLDOE web site was used to create the CBA section of this document
http://www.fldoe.org/faq/default.asp?Dept=179&ID=1399
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SCIENCE
All Item Types

Read and follow directions closely.
Read each question carefully to make sure you understand what it is asking.
Pay special attention to emphasized text. (bold, italics, uppercase, underlined)
Study any pictures, charts, graphs, tables and captions presented.
Answer all questions on the test. Do not leave any answer blank.
Underline or circle important information.
Remember ELL students have access to heritage language/English dictionary. Use the
dictionary when you don’t know the meaning of a word.
Budget time appropriately.
Check answers carefully.
Read all answer choices before choosing your response.
Think about the answer before selecting the answer from the choices.
Look at the answer choices and determine the information and/or procedures needed to
find the solution.
Be sure to fill in the bubbles correctly. Do not make any stray marks around answer
spaces.
Change your first answer choice only if you are certain it is incorrect.
When changing answers make sure to erase completely.
Frequently check that you are filling in the appropriate bubble.
Use approximately one minute for each item answered.
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WRITING
ESSAY RESPONSE

Read and follow directions closely.
Read the prompt carefully and completely.
Determine essay response type (narrative, expository, persuasive).
Use the planning sheet to list and organize your ideas for writing.
Plan to include examples and details in your response.
Remember ELL students have access to heritage language/English dictionary. Use the dictionary
when you don’t know the meaning of a word.
Budget the time you spend planning.
Make sure to write your entire essay response within the lines provided.
Check your essay response and make corrections to improve your writing.
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Instructional Considerations for Elementary Reading
Differentiating Instruction
 Whole Group Instruction: Whole group instruction on a reading benchmark (reading skill or
strategy) is delivered through a read-aloud, modeled reading, or shared reading using grade
level text. The text should support the targeted benchmark by providing concrete examples
that will help students develop a thorough understanding of the benchmark. Following the
whole group lesson, students must be given the time to practice implementing skills and
strategies using "just right" independent-level text, reinforcing mastery of the benchmark.
While the students are practicing with "just right" text, the teacher should be conferencing with
individual students and observing students in order to provide necessary reinforcement,
reteaching, enrichment, etc.

Small Group Instruction: During teacher-facilitated small group differentiated instruction
(guided reading, small-group shared reading), students must be using texts that are at their
instructional level. Materials used for small group instruction will include leveled readers, nonfiction articles, poems, etc. In order to provide appropriate differentiated instruction that
meets the needs of each student, the teacher will use results from ongoing formative (i.e. K-4
assessment) and district diagnostic tests in the classroom. These assessments will help identify
students in need of intervention and help teachers pinpoint areas for continued support. While
the teacher is working with small groups of students, the other students will be engaged in
independent reading activities related directly to their needs and abilities. Students should
engage in activities that will require them to apply the skills and strategies they have learned as
a result of explicit instruction, as well as build fluency and endurance in reading. In the
intermediate grades, appropriate activities will include independent reading, literature circles,
Reader’s Theatre, paired reading, fluency development lessons, and writing in response to
reading.
Suggestions Related to Winter Diagnostic Test Results
 Utilize whole group and small group instruction as described above.
 Consider the results of the diagnostic tests in conjunction with results from students’ most
recent Reading Running Records (Elementary Literacy Assessments). By doing so, teachers will
be able to better identify areas for continued support. Students who appear to have difficulty
with specific tested benchmarks on the diagnostic test may also be having difficulty with
processing grade level text. In this case, it is critically important for the teacher to provide
instruction on the benchmarks related to the Reading Process strand and help scaffold students
to read and understand more complex levels of text. At the same time, tested benchmarks
from the Reading Comprehension, Literary Analysis, and the Research Process strands reporting
categories may be reinforced.
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

Utilize lesson plans in Learning Village to reteach benchmarks that have already been taught.
Note that the lesson plans for the month of March focus on “Testing as a Genre.” Other lessons
related to FCAT test preparation will be posted on each specific grade level page in Learning
Village (Grade 3, Grade 4, and Grade 5) beginning in March.
Make use of the Benchmark Focus Chart in Learning Village that has been provided by the
Department of Curriculum. The benchmark focus charts can be accessed by going to a specific
grade level page in Learning Village (Grade 3, Grade 4, and Grade 5 Reading).
Grouping Students for Tutorials (Lowest 25% and subgroups not making AYP)
 In order to provide appropriate differentiated instruction groups during tutorial, the teacher
should use results from ongoing formative (i.e., K-4 assessment) and district diagnostic tests.
These assessments will help teachers pinpoint areas for continued support. Teachers should
group tutorial students according to their instructional levels in reading and needs related to
reading skills and strategies (benchmarks).
 In order to place students in the appropriate tutorial group, administrators and teachers should
base the placement decision on student results from all assessments administered, thus far,
during the school year. In New EDW and EDW for Teachers, reading assessment results are
included in the Elementary Literacy Assessment System-RTSKA0043, Only Diagnostic Reading
Gains-RTTDR0423, and the Interactive Roster Report-RTSDA0472.
 In order to monitor the students’ progress, the teachers should use the Assessment Results and
the Item Response reports generated by assessments created and administered in the CORE
K12 Assessment System
FCAT Reading 2.0 Preparation Checklist
 Review FCAT 2.0 Reading Test Item Specifications to be aware of content focus and content
limits.
 Use content focus for FCAT 2.0 Reading to ensure that all of the tested benchmarks have
been covered.
 Determine which benchmarks need further instruction and plan whole group lessons that
require students to think at the highest cognitive level possible. Make sure that teachers
are modeling and thinking aloud during the whole group lessons.
 Engage students in discussions about texts.
 Use “Testing as a Genre” (March) lessons on Learning Village and the other resources
provided on each Learning Village grade level page for reading (lessons by benchmark,
Comprehension Checks, question stems, and FCAT Strategy Lessons, etc.).
 Ensure that students have been exposed to all of the genres noted in the FCAT 2.0 Reading
Test Item Specifications (poems, articles, memoirs, stories, autobiographies, plays,
informational/functional texts, etc.).
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 Remain up to date with Reading Running Record (Elementary Literacy Assessments)
administration in order to continue students’ reading development related to text
complexity and reading comprehension.
 Use Reading Running Record (Elementary Literacy Assessments) results and the Continuum
of Literacy Learning when planning for small group lessons.
 Provide students extended periods of time to read independent level texts.
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Instructional Considerations for Secondary Reading
Differentiating Instruction
 Whole Group Instruction: Whole group is one component of the scientifically research-based
rotational instruction model. During this time, teachers explicitly and systematically present a
reading benchmark (skill or strategy) through modeling, guided application, peer collaboration,
and independent practice. Students are provided with a variety of text to comprehend as well
as passages which vary in length to develop their reading endurance. Through process
conferencing, monitoring, and formative and summative assessments, students can be grouped
for reteaching, reinforcement, and enrichment which will take place in a small group
differentiated setting.

Small Group Instruction: During small group instruction, the teacher will place students in
flexible groups based on targeted needs. Data from computer-based programs, CORE K12,
district diagnostics, fluency measures, and FAIR (for DA schools) can be used to group students.
During this time, teachers are differentiating their instruction based on student needs.
Students have an opportunity for interactive engagement through the implementation of
additional strategies based on their learning styles.

CRISS: Students could also be engaged in activities such as CRISS to support the skills or
strategies from whole group explicit instruction. (CRISS Blackline Masters can be found at the
Curriculum – Reading Webpage: http://www.palmbeachschools.org/sc/Reading/CRISS.asp
Suggestions Related to Winter Diagnostic Test Results
 Utilize lesson plans in Learning Village (LV) to reteach benchmarks.
 Make use of the benchmark Scope and Sequence provided by the Department of Curriculum for
each quarter.
 Perform an itemized analysis of the district diagnostic test to establish which benchmarks need
to be retaught, remediated, or extended. Group students accordingly.
 Utilize benchmark strategies from the Scope and Sequence to provide additional support to
differentiate instruction as determined by the diagnostic item analysis of student needs.
 Provide time to review every question with students. During this time, determine and discuss
the type of question (QAR and complexity, found on the Scope and Sequence Charts in LV).
 Work with bell ringers to support benchmarks and categories that need reinforcement.
 Utilize complexity question stems for all FCAT Reporting Categories.
 Use FCAT/FCAT 2.0 Reading Test Item Specifications and released tests to provide/continue
benchmark practice to reteach, remediate, or extend instruction for students.
(http://fcat.fldoe.org/fcat2/itemspecs.asp and
http://fcat.fldoe.org/fcat2/fcatitem.asp#download)
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Grouping Students for Tutorials (Lowest 25% and subgroups not making AYP)
 To determine tutorial groups, teachers may use EDW reports, itemized analysis of district
diagnostic assessments, Read180/ReadOn/Reading Plus reports, fluency measures, and teacher
input related to classroom performance on reading skills and strategies in conjunction with the
2011 FCAT.
 In order to place students in the appropriate tutorial group, administrators and teachers should
base the placement decision on student results from all assessments administered, thus far,
during the school year. In New EDW and EDW for Teachers, reading assessment results are
included in the Only Diagnostic Reading Gains-RTTDR0423 and the Interactive Roster ReportRTSDA0472.
 In order to monitor the students’ progress, the teachers should use the Assessment Results and
the Item Response reports generated by assessments created and administered in the CORE
K12 Assessment System
Test Preparation Suggestions
 Instruct and practice QAR techniques to help students recognize right-there questions, thinkand-search questions, author-and-me questions, and on-my-own questions.
(http://www.palmbeachschools.org/sc/Reading/documents/QuestionAnswerRelationships.pdf)
 Utilize Search and Destroy passages on the Google calendar for Cycle 4 which are listed from
560 – 1200 lexile levels to assist students with test-taking skills, to provide additional
benchmark instruction, or to practice with Search and Destroy.
 Continue to focus on vocabulary development and building Word Walls.
 Add root words and affixes to your daily/weekly vocabulary routines.
 Know your school’s data expectations and embed within regular teaching routines.
READ180 Support
 Reteach tested benchmarks.
 Maximize rBook Workshop Wrap-up pages.
o During use of the Wrap-up pages in the rBook, provide opportunity for short and
extended responses.
o During use of the Wrap-up pages in the rBook, require students to support the answers
they chose by also listing the page number of the answer.
 Use the FCAT Endurance as a regular part of your curriculum.
o Use the FCAT Endurance at checkpoints or during early release days.
o Group students according to the reading comprehension skill they are struggling with
the most and have them complete those particular chapters/units in the FCAT
Endurance.
o During use of the rBook, have students use the question stems from the FCAT
Endurance Student Edition to create additional questions about their readings. Require
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students to choose question stems from their weakest comprehension skill. Have
students practice answering each other’s questions.
Use the Test-Taking Skills Lessons.
6th and 7th grades can use Workshop 9 in rBook for extra instruction as determined by student
needs.
8th grade can use Workshops 2, 3, 4, 5, and 9 for extra instruction as determined by student
needs.
Utilize Practice Tests
o Administer practice tests included in the book, which will allow you to discuss testtaking strategies (and include resources from your Test Taking Skills resource where
applicable).
Hampton/Brown Edge™
 Reteach instructional strategies.
o Edge™ incorporates best practices for teaching strategic reading and is aligned with the
seven strategies good readers use to promote comprehension. Each of the seven units is
governed by one of the strategies. Explicitly infuse the strategies previously covered in
ongoing instruction.
 Reteach skills and benchmarks.
 Access the RRE lessons housed in Learning Village and/or the reteaching lessons found in Edge™
(www.hbedge.net) to reteach specific benchmarks and skills in whole group when the majority
of the students in class have not achieved mastery.
 Develop benchmark-specific (teacher-created) lessons to use in small group with students who
continue to struggle with specific skills and benchmarks.
 Reconnect to the Essential Question (EQ).
 EQ’s promote rich discussions which cause active participation and result in improved
comprehension. They are the deep and enduring questions everyone faces when they think
about their lives. Allow students to make additional connections by introducing wide reading
through a variety of works such as newspaper articles, internet articles, magazines, etc. SIRS
Discovery is an excellent resource.
 Teach with Socratic seminars.
 Promote careful reading, close listening, cooperative group work, deep thinking, and precise
speaking. Using an Essential Question and a selection from Edge™ or a current article that
addresses an issue important to teens, conduct a Socratic seminar with your class. An excellent
resource for implementing Socratic seminars with students can be found at
http://www.centralischool.ca/~bestpractice/socratic/index.html.
 Provide practice tests.
 Access cluster and unit assessments in the Edge™ Assessment Book. These assessments
address key vocabulary as well as comprehension. Teachers can also model Search and Destroy
with released FCAT passages and reinforce the strategy in small group.
 Keep pace with the Scope and Sequence and calendar in Learning Village.
 The primary benchmarks have been strategically planned with the FCAT in mind. Secondary
benchmarks can come from Edge™ and/or be school and/or classroom based.
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Utilize the Florida Test Practice Blackline Masters.
Continue to focus on vocabulary development.
Utilize handbooks located at http://hbedge.net/edge/students/levelC/general/handbooks.asp
for additional reading and test-taking strategies.
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FCAT 2.0 Reading Preparation Checklist
 Review FCAT 2.0 Reading Test Item Specifications to be aware of content focus and content
limits.
 Use content focus for FCAT 2.0 Reading to ensure that all of the tested benchmarks have
been covered.
 Determine which benchmarks need further instruction and plan whole group lessons that
require students to think at the highest cognitive level possible. Make sure that teachers
are modeling and thinking aloud during the whole group lessons.
 Engage students in discussions about texts.
 Make sure students have been exposed to all of the genres noted in the item specifications.
 Provide students extended periods of time to read independent level texts.
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Elementary and Secondary Writing
AYP (Federal Accountability)
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All students who are enrolled in October FTE (Survey 2) and February FTE (Survey 3), and day of
test are part of the writing denominator.
The passing score is a 3.
AYP calculation includes the percent of eligible students scoring 3 or above.
The AYP writing criteria is 90% proficient or at least a 1% increase from the prior year.
School Grade (State Accountability)
 Standard Curriculum students who are enrolled in October FTE (Survey 2) and February FTE
(Survey 3), and the day of the test are part of the denominator.
 Standard Curriculum Students - includes ESE students identified as speech impaired, gifted,
and/or hospital/homebound.
 Standard Curriculum Students - includes ELL students enrolled for more than two years in an
ELL program.
 A passing score is not identified, but it is more important than ever to strive for at least a 4 for
School Grade Accountability.
 The School Grade Accountability number is the percentage of students scoring a 4 or higher.
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Instructional Considerations for Elementary and Secondary Writing
Differentiating Instruction

Whole Group Instruction: Whole group instruction on writing benchmarks is delivered through
modeled writing and shared writing. The text should support the targeted benchmark by
providing concrete examples that will help students develop a thorough understanding of the
benchmark. Following the whole group lesson, students must be given the time to practice
implementing skills and strategies, reinforcing mastery of the benchmark.

Small Group Instruction: During teacher-facilitated small group differentiated instruction,
students must be writing while the teacher guides them through the process. In order to
provide appropriate differentiated instruction that meets the needs of each student, the
teacher will provide necessary reinforcement, reteaching, and enrichment. While the teacher is
working with each small group, the other students will engage in activities that will require
them to apply the skills and strategies they have learned as a result of explicit instruction.
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
One-to-One Conferring: While students are writing independently, the teacher will conduct
one-to-one conferences in order to further differentiate instruction based on individual student
needs. The prescriptive feedback provided during these sessions will allow students to move
forward as writers.
Curriculum Frameworks
 Daily writing instruction should occur for 45-60 minutes in grade 4.
 From January until FCAT Writing, lesson plans in the Writing Curriculum Framework support
test-taking strategies in grade 4.
 From January until FCAT Writing, approximately half of the lesson plans in the ELA Curriculum
Framework support writing instruction in grades 8 and 10.
Facilitating Proficiency in Writing
 Target tested grades (4, 8, and 10).
 Create an analysis after identifying trends evident from reading and scoring Palm Beach Writes.
o Develop table of class period(s) or list of students.
o Use table to organize bulleted points.
o Take note of recurring patterns (positive and negative).
 Align remarks to the four categories used by the state and language.
o Focus
o Organization
o Support
o Conventions
o Language
 Language is embedded in Support, but grades 8 and 10 have a separate
curriculum.
 Create and organize student groups based on Palm Beach Writes scores in the New EDW and
EDW for Teachers’ report Palm Beach Writes-RTSCW0146, trend analysis, and the specific
needs of each class period.

Below Proficiency
o Score 0 – 2 (all)
 At Proficiency for AYP
o Score 3 (all)
 At Proficiency for School Grade*
 Above Proficiency
o Score 4 – 6 (all)
* There is no proficiency score for school grade. The School Grade Accountability calculation
number includes the percentage of eligible students scoring a 4 and above.
 Use instructional trends as criteria for differentiated instruction of each student group in a class
period.
 Teach interactive lessons or mini-lessons based on trends and schedule/format.
 Be mindful to include key techniques found in the Curriculum Framework lessons as well as
multiple strategies to assist all types of learners.
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
o Teacher modeling
o Guided practice
o Independent practice
Conduct targeted writing lessons.
Writing Lessons: Anchor Papers
 Anchor papers should be used to model examples and non-examples of good writing as well as
score points (0-6).
 Students should learn how to score essays using anchor papers.
 Several writing lessons on Learning Village incorporate anchor papers; they are especially
helpful for differentiated instruction.
 Teachers can access/print them from the course landing pages or FLDOE.
Instruction Follow-up
 Assign students a “rewrite” or review daily writing notebooks after the targeted lesson is
taught. (Note: Rewrite scores are not included in the EDW.)
 Assess students on the lesson/mini-lesson that was taught during small group/ differentiated
instruction.
 Conference with students and provide prescriptive feedback.
 Score next Palm Beach Writes and/or review daily writing notebooks and begin the process
again.
Revising: Assessing Student Growth
 Use the entire revised essay, revised portion(s) of the essay, or current essays in daily writing
notebooks to assess students’ growth.
 Grade the essay and offer further prescriptive feedback.
 Base future instructional decisions on essays.
Writing Seminars
There are two possible options for the writing seminars: Whole Group or Whole Grade.
 Whole Group Writing Seminar Procedures
o Include all students gathered in one location.
o All teachers accompany their students to a general meeting place (e.g., auditorium,
cafeteria, media center) per class period.
o Select school-based faculty conduct a presentation on an aspect of writing.
 Overview (general)
 Trends in data (specific)
 Review (general or specific)
 Whole Grade Writing Seminar Procedures
o Include all students divided into three locations.
o All teachers are involved in the teaching of seminar sessions.
o Students are divided into three groups (see above details):
 Below Proficiency
 At Proficiency
 Above Proficiency
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o Locations are selected (e.g., teacher’s classroom, media center) and teachers are
assigned to each group.
o Each class period, students will report to one of the three locations.
o Teachers will collaborate to develop an interactive lesson based on trends in order to
ensure each group receives specific and differentiated instruction.
Writing Model Lessons
 Utilize an exemplary teacher or coach to model a lesson.
 View the lesson.
o Exemplary teacher or reading coach models one lesson; teachers get coverage and go to
the exemplary teacher’s classroom.
o Exemplary teacher or reading coach models same lesson several times; the exemplary
teacher or reading coach travels to each teacher’s classroom in the grade level.
 Discuss feedback.
o Exemplary teacher or reading coach discusses feedback with teacher(s) about the
modeled lesson.
The FY10 Florida Writing CD
 Review data for strengths and areas of improvement.
 Look for students who scored 0, 1, 2, or 3. Why did the majority not reach the mark for school
accountability? Was it time management, lack of support, lack of organization, etc?
 Look for students who scored a 4, 5, or 6. What did they have that other students did not?
Changes to FCAT Writing
 School grade accountability will now be based on the percentage of students scoring a 4 and
above.
 It is also important that all teachers and students know about these changes.
Test Preparation Suggestions
Students who are on target via the Palm Beach Writes to achieve a 4.0 or higher
 Continue vocabulary instruction.
 Show students examples of 6’s.
 Ensure students understand and utilize the rubric.
 Provide prescriptive feedback to students.
 Educate parents on the scoring process and components of FCAT Writing
 Support writing instruction through all content areas.
 Provide incentives for students who score 4 or higher.
 Utilize anchor papers to show the difference in score points to students.
 Provide opportunities for peer group conferencing.
 Write every day in every class.
 Ensure writing scores are accurate by utilizing anchor papers. Anchor papers can be accessed
at: http://fcat.fldoe.org/10writinganchorsets.asp.
 Ensure student writing has a beginning, middle, and end.
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Use mentor texts as exemplary models of author’s craft.
Provide ELL students with the opportunity to use a dictionary during timed writing practice.
Encourage students to set personal goals for improvement.
Utilize checklists (e.g., revising, editing, etc.).
Utilize anchor charts.
Students who are not on target via the Palm Beach Writes to achieve a 4.0 or higher
 Provide instruction on developing support (e.g., anecdotes, sensory details, FIRES, dialogue,
internal thinking, etc.).
 Provide prescriptive feedback to students and monitor progress.
 Provide students with the opportunity to publish text.
 Ensure students understand their purpose for writing.
 Ensure student handwriting is readable.
 Offer students opportunities to select topics they want to write about.
Best Practices for AYP Subgroups in Writing (3.0 or higher)
 Ensure students monitor their writing progress throughout the year.
 Engage students in the revision process.
 Avoid template writing.
FCAT Writing Preparation Checklist
Elementary:
 Students write every day and teachers read students’ writing every day to determine areas
of weakness and trends in writing.
 Provide prescriptive feedback to students and monitor progress
 Teach strategic mini-lessons based on class needs.
 Pull children together for small group instruction based on similar need.
 Confer with individual students.
 Utilize the Test-Taking unit in Learning Village.
 Utilize the tutorial links on the 4th grade scope in Learning Village.
Secondary:
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Provide prescriptive feedback to students and monitor progress.
Teach strategic mini-lessons based on class needs.
Pull children together for small group instruction based on similar need.
Confer with individual students.
Utilize the lesson plans included in Learning Village.
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 Conduct FCAT Review (located in Learning Village) during the week prior to FCAT Writing.
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Instructional Considerations for Elementary and Secondary Mathematics
Differentiating Instruction
 Whole Group Instruction: Whole group instruction should be a gradual release model.

Small Group Instruction: Small group instruction provides the teacher a vehicle for
differentiating instruction. For example, after a testing situation the teacher could compose
groups as follows.
o Students who did very well on the test (i.e., demonstrated mastery) could be placed in a
small group with an appropriate enrichment activity that may be done individually or
within the group.
o Students who missed a few concepts on the test and need some remediation can
complete a “concrete activity” which allows for a different viewpoint of instruction.
Students may work individually or in a group.
o Students who demonstrated very little mastery of content should be placed in a small
group which receives further direct instruction from the teacher. The teacher should
use alternative strategies with these students rather than a repeat of instruction that
students have already received. These remediation efforts should be developed from
the concrete to representational to the abstract in the hopes of identifying the missing
piece for each student.
Suggestions Related to Winter Diagnostic Test Results
 Upon receipt of diagnostic test results, students should receive small group remediation on
deficiencies in content on benchmarks which have already been taught according to the scope
and sequence.
 Utilize lesson plans in Learning Village to reteach benchmarks.
 Make use of the benchmark focus chart that will be provided by the Curriculum Department.
Grouping Students for Tutorials (lowest 25% and subgroups not making AYP)
 Group students by benchmark deficiencies.
 In order to place students in the appropriate tutorial group, administrators and teachers should
base the placement decision on student results from all assessments administered, thus far,
during the school year. In New EDW and EDW for Teachers, mathematics assessment results
are included in the Only Diagnostic Math Gains-RTTDM0424 and the Interactive Roster ReportRTSDA0472.
 In order to monitor the students’ progress, the teachers should use the Assessment Results and
the Item Response reports generated by assessments created and administered in the CORE
K12 Assessment System
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Home Learning Activities in Mathematics
 Teachers should send home one mini-skill packet every Friday for each student in tested grades
in accordance to the test format to complete on the weekend.
 This packet should be reviewed on Mondays as part of the opening of the mathematics class.
 For grades 3-5, these packets may be put together using the resources in Go Math! Benchmark
Practice Workbook which provides benchmark problems for practice.
 For grades 6-10, benchmark practice resources are available on Learning Village.
Mathematics FCAT 2.0 Preparation Checklist
Use the following resources with students (all of these resources are available through Learning
Village).
Elementary:
 Florida Benchmarks Practice Book
 2010 FCAT Item Specifications Sample Questions
 2010 FCAT Sample Tests
 Gridded Response Video Instruction by Scooby Doo and Flintstones (Grades 4 and 5)
 Grid Practice Activities
 FCAT Scavenger Hunt Activities for Reference Sheet Practice (Grade 5 only)
 Interactive Online Measurement Activity
 Link to CPALMS for access to FLDOE Resources
 Destination Math Lessons
Secondary:
 2010 FCAT 2010 Sample Tests
 FCAT Scavenger Hunts with PowerPoint Solutions for Reference Sheet Practice
 Gridded Response Video Instruction
 Practice Grids
 Benchmark Practice Worksheets
 FCAT 2.0 Grade Level Resource Pages
 Textbook Resources by Benchmark
 Link to Item Specs including PowerPoint Solutions
 Gizmos by Benchmark
 Destination Math Lessons
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Instructional Considerations for Elementary and Secondary Science
Differentiating Instruction
 Whole Group Instruction: Whole group instruction should be a gradual release model. The 5E
Model of Instruction is another model that can be utilized in the science classroom.

Small Group Instruction: In the classroom, small group instruction provides the teacher a
vehicle for differentiating instruction. For example, after a testing situation the teacher could
compose groups as follows.
o Students who did very well on the test (i.e., demonstrated mastery) could be placed in a
small group with an appropriate enrichment activity that may be done individually or
within the group.
 Students may work on anchoring activities throughout a unit, a grading period,
or longer. These are self-paced, purposeful, content-driven activities that
provide opportunities for enrichment.
 Students may complete a Gizmo simulation accompanied by a student
exploration activity.
 Students may utilize FCAT Explorer.
o Students who missed a few concepts on the test and need some remediation can
complete a hands-on activity which allows for a different viewpoint of instruction.
Students may work individually or in a group.
 Students may use tiered learning centers which incorporate appropriate reading
material/leveled readers and a hands-on activity.
o Students who demonstrated very little mastery of content should be placed in a small
group which receives further direct instruction from the teacher. The teacher should
use alternative strategies with these students rather than a repeat of instruction that
students have already received.
 The teacher may provide a mini-lesson which focuses on a specific benchmark or
concept within a benchmark followed by a mini-assessment to determine if the
student has gained the necessary skill(s).
Suggestions Related to Winter Diagnostic Test Results
 Upon receipt of diagnostic test results, students should receive small group remediation on
deficiencies in content on benchmarks which have already been taught according to the Scope
and Sequence.
 Utilize lesson plans in Learning Village to reteach benchmarks.
 Make use of the benchmark focus chart that will be provided by curriculum.
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Grouping Students for Science Tutorials
 Students who may benefit from attending a science tutorial may include, but are not limited to,
the following groups.
o Students who scored a high Level 2 or 3 on their previous year’s FCAT Mathematics
o Students who scored a Level 1 or 2 on their previous year’s FCAT Mathematics and
scored a Level 3 or above on the previous year’s FCAT Reading
 In order to place students in the appropriate tutorial group, administrators and teachers should
base the placement decision on student results from all assessments administered, thus far,
during the school year. In New EDW and EDW for Teachers, science assessment results are
included in the Diagnostic Science Gains Fall to Winter - RTSDS0348 and the Interactive Roster
Report-RTSDA0472.
 In order to monitor the students’ progress, the teachers should use the Assessment Results and
the Item Response reports generated by assessments created and administered in the CORE
K12 Assessment System
Test Preparation Suggestions:
 Ensure that all students are exposed to the annually assessed (AA) benchmarks in a format that
promotes higher order thinking and questioning through a combination of teacher directed
activities, demonstrations, and technology instructional resources (e.g., Gizmos, FCAT Explorer,
and/or FOCUS mini-assessments).
 Continue to conduct Bellringers to review and reinforce annually assessed (AA) benchmarks.
 Conduct benchmark labs to review and reinforce secondary data-driven benchmarks. During
lab Wrap-up, link the activity back to the appropriate benchmark to ensure that students are
making the connections between the lab and the science concept. Encourage class discussions
and utilize higher order questioning with students to help them learn how to communicate
about science (e.g., explain, reason, draw conclusions, etc.).
 Utilize Comprehension Checks, FOCUS benchmark mini-assessments, and/or Interim
Benchmark Mini-Assessments (IBMs) to monitor student mastery of annually assessed (AA)
benchmarks.
 Ensure that scientific vocabulary is utilized in laboratory experiments and other classroom
activities. Refer to word walls to reinforce scientific vocabulary.
 Incorporate content area reading strategies (e.g., CRISS strategies and graphic organizers) to
enhance science instruction.
 Continue to monitor high performing students and provide continual science enrichment.
 Provide tutorial support such as Saturday Success Academy for science and/or peer tutoring.
 Continue the use of science notebooks to provide students with practice in communicating
about science.
 Emphasize student involvement in SECME, Science Fair, and other science competitions
 Utilize FCAT Science Resources that are available on Learning Village to review and reinforce
annually assessed (AA) benchmarks (e.g., Formula Exercises, Sample Tests, Diagnostic Review
PowerPoints, etc.)
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FCAT Science Preparation Checklist
Use the following resources with students (all of these resources are available through Learning
Village)
Elementary:
 Bellringers
 Lesson Plans by Benchmark
 Benchmark Labs
 Gizmos
 FCAT Explorer
 FOCUS Mini-Assessments
 FY11 Winter Diagnostic Review Chart (activities tied to district lowest performing
benchmarks)
 FCAT Diagnostics and Sample Questions PowerPoint Reviews
 Science Picture Vocabulary Cards
Secondary:
 Bellringers
 Lesson Plans by Benchmark
 Benchmark Labs
 FCAT Science Reference Sheet – Formula Exercises
 Benchmark Resource Chart
 Gizmos
 FCAT Explorer
 FOCUS Mini-Assessments
 Diagnostic Review PowerPoints
 Released Exam PowerPoints (Grade 8 only)
 FCAT Science Sample Tests
 FCAT Rx PowerPoints (Grade 11 only)
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Accelerated Participation and Performance
The Accelerated Participation and Performance section includes suggestions that will help to
ensure student completion of accelerated courses this year and also tips for actions to take this
spring that will help to increase student participation in accelerated coursework for next year.
Additionally, this section contains strategies for enhancing student performance on the exams
associated with accelerated coursework and with College Readiness exams such as SAT and ACT.
Remember that growth and decline from the prior year’s results for each of these components is
included in the final calculation of the school grade. Therefore it is important to review your results
from last year to determine a target for achievement this year.
Monitoring Accelerated Participation (Weighted Category):

Administration continues to provide opportunities for AP/IB teachers to meet with peers
via AP Roundtables to discuss data, mock exams, and student progress.

Coordinators order AP/ SAT/ACT and SAT Subject Area exams and train proctors. (Be sure
to apply fee waivers for students on Free/Reduced lunch.)
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Administration and AP Coordinators verify if there are any conflicts with exam dates so that
alternative exams can be ordered. (Exam calendar available at
http://apcentral.collegeboard.com/apc/public/exam/calendar/index.html.)
AP Coordinators and Counselors use the AP Potential program to assist in identifying
students for future AP enrollment. Schools host a parent night to explain the AP program
and encourage enrollment for 2011-12.
 Administration encourages participation of teachers and counselors in college readiness
workshops scheduled for the winter/spring (see bulletin
http://sdpbc.palmbeach.k12.fl.us/docs/District%20Bulletins/P-13756-CLO-SLE.pdf) :
o SAT Skills Insight (January 19, 20)
o My College QuickStart (February 2)
o AP Potential (February 8)
o AP/IB PDD presentation (February 21)

Administration ensures that AP teachers have appropriate training. Begin grooming future
AP teachers through peer mentoring, team teaching and summer training to build capacity
for next year.
o AP Summer Workshops to be held within Palm Beach County will be available on
Course Registration in May.
o Registration information available for AP Summer Institutes at:
http://apcentral.collegeboard.com/apc/Pageflows/InstitutesAndWorkshops/Institut
esAndWorkshopsController.jpf
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o AP Summer Conference (July 20-24 – registration now open) ARE these dates and
the dates below correct?

Administration holds assemblies with College Readiness Cohorts to register students for the
SAT/ACT. Optionally, counselors and coordinators visit classrooms to register students.
Cohorts should include juniors and seniors who have not yet achieved college ready status:
o SAT Registration (College Readiness = Verbal 440, Math 440):
 School day SAT Administration for APIP and Title I schools will be held April
27. Special registration information will be distributed to participating
schools.
 March 12 (Register by February 11)
 May 7 (Register by April 8)
 June 4 (Register by May 6)
o ACT Registration (College Readiness = Reading 18, Math 19):
 April 9 (Register by March 4)
 June 11 (Register by May 6)
Monitoring Accelerated Performance (Weighted Category):

Schools monitor student progress and provide tutorials/support. Administration holds a
grade prediction meeting where teachers can identify students needing additional support
or preparation well in advance of AP/IB exams and IB internal assessments.

Administration promotes extended learning opportunities:
o After school tutoring specific to AP subject area courses Mondays-Thursdays
o AP Saturday Success Academy (lessons available on TrainU)
o Access to computer labs for free online tutoring (Florida Virtual School,
Hippocampus, Spark Notes, etc.)
o Spring Break ‘camp’ using Media Center and computer labs for tutorials, computer
access, practice exam sessions, etc. (Advertise specific content help that will be
available.)
o All-day review/practice sessions prior to AP/IB exams

Administration strategically focuses push-in and pull-out. Additional support can be
provided by specialists in applicable subjects (AP/IB teachers during their planning periods,
lunch study groups, etc.) providing individualized feedback and focused practice.

Administration collaborates with teachers to develop and encourage peer study groups
with students who have passed the test before. Utilize recent graduates who are home
from college (Spring Break and May) for peer tutoring.
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
Administration provides SAT/ACT preparation lessons (lessons available on TrainU that
incorporate the Official SAT Study Guide®) or provides computer lab access for students to
access SAT/ACT practice programs (e.g., E20/20, SAT Skills Insight, ACT Online Prep, or My
College QuickStart for students who have taken the PSAT, etc.).

Teachers provide practice with exam format:
o Use released exams as a diagnostic.
o Review rubrics and sample student writing.
o Use results of practice exam to focus instruction and/or tutoring.
o Use similar AP-style questioning and tasks during formative assessments throughout
the year.

Teachers should provide differentiated instruction, acceleration strategies and collaborative
practice.

AP teachers stagger AP class exams and projects so as not to occur on same day. (This will
support students taking multiple AP courses).

Administration continues to monitor classroom instruction. AP classroom “look fors”
include:
o higher order questioning being used
o instruction matching course descriptions
o all students actively engaged
(If monitoring of instruction indicates that any teachers need support, those teachers
should be assigned an AP peer mentor.)

Schools provide an incentive or recognition program for students who are successful on
AP/IB exams.

Administration plans a Summer Bridge program as enrichment and/or acceleration for AP
and pre-AP students.
Administrators are able to view Accelerated Participation and Performance data in the New EDW
Accelerated Participation in AP-RTSUA0405 report. This report identifies students who have met
College Board's eligibility criteria for participation in AP courses based on their PSAT scores. It also
shows whether or not students are enrolled in a selected AP course for the next year and the
predicted percent increase in enrollment if all eligible students were enrolled.
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Brain Research and Test-Taking
The information below will help maximize student learning and performance on tests.
Research suggests that human beings think, learn and communicate most effectively when
the brain and central nervous system are operating at a peak level. This interconnectedness
between the brain and the central nervous system with the rest of the human physiology
means that many factors influence how well we think. These factors include:
 Mood
 Exercise and movement
 Hydration level
 Nutrition
 Sleep
 Stress
Mood
Studies suggest that when people are in a positive mood, they can think more creatively, find novel
solutions to difficult problems and follow through on important tasks.
What to Do:
 Approach the test with a positive attitude. Your negativity can influence students’ attitude
in taking the test.
 Prior to the test, coach and encourage students to enhance their self-efficacy. See the TestTaking Tips and Student Motivation lessons provided at the end of this section.
Exercise and Movement
The brain consumes around 20% of the body’s oxygen. The act of standing or walking can increase
the blood supply to the thinking areas of the brain quite significantly. Ensure that your students
have plenty of purposeful movement to keep oxygen flowing to activate both hemispheres of the
brain and integrate them in a way that will maximize learning/performance.
What to do before the test:
Before beginning the test and during scheduled breaks, it is important that students have the
opportunity to get oxygen flowing throughout their bodies.
Sample exercise (can be done before the test or during a break):
Step 1:
Ask students to stand up.
Step 2:
Ask students to copy what you do. Slowly reach over your shoulder and
touch alternate shoulder blades. Repeat action for about 60 seconds.
Step 3:
Next, pat alternate knees. Keep the motion rhythmic and slow.
Step 4:
Next, tap alternate heels.
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What students can do during the test:
If a student is having trouble focusing, the following exercises may help.
Sample exercises for during the test: (when appropriate)
Exercise 1:
Close eyes and take several deep quiet breaths.
Exercise 2:
Silently do several shoulder shrugs.
Exercise 3:
Gently circle left/right foot alternately.
Exercise 4:
Alternately flex each foot.
Hydration Level
Around 45% to 60% of your body weight is water. On the average day, your brain uses at least four
cups of your water supply. It is critical to sustain a good level of hydration for your brain to function
at peak levels.
What to do:


Encourage students to remain well hydrated.
When appropriate, allow restroom breaks.
Nutrition
Carbohydrates/NO!
Research suggests that eating a high carbohydrate meal, such as pasta, sandwiches or sugary
snacks can create a sugar crash in your brain. When more carbohydrates than needed are
consumed, the result is a short-term sugar “high.” Afterward, the body’s insulin will begin moving
sugar into fat cells and increase the flow of glucose to the brain, creating drowsiness and making it
difficult to concentrate on important tasks.
Proteins/YES!
To remain focused and energized, research suggests the consumption of proteins. Protein
stimulates the release of glucagon, which instructs fat cells to release stored energy and give the
brain a smooth flow of fuel for peak levels of attention. It also releases tyrosine and, subsequently,
dopamine, which drive good feelings and sharp attention in the neurocognitive system.
What to do:


Have a school-wide plan for breakfast/snacks.
Encourage students to have a healthy breakfast that includes protein, such as omelets made
of egg whites, or oatmeal, which provides a slow release of carbohydrates. Good snacks
would include fruit, raw vegetables, low fat cheese or peanuts (provided students are not
allergic).
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Sleep
Lack of sleep has a significant impact on cognitive processes. It is suggested that adults require a
minimum of 7.5 hours of sleep per night. Teens often do not reach maximum levels of energy until
mid-morning.
What to do:


Encourage students to get a good night’s sleep the evening prior to the test, and to wake up
early enough to get their brains active by test time.
When possible, consider implications when scheduling testing.
Stress
Standardized testing situations can be very stressful for students and teachers. This stress often has
a negative impact on student performance in testing situations. In high stress situations, research
suggests that students’ non-dominant brain hemisphere ceases to function effectively.
Furthermore, the blood moves away from the cortical areas of the brain, which are essential to
complex thought, into the survival areas of the brain. This process makes learning and performance
virtually impossible.
Stress manifests itself in different ways. Some students experience mainly physical symptoms, such
as headaches, nausea, faintness, or feeling too hot/too cold. Others experience more emotional
symptoms, such as crying easily, feeling irritable, or getting frustrated quickly. The major problem
of test anxiety is its negative effect on thinking ability.
The most effective performance happens when we create a profoundly optimistic and stress-free
testing environment.
What To Do:




Help reduce students’ test anxiety by refraining from over emphasizing the importance of
the assessment.
Have ample supplies on hand (pre-sharpened pencils, tissues, etc.) so that students can
focus on the test and not on preparatory details. Have a back-up supply in case something
breaks or doesn’t work correctly.
Have a practice test day so that students can be familiar with the testing location, materials
and procedures.
Check room temperature (have students bring jackets, if necessary).
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What To Say:
Preface the test in a positive way. Remove student anxiety by making statements like:






“You have worked hard to prepare for this test, just do your best work.”
“You may not know all the answers but it is important to put forth your best effort.”
“Try to show as much of what you know as you can.”
“If the exam is more difficult than you expected, take deep breaths, try to focus and do your
best.”
“Use your time wisely. Work at a steady pace.”
“Focus on the test. Don’t worry about what other students are doing.”
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Testing Environment
How can we maximize the testing environment for student success?
1) Eliminate noise and disruptions as much as possible during testing. Give directions to students
who finish early prior to testing (Richardson, 2002).
2) Adjust classroom temperature and lighting (Richardson, 2002).
3) Remove clutter from the classroom (Tennessee Department of Education, 2006).
4) Make and have accommodations ready for those students who need them (Tennessee
Department of Education, 2006).
5) Make sure a clock is visible for students to view during testing and post time remaining for test
(Richardson, 2002).
6) Be vigilant and circulate during testing to check students’ progress, stamina, comfort level (hot
or cold), and to discourage cheating (Richardson, 2002).
7) Have students take deep breaths before and during tests (Berrent, 2004).
8) Minimize interruptions by posting a “Do Not Disturb” sign on the door (Richardson, 2002).
9) Have a test practice day so that the teachers and students can familiarize themselves with the
testing materials and procedures (Berrent, 2004 & Tennessee Department of Education, 2006).
10) Remind students to dress in layers and be well rested (Sennholtz, 2005 & Berrent, 2004).
11) Encourage students to eat healthy before the day of the assessment. Additionally, the day of
the test, students should eat a healthy breakfast and bring or be provided healthy snacks.
Snacks like plain pretzels, grapes, apples, oranges, bananas, celery, carrots, cheese, rice cakes,
air-popped popcorn, and low-fat yogurt are some examples of healthy snacks that will provide
the fuel needed to get the brain and body functioning properly (Latham, 1998 & Berrent, 2004).
12) Encourage all students to be present on test day and help reduce students’ test anxiety by
refraining from over emphasizing the importance of the assessment (Tennessee Department of
Education, 2006).
References
Berrent, Howard, I. (2004). Test-taking tips: Standardized test-prep kit. Retrieved January 26, 2006 from
http://www.charliefrench.com/test_tips.htm
Latham, Audra (1998). Nutrition for the brain: Smart snacks during exams. Retrieved January 26, 2006 from
http://www.musc.edu/catalyst/archive/1998/co11-13nutrition.htm
Richardson, Ed (2002). Planning, preparing and administering classroom tests. Alabama Professional Development
Modules. Retrieved January 26, 2006 from http://web.utk.edu/~mccay/apdm/plan/planning.pdf or
http://web.utk.edu/~mccay/apdm/plan/plan_b.htm
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Lesson Plans: Test-Taking Tips and Student Motivation
The following lesson plans can be found on the Safe Schools website:
http://www.palmbeachschools.org/safeschools/EfficacyinSchools.asp.
Direct links to each individual lesson are also provided below:
Elementary Grades: 3 - 5
Lesson: Test-Taking Tips for Elementary School Students
Purpose: This lesson focuses on preparing students for taking high-stakes tests. Students who have
enough sleep, eat a nutritious breakfast, wear comfortable clothes, and arrive at school early or on
time, tend to perform better on school tasks.
http://www.palmbeachschools.org/safeschools/documents/Elementary_Test-Taking_Tipslesson_plan_2011.pdf
Elementary Grades: 3 - 5
Lesson: Student Motivation
Purpose: This lesson focuses on student motivation utilizing a “positive self-talk” strategy.
http://www.palmbeachschools.org/safeschools/documents/Elem_Student_Motivation_lesson_pla
n_and_handout_2011.pdf
Secondary Grades: 6 - 12
Lesson: Test-Taking Tips for Secondary School Students
Purpose: This lesson focuses on preparing students for taking high-stakes tests. Students will take a
survey regarding their sleeping, eating, and attendance habits. The survey will be reviewed.
http://www.palmbeachschools.org/safeschools/documents/Secondary_TestTaking_Tips_lesson_plan_2011.pdf
Secondary Grades: 6 - 12
Lesson: Student Motivation
Purpose: This lesson focuses on student motivation utilizing a “positive self-talk” strategy.
http://www.palmbeachschools.org/safeschools/documents/Secondary_Student_Motivation
Lesson_Plan_and_Handout_2011.pdf
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