Parent University Information

Welcome to
Parent University
Agenda:
1. An Understanding of Webb s Depth of
" "Knowledge
2. Florida Standards Assessments
3. Assessment Samples
4. Response to Intervention(RtI) Process
5. Digital Five Grant
6. How to Support your Child
Making Sense &
Worthwhile Tasks
What are our children really
being asked to do?
How are we keeping up with
Cognitive Rigor?
Cognitive Rigor
•  The
kind and level of thinking required
of students to successfully engage with
and solve a task
•  Ways
content
in which students interact with
Why Depth of Knowledge?
Focuses on complexity of content
standards in order to successfully
complete an assessment or task. The
outco me (product) is the focus of the
depth of understan ding.
Why Use a Depth of
Knowledge?
• Used
to determine the level of the
expected outcomes of the Florida
Standards Assessment and benchmarks
• Determines
the complexity of
assessment items
Why Depth
of Knowledge (DOK)?
"
To ensure that teachers are teaching to
a level that will promote rigorous
!
student achievement and develop
independence and real word skills.
DOK is about complexity
•  The intended student learning
outcome determines the DOK level.
•  Every objective in the science
and mathematics frameworks has
been assigned a DOK level.
•  Instruction and classroom
assessments must reflect the DOK
level of the objective or intended
learning outcome.
Webb s Four Levels of
Cognitive Complexity
• Level 1: Recall and Reproduction
• Level 2: Skills & Concepts
• Level 3: Strategic Thinking
• Level 4: Extended Thinking
DOK Level 1:
Recall and Reproduction
•  Requires recall of information, such as a
fact, definition, term, or performance of a
simple process or procedure
•  Answering a Level 1 item can involve
following a simple, well-known procedure or
formula
Recall and Reproduction DOK Level 1
Examples:
•  List animals that survive by eating other animals
•  Locate or recall facts found in text
•  Describe physical features of places
•  Determine the perimeter or area of rectangles
given a drawing or labels
•  Identify elements of music using music
"terminology
•  Identify basic rules for participating
"in simple games and activities
Skills/Concepts: DOK Level 2
•  Includes the engagement of some mental
"processing beyond recalling or reproducing a
"response
•  Items require students to make some decisions
"as to how to approach the question or
"problem
•  Actions imply more than one mental or
"cognitive process/step
Skills/Concepts: DOK 2
Examples
•  Compare desert and tropical environments
•  Identify and summarize the major events,
"problems, solutions, conflicts in literary text
•  Explain the cause-effect of historical events
•  Predict a logical outcome based on information in
"a reading selection
•  Explain how good work habits are important at
"home, school, and on the job
•  Classify plane and three dimensional figures
•  Describe various styles of music
Strategic Thinking: Level 3
•  Requires deep understanding exhibited
through planning, using evidence, and more
demanding cognitive reasoning
•  The cognitive demands are complex and
abstract
•  An assessment item that has more than one
possible answer and requires students to justify
the response would most likely be a Level 3
DOK Level 3: Strategic Thinking
Examples:
•  Compare consumer actions and analyze how these
actions impact the environment
•  Analyze or evaluate the effectiveness of literary
elements (e.g., characterization, setting, point of
view, conflict and resolution, plot structures)
•  Solve a multiple-step problem and provide support
with a mathematical explanation that justifies the
answer
DOK Level 3
Examples
Develop a scientific model for a complex
idea
•  Propose and evaluate solutions for an
economic problem
•  Explain, generalize or connect ideas, using
supporting evidence from a text or source
•  Create a dance that represents the
characteristics of a culture
• 
Extended Thinking: Level 4
•  Requires high cognitive demand and is very complex
•  Students are expected to make connections, relate
ideas within the content or among content areas, and
select or devise one approach among many
alternatives on how the situation can be solved
•  Due to the complexity of cognitive demand, DOK 4
often requires an extended period of time
Extended Thinking: DOK 4
Examples
•  Gather,
analyze, organize, and interpret information
from multiple (print and non print) sources to draft a
reasoned report
•  Analyzing
author s craft (e.g., style, bias, literary
techniques, point of view)
•  Create
an exercise plan applying the FITT
(Frequency, Intensity, Time, Type) Principle
WHAT IS THE DOK LEVEL?
1)  The students will create a song that
represents the characteristics of a
culture.
DOK 3
2) "What is the perimeter of the
"rectangle?
DOK 1
3) " "Compare subtropical and tropical
"environments?
DOK 2
4) " "Gather, analyze, organize, and
"interpret information from multiple
"(print and non print) "sources to draft a
DOK
4
"reasoned report on the effects of
"pollution on artic animals?
What are the Florida Standards
and Florida Standards
Assessments (FSA)?
The Florida Standards in Mathematics and English Language Arts were
approved by the Florida State Board of Education in February 2014
and will be fully implemented in grades K–12 in the 2014–2015 school
year. All Florida schools will teach the Florida Standards, and the
Florida Department of Education (FDOE) has contracted with the
American! Institutes for Research (AIR) to develop and administer new
statewide assessments. These assessments will provide parents,
teachers, policy makers and the general public with information
regarding how well students are learning the Florida standards.
Percentage of Points by Depth of Knowledge (DOK)
for FSA Literacy
DOK Level 1 10% - 20%
DOK Level 2 60% - 80% DOK Level 3 10% - 20% FSA ELA Sample Passage
Online Learning
Learning new things is an exciting part of life. Learning can happen anywhere. There are kids who learn at a school, kids who learn at home and
some kids who learn online. Students who learn this way use their computers and the Internet to connect to online classrooms. They use a
camera connected to their home computer to let the teacher and other students see them. They can see their teacher and classmates on their
screens because their classmates and teacher use a camera, too. 2 Before the Internet, children in remote places sometimes had classes over the radio or used the mail to get lessons and return them. For
example, in the past, children who lived in distant parts of Australia were taught using the radio. Every day at a certain time, they tuned in to a
special radio station. All the children could hear their teacher at the same time, but they were hundreds of miles apart. They got their lessons in
the mail, did their homework, and mailed it back to the teacher.
3 Today, students who live far away from their teacher have classes on the Internet. In some online classrooms, a classroom full of kids can
use a special computer program at the same time as the teacher. The students can live in one country, and the teacher can be located in a
different country. Still, it’s just like a classroom at your school. The teacher can teach the kids. The kids can ask questions. Everyone can see and
hear everything that’s being said as it happens.
4 It is also possible for students to live in different places and be a part of an online class together. Each person goes to a website for the
class they are taking. Thousands of people can watch and listen to this class at the same time. When they want to speak, they can use a
microphone to ask and answer questions. When the lesson is completed and all good-byes have been said, the students and teacher in the online
class log out. The connection over the Internet is broken, and the online classroom disappears.5 Online classes can be held whenever is
best for the teacher and students. Sometimes, they don’t have to have a class where everyone is together all at once. There are classes where all
the materials are posted on the website and students can use them whenever they need to. They can write questions and turn in their
assignments. They can check back later to see if the teacher has left answers or comments on their work. No one ever actually “meets” anyone
face-to-face, even if it’s just with a web-camera. Many college classes are taught this way.
6 Internet classes can fit thousands of people, or just one person. It is a powerful way to let students everywhere learn. A student in Alaska
and a student in China can go to the same class. That class can be taught by a teacher in Russia. You don’t need a building, desks, lights or
enough chairs to fit everyone. Students who live far apart, students who can’t leave home, students who want to take a class they can’t take
nearby—all they need is a computer and an Internet connection and they’re good to go!
FSA-ELA Sample
rd
Questions: 3 Grade
1. What is the relationship between paragraphs 2 and 3 in the
passage?
2. Select two sentences that show how online classrooms are
like.
3. Select one sentence that supports the answer in part A.
4. Select the two correct meanings of the phrase good to go as it
is used in the sentence.
“Students who live far apart, students who can’t leave home,
students who want to take a class they can’t take nearby—all they
need is a computer and an Internet connection and they’re good
to go!” (paragraph 6)
FSA-ELA Sample
th
&
th
Questions: 4 5 Grades
1. What is the relationship between paragraphs 2
and 3 in the passage?
2. What is the main idea of paragraph 4?
Type your answer in the space provided.
3. How does the author support the idea that
students who live far from each other can learn
together?
Percentage of Points by
Cognitive Complexity Level
for FSA Math
Percentage of Points by
Cognitive Complexity Level
for FSA Math
FSA Math Sample
rd
th
Questions: 3 4 Grades
1. Use the Connect Line tool to create a rectangle
with an area of 24 square units.
2. A bakery uses 48 pounds of flour each day. It
orders flour every 28 days. Create an equation that shows how many pounds of
flour the bakery needs to order every 28 days. 3. Select all the expressions that have the same
value as 30÷10.
FSA Math Sample
th
Question: 5 Grade
1. The manager of a youth soccer team bought 50 packages of socks
for $10 each. He estimated the total cost to be $5,000.
Create an equation that shows how many times more the manager’s
estimate, e, was than the actual cost, a.
2. Two expressions are shown
32×33
35
What is the value of each expression? Enter each answer on a
separate line
Grades 4th & 5th FSA Informative/Explanatory or Opinion
Writing Task
Write an informative/explanatory essay to provide information on a topic
OR
Write an opinion essay to take a stance and support an opinion.
Multiple Texts for Reading
2-4 Texts with Combined Word Count of 800 - 1300 Words Steps in Assessment:
1.  Read multiple passages/texts.
2.  Plan a response. 3.  Write a response. 4.  Revise and edit the response. Scoring – 10 point Rubric
Purpose, Focus, and Organization (4-point rubric)
Evidence and Elaboration (4-point rubric)
Conventions of Standard English (2-point rubric)
FSA Writing Sample
th
th
Prompt : 4 & 5 Grades
The readings talked about clutter and being tidy. Write an essay in which you give your
opinion: Is clutter sometimes okay, or should you always try to be neat? Use the information
from the passages in your essay. Manage your time carefully so that you can read the passages;
• 
• 
• 
plan your essay; write your essay; and
revise and edit your essay.
Be sure to include an introduction; support for your opinion using information from the
passages; and a conclusion that is related to your opinion.
Your writing should be in the form of a well-organized, multi-paragraph essay. Type your answer in the space provided.
Percentage of Points by
Cognitive Complexity Level
for FCAT Science
Grades
Low Level
Moderate
Level
5*
15-25
40-60
25-35
8*
15-25
40-60
25-35
11*
15-25
40-60
25-35
High Level
Depth of Knowledge/Level of Cognitive
Complexity on the FCAT
Depth of Knowledge/Level of Cognitive
Complexity on the FCAT
Depth of Knowledge/Level of Cognitive
Complexity on the FCAT
Remember DOK is...
…descriptive
…focuses on how deeply a
student has to know the
content in order to respond
…NOT the same as difficulty.
…NOT the same as Bloom s
Taxonomy
The Heart of the
Matter is the Depth
of Knowledge
RtI is implemented as a leveled or tiered approach to
instructional delivery that includes interventions of
increasingly higher intensity, based on a student’s need;
that is, a multi-tiered system of supports (MTSS).
Assessment data provides the evidence of student
learning & behavior, and based on this information,
decisions are made about the most appropriate
instruction, including interventions, that will help a student learn.. The process is intended to result in better learning opportunities (academic and behavioral) and higher achievement for all students.
Digital Five Grant
Florida Standard Assessment Resources for Parents Florida Standards Assessment: h7p://www.fsassessments.org/ Florida Department of Educa?on: h7p://www.ﬂdoe.org/ Parents can promote student success by:
•  Staying involved in their child’s education
•  Offering positive support and feedback and encouraging them
•  Staying connected with their student’s school and teachers
•  Taking advantage of online resources, school websites and
portals
•  Staying informed and be best equipped to meet the needs
of their child at home.

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