Elementary Science Update

1. Elementary Science Update Teaching and Learning Science and Science Assessment April 30, 2012

2. Welcome Introductions Goals for the webinar Assessment Updates Review 5th grade assessment data Preview assessment templates and resources Next Generation Science Activities in your region Science Notebooks

3. Big Ideas in Science Standards

4. Scenarios and Items Scenarios provide context for a set of items • Systems, Inquiry, and Application • Physical, Earth & Space, and Life Science Items associated with a scenario cover a range of standards & range of cognitive complexity Items not connected to a scenario are called “stand alone” items, and are clearly marked for students

5. What is a “scenario”? • Text describing a scientific situation • Establishes the context for a set of items that follows • One or two pages long • Includes a diagram and/or a table

6. Types of scenarios

7. Examples of systems

8. Example with an animal

9. Test and Item Specifications Document

10. Test Specifications grades 5 &8 The test “map” designates the following proportions of points: • At least 20% Systems (with connected EALR 4 content) • 30% Inquiry • 20% Application (which will apply EALR 4 content) • At most 30% EALR 4 domain knowledge that is not associated with a cross-cutting concept or ability* *EALR 4 content may be assessed in questions that only assess EALR 4, or in questions that cut across both EALR 4 and a cross-cutting concept or ability (Systems, Inquiry, Application).

11. Number and Types of Items

12. Grade 5:Students at each performance level BelowBasic Basic Advanced Proficient 20.3 23.8 23.2 31.2 2011 15,761 18,066 24,272 18,539 20.0 0.0 60.0 40.0 -40.0 -20.0 Percent of Students Who Took Test (number of students)

14. Lessons Learned….

15. Science Assessment Resources

16. Short Answer Item Templates

17. Assessment Updates

18. Short Answer Formats

19. Field Study Questions

20. External Resources for Field Studies http://www.pacificeducationinstitute.org/

21. Questions/Comments • Assessment Contacts • Cinda Parton – Director of Assessment Development cinda.parton@k12.wa.us • Linda CabeSmith – Science Assessment Specialist Linda.cabesmith@k12.wa.us • Kara Monroe – Science Assessment Specialist kara.monroe@k12.wa.us • Science Assessment science@k12.wa.us

22. K-5 Systems Handbook http://teachscience4all.wordpress.com /2012/01/08/k-5-systems-standards-a-handbook/

23. K-5 Application Handbook http://teachscience4all.wordpress.com/2012/03/27/k-5-application-design-handbook/

24. 5th Grade Science MSP Prep Kit http://teachscience4all.wordpress.com/2012/01/08/5th-grade-science-msp-prep-kit-washington-state

25. MSP Practice Kit Thanks to OSPI: Scenarios, Rubrics, Student Samples Our desire: Detailed plans + tools for teachers & students Presented by: Tom Hathorn Science and Mathematics Specialist Bethel School District

26. MSP Practice Kit:Main Elements  Planning & Organizing • Calendar • Lesson Plans • Do, Talk, Improve work • “Strategy Sessions” • Tracking Tools

27. MSP Practice Kit:Main Elements  Planning & Organizing • Calendar • Lesson Plans • Do, Talk, Improve work • “Strategy Sessions” • Tracking Tools

28. MSP Practice Kit:Main Elements  Planning & Organizing • Calendar • Lesson Plans • Do, Talk, Improve work • “Strategy Sessions” • Tracking Tools

29. MSP Practice Kit:Main Elements  Scenario Materials • Selected scenarios • “Main” set (4) • “Extra Practice” set (5) • Student rubrics • Selected student work

30. MSP Practice Kit:Main Elements  Scenario Materials • Selected scenarios • “Main” set (4) • “Extra Practice” set (5) • Student rubrics • Selected student work

31. MSP Practice Kit:Formative Assessment & Metacognition Encourage a “growth” mindset (effort + improvement) • In Lesson Plans: • Student sense-making talk • Feedback/improvement with rubric help • In Strategy Sessions, think about... • Parts of a scenario • My strengths  What I want-to-improve • In Tracking + Extra Practice • Teacher tools  Differentiated extra practice • “Confidence Line”  self-confidence & reasons for it

32. MSP Practice Kit:Typical Lesson Plan Plans for working with one assessment scenario:

33. MSP Practice Kit:Student Rubric 1pg, adapted from OSPI rubric pages Used Page Keeley’s: C-E-R framework for scientific explanations

34. MSP Practice Kit:“Packetized” for Students • (white) Four scenarios in main set • 1 scenario packet for each student • (yellow) Seven SA student rubrics • (blue) 3-4 student samples for seven SA items • 1 rubric & student samples for every 2 students

35. MSP Practice Kit:Packaged for Teachers • MSP Practice Kit binder (plans, tools + masters) • Student packets (class sets) • Kit rotation in 5th grade (2011-12): • 2 Science Kits • MSP Practice Kit (Feb., late in 2nd rotation) • Earlier next year?

36. Questions/Comments • Contacts • Tom Hathorn – Science and Mathematics Specialist Bethel School District thathorn@bethelsd.org • Kirk Robbins – Science Director Kent School District Kirk.Robbins@kent.k12.wa.us

37. Next Generation Science Standards (NGSS) Update http://www.nextgenscience.org/

38. Opportunities in your region • Contact your ESD science coordinator or your district science coordinator • Download a copy of the K12 Framework for Science Education http://nsdlnetwork.org/sites/default/files/sci-standards-framework.jpg • Watch OSPI Teaching and Learning website for survey link • Complete survey before the end of May

39. Science Notebooks

40. Science Inquiry Standards Literacy Grades 4-5 Inquiry Standard • Scientific explanations emphasize evidence, have logically consistent arguments, and use known scientific principles, models, and theories. • Scientists communicate the results of their investigations verbally and in writing. They review and ask questions about the results of other scientists’ work. Related Performance Expectations • Generate a conclusion from a scientific investigation and show how the conclusion is supported by evidence and other scientific principles. • Display the findings of an investigation using tables, graphs, or other visual means to represent the data accurately and meaningfully. • Communicate to peers the purpose, procedure, results, and conclusions of an investigation. • Respond non-defensively to comments and questions about their investigation. • Discuss differences in findings and conclusions reported by other students.

41. Why discuss literacy? Researchers have found that students learn science better when they write about their thinking and that the act of writing may force integration of new ideas and relationships with prior knowledge. (Thier and Daviss, 2002) Mark Watrin emphasized this idea with us during our February webinar: Elements of Effective Science Instruction. This process of writing and reflectively thinking is key to sense-making.

42. Science and language are interdependent.Their processes are mirrored in each other. • Students at all levels should be able to: • Note details • Compare and contrast • Predict • Sequence events • Link cause and effect • Distinguish fact from opinion • Link words with precise meanings • Make inferences • Draw conclusions • From Thier and Daviss, 2002

43. Strategies to improve literacy in science. Use prompts to uncover ideas. • Predicting: What does the topic title reveal? • Reflective questioning before reading: What does this topic mean to me? • Reflective questioning after reading: What questions do I still have about this topic? • Evaluating: What it is the main idea of this reading? • Paraphrasing: Turn and talk with a classmate about the reading. • Summarizing: How many key ideas can I identify? • Identifying words and meanings: Do I understand the meaning of the reading? • Reflecting on the overall reading: If I reread this topic, what areas would I focus on?

44. Many Resources http://www.sciencenotebooks.org/ Writing in Science

45. Questions/Comments • Contact Ellen Ebert – Director Teaching and Learning Science Ellen.ebert@k12.wa.us Thank you for joining in today!