Biology collection of evidence

1. Biologycollection of evidence WSTA 2014 Conference Scott killough, OSPI

2. Overview of today’s Presentation Calendar 2014-2015 COE Philosophy Guidelines & Policies General information Preparing your students for success Explanation of scoring Subsequent submissions The Moodle Future committees Contact information

4. Coe philosophy RCW 28A.655.061 The objective alternative assessments for each content area shall be comparable in rigor to the skills and knowledge that the student must demonstrate on the statewide student assessment for each content area. The COE uses the same performance level descriptors as the statewide student assessment. http://www.k12.wa.us/assessment/StateTesting/PLD/default.aspx

5. Guidelines and policies Check out the Biology COE Webpages at http://www.coe.k12.wa.us/domain/49 Policies are listed under the guideline’s tab at http://www.coe.k12.wa.us/Page/124and guidelines are found on the content pages. It is the district and each site’s responsibility to review all policies and guidelines.

6. Guidelines and policies: Printing Tasks • Biology tasks may be printed one per student for the sole purpose of drafting a response to a question. The printed material allows the student to read the inclusion bank task while simultaneously entering their work in the response box. All final answers on the biology COE tasks must be submitted through the online system. • Printed materials used for on-demand tasksmust be destroyed at the end of the testing session. • Printed materials used for extended time responses must be held by the teacher at the end of each testing session.

7. Guidelines and policies: ELL Students • Biology students may have the assessment materials presented to them in their native language. Appropriate native language presentations of the assessment materials include: • Human readers employed by the district. • District-provided print translation of the materials (print translations must be accomplished by school or district staff) • Word-to-word translation devices • Native language presentations of Biology COE materials include directions, stimuli, and questions.

8. Guidelines and policies:Iep and 504 Universal tools, designated supports and accommodations are detailed in the state's accessibilities guidelines. The Collection of Evidence is designed to support these accessibility features. COE students may access accommodations as stated in their IEP or 504 plan. Link to Accessibility Guidelines: http://www.k12.wa.us/SpecialEd/default.aspx

9. Questions ???

10. General information:Development of a Task Develop Test Blueprint Based on EOC Test Map Task Writing Workshop Teachers statewide wrote tasks via Moodle Tasks reviewed for content Teachers via Moodle and committee Range Finding of informal pilot Teacher statewide-committee Statewide Webinars OSPI staff presents to teachers Tasks Piloted Teachers statewide via Moodle Range Finding Teacher statewide-committee First Submission June 2014 Operational Scoring Professional, trained scorers

11. General information: Biology COE Test Map

12. General information: eligibility • Eligible to Compile: Students are eligible to work on a biology COE if they have taken or are currently enrolled in a high school biology course. • Eligible to Submit: Students are eligible to submit a biology COE if he or she: • has attempted the state test one time • is a transfer student who has been approved for Direct Access • has been authorized to complete a subsequent COE

13. General information:Choosing tasks Include at least six and no more than eight tasks from the biology inclusion bank, accessed via EDS System. Be sure each strand (Systems, Inquiry, Application, Cell Processes (LS1), and Evolution/Genetics (LS3) ) is represented at least three times, with Ecosystems (LS2) represented at least four times. Administer at least two tasks as “on-demand” tasks. You may want to start with every task as on-demand, and then switch to extended-time.

14. General information: All tasks in a collection must… Be the individual work of the student. Be completed in a classroom setting under the supervision of an education professional. Be completed without assistance from a teacher or other education professional. Have responses written in English, although students may use word-to-word bilingual dictionaries or have the assistance of human translators.

15. General information:“On-demand” Tasks An on-demand task is a task that students submit with no opportunity to edit or revise after completion. Using the online system, teachers may grant access to individual items within a task or the entire task. Each time a student is granted access to the on-demand task they must complete the item or items during that “session”. In other words, during the testing period. Students cannot make revisions to items completed during previous sessions.

16. General information:“Extended-time” tasks If a task is not “checked” as on-demand the online system automatically considers it extended-time. Extended-time tasks are tasks that students are allowed to review and revise after completion. The questions that make up an extended-time task may be administered during multiple sessions. Teachers open access to extended-time tasks on a recurring basis for a specific period of time. (e.g. 7:45 a.m. for 60 minutes)

17. Questions ???

18. preparing students for success Teach the K-12 Science Learning standards assessed on the Biology EOC. Reference the WA State 2009 K-12 Science Learning Standards http://www.k12.wa.us/Science/pubdocs/WAScienceStandards.pdfand the Biology Test and Item Specifications http://www.k12.wa.us/Science/TestItemSpec.aspx. The standards are the target, whereas, a school’s curriculum is the bow and arrow. Teach the academic and general vocabulary needed for student success. Provide multiple opportunities for students to demonstrate what they know and can do. Use several formative assessments to gauge student understanding and/or readiness.

19. preparing students for success:sample items • EOC Items: • http://www.k12.wa.us/Science/pubdocs/ScienceBioEOCUpdate2012.pdf • http://www.k12.wa.us/Science/pubdocs/ScienceBioEOCUpdate2013.pdf • http://www.k12.wa.us/Science/pubdocs/BiologyEOCUpdate2014.pdf • COE Tasks: • http://www.coe.k12.wa.us/Page/329

20. preparing students for success: Writing practice tasks • Do not make revisions to current inclusion bank tasks, and use them for practice. For example: Do not take a current inclusion bank task, change nouns and pronouns, and keep the same scenario. • Using the inclusion bank tasks as a guide: • Create original scenarios. • Use the short-answer item templates to form questions. • Refer to http://www.k12.wa.us/Science/ItemTemplates.aspx • Practice tasks should make no reference to existing inclusion bank tasks.

21. preparing students for success: suggested Best practices Assign biology tasks for your COE students. Making sure those tasks meet the sufficiency rules. http://www.coe.k12.wa.us/Page/124 Have all of the tasks start as “on-demand”. The teacher can easily switch them to extended time when the student wants to make revisions and improve their answer. Teach to the standards in a variety of differing scenarios or contexts. More specifically, teach one “content standard” at a time. http://www.coe.k12.wa.us/Page/303 Teach the academic & general vocabulary associated with that standard and tasks. Use a variety of classroom practices, classroom assessments, guided and independent practice, and other activities to assess, and if need be, reteach the standard.

22. preparing students for success: Best practices, cont. Have students answer mock tasks or sample items. Students can peer review answers and rank them according to quality of answers. Help students develop conceptual frameworks. Check for understanding using formative assessments. Positive feedback from formative assessments indicates students are ready to go to the computer lab. Through the online system open access to the items that address the content standard that was taught. Through the online system review student responses. Student responses inform decision to move onto new content standard, or reteach.

23. preparing students for success: Appropriate teacher assistance For all COE tasks, as with the EOC exams, there is no teacher assistance allowed during a testing session. Teachers may review student responses at the conclusion of a testing session in order to guide the teacher’s instruction. Teachers may need to differentiate the instruction and form subgroups within the class. Within a subgroup, teachers may reteach the content standards without making direct reference to the inclusion bank tasks.

24. preparing students for success: Lessons learned • Some items asking for a description include two bullets in the prompt to encourage students to first identify, and then give reasons or details in support. However, all responses to “describe” items should identify or point out a factor and then provide a detail or reason, even if no bullets are included. • When drawings are submitted as a response or in support of a response, those drawings must be labeled in order to be scored.

25. preparing students for success: Lessons learned, cont. • Describing the path of a carbon atom during photosynthesis and/or cellular respiration was challenging for many students. LS1A and LS1B • Describing the nitrogen cycle was difficult for many students. Many responses did not provide a complete path of nitrogen from air to plant to animal, or some variation of that sequence. LS2A • The complete lessons learned document: http://www.coe.k12.wa.us/Page/328

26. Questions ???

28. Scoring a collection:Explanation of matrix Those scores highlighted in yellow are the scores that are counted toward the overall earned points. Many systems questions are cross-cut with LS2 questions. See scores in bold. The scoring system will take the one score of the two available that benefits the student the most. Six tasks will meet the sufficiency requirements. Some strands went well beyond the needed number of items per strand. See LS1. This student earned 41 points.

29. Subsequent submissions:standard • Standard Subsequent COE: • If a student’s original COE score is above 50% of the proficient cut-score (21 to 40) the student is limited to a subsequent COE with exactly four new work samples. • It is recommended that at least one of the four new samples be completed as an on-demand task. • Sufficiency requirements for Standard Subsequent COE submission: • Examples of every strand must be represented at least once in the collection.

30. Subsequent submissions:expanded • Expanded Subsequent COE: • An expanded subsequent COE may be submitted if the student’s full collection has a score that is less than or equal to 50% of the proficient cut-score (20 or lower). • An expanded subsequent collection contains 5 or 6 new work samples with • Two on-demand tasks required. • Sufficiency requirements for Expanded Subsequent COE submission: • Examples of every strand must be represented at least once in the collection.

31. Visit the Biology COE Moodlehttp://moodle2.ospi.k12.wa.us/course/view.php?id=57

32. Future committees • Content Review: • March 9th to 13th • ESD 113 Tumwater • Pilot Tasks • April and May • Need several teachers to pilot new tasks • Pilot Rangefinding: • June 23rd to 27th • ESD 113 Tumwater

33. Questions ??? PowerPoint will be located on the COE website under the tab “Training”. http://www.coe.k12.wa.us/domain/14

34. Contact information Amanda Mount, OSPI COE Customer Support Operations COE Specialist Technical Questions 360-725-6037 360-464-6708 Amanda.Mount@k12.wa.uscoe@esd113.org Scott Killough, OSPI Science COE Specialist 360-725-6316 Scott.Killough@k12.wa.us