Welcome to the Science Leadership Support Network !

1. Welcome to the Science Leadership Support Network! Enjoy some refreshments and networking. We will begin at 9:01. The SLSN is supported by the Kentucky Department of Education and PIMSER.

2. SLSN Facilitators • Karen Kidwell, KDE Science Consultant • Diane Johnson, Lewis Co. Schools • Becky Smith, Regional Teacher Partner • Kim Zeidler, PIMSER, Univ. of Kentucky

3. Goals of SLSN Participants will: • Articulate the “big ideas” in science, together with teacher and student understandings (content, process, relevance) that underlie them. • Develop a broader understanding of assessment and how to use a variety of assessment strategies in support of student learning. • Develop and act on a personal vision of leadership for sustainable improvement in their school or district.

4. Review of Group Norms • Start and end on time • Put cell phones on silent • Be respectful of all comments • Everyone participates • Exercise the rule of “two feet” • Come prepared for the meeting

5. Housekeeping • EILA credit is available • Please use your name tags and place back in the meeting box at end of day • Lunch will be at 12:00 • Candy box and table box • First Aid Kit • Please complete your monthly reading assignments to be prepared for the next meeting

6. Meet the Group Please stand up!

7. Roadmap for the Day KDE Update Where we’ve been and Where we are going Effective Science Instruction Assessment OF and FOR Learning Examining & Completing Products Clear Learning Targets

8. Leadership Mechanisms for Implementation Teacher Leader Assessment Literacy Test Blueprint PA & PC EXPLORE, PLAN, ACT Student Motivation Grading & Reporting Material Adoption Research Base Use of Funds Plan for Implementation Content/Instruction Effective Science Instruction 21st Century Skills Differentiation Preview of 2007-2008

9. Pre-Survey Data • Please complete the pre-survey. • Remember to place the last 4 digits of your PHONE NUMBER at the top. • Place in the middle of your table when complete.

10. Review of 2006-2007

11. Reflect Back • In table groups, each person choose one thing from the 2006-07 year that you feel was valuable and/or with which you did something. • Discuss reasons for your choice. • Be prepared to share out 1 thing that your table feels the whole group should know about.

12. Today’s Learning Targets • I can revise and develop multiple choice and open response questions that target standards based on sound item development principles. • I can identify characteristics of effective instruction for science from personal experience, examples, and resources/references.

13. Examining & Completing Products

14. Product Review • Deconstructed Standards • Multiple Choice Items • Open Response Items

15. Deconstructed Standards • Please take 15 minutes to look at your grade level. Note any changes that you think necessary. • Continue to make changes as you use the document throughout the morning. • If you made suggestions, place your copy on the registration table on your way to lunch.

16. Item Development • Student-Centered Classroom Assessment • Guidelines for Writing Sound Paper and Pencil Test Items • KDE Manual • Developing Quality Open Response and Multiple Choice Items for the Classroom

17. General Guides • Simple wording • Ask questions • Avoid clues • Don’t lift • Answer not obvious • Highlight

18. Test Item Formats • Multiple choice • True/false • Matching • Completion • Extended Written Response

19. Which of these occupations works with data rather than things or persons? People who work in financial institutions Construction workers Social workers Plumbers and pipe fitters A only A, B, and C A and D only A, B, C, and D Multiple Choice #1: Original Item

20. Multiple Choice #1: Guidelines Violated #2 Keep responses brief and parallel #7 Avoid complex multiple choice formats

21. Multiple Choice #1: Revised Item Which of the following occupations works primarily with data? • Accountants • Construction workers • Social workers • Plumbers

22. Multiple Choice #2: Original Item Which of the following animals is a mammal? • Whale • Robin • Lion • Rattlesnake • All of the above

23. Multiple Choice #2: Guidelines Violated • #4 Limit use of “all or none of the above” • #5 Only one correct answer • # 6 OK to vary number of response options (E is a place holder that is unnecessary)

24. Multiple Choice #2: Revised Item • Which of the following animals is a mammal? • Rattlesnake • Robin • Shark • Whale

25. Multiple Choice #3: Original Item • In the years between 1816-1824 • Tariff rates had increased • Tariff rates had decreased • Tariff rates had not changed • Tariff rates had gone up then down

26. MULTIPLE CHOICE #3: Guidelines Violated • #1 The steps should present a clearly stated central problem • #3 Repetition of phrases or terms should be avoided • Also: Is this really important?

27. MULTIPLE CHOICE #3: Revised Item • What was the trend in tariff rates during the period 1816-1824? • Increased only • Decreased only • Increased then decreased • Remained the same

28. EWR TEST ITEM: Original Item • Write about farmers who live along the Congo River.

29. EWR TEST ITEM: Guidelines Violated • #1 General, all encompassing questions should be avoided • #3 The question should be constructed simply and clearly to ensure directing the student to the desired response • #4 The point values should be indicated • #5 Outline acceptable response (not possible here)

30. EWR TEST ITEM: Revised Item • Describe the typical housing, clothing, and diet of farmers who live along the Congo River. (This part of the test worth 10 points.)

31. Item Review • In grade level bands, examine the items developed over the summer and identify gaps from the deconstruction document. • Divide the identified gaps among the group and write items, either MC or ORQ, along with an answer for the ORQ. • Trade with another group and provide feedback using the checklist as a guide. • Modify item if needed and submit. (checklist stapled on top) • GOAL: No gaps

32. Kinds of Assessment • Diagnostic/Pre-assessment: takes place prior to instruction; used to identify student’s needs with respect to learning targets • Formative/On-going assessment: provides direction for improvement and/or adjustment to instruction for a student/group of students/whole class • Summative/Final assessment: provides information to be used in making a judgment about a student’s achievement at the end of a sequence of instruction

33. Assessment Continuum Feedback and Goal Setting Pre-assessment Formative Summative (Finding Out) (Keeping Track & Checking Up) (Making Sure) • Pre-test • Graphing for Greatness • Inventory • KWL • Checklist • Observation • Self-Evaluation • Questioning • Concept Map • Conference • Peer Evaluation • Observation • Questioning • Exit Card • Portfolio check • Quiz • Journal Entry • Self Evaluation • Concept Cartoons • Probes • Unit test • Performance Task • Product/Exhibit • Demonstration • Portfolio Review Graded Never graded Rarely graded

34. Pre-assessments • Sample the key content in the unit • Mirror the post assessment • Contain a low baseline • Align with the district or state proficiency levels for end of unit • Are closely tied to the content learning targets • Can be efficiently scored • Support decision making • Inform students of the purpose

35. Formative Assessments • Are closely tied to the learning targets currently being addressed • Can be spontaneous or planned • May be formal or informal • Can cause critical teacher insights into student learning and/or misconceptions • Require careful observation and reflection • Support decision making regarding instruction • Assist in determining differentiation needs

36. Summative Assessments • Are like a rear view mirror of the pre-assessment • Contain a high ceiling • Assess content, skills, and strategies • Focus on application of knowledge to novel situations • Couple with trait rubrics • Include opportunities for personal reflections • Can be used to calculate gain score

37. 4-2-1 • Individually, record 4 key things from this morning. • In pairs, share your ideas and agree on the two most important ideas from your lists. • Pairs join another pair, share your two ideas, and reach a consensus on which idea is the most important. • Prepare to share your group’s “big idea.”

38. Effective Science Instruction

39. “An effective teacher enhances student learning more than any other aspect of schooling that can be controlled.” • James Strong, Qualities of Effective Teachers • “Teaching and instructional strategies have nearly as much influence on student learning as student aptitude.” • Robert Marzano, Classroom Assessment and Grading that Works • “Student achievement will not improve unless and until teaching improves. Higher standards, more testing, smaller schools, etc., do not, by themselves, improve teaching.” • Tony Wagner

40. “Effective teachers produce great results.” • Robert Marzano

41. Three Elements of Effective Pedagogy Instructional Strategies Management Techniques Curriculum Design Effective Pedagogy

42. Characterizing Effective Instruction in Science • View segments from classroom video to consider effective and ineffective instructional techniques • 2 minute brainstorm – add to your list of characteristics of effective instruction • Give one, get one: • Stand up; “connect” with 4 other people and get 4 characteristics not on your list; 3 minutes • Return to your table group • Compile a chart for effective science instruction for your table group

43. Characterizing Effective Instruction in Science • Examine the summaries from various books and reports (divide up among your table group) • Identify any other characteristics of effective instruction not included on your group’s synthesis chart • Add and/or revise your list of characteristics

44. Characterizing Effective Instruction in Science • Identify 5-10 categories that could be used to organize your list of characteristics • Revise charts by organizing characteristics under your categories • Prepare to share with whole group

45. Characterizing Effective Instruction in Science • Complete the following analogy: • Effective instruction is like a(n) _____, because … • Select symphony, tool box, atlas, or group choice for blank • Prepare to share with whole group

47. Take Home Messages • Without clear learning targets, it is almost impossible to develop quality MC and ORQ’s that accurately measure student understanding. • To develop accurate assessment items, a sound knowledge of testing design is needed; the designer must address the purpose and the targets. • An important step in achieving proficiency in science for all students is developing a written model for effective science instruction.

48. Wrap-up and Reflection • Revised deconstruction for properties of matter K-12. • Revised and develop MC and ORQ’s for properties of matter. • Began construction of a written model for effective science instruction. • Reflection: complete the Memory Box. Star the most important idea from today.

49. Next Meeting • Complete science instructional model • Consider personal communication for assessment • Read Ch. 8 in CASL • Complete the reading guide