1. Science
NGSSS & FCAT 2.0
EDUCATIONAL TRANSFORMATION OFFICE (ETO) Coaches Academy PRESENTED BY Lois A. Saunders Science Curriculum Support Specialist

2. ICE BREAKER ACTIVITY Getting Acquainted
“These Are A Few Of My Favorite Things”
Please share your…
Name
School
Subject/Grade you teach or Job Title
Complete this sentence:
These are a few of my favorite things..
Science Lab Activity, why?…….
Science Lesson,……why.
Post it notes will be placed on charts with the purpose of identifying the participants.

3. Common Board Configuration (CBC)
DATE: June 21, 2011
VOCABULARY:
FCAT 2.0, Cognitive Complexity, Item Specifications, Low Complexity, Moderate Complexity, High Complexity, NGSSS
EXIT SLIP:
On a post-it slip,
Connect: 3 ways item specifications can help you impact student achievement .
Connect : 2 things you now know about cognitive complexity.
Connect: 1 question you still have about FCAT 2.0.
BELL RINGER: Using a circle map, list as many words as you can associated with FCAT 2.0
BENCHMARK: FCAT
AGENDA:
Access prior knowledge: Student discussion on Circle Map
Fixing Failing Grades Video
I Do:
NGSSS Overview
FCAT 2.0 Overview
Processing Time: Think-Pair-Share
Item Specs
Processing Time: Revisit Circle Map
Bloom vs. Webb
Analyze Cognitive Complexities
Lesson Review and Resources
Revisit Essential Question
Exit Slip: Post-It
Homework Instruction
OBJECTIVE:
Today we will examine the role FCAT 5th and 8th Grade Science Specifications play in our work to improve student achievement by using item specifications and Webb’s DOK to critique the level of complexity among questions provided in cooperative groups.
HOME LEARNING:
Review today’s lesson and develop your next steps to share this information with teachers at your school
ESSENTIAL QUESTION:
How can understanding the FCAT 2.0 Item Specification Document impact teaching and increase student achievement?

4. BELL RINGER FCAT 2.0 1.Draw the Circle Map shown here.
Ask participants to share
1.Draw the Circle Map shown here.
2.Write “FCAT 2.0” in the inner circle.
3.In the outer circle write all the words associated with “FCAT 2.0” that comes to mind

5. Why change the current standards?
Identify some reasons why the Science Standards were changed… 1 2 3

6. Three Reasons Why The Standards were Changed
Low student performance
Persistent low achievement gaps
Lack of student preparation
How do you think they arrived at these reasons?

7. Recent NAEP data reveal that while our 4th grade students barely surpassed the national average, our 8th grade students lagged behind.

8. Florida’s 8th graders generally performed below the national average on the 2005 NAEP, although our Hispanic students fared better than the national average for Hispanics.

9. In the 2005 “The State of Science Standards Report” done by the Fordham Institute awarded Florida’s Science Standards a “F” grade and Massachusetts received an “A”.
In 2005 Fordham Institute completed a science report on Science Standards, and Florida received an F.
Gross, et al, (2005)

10. Reasons why Fordham Gave Florida A Grade of “F”
Florida’s standards were lacking in content
Florida lags behind other states and other nations
Florida had no criteria to understand and analyze the impact of scientific discoveries
Chemistry content in K-8 is scanty, and even less is required in K-12
Physics is disappointing, due to a prevalence of errors in fact and presentation
Do you agree with these findings? Expalin

11. Science Standards In The USA Needs Coherence, Focus, and Rigor
The report states Coherence, Focus, and Rigor all need immediate attention in Science. You are the Coach in your school:
QUESTION: Based on what you know about Coherence, Focus, and Rigor
Describe what you should expect to see different when you look at
Coherence
Focus
Rigor
In your science classes
Let each person share – Then go to the next slide

12. Science Standards In The USA Needs Coherence, Focus, and Rigor
Coherence – Is the sequence of how the topics are taught. (Schmidt, et al., 2005 p. 528)
Focus - The standards must emphasize central concepts, laws, principles, theories, and inquiry strategies (Slattery, 2007)
Rigor - The standards must progress in terms of depth (cognitive complexity) as students move from one grade level to the next? (Schmidt, et al., 2005)

13. Identify a big idea and describe the most important characteristics.
Recommendations
Identify a big idea and describe the most important characteristics.
Identify essential core content for each area –Example: Earth and Space Science, and connect it to one or two of the most closely related big ideas.
Know where key concepts can be best taught
Address common misconceptions and monitor student’s understanding.
Focus on learning progressions, cycling back through core ideas in different contexts.
(Jean Slattery Achieve Inc., The American Diploma Project. 2007)
Recommendations from Achieve, Inc. and the American Diploma Project (ADP) include to help improve all three areas:

14. Recommendations From the National Science
Education Standards
Construct grade level specific benchmarks for K-8 that will support the Bodies of Knowledge.
Verify that the standards are clearly written.
Check the progression of concepts and skills across grades
Check for the omission of benchmarks in the new standards.
Check the content expectations for each grade level
Ensure topics are clustered to facilitate connections and promotes powerful, teaching units.
(Jean Slattery Achieve Inc., The American Diploma Project. 2007)

15. The State of Florida Commitment to Excellence
In 2006, the Florida legislature stated its commitment to higher and more challenging standards for Florida’s children by passing HB Florida law now reads:
§ (1) ...The state board shall establish a schedule to facilitate the periodic review of the standards to ensure adequate rigor, relevance, logical student progression, and integration of reading, writing, and mathematics across all subject areas.

16. SUNSHINE STATE STANDARDS Demand for Critical Thinkers
The benchmarks in the Sunshine State Standards (SSS)
identify knowledge and skills students are expected to acquire
at each grade level, with the underlying expectation that
students also demonstrate critical thinking.
Goal 3, Standard 4, of Florida’s System of School
Improvement and Accountability makes this expectation clear:
Florida students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
How often do we ask students to demonstrate Critical thinking?
Mainly During Hands on Activities

17. New Standards Outcome Goals
Increase depth, understanding, process skills, proficiency
Lead to mastery of concepts and skills
understanding
covering
Make the outcome goal clear. Depth of Knowledge and Mastery.

18. Science Standards No longer a mile wide and an inch deep!
Old K-8 Standards had an average of 67.4 Grade Level Expectations per grade level
The new K-8 Standards (NGSSS) have an average of only 29 benchmarks per grade level
Standards within each high school Course Description now provide the teacher with specific standards to teach

19. Compare the Old Standards with the New Standards

20. New Sunshine State Standards vs. 1996 Sunshine State Standards?
Old Standards (Strands)
New Standards
(Bodies of Knowledge)
The Nature of Matter
Energy
Force and Motion
Processes That Shape the Earth
Earth and Space
Processes of Life
How Living Things Interact With Their Environment
Nature of Science
E - Earth and Space Science
L - Life Science
P - Physical Science
N - Nature of Science

21. How Do I Read The New FCAT 2.0 Coding Scheme?
MA; SC; LA
NEW! Now grade level/course specific
All standards are of equal importance
The Example above shows a letter “N” (Nature of Science) for the Body of Knowledge however in LA, numbers would be used to represent the strands.

22. Benchmark Coding Scheme
The numbering for the big ideas is consistent throughout the document. Not all big ideas are addressed at each grade level, so the numbering scheme is not consecutive for each grade level.
SC. 5. N. 1. 1
Subject
Grade Level
Body of Knowledge
Big Idea
Benchmark
Body of Knowledge Key:
N ~ Nature of Science
E ~ Earth and Space Science
P ~ Physical Science
L ~ Life Science

23. FCAT 2.0 New Course Description
Includes benchmarks specifically identified for each course and benchmarks from cross content areas (These benchmarks are usually listed at the beginning of each course description.)
States the cognitive complexity expectation for each benchmark
Defines vocabulary in each benchmark
Provides additional expected vocabulary that should be included by course
If internet is available and working, the facilitator will go online (after the next slide) to share how to use CPALM website for the Course descriptions.
Also, assorted Course Description samples will be provided on the tables.

24. The Importance of Your SCIENCE FCAT ITEM SPECIFICATIONS
What are some of the things your Science Item Specifications covers? 1. 2. 3. 4. 5. 6.

25. The Importance of THE SCIENCE FCAT ITEM SPECIFICATIONS
What are some of the things your Science Item Specifications covers?
Defines the content and format of the test items
2. Alignment of items with the standards
Provides information about the scope and function of the FCAT
It provides general and grade-specific guidelines
Describes how the science benchmarks are assessed on the FCAT 2.0
Provides sample test items
Provides a range of difficulty and cognitive complexity

26. Where can I find FCAT Item Specifications for FCAT II Science?
Test Item Specifications may be found at
Item Specifications is available for Grades 5, 8, and the Biology EOC (3 separate documents)
Item Specs are set for release Summer 2010

27. FCAT 2.0 ITEM SPECIFICATIONS
Was developed and approved by Committees of experienced Florida Educators
•The Specifications is a resource document that defines the content and format of the test and test items
•Each grade-level Specifications document indicates the alignment of items with the Standards.
•It provides information about the scope and function of the FCAT.
•It provide general and grade-specific guidelines for the development of all test items used in the FCAT Science test .

28. FCAT 2.0 Item Specifications
Describe how the science benchmarks are assessed on the FCAT 2.0.
Each grade level includes benchmarks from the four Bodies of Knowledge (Nature of Science, Life Science, Earth Science, and Physical Science).
18 Big Ideas thread throughout all the grade levels and build in rigor and depth as students advance.
The sample test items included in the Specifications represent, whenever possible, a range of difficulty and cognitive complexity.
Although most of the test items are of average difficulty and moderate complexity, some of the test items presented will be challenging for some students and are specifically included to prompt item writers to submit test items that will measure the abilities of higher-achieving students.
As a general rule, test items should be written at the cognitive level of the benchmark.

29. Next Generation Assessment Transition: 2009-2013
Type of Assessment
Assessment Area
Year Administered to Students
FCAT
FCAT Writing
Gr 4, 8, 10
FCAT Science
Gr 5, 8, 11
FCAT Reading
FCAT Mathematics
Gr 10
FCAT 2.0
FCAT 2.0 Reading
Gr 3-10
FCAT 2.0 Mathematics
Gr 3-8
FCAT 2.0 Science
Gr 5, 8
End-of-Course Assessments
Algebra 1
High School
Geometry
Biology 1
US History
Civics
Middle School

30. Will our assessments be different? YES!
Sept, New Standards were adopted
Writing teams met to develop FCAT Test Item Specifications
Test items were developed and reviewed by multiple committees
Test items were Field Tested along with old standards testing
NEW 3rd-11th FCAT and Biology EOC Field test
Why has it taken so long to implement the standards since they were passed in 2007?

31. FCAT 2.0 Grades 5 and 8 Comprehensive assessment
Grade 5 test will cover benchmarks from grades 3-5
Grade 8 test will cover benchmarks from grades 6-8
Multiple-choice items only
Reference sheets - not needed
Periodic Table available for grade 8

32. Think – Pair – Share (TPS)
Processing Moment
Think – Pair – Share (TPS)
Think about the information provided so far.
Pair up with someone
Share with your partner something NEW you’ve learned.

33. CRITERIA FOR FCAT 2.0 SCIENCE TEST ITEMS
All FCAT 2.0 Science test items are in multiple-choice (MC) format. The general specifications on pages 5 through 16 cover the following criteria for the FCAT 2.0:
Use of Graphics
Item Style and Format
Scope of Test Items
Guidelines for Item Writers
Cognitive Complexity of FCAT 2.0 Science Test Items
Universal Design

36. NGSSS Across the Grades

37. Science Crosswalk

38. Processing Moment FCAT 2.0 Turn and Talk
with a shoulder buddy and add something NEW that you have learned to your outer circle.
FCAT 2.0

39. Here is the new breakdown, based on Webb’s DOK:
FCAT Science 2.0
Here is the new breakdown, based on Webb’s DOK:
Complexity based on expectations of the student, NOT the ability of the student.
Note: A high complexity question in 5th grade may not be a high complexity question in 8th grade. The complexity is ultimately based on the cognitive demand placed on the student. Cognitive complexity also may depend on the level of the distracter.

40. FCAT 2.0 Science Test Items
The degree of challenge of FCAT 2.0 items is currently categorized in two ways: item difficulty and cognitive complexity.
Easy: More than 70% of students are more likely to respond correctly.
Average: Between 40-70% are more likely to respond correctly.
Challenging: Less than 40% are likely to respond correctly.
Item Difficulty
The rationale for classifying an item by its DOK level of complexity focuses on the expectations made of the item, not on the ability of the student.
The categories—low complexity, moderate complexity, and high complexity—form an ordered description of the demands a test item may make on a student
Cognitive Complexity

41. LEVELS OF COMPLEXITY
Low
Moderate
High

42. Levels of Complexity Moderate Complexity High Complexity
Low Complexity
Science low-complexity test items rely heavily on the recall and recognition of previously learned concepts and principles. Test items typically specify what the student is to do, which often is to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution.
Moderate Complexity
Science moderate-complexity test items involve more flexible thinking than low-complexity test items do. They require a response that goes beyond the habitual, is not specified, and ordinarily involves more than a single step or thought process. The student is expected to decide what to do—using informal methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains
High Complexity
Science high-complexity test items make heavy demands on student thinking. Students must engage in abstract reasoning, planning, analysis, judgment, and creative thought. The test items require that the student think in an abstract and sophisticated way, often involving multiple steps.

43. How is Webb’s Depth of Knowledge Different from Bloom’s Taxonomy?

44. Make a Chart comparing BLOOMS vs WEBBs1. 2. 3. 4. 5.

45. Make a Chart comparing BLOOMS vs WEBBs
1. Knowledge: Recall
1. Knowledge: Recall of Facts, Information, Procedure
2. Comprehension: Ability to process
3. Application
4. Analysis
5. Synthesis & Evaluation
2. Basic Application of Skills
Concept
3. Strategic Thinking
4. Extended Thinking

46. Bloom VS. Webb
Norman Webb

47. Bloom VS. Webb

48. Complexity v. Difficulty
The FCAT items degree of challenge are currently
categorized in two ways:
1. Cognitive Complexity
Determined by what the item requires the student to recall, understand, analyze, and do.
Assume student is familiar with basic concepts of the task and focuses on the task.
Depends on the task not the student.
2. Item Difficulty
Depends on the percentage of students likely to answer correctly.
Easy – More than 70%
Average – 40% to 70%
Challenging – Less than 40%

49. STUDENT LEVELS Question:
When we talk about a student’s cognitive complexity levels, what are we really saying?
Answer:
These levels represents the students’ levels of cognitive complexity.

50. Levels of Cognitive Complexity
Levels 1, 2, 3, and 4 refer to cognitive processes involved in completing a task or an assessment item
Cognitive Complexity Levels 1, 2, 3, and 4 were
originally developed to rate assessment items
They are also used to rate FCAT standards
Florida used Webb’s DOK/Cognitive Complexity Levels to align the cognitive demands of SSS to FCAT test items
Cognitive Complexity/DOK ratings create a “ceiling” to assess each benchmark

51. Levels of Cognitive Complexity
THE 3 LEVELS Of COGNITIVE COMPLEXITY
Low Complexity – Recall and recognition
Moderate Complexity – Flexible thinking and choice
High Complexity – Abstract reasoning and planning

52. Low Complexity DOK Level 1
Skills required to respond to low complexity items include
solving a one-step problem;
computing a sum, difference, product, or quotient;
evaluating a variable expression, given specific values for the variables;
recognizing or constructing an equivalent representation;
recalling or recognizing a fact, term, or property;
retrieving information from a graph, table, or figure;
identifying appropriate units or tools for common measurements;
performing a single-unit conversion;
reproducing a diagram or standard representation;
completing a routine procedure, such as measure temperature; and
calculating using a common formula.

53. Moderate Complexity DOK Level 2
Skills required to respond to moderate complexity items involve
more flexible thinking.
involves more than a single step or thought process.
deciding what to do—using informal methods of reasoning and problem-solving
requires a response that goes beyond the habitual, is not specified, and ordinarily The student is expected to decide what to do—
bringing together skill and knowledge from various domains
develop logical arguments
explain terms and concepts

54. High Complexity DOK Level 3
Skills required to respond correctly to high complexity items include
performing a procedure having multiple steps and multiple decision points;
solving a non-routine problem (as determined by grade-level appropriateness);
solving a problem in more than one way;
describing how different representations can be used for different purposes;
generalizing an algebraic or geometric pattern;
explaining and justifying a solution to a problem;
describing, comparing, and contrasting solution methods;
providing a mathematical justification;
analyzing similarities and differences between procedures and concepts;
formulating an original problem, given a situation;
formulating a mathematical model for a complex situation;
analyzing or producing a deductive argument;
identifying research questions and design experiments
developing a scientific model for a complex situation; and
forming conclusions and generalizations from experimental data.

56. Let’s Investigate

57. What is the student expected to know?
Low? Medium? High?
Low
Recall/recognize which force causes objects to move down an inclined plane. C
What is the student expected to know?

58. What is the student expected to know?
Low? Medium? High?
Medium
Identify/Explain forces
Acting upon objects
(friction and gravity);
Compare/contrast
materials according to
properties, and make connections. A
What is the student expected to know?

59. What is the student expected to know?
Low? Medium? High?
high
Recognize and explain: all
components of a scientific
investigation, that
explanations must be linked
to evidence, and link them
to knowledge of Forces and
Changes in Motion. D
What is the student expected to know?

60. Pondering Moment
If 10-20% of the questions on the FCAT are of Low level complexity… How much time should we devote to DOK level 1 Thinking?
If 80% of the questions on the FCAT require Moderate to High levels of complexity… What are YOU doing to promote these complex levels of higher order thinking?

61. Should Science Support READING?
BIOLOGY I COURSE DESCRIPTION:
LA The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining);
LA The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information;
Notice that reading benchmarks were included in the mathematics course descriptions. This was very deliberate and does mean that even high school math and science teachers share the responsibility of teaching students reading strategies.
Language Arts standards are infused in all courses.

62. How Can I Ensure Success In FCAT 2.0?
List some ways

63. How Can I Ensure Success In FCAT 2.0
Know your Course Standards
Understand Webb’s Cognitive Complexity
Study Item Specifications for appropriate rigor
Teach explicitly and systematically
Use the Gradual Release Model (I-WE-YOU)
Plan relevant lessons with Essential Questions
Write Measurable Objectives

64. Why will it be important to align existing resources (textbooks, etc
Why will it be important to align existing resources (textbooks, etc.) to the new standards?
Mathematics textbook adoption took place during the school year. Many schools should be getting new books but this should not be assumed.
Textbook adoption process for Science will begin in the Fall and will be ready for implementation in schools for the school year.
Morning break after this slide for fifteen minutes.
Discussion

65. How can I REALLY understand the “Depth” of the Benchmarks?
The Resources – that will help teachers gain a better understanding of the benchmarks are available at
Professional development, PLCs, Lesson Study and team planning will support teachers as they transition to the NGSSS
What role should my textbook play? A resource
Summarizing the Morning:
Item Specifications
CPALM & Remarks section
Textbook discussion may be brief but should include stressing the need to review textbook lessons to assure that they are truly aligned to the benchmarks and to develop a pacing calendar for the year.

66. Where can I find Help and/or Assistance
K-12 course descriptions on the DOE Website
“Remarks” are included with each benchmark.
These examples may be helpful in providing useful information about the level of rigor expected
Use internet connection to take participants to the website. Use CPALMS icon as an active link.

67. Resources
Standards: Item Specifications: Course Descriptions: FCAT 2.0:

68. Essential Question EXIT SLIP
How can understanding the FCAT 2.0 Item Specification Document impact teaching and increase student achievement?

69. It Was Truly A Pleasure
THE END