Updates from Science Assessment and Teaching and Learning Science OSPI Webinar November 13, 2014 Ellen Ebert, PhD, Science Director Dawn Cope, Secondary Science Assessment Kara Todd, Elementary Science Assessment 11/13/2014OSPI_Assessment_T&L_Update1

OSPI Science Assessment Updates WEBINAR NOVEMBER 13, /13/2014OSPI_ASSESSMENT_T&L_UPDATE 2

Agenda Science assessment system and resources Graduation alternatives Impact of new standards adoption Models (if time) 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 3

Presenters Dawn Cope Science Assessment Lead Biology EOC and 8 th Grade MSP Kara Todd Science Assessment Specialist 5 th and 8 th grade MSPs 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 4

Science Assessment System 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 5

Statewide Measurements of Student Progress Results 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 6

Statewide Biology EOC Results* * Percentages do not include “Previously Passed” 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 7

2015 testing windows Winter Biology EOC: January 5 - February 6, 2015, during the last 3 weeks of semester 5 th and 8 th grade MSP: ◦Paper/pencil—April 20 – May 19, 2015 ◦Online—April 20 – June 5, 2015 ◦Not part of the SmarterBalanced ELA or Mathematics assessments Spring Biology EOC: May 11 – June 12, 2015, during the last 3 weeks of the school year ◦Not part of the SmarterBalanced ELA or Mathematics assessments 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 8

Online testing Science MSP and Smarter Balanced ELA/Mathematics assessments will use the same online test engine. The science MSP is not adaptive. The science items are still based on the 2009 K-12 Science Learning Standards we’ve been assessing since /13/2014OSPI_ASSESSMENT_T&L_UPDATE 9

Biology EOC Graduation Requirement Legislative intent regarding high school science assessment (2013 Engrossed House Bill 1450, section 4): Classes of 2015 and beyond must pass the state science exam to graduate Biology EOC—Until NGSS are adopted, implemented, and assessed Comprehensive NGSS Test—When NGSS are adopted, implemented, and assessed 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 10

Who Takes the Biology EOC? Winter (January/February) 2015 Any student (class of 2015+) who took the EOC previously and did not meet standard Students completing a biology course mid-year Spring 2015 Any student (2015+) who took the EOC previously and did not meet standard Any student (2015+) enrolled in a high school level biology course All 10th graders who have not yet met standard Meets the high school science testing requirement of NCLB 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 11

MSP and EOC Resources … October 2014 version of Test and Items Specifications Lessons Learned 2014—coming soon Scorer Training Modules—coming Soon ◦COE, EOC, MSP ◦Videos with materials 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 12

Science Assessment Resources 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 13

Science Assessment Resources 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 14

Graduation Alternatives 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 15

Alternatives for ELL and Spec Ed Biology EOC (& Science MSP) available in 6 translation languages Spanish, Russian, Korean, Chinese, Vietnamese, and Somali IEP can designate Level 2 (Basic) to meet graduation requirement Developmentally Appropriate Proficiency Exam (DAPE) ES DAPE and MS DAPE available fall 2014, spring 2015 Locally Determined Assessment (12 th graders only) New this school year For more information: John Bresko Special Education Program Supervisor Lesley Siegel Alternate Assessment Coordinator 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 16

Certificate of Academic Achievement (CAA) Options Begins with students in class of 2015— Must take EOC once GPA comparison—draft Advanced Placement (AP) score of 3 or higher: Biology, Physics, Chemistry, or Environmental Sciences International Baccalaureate(IB) score of 4 or higher: Biology, Physics, Chemistry ACT Science score: Will be added when adequate data exists For more information: /13/2014OSPI_ASSESSMENT_T&L_UPDATE 17

CAA Options Available for Biology EOC Collection of Evidence (COE) RCW 28A 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 (EOC). 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 18

Biology COE Resources ESD Guidelines, policies, and sufficiency requirements The secure EDS System can be accessed by educators who have students working on a COE. Generate staff and student groups and accounts, access and complete tasks, submit collections Recorded webinars, sample COE tasks, Lessons Learned Task Matrix Brief description of the 16 tasks available 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 19

Biology COE Resources Biology COE Moodle Forum Task development information Links to recorded webinars Salmonberry Habitat Sample COE task (adapted from Bio EOC scenario-Updates 2013) The Moths and the Trees Sample COE task (adapted from Bio EOC scenario-Updates 2014)-Posted October 2014 Scott Killough: COE Science Assessment Specialist 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 20

Operational Scoring Professional, trained scorers (August 2014) COE Task Development—Winter 2013 to Fall 2014 Tasks Piloted Teachers statewide via Moodle Task Writing Workshop Teachers statewide wrote tasks via Moodle Develop Test Blueprint Based on EOC Test Map Range Finding Teacher statewide- committee (July 2014) First Submission June 2014 Tasks reviewed for content Teachers via Moodle and committee (May 2013) Range Finding of informal pilot Teacher statewide- committee (August 2013) Standards Setting Teacher statewide- committee (August 2014) 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 21

DateEvent January 28 th, 2015Winter COE Submission: Class of 2015 February 9 th - 27 th, 2015Scoring March 25 th, 2015Scores released on WAMS April 29 th, 2015Spring COE Subsequent Submission: Class of 2015 May 11 th – 15 th, 2015Scoring May 29 th, 2015Scores released on WAMS June 10 th, 2015Summer COE Submission: All eligible students July 6 th – 17 th, 2015Scoring August 14 th, 2015Scores released on WAMS 11/13/ Upcoming COE Submission Events OSPI_ASSESSMENT_T&L_UPDATE

Upcoming COE Development Events Task Writing November ESD 113 Content Review (apply in January) March 9 – 13 ESD 113 Tumwater Pilot New Tasks April and May Need several teachers Pilot Rangefinding (apply in April) June 23 – 27 ESD 113 Tumwater "SALT" and "PEPPER” list 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 23

Impact of new standards adoption WHAT ABOUT THE NGSS? 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 24

What happens to the MSP and EOC? NCLB and state law require a state science exam once each in elementary, middle, and high school. The state exams (based on 2009 standards) will continue until an exam based on the NGSS is developed. 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 25

Adopted: June 2009 Adopted: October 2013 Next Generation Science Standards First assessed: 2011 (MSP) 2012 (EOC) Possible first assessment: 2017 or 2018 (?) Washington State 2013 K-12 Science Standards 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 26

Operational Scoring Items available for Operational Testing Data Review Committee Pilot Scoring Pilot Range Finding Committee Scenario & Item Pilot Testing MSP and EOC Assessment Development Cycle Content Review & Bias/Sensitivity Committees Reviewed for content by OSPI/contractor Scenario & Item Writing Committee Develop Test and Item Specifications Operational Range Finding 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 27

What are the steps to building a new assessment? Develop item specifications from the standards Determine the test map Develop test items (including a pilot test) Develop Achievement Level Descriptors (ALDs) from the standards (aka PLDs) Administer an operational test Set achievement level cut scores (aka Standard Setting) For the 2009 standards, this process took 25 months 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 28

Still to be determined: Will the science tests be developed by Washington or with a consortium of states? When and how will pilot and/or field testing occur? What year will be the first year of operational testing? If the high school test is comprehensive, will it be administered at grade 10 or grade 11? Will the elementary test cover just grade 5 standards or a broader grade band of standards? 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 29

Upcoming meetings for the new assessment: Exact dates and locations TBD. TimeframeEventNumber of days Winter 2015Test blue print review1 Winter 2015Item specifications review2 Spring 2015Item writing5 each Summer 2015Content review5 each 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 30

SALT and PEPPER Teams PEPPER PreSALTers Enthusiastically Promoting Powerful Educational Resources Science educators throughout Washington interested in receiving Science Assessment updates. Receive invitations to participate in development events. SALT Science Assessment Leadership Team Have participated in (or have applied to) development events such as Scenario Writing, Content Review, Range Finding, and Data Review. 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 31

SALT Information: /13/2014OSPI_ASSESSMENT_T&L_UPDATE 32

Updates from Teaching and Learning Transitions Plans Life Science Moodle Updates Policy Updates 11/13/2014OSPI_Assessment_T&L_Update33

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Adoption Update! 35  Rhode Island  Kentucky  Kansas  Maryland  Vermont  California  Delaware  Washington  District of Columbia  Nevada  Oregon  Illinois  New Jersey  Virgin Islands  Puerto Rico States That Have Officially Adopted NGSS OSPI_Assessment_T&L_Update11/13/2014

Common Core ELA and Math and Next Gen Science are Washington State Learning Standards Phase 1: CCSS and NGSS Exploration Phase 2: Build Awareness & Begin Building Statewide Capacity Phase 3: Build Statewide Capacity and Classroom Transitions Phase 4: Statewide Application and Assessment Ongoing: Statewide Coordination and Collaboration to Support 36OSPI_Assessment_T&L_Update11/13/2014

DEVELOPMENT K-12 Framework for Science Education NGSS Drafting Process Confidential Drafts Summer 2011 WA INVOLVEMENT: - WA Selected as NGSS Lead State – Fall Drafting Process – Fall 2011 – Spring Statewide educator, stakeholder input REVIEW/INPUT Public Review Revision Process WA INVOLVEMENT: - Statewide educator, stakeholder input - Student input - National input - Comments on Final Drafts ADOPTION States have discretion to voluntarily adopt NGSS Final April 2013 WA STATUS: - Comparisons - Bias and Sensitivity - SBE Presentations Adoption October 2013 BUILD AWARENESS & CAPACITY State Collaboration and Sharing WA STATUS: Part of 8 state collaborative (early adopters) TRANSITION & APPLICATION - Intentional transition plans - Examination of instructional materials and resources - Assessment system adjustments Washington’s NGSS Involvement & Process Summer 2011 to Present We are here 37OSPI_Assessment_T&L_Update11/13/2014

Ongoing: Statewide Coordination and Collaboration to Support Implementation (Professional Learning Providers and Partners Across WA) Including: School Districts (CCSS District Implementation Network)CCSS District Implementation Network Higher Education Education and Educator Content Associations Business Partners Mathematics/Science Partnership Grants OSPI_Assessment_T&L_Update Washington 3811/13/2014

Connections Across Programs/Initiatives 39OSPI_Assessment_T&L_Update11/13/2014

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The “What”: Key Shifts in NGSS Focus: The NGSS are focused on deeper understanding and application of science content reflecting real-world interconnectedness Coherence: Science and engineering build coherently (horizontally, vertically and developmentally) across K–12 Integration: Science and Engineering are integrated across K–12 41OSPI_Assessment_T&L_Update11/13/2014

Professional Learning… Regional Educational Service District (ESD) LASER (Leadership Assistance in Science Education Reform) Math-Science Partnerships ($2.5 M for grants) Higher Education WSTA – Science Professional Organization OSPI NGSS Moodle (coming soon) School and District opportunities PLC’s – connect across programs Self-study 11/13/2014OSPI_Assessment_T&L_Update42

Three Dimensional Standards…. Three Dimensional Learning…  The NGSS are written as Performance Expectations  NGSS will require contextual application of the three dimensions by students.  Focus is on how and why as well as what 43OSPI_Assessment_T&L_Update Three Dimensional Teaching… and Three Dimensional Professional Learning!

THE STANDARDS – Three Dimensions  Crosscutting Concepts  Patterns  Cause and effect  Scale, proportion and quantity  Systems and system models  Energy and matter  Structure and function  Stability and change  Disciplinary Core Ideas  Physical Sciences  Life Sciences  Earth and Space Sciences  Engineering, Technology and Applications of Science  Science & Engineering Practices 1. Ask questions (for science) and define problems (for engineering) 2. Develop and use models 3. Plan and carry out investigations 4. Analyze and interpret data 5. Use mathematics and computational thinking 6. Construct explanations (for science) and design solutions (for engineering) 7. Engage in argument from evidence 8. Obtain, evaluate, and communicate information 44 OSPI_Assessment_T&L_Update 11/13/2014

The “How”: Key Elements of Washington’s NGSS Grade-Specific Transition Plans  Grades K-12 Available (  Proposed Middle and High School Pathways  Transition Plan Elements Introduction/background Performance Expectations Connections to Common Core Comparison to 2009 WA State Science Standards Suggested transition plan Grade level learning progressions Connections to English Language Proficiency Standards 45OSPI_Assessment_T&L_Update11/13/2014

Life Science Transition Plan OSPI_Assessment_T&L_Update4611/13/2014

HS Science and Engineering Practice OSPI_Assessment_T&L_Update4711/13/2014

HS Crosscutting Concepts OSPI_Assessment_T&L_Update4811/13/2014

Designing for Equity Encourage students… “to be authors and producers of knowledge with ownership over it rather than mere consumers of it..” Learner agency takes three forms: 1.Supports active knowledge construction by engaging students in the practices 2.Has learning experiences grow out of the lives of learners—connect science to real world contexts 3.Leverages funds of knowledge of learners (interests, knowledge, reasoning, identities) 49 OSPI_Assessment_T&L_Update11/13/2014

OSPI_Assessment_T&L_Update50 Essential Features of Inquiry The learner: Science and Engineering Practices (2013) Engages in scientifically oriented questions. Asking questions and defining problems Gives priority to evidence in responding to questions. Develop/use models; Design/Conduct investigations Formulates explanations from evidence. Develop/use models; Analyze/interpret data; Use mathematics and computational thinking; Construct explanations/ design solutions Connects explanations to scientific knowledge. Develop/use models; Analyze/interpret data; Use mathematics and computational thinking; Construct explanations/ design solutions Communicates and justifies explanations. NRC 2000 Engage in argument from evidence; Obtain, evaluate, and communicate information NGSS 11/13/2014

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Bundling Example: LS1B: Processes within Cells LS1B. The gradual combustion of carbon-containing compounds within cells, called cellular respiration, provides the primary energy source of living organisms: the combustion of carbon by burning of fossil fuels provides the primary energy source for most of modern society. HS-LS1-6.HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon- based molecules. HS-LS1-7.HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. HS-LS2-3.HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-LS2-5.HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. HS-PS21-7.HS-PS21-7.Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. HS-ESS2-6.HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. HS-ETS1-1.HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. OSPI_Assessment_T&L_Update11/13/201452

Considering Instructional Materials?!!! OSPI_Assessment_T&L_Update 53 INSTRUCTIONAL MATERIALS K-12 Core Curricula Supplemental resources Individual lessons and plans District-created materials/resources Teacher-created materials Full courses Purchased and/or “open education resources” Formally adopted or not Move Slowly and Intentionally 11/13/2014

Resources EQuIP Rubric Available EQuIP Rubric Sample Classroom Assessment Tasks – November, 2014 NGSS Evidence Statements - November, 2014 Accelerated Model Course Pathways - November, 2014 State of Science Education Research - fall 2014 NGSS Data Portal - fall 2014 Alignment Institutes - fall 2014 Publishers' Criteria – fall 2014 NGSS Model Content Frameworks – fall 2014 STEM Works - fall 2014 State Standards Comparison Toolkit Tools for Ambitious Science Teaching Michigan State University OSPI_Assessment_T&L_Update5411/13/2014

State Board of Education Will approve Equivalent CTE courses with Science Courses (CTE courses with content that aligns not only with CTE standards but also with Next Generation Science Standards, that meet science graduation requirements) Approved 3 Science Credits beginning with students who are 9 th graders in 2015 Provided a definition of a “Lab Science” OSPI_Assessment_T&L_Update5511/13/2014

Professional Educators Standards Board (PESB) Revised and approved new preservice competencies for science aligned to A Framework for K12 Science Education and the NGSS. Higher education programs are realigning coursework to the new competencies. OSPI_Assessment_T&L_Update5611/13/2014

House Bill 2621 STEM Lighthouse Schools 2014 Schools Receiving $20K Grants: Riverpoint Academy (Mead School District) Cascade K-8 Community School (Shoreline) Toppenish Middle School (Toppenish) STEM School (Lake Washington) Lakeside High School (Nine Mile Falls) Columbia Crest Elementary School (Eatonville) Franklin Pierce High School (Franklin Pierce)  The designated schools must have proven experience and be recognized as model STEM programs. OSPI_Assessment_T&L_Update5711/13/2014

For more NGSS information Science Teaching & Learning: – Ellen Ebert, Ph.D., – Amber McCulloch, Environmental and Sustainability Education: – Gilda Wheeler, Science Support Staff: – Sultana Shah, NGSS OSPI Website: Report from Symposium on Science Assessment: 58OSPI_Assessment_T&L_Update11/13/2014

Questions? Thank you for your time today! 59OSPI_Assessment_T&L_Update11/13/2014

Building Bridges 2009  /13/2014OSPI_ASSESSMENT_T&L_UPDATE 60

WA State 2013 K-12 Science Standards Science and Engineering Practices 1.Ask questions (for science) and define problems (for engineering) 2.Develop and use models 3.Plan and carry out investigations 4.Analyze and interpret data 5.Use mathematics and computational thinking 6.Construct explanations (for science) and design solutions (for engineering) 7.Engage in argument from evidence 8.Obtain, evaluate, and communicate information Crosscutting Concepts 1.Patterns 2.Cause and effect 3.Scale, proportion and quality 4.Systems and system models 5.Energy and matter 6.Structure and function 7.Stability and change Core Ideas 1.Physical Sciences 2.Life Sciences 3.Earth and Space Sciences 4.Engineering, Technology and Applications of Science 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 61

“Model” Items BRIDGING THE GAP 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 62

4-5 INQF Models (WA 2009) Content Standard: o A scientific model is a simplified representation of an object, event, system, or process created to understand some aspect of the natural world. When learning from a model, it is important to realize that the model is not exactly the same as the thing being modeled. Item Specifications: o INQF(1) Tell what can be learned about an object, event, system, or process by using a given model. o INQF(2) Describe how a model is similar to or different from the object, event, system, or process being modeled. 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 63

6-8 INQE Models (WA 2009) Content Standard: o Models are used to represent objects, events, systems, and processes. Models can be used to test hypotheses and better understand phenomena, but they have limitations. Item Specifications: o INQE(1) Describe how a model can be used to explain the relationship between two variables. o INQE(2) Describe how a model or simulation is similar to and/or different from the actual object, event, system or process being modeled. 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 64

9-12 SYSC (WA 2009) Content Standard: o In complex systems, entirely new and unpredictable properties may emerge. Consequently, modeling a complex system in sufficient detail to make reliable predictions may not be possible. Item Specifications: o SYSC(1) Given a model of a complex system that is lacking sufficient detail to make reliable predictions about that system, describe inadequacies of the model. o SYSC(2) Predict the possible consequences of a change in a given complex system and/or describe why a simplified model may not be able to reliably predict those consequences. 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 65

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Developing and Using Models (WA 2013) Include ◦Diagrams ◦Physical replicas ◦Mathematical representations ◦Analogies ◦Computer simulations Models in Science ◦Represent a system or parts of a system ◦Aid in the development of questions ◦Generate data used to make predictions ◦Communicate ideas to others ◦Evaluated and refined through comparing of model-based predictions with the real world ◦Based on evidence and modified as needed Models in Engineering ◦Used to analyze a system ◦Used to test solutions to a problem ◦Used to visualize and refine a design ◦Used to communicate design features ◦Uses as prototypes to test design performance NGSS—Appendix F, pages /13/2014OSPI_ASSESSMENT_T&L_UPDATE 71

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MS Performance Expectation (WA 2013) 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 73

MS Performance Expectation (WA 2013) 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 74

Things to remember: 1.We are just exploring possibilities. 2.This example could possibly serve as bridges between the 2009 and 2013 standards. 3.Item specifications have not been developed for the 2013 standards so the item presented is not an “example” based on item specifications. 4.We encourage you to play with these types of items and figure out what works best with kids. 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 75

MS-LS2-3 Model Pond ponderings… 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 76

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Things to remember: 1.We are just exploring possibilities. 2.This example could possibly serve as bridges between the 2009 and 2013 standards. 3.Item specifications have not been developed for the 2013 standards so the item presented is not an “example” based on item specifications. 4.We encourage you to play with these types of items and figure out what works best with kids. 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 79

Think time… Are you able to think of some student responses? What could be added to the scenario to make this item more accessible? How many score points do you think this could be worth? Does the rigor fit this grade level? What would you do at your grade level? 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 80

Thank you! Dawn Cope Science Assessment Lead Biology EOC and 8 th Grade MSP Kara Todd Science Assessment Specialist 5 th and 8 th grade MSPs 11/13/2014OSPI_ASSESSMENT_T&L_UPDATE 81