EDUCATIONAL TRANSFORMATION EDUCATIONAL TRANSFORMATION OFFICE (ETO)OFFICE (ETO)

Teacher AcademyTeacher Academy

PRESENTED BYPRESENTED BYJulie SantamarinaJulie Santamarina

Elementary Science Curriculum Support Elementary Science Curriculum Support

SpecialistSpecialist

Science Science

NGSSS & FCAT 2.0NGSSS & FCAT 2.0

ICE BREAKER ICE BREAKER ACTIVITY ACTIVITY Getting Acquainted 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.

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Common Board Configuration (CBC)Common Board Configuration (CBC)

DATE: August 9, 2011

BELL RINGER: Gallery Walk: What is NGSSS ?BENCHMARK: FCAT 2.0.2011

OBJECTIVE:

Today we will examine the role FCAT 5th 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.

ESSENTIAL QUESTION:

How can understanding the FCAT 2.0 Item Specification Document impact teaching and increase student achievement?

VOCABULARY:

FCAT 2.0, Cognitive Complexity, Item Specifications, Low Complexity, Moderate Complexity, High Complexity, NGSSS

AGENDA: •Gallery WalkI 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•Homework Instruction

EXIT SLIP: How can understanding the FCAT 2.0 Item Specification Document impact teaching and increase student achievement?

HOME LEARNING:

Review today’s lesson and develop your next steps to utilize these resources in your daily lessons.

Three Reasons Why The Standards were Three Reasons Why The Standards were Changed Changed

Low student performance

Persistent low achievement gaps

Lack of student preparation

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4th grade 8th grade

FL US

Recent Recent NAEP data reveal that while our NAEP data reveal that while our 4th grade students barely surpassed the 4th grade students barely surpassed the national average, our 8national average, our 8thth grade students grade students

lagged behindlagged behind..

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

average for Hispanicsaverage for Hispanics..

2005 NAEP 8th grade Scale Scores, Fl. vs. U.S.

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All Students Black Hispanic

Sca

le S

core

s

U.S.

Fl.

In the 2005 “The State of Science In the 2005 “The State of Science Standards Report” done by the Fordham Standards Report” done by the Fordham Institute awarded Florida’s Science Institute awarded Florida’s Science Standards a “F” grade and Standards a “F” grade and Massachusetts received an Massachusetts received an “A”.“A”.

Gross, et al, (2005)

Reasons why Fordham Gave Florida Reasons why Fordham Gave Florida A Grade of “F”A Grade of “F”

Florida’s standards were lacking in contentFlorida lags behind other states and other

nations Florida had no criteria to understand and

analyze the impact of scientific discoveriesChemistry content in K-8 is scanty, and

even less is required in K-12Physics is disappointing, due to a

prevalence of errors in fact and presentation

The report states Coherence, Focus, and Rigor all need immediate attention in Science. You are the Experts in your school:

QUESTION: Based on what you know about Coherence, Focus, and Rigor

Describe what should be implemented in your schools in order to enhance

1.Coherence

2.Focus

3.Rigor

In your science classes

Science Standards In The USA Needs Science Standards In The USA Needs Coherence, Focus, and RigorCoherence, 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)

Science Standards In The USA Needs Science Standards In The USA Needs Coherence, Focus, and RigorCoherence, Focus, and Rigor

RecommendationsIdentify 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)

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)

Recommendations From the National Science

Education Standards

The State of Florida The State of Florida Commitment to ExcellenceCommitment to Excellence

In 2006, the Florida legislature stated its commitment to higher and more challenging standards for Florida’s children by passing HB 7087. Florida law now reads:

§1001.03(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.

SUNSHINE STATE STANDARDSSUNSHINE STATE STANDARDSDemand for Critical ThinkersDemand 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.

New Standards Outcome GoalsNew Standards Outcome Goals

• Increase depth, understanding, process skills, proficiency

•Lead to mastery of concepts and skills

coveringunderstanding

ScienceScience Standards Standards No longer No longer a mile wide and an inch deep!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

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New Sunshine State Standards New Sunshine State Standards vs. 1996 Sunshine State vs. 1996 Sunshine State

Standards? Standards?

How Do I Read The New How Do I Read The New FCAT 2.0 Coding Scheme?FCAT 2.0 Coding Scheme?

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SC. 5. N. 1. 1 Subject Grade

Level Body of

Knowledge Big Idea/

Supporting Idea/

Standard

Benchmark

MA; SC; LA

NEW!NEW! Now grade level/course specific

All standards are of equal importance

Benchmark Coding Scheme

Body of Knowledge Key:N ~ Nature of Science

E ~ Earth and Space ScienceP ~ Physical Science

L ~ Life Science

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.

FCAT 2.0 New Course FCAT 2.0 New Course DescriptionDescription

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

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The Importance of The Importance of THE SCIENCE FCAT THE SCIENCE FCAT

ITEM SPECIFICATIONSITEM SPECIFICATIONS

What are some of the things your Science Item Specifications covers?

Defines the content and format of the test items 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

Where can I find FCAT Item Where can I find FCAT Item Specifications for FCAT II Specifications for FCAT II

Science?Science?

Test Item Specifications may be found at www.fldoe.org

Item Specifications is available for Grades 5, 8, and the Biology EOC (3 separate documents)

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FCAT 2.0 ITEM SPECIFICATIONSFCAT 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 .

FCAT 2.0 Item SpecificationsFCAT 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.

Next Generation Assessment Transition: Next Generation Assessment Transition: 2009-2013 2009-2013

Will our assessments Will our assessments be different?be different? YES!YES!

Sept, 2007 New Standards were adopted

2007-08 Writing teams met to develop FCAT Test Item

Specifications

2008-09 Test items were developed and reviewed by multiple

committees

2009-10 Test items were Field Tested along with old standards

testing

2010-11 NEW 3rd-11th FCAT and Biology EOC Field test

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FCAT 2.0FCAT 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

Processing MomentProcessing Moment

Think – Pair – Share (TPS)1.Think about the information

provided so far.2.Pair up with someone 3.Share with your partner

something NEW you’ve learned.

CRITERIA FOR FCAT 2.0 SCIENCE TEST CRITERIA FOR FCAT 2.0 SCIENCE TEST ITEMS 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

NGSSS Across the GradesNGSSS Across the Grades

The Big Idea and/or

Standard

Elementary Middle High School

Grades Grades Grades

K 1 2 3 4 5 6 7 8 9 10 11 12

1: The Practice of Science

2: Characteristics of Scientific Knowledge

3: The Role of Theories, Laws, Hypotheses, and Models

4: Science and Society

5: Earth in Space in Time

6: Earth Structures

7: Earth Systems and Patterns

8: Properties of Matter

9: Changes in Matter

10: Forms of Energy

11: Energy Transfer and Transformations

12: Motion of Objects

13: Forces and Changes in Motion

14: Organization and Development of Living Organisms

15: Diversity and Evolution of Living Organisms

16: Heredity and Reproduction

17: Interdependence

18: Matter and Energy Transformations

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Science Crosswalk http://www.fldoestem.org/Uploads/1/docs/FLDOE/K-12%20crosswalk_draft3%20(2).pdf

FCAT 2.0

Processing Moment

Turn and Talkwith a shoulder buddy and add

something NEW that you

have learned to your outer

circle.

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FCAT Science 2.0FCAT Science 2.0

Here is the new breakdown, based on Webb’s DOK:

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FCAT 2.0 Science Test FCAT 2.0 Science Test ItemsItems

The degree of challenge of FCAT 2.0 items is currently categorized in two ways: item difficulty and cognitive complexity.

LEVELS OF COMPLEXITYLEVELS OF COMPLEXITY

Low

Moderate

High

How is Webb’s Depth of Knowledge Different from

Bloom’s Taxonomy?

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BLOOMSBLOOMS vs. WEBB vs. WEBB

Make a Chart comparing BLOOMS vs WEBBs

BLOOM’S WEBB’S

1. 1.

2. 3.

4.

5.

2. 3.

4.

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BLOOMSBLOOMS vs. WEBB vs. WEBB

Make a Chart comparing BLOOMS vs WEBBs

BLOOM’S WEBB’S

1. Knowledge: Recall 1. Knowledge: Recall of Facts, Information, Procedure

2. Comprehension: Ability to process3. Application

4. Analysis

5. Synthesis & Evaluation

2. Basic Application of Skills Concept3. Strategic Thinking

4. Extended Thinking

Bloom VS. WebbBloom VS. Webb

Bloom VS. WebbBloom VS. Webb

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Complexity v. DifficultyComplexity v. DifficultyThe FCAT items degree of challenge are

currentlycategorized 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%

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STUDENT LEVELSSTUDENT LEVELSQuestion:When we talk about a student’s

cognitive complexity levels, what are we really saying?

Answer:

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Levels of Cognitive ComplexityLevels 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

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Levels of Cognitive ComplexityLevels of Cognitive ComplexityTHE 3 LEVELS Of COGNITIVE

COMPLEXITY

Low Complexity – Recall and recognition

Moderate Complexity – Flexible thinking and choice

High Complexity – Abstract reasoning and planning

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Low ComplexityLow Complexity 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.

DOK Level 1

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ModerateModerate ComplexityComplexity

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

DOK Level 2

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High ComplexityHigh Complexity 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.

DOK Level 3

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Benchmark Number: SC.5.N.1.1 Benchmark Description: Define a problem, use appropriate reference

materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

Subject Area: Science Grade Level: 5 Body of Knowledge: Nature of Science Big Idea: The Practice of Science - A: Scientific inquiry is a

multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

Related Instructional Resources » More Information »

Date Adopted or Revised: 02/08 Date of Last Rating: 05/08 Cognitive Complexity: High - What does this mean? Status: State Board Approved

TrueTrue

Let’s InvestigateLet’s Investigate

Low? Medium? High?Low? Medium? High?

What is the student expected to know?

Low? Medium? High?Low? Medium? High?

What is the student expected to know?

Low? Medium? High?Low? Medium? High?

What is the student expected to know?

Pondering MomentPondering Moment

If 15-25% of the questions on the FCAT are of Low level complexity… How much time should we devote to DOK level 1 Thinking?

If 40-60% of the questions on the FCAT require Moderate to 20-35% High levels of complexity… What are YOU doing to promote these complex levels of higher order thinking?

Should Science Support READING?Should Science Support READING?

Currently:

BIOLOGY I COURSE DESCRIPTION:LA.910.2.2.3 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.910.4.2.2 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;

 

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Language Arts standards are infused in all

courses.

How Can I Ensure Success How Can I Ensure Success In FCAT 2.0In FCAT 2.0

List some ways

How Can I Ensure Success How Can I Ensure Success In FCAT 2.0In 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

Why will it be important to Why will it be important to align align existingexisting resources resources

(textbooks, etc.) to the new (textbooks, etc.) to the new standards?standards?

Discussion

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How can I How can I REALLYREALLY understand understand the “Depth” of the the “Depth” of the

Benchmarks?Benchmarks?The Resources – that will help teachers gain

a better understanding of the benchmarks are available at

www.floridastandards.org www.cpalms.org

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

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Where can I find Help and/or Where can I find Help and/or Assistance Assistance

K-12 course descriptions on the DOE Website

http://floridastandards.org/Courses/CourseDescriptionSearch.aspx

“Remarks” are included with each benchmark.

These examples may be helpful in providing useful information about the level of rigor expected

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Resources Resources

Standards:http://www.floridastandards.org/Standards/FLStandardSearch.aspxItem Specifications:http://www.floridastandards.org/Resource/FCAT_Item_Specifications.aspxCourse Descriptions:http://www.floridastandards.org/Courses/CourseDescriptionSearch.aspxFCAT 2.0:http://fcat.fldoe.org/fcat2/

EXIT SLIP

Essential Essential Question Question

It Was Truly A Pleasure

THE END