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EDUCATIONAL TRANSFORMATION OFFICE ETO Teacher Academy PRESENTED BY Julie Santamarina Elementary Science Curriculum Sup

ICE BREAKER ACTIVITY Getting Acquainted .

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EDUCATIONAL TRANSFORMATION OFFICE ETO Teacher Academy PRESENTED BY Julie Santamarina Elementary Science Curriculum Sup

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    1. EDUCATIONAL TRANSFORMATION OFFICE (ETO) Teacher Academy PRESENTED BY Julie Santamarina Elementary Science Curriculum Support Specialist Science NGSSS & FCAT 2.0

    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. 2 Post it notes will be placed on charts with the purpose of identifying the participants.Post it notes will be placed on charts with the purpose of identifying the participants.

    3. Common Board Configuration (CBC)

    4. 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?How do you think they arrived at these reasons?

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

    6. 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.

    7. 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.In 2005 Fordham Institute completed a science report on Science Standards, and Florida received an F.

    8. 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? ExpalinDo you agree with these findings? Expalin

    9. Science Standards In The USA Needs Coherence, Focus, and Rigor Let each person share – Then go to the next slideLet each person share – Then go to the next slide

    10. Science Standards In The USA Needs Coherence, Focus, and Rigor

    11. Recommendations from Achieve, Inc. and the American Diploma Project (ADP) include to help improve all three areas:Recommendations from Achieve, Inc. and the American Diploma Project (ADP) include to help improve all three areas:

    13. The State of Florida Commitment to Excellence

    14. 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 ActivitiesHow often do we ask students to demonstrate Critical thinking? Mainly During Hands on Activities

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

    16. 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 16

    17. 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

    18. How Do I Read The New FCAT 2.0 Coding Scheme? 18 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.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.

    19. Benchmark Coding Scheme

    20. 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 20 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.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.

    21. 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 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

    22. Where can I find FCAT Item Specifications for FCAT II 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) 22 Item Specs are set for release Summer 2010Item Specs are set for release Summer 2010

    23. FCAT 2.0 ITEM SPECIFICATIONS

    24. 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. As a general rule, test items should be written at the cognitive level of the benchmark.

    25. Next Generation Assessment Transition: 2009-2013

    26. Will our assessments be different? 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 26 Why has it taken so long to implement the standards since they were passed in 2007?Why has it taken so long to implement the standards since they were passed in 2007?

    27. FCAT 2.0

    28. 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.

    29. CRITERIA FOR FCAT 2.0 SCIENCE TEST ITEMS

    32. NGSSS Across the Grades 32

    33. 33

    35. 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.Complexity based on expectations of the student, NOT the ability of the student.

    36. 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.

    37. LEVELS OF COMPLEXITY

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

    40. 40 BLOOMS vs. WEBB Make a Chart comparing BLOOMS vs WEBBs

    41. 41 BLOOMS vs. WEBB Make a Chart comparing BLOOMS vs WEBBs

    42. Bloom VS. Webb Norman WebbNorman Webb

    43. Bloom VS. Webb

    44. 44 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%

    45. 45 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.These levels represents the students’ levels of cognitive complexity.

    46. 46 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

    47. 47 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

    48. 48 Low 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.

    49. 49 Moderate Complexity 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

    50. 50 High 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.

    51. 51

    52. Let’s Investigate

    53. Low? Medium? High? CC

    54. Low? Medium? High? AA

    55. Low? Medium? High? DD

    56. Pondering 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?

    57. 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;   57 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.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.

    58. How Can I Ensure Success In FCAT 2.0

    59. How Can I Ensure Success In FCAT 2.0

    60. Why will it be important to align existing resources (textbooks, etc.) to the new standards? Discussion 60 Mathematics textbook adoption took place during the 2009-2010 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 2011-2012 school year. Morning break after this slide for fifteen minutes.Mathematics textbook adoption took place during the 2009-2010 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 2011-2012 school year. Morning break after this slide for fifteen minutes.

    61. 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 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 61 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.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.

    62. Where can I find Help and/or 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 62 Use internet connection to take participants to the website. Use CPALMS icon as an active link.Use internet connection to take participants to the website. Use CPALMS icon as an active link.

    63. Resources Standards: http://www.floridastandards.org/Standards/FLStandardSearch.aspx Item Specifications: http://www.floridastandards.org/Resource/FCAT_Item_Specifications.aspx Course Descriptions: http://www.floridastandards.org/Courses/CourseDescriptionSearch.aspx FCAT 2.0: http://fcat.fldoe.org/fcat2/

    64. EXIT SLIP

    65. It Was Truly A Pleasure

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