Keystone Connections:BiologyMarch 1, 2011

8:30 AM - 3:30 PMThe Conference and Training Center IU 13

Session Topics

New Graduation RequirementsBiology Keystone Exam OverviewSAS Portal Tools for Local Biology Curriculum and Assessment AlignmentIU 13 Summer 2010 Work Group Tools for Local Biology Curriculum AlignmentCurriculum Alignment Process (Biology and K-12)

Next Steps for IU 13 and School Districts

What will success “look like”?

Identification of new tools/strategies for strengthening biology curriculum/assessment alignment for all students…orRefined action plan for strengthening biology curriculum/assessment alignment for all students…orConfirmation of biology curriculum/assessment alignment for all students.

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Materials/Resources

Three Modes to Match Your Learning Style– Binder: see, touch/manipulate, write– Web-based: 24-7 access from any computer

• SAS Portal: PDE sanctioned materials and resources for strengthening your SAS; work in progress

• IU 13 Science Wiki Space: Training specific materials and resources including locally produced supports

– Jump Drive: one per district; e-copies in the event that the Wiki doesn’t work for all of you

Binder

Tabs:– New Graduation Requirement– Biology Keystone Exam Information– Biology Assessment Anchors and Eligible Content– VMCMap for Biology– Academic Standards and Grade 11 PSSA AA & EC– Summer 2010 IU 13 Biology Curriuclum Work (LFS

Format) – Assessment (General Assessment)– K-12 Curriculum Alignment– Notebook paper

IU 13 Science WikiSpace

iu13science.wikispaces.com

E-mail in inbox

Membership only

Web-based document sharing

Collaboration/ discussion

Collaborative Pairs Activity

With an “elbow partner”– Record on a sticky note something that both of

you currently know about the Biology Keystone Exam

– On another sticky note record something that both of you would like to know about the Biology Keystone Exam

Report out to the larger group/sorting by topic

New PA Graduation Requirement

How does PA’s new graduation requirement impact biology students?

New Graduation Requirement -- Phase I

For the graduating classes of 2015 and 2016 (this year’s 7th and 8th graders)Must demonstrate proficiency in four subjects that include an “End of Course Assessment”– Algebra 1– Biology– English Composition– Literature

New Graduation Requirement - Phase II

For the graduating classes of 2017 and beyond (this year’s 6th graders and below)Must demonstrate proficiency in 6 of 10 courses that include an end-of-course assessment– 2 English (Comp and Literature)– 2 Math (Alg 1, Geo, Alg 2)– 1 Science (Bio, Chem)– 1 Social Studies (Civics, American History, World

History)

Keystones as % of Course Grade

In addition to scale scores, each Keystone Exam is graded on a 100-point scale:

Performance Level Points

Below Basic 0

Basic 50-69

Proficient 70-89

Advanced 90-100

Regarding District Choice

Local Assessment Choice

Validation Requirements:To meet the state graduation requirements all local assessments must:

- Align with state academic standards

- Meet rigorous expectations, comparable to those used for the Keystone Exams

- Be administered to all students

Validation Cost Share:For districts creating local assessments, the state will provide:

- Technical assistance to help meet criteria

- Half the cost of the assessment validation

Validation Timeline:A detailed timeline will be available on the SAS website (www.pdesas.org) in spring 2011

Field Test and Operational Assessments

Field Test OperationalAlgebra I, Biology, Literature

November 1-19, 2010 May 2011

Algebra II, Geometry, English Composition

May 2011 Winter 2011-12

US History Fall 2012 May 2013

Chemistry, Civics & Govt., World History

May 2015 TBD

Keystone Exams Key Dates

Biology Keystone Exam

1) What content and process skills will be assessed on the Biology Keystone Exam?

2) What will the exam “look like”?

Structure of the Biology Keystone AA and EC

Structure of the Biology Keystone AA and EC

Biology Keystone Assessment Blueprint

Estimated Time for Biology Keystone

What will the items “look like”?

Biology Keystone Item and Scoring Sampler– Multiple Choice– Constructed

Response with Item Specific Scoring Guides

• Sample Responses

Webb’s vs. Bloom’s

Webb’s Depth of Knowledge– Level 1 - Recall– Level 2 - Application– Level 3 - Strategic

Thinking– Level 4 - Extended

Thinking

Bloom’s Taxonomy—Biology

Webb’s Depth of Knowledge—Biology

Categories (1956) Definition Examples of Action Words* Knowledge Student remembers, or recalls

appropriate previously learned information.

identify; recall; observe; recognize; use; calculate; measure; order

Comprehension Student translates, comprehends, or interprets information based on prior learning.

explain; interpret; describe; classify; identify; recognize; predict

Application Student selects, transfers, and uses data and principles to complete a task or problem with minimum directions.

apply; classify; experiment; interpret; use; order; calculate

Analysis Student distinguishes, classifies, and relates assumptions, hypotheses, evidence, or structure of a statement or question.

analyze; order; explain; classify; arrange; compare; contrast; infer; calculate; categorize; examine; experiment; question; test

Synthesis Student originates, integrates, and combines ideas into a product, plan, or proposal that is new to him or her.

combine; arrange; rearrange; modify; invent; design; construct; organize; predict; infer; conclude; create; experiment and record data

Evaluation Student appraises, assesses, or critiques on a basis of specific standards and criteria.

evaluate; measure; explain; compare; summarize; predict; test decide; rate; conclude

Categories Definition Examples of Action Words* Recall Student recalls facts, information,

procedures, or definitions. identify; recall; observe; recognize; use; calculate; measure; order

Basic Application of Skill/Concept

Student uses information, conceptual knowledge, and procedures.

explain; interpret; describe; classify; identify; order; recognize; predict; apply; use; calculate; organize; estimate; observe; collect; and display data

Strategic Thinking Student uses reasoning and develops a plan or sequence of steps; process has some complexity.

analyze; order; explain; classify; arrange; compare; contrast; infer; interpret; calculate; categorize; examine; experiment; question; predict; evaluate; test

Extended Thinking Student conducts an investigation, needs time to think and process multiple conditions of the problem or task. (The item/task generally requires several days or weeks to complete.)

combine; arrange; rearrange; propose; evaluate; modify; invent; design; construct; organize; predict; infer; conclude; evaluate; create; experiment and record data

Table Activity -- Item Analysis

What must students know, understand and/or be able to do in order to correctly answer an item?

According to Webb’s, what depth of knowledge is required to answer correctly?

Select one item to share your analysis.

Item Assignments for Analysis

Table # Module Item Numbers1 A./1. 1 - 4

2 A./1. 5 - 8

3 A./1. 9 & 10

4 A./1. 11

5 B./2. 1 - 4

6 B./2. 5 - 8

7 B./2. 9 & 10

8 B./2. 11

Alternate Assessment Pathway

What option exists for students who fail to demonstrate

proficiency on a Keystone after two attempts?

Alternative Assessment Pathway

A student unable to meet the graduation requirement(s) after two attempts may supplement a Keystone through the completion of a project-based assessment– Has taken the course– Was unsuccessful after two attempts with the

Keystone Exam– Has met the district’s attendance requirements for

the course– Has participated in supplemental instruction

services

Project-Based Assessment

Aligned with the Keystone Exam modules

Developed by the PDE

Administered by school staff

Scored by regional panels of educators

Points will be added to a student’s highest Keystone score if his/her performance is judged “satisfactory.”

DRAFT Timeline for Alternate Assessment Project Development

March 2011 -- Formal meeting of development team leadership to discuss project formatApril 2011 -- Meeting for PA teacher teams to review draft of project format and recommend editsMay 2011 -- Work sessions to design/create projectSummer 2011 -- Training schedule begins

Guidance for IEP Teams

Students with Individualized Education Programs (IEPs) should participate in the Keystone Exam or the local assessment with accommodations as necessary immediately following completion of the related course.

Students can retake the exam during any subsequent administration.

Guidance for IEP Teams

Students with IEPs enrolled in courses designed to replace Algebra I, Biology, or Literature shall have their participation in the Keystone Exams, local assessment, or another assessment (alternate) as determined by the IEP Team.

Students with IEPs not enrolled in related courses assessed by the Keystone Exams or local assessment would be required to participate in another assessment (alternate) as determined by their IEP Team.

Guidance for IEP Teams

A student with a disability will have the same opportunity as the non-disabled student to “test out” of the course by passing a Keystone Exam and scoring “advanced” if the school district has made this allowance. The student may be awarded credit for the course without actually taking the course.

Consistency in Policy

The revised Chapter 4 regulations maintain the same graduation requirements for students with IEPs as the prior Chapter 4 regulations.Students with disabilities who satisfactorily complete a special education program shall be granted a high school diploma. 4.24. High school graduation requirements.

http://www.pacode.com/secure/data/022/chapter4/s4.24.html

Adequate Yearly Progress:The transition from the

11th Grade PSSA to Keystones

Planning for 2012-13:

Keystone Exams:– Algebra 1

• In place of 11th grade Mathematics PSSA

– Literature• In place of 11th grade Reading PSSA

– Biology• In place of 11th grade Science PSSA• Not included in calculation for AYP

USDoE Decisions

Petition U.S. Department of Education to allow the Keystone Exams to replace the 11th grade PSSA.

Submit standards and assessment peer review packet to USDE for approval.

Two Things to Consider…

Immediate Consideration -- What do we need to do to strengthen our SAS for Biology?

Longer Term Consideration -- What do we need to do to strengthen K-12 Science SAS?

Strengthening Your Standards-Aligned Biology Education System

Clear Standards

FairAssessments

CurriculumFramework

Instruction

Materials & Resources

Interventions

StudentStudentAchievementAchievement

Consideration #1 -- Biology Curriculum Alignment

Question #1 -- What do my students need to know, understand and be able to do prior to the Biology Keystone Exam?SAS Portal Voluntary Tools– Biology Assessment Anchors and Eligible

Content (Assessment Document)• Biology Keystone K-U-D Chart (unpacking)

– VMCMaps for Biology

What do ALL students need to be able to do (competency), know (concepts) and understand (big

idea) by the end of a biology course?

Biology AA & EC Crosswalk to the VMCMap for Biology

IU 13 Summer 2010Biology Curriculum Work

Work Group Members

IU 13’s Biology Curriculum Alignment Process -- Summer 2010

“Unpack” the Biology Keystone AA & ECIdentify common essential units/themes of study; Create a “Year-at-a-Glance”

Take an inventory of “what’s going on now”Clearly articulate K-U-D charts for each unitCreate LFS Style Curriculum Maps and/or Student Learning Maps

Question 1: What do all students need to be able to do, know and understand by the end of a (biology)

course?

Question 2: How do/should we “chunk” these content and process skills into common units/themes of study?

Sample Biology Units of Study

Important to conduct a local curriculum inventory– How does this

new listing compare with “what’s going on now” in all biology classrooms in your school?

Question 3: What do all student need to do, know and understand by the end of each common unit?

One K-U-D chart for each identified unit of study/combined KUDCut and past content and process skills for each BIO AA & EC statement representedEnhance as neededUse to build common unit assessment

Question # 4: How do I create a curriculum/ learning “road map” for each unit of study?

Student Learning Map

Student friendly version of the curriculum mapUsed to preview learning with students for an upcoming unit of study– Key Learning– UEQ– Lesson Topics– LEQs– Vocabulary in Context

SAS Portal Tools for Strengthening Local Assessment

Alignment How can we create and used aligned, common end-of-unit

assessments?

Assessment Creator

Keystone AA & EC with Sample Items

Voluntary Model Curriculum (VMC) Sample Assessments

Mismatch between VMCMap and VMC Unit Topic List

Biology Keystone Item and Scoring Sampler

Question 4: How will we know they know, understand and can do?

SAS Assessment CreatorBio Keystone AA & EC with Sample Items (coming soon!)Item and Scoring SamplersVMC Sample AssessmentsPSSA aligned resources from publishers

CDT Overview

The Classroom Diagnostic Tools provide a diagnosis of student’s strengths and weaknesses to guide instruction and/or remediation. – Available to students in grades 6 - high school– Online assessments delivered in a Computer Adaptive Test

(CAT) format– Multiple-choice items– Multiple assessments a year– Real-time reporting– Reports dynamically linked to curriculum resources in SAS

Classroom Diagnostic Tools and Keystone Exams www.education.state.pa.us

PAIUCC Meeting, September 17, 2010

Field Test and Operational Assessments

Field Test Operational

Mathematics April 26-May 28, 2010 October 18, 2010

Literature October 4-29, 2010 Winter 2010/2011

Science October 4-29, 2010 Winter 2010/2011

Writing/Composition May 2011 Fall 2011

Social Studies Fall 2012 Winter 2012/2013

CDT Key Dates

CDT Reporting

Reporting for the CDT will be available on DRC’s eDirect system

Results will be linked to Materials and Resources on SAS

Three types of reports will be provided1. Group Diagnostic Map

2. Student Diagnostic Map

3. Learning Progression Map

K-12 Science Curriculum Alignment

How do we increase rigor in Kindergarten through Grade 8?

Team Effort/Responsibility

Kindergarten through Grade 4 Team

Grades 5 - 8 Team

Grades 8/9 - 11 Team

Beginning with the End in Mind: Where do we want to be?

Desired Result– Documented K-12 Standards Aligned 21st Century

Science Curriculum Including Common Curriculum Based Summative Assessments• Equal Access to Priority Learning for All Students = Common Units

of Study• Common Vocabulary; Common Assessments• Smooth Transitions (New Staff; Maternity/Medical Leaves; Teacher

Grade Changes)

– Written Curriculum = Taught Curriculum =

Achieved Curriculum

Curriculum Alignment and Prioritization

Essential Questions– Where are we now?– Where do we want to be?– How are we going to get there?– How are we going to document our

progress– What materials and resources are needed

to implement the curriculum?– What professional development may be

necessary to implement the curriculum?

Learning Progressions

Assessment Anchors and Eligible Content– Grades 3 - 4– Grades 5 - 8

Biology and Chemistry Keystone AA & EC

Grade 11 AA & EC for PS and ESS

Used to create the items for the CDT

Learning Progressions

What are Learning Progressions?– developmental sequences or building blocks of

content/skills students need to master as they progress toward career and college readiness.

– tied directly to the Assessment Anchors and Eligible Content.

– tied directly to the Voluntary Model Curriculum (VMC) Units and Lesson Plans and are posted on the SAS Website.

7504/19/23

Voluntary Model Curriculum

Created by Data Recognition Corporation (DRC) -- our contracted test development companyStarted about 2 years agoK-8; Biology and ChemistrySample Unit Topics and 3 Sample Lesson Plans/TopicSample End-of-Unit Assessments

3 - 2 - 1

3 new things you learned today about the Biology Keystone Exams2 things you already know yet had clarified or extended1 question you still have

Drue Feilmeier

Curriculum & Instruction Specialist

Lancaster-Lebanon IU 13

1020 New Holland Avenue

Lancaster, PA 17601

(717) 606-1674

drue_feilmeier@iu13.org