Keystone Connections: Biology March 1, :30 AM - 3:30 PM The Conference and Training Center IU 13

Session Topics New Graduation Requirements Biology Keystone Exam Overview SAS Portal Tools for Local Biology Curriculum and Assessment Alignment IU 13 Summer 2010 Work Group Tools for Local Biology Curriculum Alignment Curriculum 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…or Refined action plan for strengthening biology curriculum/assessment alignment for all students…or Confirmation of biology curriculum/assessment alignment for all students.

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 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 LevelPoints Below Basic0 Basic50-69 Proficient70-89 Advanced90-100

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 ( in spring 2011www.pdesas.org

Field Test and Operational Assessments Field TestOperational Algebra I, Biology, Literature November 1-19, 2010May 2011 Algebra II, Geometry, English Composition May 2011Winter US HistoryFall 2012May 2013 Chemistry, Civics & Govt., World History May 2015TBD 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

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

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 #ModuleItem Numbers 1A./ A./ A./1.9 & 10 4A./1.11 5B./ B./ B./2.9 & 10 8B./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 Formal meeting of development team leadership to discuss project format April Meeting for PA teacher teams to review draft of project format and recommend edits May Work sessions to design/create project Summer 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 High school graduation requirements. 4/s4.24.html

Adequate Yearly Progress: The transition from the 11 th Grade PSSA to Keystones

Planning for : Keystone Exams: –Algebra 1 In place of 11 th grade Mathematics PSSA –Literature In place of 11 th grade Reading PSSA –Biology In place of 11 th 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 11 th 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 Fair Assessments Curriculum Framework Instruction Materials & Resources Interventions Student Achievement

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 2010 Biology Curriculum Work

Work Group Members

IU 13’s Biology Curriculum Alignment Process -- Summer “Unpack” the Biology Keystone AA & EC 2.Identify common essential units/themes of study; Create a “Year-at-a-Glance” Take an inventory of “what’s going on now” 3.Clearly articulate K-U-D charts for each unit 4.Create 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 KUD Cut and past content and process skills for each BIO AA & EC statement represented Enhance as needed Use 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 map Used 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 Creator Bio Keystone AA & EC with Sample Items (coming soon!) Item and Scoring Samplers VMC Sample Assessments PSSA 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

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 provided 1.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 Team Grades 8/ 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 –Grades 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. 758/29/2015

Voluntary Model Curriculum Created by Data Recognition Corporation (DRC) -- our contracted test development company Started about 2 years ago K-8; Biology and Chemistry Sample Unit Topics and 3 Sample Lesson Plans/Topic Sample End-of-Unit Assessments

new things you learned today about the Biology Keystone Exams 2 things you already know yet had clarified or extended 1 question you still have

Drue Feilmeier Curriculum & Instruction Specialist Lancaster-Lebanon IU New Holland Avenue Lancaster, PA (717)