2. Monthly DAC Webcast December 8
Jennifer Stafford, Director
Division of Assessment Support
Office of Assessment and Accountability
Sean Elkins
Division of Program Standards
Office of Teaching and Learning

3. Agenda Science Assessment System Accountability Development Update
Reminders
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4. Kentucky’s Science Assessment System

5. Science System of Assessment Students Achieving the Standards
Instructionally driven system
Measures Kentucky standards
Developed by Kentucky teachers
Classroom Embedded
Through Course Tasks
Summative
Accountability
Formative
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6. A SYSTEM of Science Assessments
Classroom Embedded Assessments
Statewide Summative Assessment
Through-Course Tasks
Built on teaching and learning in classroom
Each component adds and elicits new evidence of students’ learning
Defensible evidence of student attainment of the standard – as the standard was intended – is generated
Supports different purposes/users/uses PE
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8. CEA: Classroom Embedded Assessments
KAS for Science
CEA: Classroom Embedded Assessments
provide opportunities for seeking and interpreting evidence of three-dimensional science learning for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there
These WON’T be supplied by KDE
Users: primarily students, teachers, parents –
What: day-to-day, week-to-week information about student learning against the STANDARDS (vs ‘test prep for the summative’)
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9. TCT: Through Course Tasks
KAS for Science
TCT: Through Course Tasks
Provide snapshots of student learning/thinking/application (and models of quality 3-D tasks) of the science standards; teachers working collaboratively analyze students’ work to calibrate expectations and confer on instructional implications/next steps to promote learning
These WILL be supplied by KDE*
Users: TEAMS of teachers – to calibrate expectations of students against the standard; to model strong 3-D tasks; to allow for sharing of instructional strategies through task analysis and student work analysis;
Students – they work on these in class and then can assess their own work against success criteria to set their own goals for learning AGAINST the STANDARDS
State – to begin to build “anchors” of actual student work on a continuum to promote calibration of expectations, establish professional learning priorties
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10. Characteristics of Through Course Tasks
TCTs are 3 dimensional tasks specifically designed to get evidence of student competency in 2 dimensions – practices (SEP) and crosscutting concepts (CCC)
Tasks are “untethered” from the PEs/standards
Tasks are to be used formatively – goal is for both student and teacher to understand strengths and improvement needs for the SEP and CCC evaluated 10
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11. SSA: Statewide Summative Assessments
KAS for Science
SSA: Statewide Summative Assessments
sampling of a school’s science program level of achievement (based on Kentucky Academic Standards for Science) and identify percentage of students meeting expected levels of attainment
For shareholders – community, districts, schools, teachers, students – to see how GROUPS of students are performing against the STANDARDS; to inform possible curricular strengths and needs; to assign school level accountability
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12. What’s Different?
Phenomenon/item cluster approach—test is no longer a collection of individual items.
Dimensionality—an intentional effort was made to create items that attempt to measure attainment of a SEP or CCC as well as the DCI.
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13. Science KAS Architecture
Integration of practices, crosscutting concepts, and core ideas.
. . . science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design (Framework, p. ES 1).
Thus it [the Framework] describes the major practices, crosscutting concepts, and disciplinary core ideas that all students should be familiar with by the end of high school, and it provides an outline of how these practices, concepts, and ideas should be developed across the grade levels (Framework, p. 1-1) .
By the end of the 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education (Framework, p. 1-2).
Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas (Framework, p. 9-1).
In order to achieve the vision embodied in the framework and to best support students’ learning, all three dimensions need to be integrated into the system of standards, curriculum, instruction, and assessment (Framework, p. 9-1).
Furthermore, crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas (Framework, p. 9-1).
Thus standards and performance expectations must be designed to gather evidence of students’ ability to apply the practices and their understanding of the crosscutting concepts in the contexts of specific applications in multiple disciplinary areas (Framework, p. 9-1 & 2).
When standards are developed that are based on the framework, they will need to include performance expectations that cover all of the disciplinary core ideas, integrate practices, and link to crosscutting concepts when appropriate (Framework, p. 9-3).
In sum, teachers at all levels must understand the scientific and engineering practices crosscutting concepts, and disciplinary core ideas ; how students learn them; and the range of instructional strategies that can support their learning. Furthermore, teachers need to learn how to use student-developed models, classroom discourse, and other formative assessment approaches to gauge student thinking and design further instruction based on it (Framework, p ).
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18. Phenomenon?
Observable events that students can use the three dimensions to explain or make sense of (or solve a problem)
Phenomena don’t have to be phenomenal
Deep is more important than “wow”
(watching paint dry)
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19. Science State Summative Assessment
Design Approach
PEs are “Bundled” – gather evidence of sense-making of phenomena or problem solving
A Storyline guides student sense-making
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20. 7th Grade Pilot (Spring 2016) – one cluster developed for 2 PE Bundle​
07-PS3-5​
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.​
06-ESS2-4​
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. ​
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21. 7th grade student Hannelore visits a museum that is located along a wide, flat stretch of river. The museum has a waterwheel in back.
Waterwheel
NOTE: If the audio button is clicked, audio controls come up on the screen similar to those below.
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22. Inside the museum, Hannelore learns that the waterwheel has powered the lights of the museum since 2004 – no electricity bills for years! She decides to explore how this could be.
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23. Science Summative Field Test
Testing
Summative Item Cluster Field Test for Regular Assessment scheduled
Elementary/Middle Schools
March 13-17, 2017
All students at Grades 4 and 7
High Schools
Upon arrival (week of March 6 through week of March 27)
Administration at Grade 11
All schools will be involved
Combined student booklet (no separate answer document)
No student performance levels generated
Operational Test for Alternate Assessment for
Student performance levels reported
Accountability
K-PREP and Alternate K-PREP Science are NOT in accountability
Students in grades 9 and 10 will not be included in the field test. This is a change from November.

24. Accountability Development Update
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26. Draft Timeline Legislative Review of recommendations
Jan-April
Presentation and conversation with legislative committees
August- November
KBE 1st Reading
January Special Meeting
Regulatory Process
March-April
New System in Place
August 2017
Public Feedback on Proposed System
November
Public Input
March-May
Kentucky General Assembly
Education and Training
Communication
System and Regulations to U.S. Department of Education
May
Work Groups
May-
Mid-October
Alignment with Federal Regulations
December
KBE 2nd Reading
February
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27. ESSA Final Regulations Impact on Accountability
Released November 29, 2016
Shifted timeline
Consolidated State Plan due in September
Possibility of modeling the new system in
Possibility of implementing a new system in

28. Reminders
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29. District and School 1-Pager Reports
IC Report
Publish in Newspaper
School
Secure Web App (Student Data Detail)
Send to Parents Via Student, Mail,
Details published in Special DAC November 18, 2016
To access the district report, the local KSIS administrator must grant access. Once access has been granted, the report may be generated in IC using this pathway: KY State Reporting > KDE Reports > SRC District Summary. The district summaries include students accountable to the district.
Districts may use the report to meet SRC reporting requirements or choose another method. The report will generate as an Excel spreadsheet and can be edited to reflect the unique nature of the district. Please verify all data before sharing with the media. The report can be saved in a PDF format before sharing with local papers. To minimize space, the report can be reformatted.
A Quick Reference Card (QRC) includes details on where data is located in the SCR.
School Report Card (SRC) school results is available. These can be found in the Secure Web Application. School Report Card school-level summaries have been updated to reflect any changes made during data review after public release. The school summary is a PDF that can be printed and mailed or sent home with students. The school summaries include all students assessed (not accountable) in the school.
Accountable Students
Assessed Students

30. Important Dates 2016 December 9 – 12
PearsonAccessnext Offline for Routine Maintenance
December 16
Deadline for Schools to Manage Participation for The ACT in PearsonAccessnext
December 23 & 26
State Offices Closed (Christmas)
December 30
State Offices Closed (New Year’s Day)
2017
January 2
January 2 – May 5
Spring KYOTE Writing Window
January 3 – February 10
ACCESS for ELLs Testing Window
January 16
State Offices Closed (Martin Luther King Jr.’s Birthday)
January 25 – February 8
ACT WorkKeys Paper Testing Window
Still time to get KYOTE Writing Scorers Certified for spring testing.
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31. Questions?
Please send questions or comments to
Next DAC Webcast is January 12.
Thank you for your participation!
Happy Holidays!
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32. Division of Support & Research
(502)
Jennifer Stafford, Director
Joy Barr, Program Consultant
Jenni Larkins, Program Consultant
Kevin O’Hair, Program Consultant
Pam Powers, Systems Consultant IT
Cindy Warren, Program Consultant
Chris Williams, Program Consultant
Teresa King, Support Staff
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