1. SCIENCE FCAT Test Item & Performance Task Specifications Training Presented by the Science Capacity Development & School Reform Accountability Team

2. Norms ► Tend to personal needs ► Open your mind to new information ► Organize your thoughts by writing or drawing ► Listen respectfully to your colleagues ► Share your ideas

3. How Should We Use the Sunshine State Standards? to PLAN and GUIDE Classroom Instruction

4. What is the Standard for Florida? Sunshine State Standards FCAT Test Item Specifications

5. Let’s explore the Science FCAT Item Specifications

6. Where can I find the FCAT Item Specifications? http://fcat.fldoe.org/fcatis01.asp The Florida Department of Education website:

7. FCAT fldoe.org

8. Educators

9. FCAT Item Specifications

11. Science Next Generation Sunshine State Standards Roll-out 2009-2010 School Year Level Standards Elementary Kindergarten – Grade 3 Next Generation Sunshine State Standards for Science New Item Specifications (Available in Spring, 2010) Grade 4 – Grade 5 Current SSS for Science 2002 Item Specifications Middle Grade 6 Next Generation Sunshine State Standards for Science New Item Specifications (Available in Spring, 2010) Grade 7 – Grade 8 Current SSS for Science 2002 Item Specifications High School Integrated Science Next Generation Sunshine State Standards for Science New Item Specifications (Available in Spring, 2010) Biology Align Current and Next Generation Sunshine State Standards for Science 2002 Item Specifications

12. Part 1: General Specifications

13. Scavenger Hunt General Specifications

14. Items… Are written to measure primarily one benchmark Are appropriate for students in terms of grade-level difficulty, life experiences, & reading level Range in difficulty from easy to challenging Are approximately one (Reading) grade level below the grade level of the test Do NOT disadvantage or disrespect any segment of the population Overall Considerations

15. Refers to the situation in which a question is presented Designed to interest students at the tested level Presented in real-world context or related to real-world situations Presented through written text and/or visuals Item Context

16. Contain appropriate formulas and conversions Are provided to students in grades 6 - 10 for use during test Are NOT provided for grades 3 – 5 (provided with each item) Reference Sheets

17. Cognitive Levels Item Style Format Scope of Items What are the criteria for FCAT Science Test Items?

18. Application Knowledge Comprehension Analysis Synthesis Evaluation Level I Level II Old Classification Bloom’s Taxonomy LOW MODERATE HIGH New Classification Webb’s Depth of Knowledge & NAEP VS Bloom’s vs. Webb’s

20. FCAT Cognitive Levels of Complexity Low: Solve a one step problem – Recall and recognize Moderate: Requires multiple steps – Flexible thinking, informal reasoning or problem solving High: Requires analyses and abstract reasoning – Abstract reasoning, planning, analysis, judgment and creative thought.

21. Percentage of Points by Cognitive Complexity Level for FCAT Science Grades Low Level Moderate Level High Level 515-2540-6025-35 815-2540-6025-35 1115-2540-6025-35

22. Determine that Complexity Using your response card, identify the complexity level of the following questions Please be prepared to discuss your classification

23. Grade 5 Short Response Sample

24. Expectations of High Complexity Items High Complexity Items – Construct a model, draw conclusions, design, explain, justify, interpret Types of Questions – MC, GR (Mathematics) – SR and ER (Mathematics, Science)

25. Grade 5 Multiple Choice Sample

26. Expectations of Low Complexity Items Low Complexity Items – Identify, recognize, retrieve, calculate Types of Questions – MC and GR

27. Grade 5 Multiple Choice Sample

28. Expectations of Moderate Complexity Items Moderate Complexity Items – Apply, infer, predict, compare & contrast, formula Types of Questions – MC, GR, SR, ER

29. Item Style and Format

30. Multiple Choice Short Response (not in FY2010) Extended Response (not in FY2010) Gridded Response (not in science) MC, SR, ER, GR

31. Express as a question when possible Capitalize or use bold to emphasize a word (grade appropriate) Avoid gender-specific pronouns – use plural Use appropriate balance of male/female names Item Style and Format

32. Provide necessary information for answering the question Illustrate or support the context of the question Depend on the benchmarks  Used with 40% of the Science items Graphics

33. Refers to the benchmarks (Appendix) Scope of Items

34. Part II Structure of the Science Specifications

35. Strand Standard Benchmark Benchmark Clarification Item Types Response Attributes Sample Items Content Limits Definitions Item Context Specifications Sections

36. The Nature of Matter Energy Force & Motion Processes That Shape the Earth 5 5 Earth & Space Processes of Life How Living Things Interact with Their Environment The Nature of Science Strands assessed in Science : 1.Physical and Chemical Sciences 2.Earth and Space Sciences 3.Life and Environmental Sciences 4.Scientific Thinking Sciences For purposes of reporting FCAT scores benchmarks are organized in clusters: Strand B: Content Area

37. Activity Time!

38. Standard General statements of expected student achievement within each strand The same for all grade levels

39. Benchmark Specific statements of expected student achievement Different for the different grade levels

40. Item Types Address the types of items used to assess each benchmark at each grade level

41. Benchmark Clarification Contains the task(s) a student will perform when responding to questions

42. Definitions Describe terms used in the benchmarks that require further explanation Example: Nonstandard units are objects, such as pencils, crayons, or paper clips, used to obtain a measure.

43. Content Limits Contain the range of content knowledge and degree of difficulty that should and should not be assessed in the questions for the benchmark

44. Stimulus Attributes Defines types of stimulus materials: e.g., graphic materials, and item context or content

45. Response Attributes Give specific description of the distractors for Multiple-Choice items Contain specific directions for the types of responses allowable

46. Sample Items Provided for each type of question assessed Presented in a format like that used in the FCAT test

47. Appendixes Contain… Appendix A - FCAT Science topics Appendix B - Science Content Assessed by FCAT Item Formats and Assessment Schedule by Benchmark Appendix C - FCAT Science Scoring Rubrics Appendix D - FCAT Science Glossary

48. Putting it all together!

49. The Science Classroom

50. Classroom Environment Classroom Environment is Conducive to Teaching and Learning  Instructional goals are clearly posted, defined, and understood by the students.  The classroom is inviting to students and promotes learning through the display of instructionally based resources (i.e. item specifications, student work, word walls, sight words, classroom libraries etc.) and is clear of clutter.  Students are on-task, classroom activities are orderly, transitions between activities are smooth, expectations for behavior are clear, and instruction is bell-to-bell.  The classroom environment is task oriented while the social and emotional needs of students are met through mutual respect and rapport.

51. Classroom Environment Continued Materials Support a High Level of Teaching and Learning Adequate materials that support student learning are readily available and easily accessible by all students (i.e. calculators, rulers, textbooks, computers, lab materials, etc.). Culturally and developmentally appropriate materials are utilized to support student learning. Materials are available in a variety of formats, are research-based, and are aligned with the Sunshine State Standards.

52. The Science Lesson Higher Order Questioning and Thinking is Evident Questioning strategies are designed to promote critical, independent, and creative thinking. Questioning techniques require students to compare, classify, analyze different perspectives, induce, investigate, problem solve, inquire, research, and to make decisions. The teacher models higher order thinking skills when presenting information and answering questions. Scaffolding, pacing, prompting, and probing techniques are used when asking questions. Students’ questions are answered and “wait time” is used.

53. The Science Lesson (Continued) Instruction Effectively Engages Students  Students are engaged in rigorous work and are on task.  Instructional delivery employs a variety of learning strategies that engages students in active participation, addresses multiple learning styles and cultural experiences.  Lessons are well planned, organized, and appropriately paced and allow for questioning and follow-up with adjustments to instruction as appropriate. Content mastery is evident.

54. The Science Lesson (Continued)  The re-teaching of previously taught material is seamlessly integrated and students are provided opportunities to apply prior knowledge to new content/concepts and to real world context.  Activities are aligned with instructional objectives and the Sunshine State Standards are explicitly taught.  Students interact with other students and teachers concerning their work and the standards.

55. The Science Lesson (Continued ) Reading and Writing Activities are Evident Across the Curriculum  Multiple techniques and strategies are utilized to teach reading and writing across the curriculum (i.e. writing prompts and authentic writing practice, infusing reading strategies across the curriculum, etc).  Opportunities that involve reading and writing strategies are present in other curriculum areas.  Teachers of other core-content areas are knowledgeable about appropriate reading and writing techniques and instructional strategies.

56. The Science Lesson (Continued) Data Analysis is Used to Redirect Instructional Focus and Students’ Instructional Needs  A variety of assessments are used to evaluate student achievement on the Sunshine State Standards.  Student data is used in instructional calendars and lesson plans.  Frequent progress checks are conducted to monitor student levels of mastery and to make adjustments during instruction.  Teachers use formative assessments to determine whole class and small group instruction.

57. The Science Lesson (Continued) School and District Leadership and Coaching is Evident  School and district leadership monitors instruction and provides coaching and modeling designed to improve instruction.  Members of the school and district leadership teams are visible in the classroom and serve as instructional leaders by offering and coordinating professional development to address instructional needs/concerns through data analysis and instructional walkthroughs.  Coaching responsibilities are clearly delineated from other administrative activities.

59. Exit Ticket 3 Things you learned 2 Things you will use 1 Question you still have

60. Science Capacity Development Team Cristian Carranza, Science Manager cristian.carranza@palmbeach.k12.fl.us Shari Bremekamp bremekamp@palmbeach.k12.fl.us William Rizzo rizzow@palmbeach.k12.fl.us Crystal Clark clarkcr@palmbeach.k12.fl.us Adrian Seepersaud seepersaud@palmbeach.k12.fl.us Annmarie Dilbert dilbert@palmbeach.k12.fl.us Amie Souder souder@palmbeach.k12.fl.us Christel Leahy christel.leahy@palmbeach.k12.fl.us Heather Trapani trapanih@palmbeach.k12.fl.us Terrence Narinesingh narinesingh@palmbeach.k12.fl.us Robera Walker robera.walker@palmbeach.k12.fl.us Kirk Nieveen kirk.nieveen@palmbeach.k12.fl.us Paul Wojciechowsky wojciep@palmbeach.k12.fl.us Andrea Reilly reilly@palmbeach.k12.fl.us