Montana s Formative Science Repository

Transcription

1 Montana s Formative Science Repository Montana Data Use Conference (MDUC) Tuesday September 26, 2017 Radisson Hotel in Helena, MT Ashley McGrath

2 Session Objectives History of Science Standards in MT Summative Plans SCILLSS Partnership PAO Science Mission PAO Timeline Example of PAO Forms Example of PAO Process Example of Repository Materials 2

3 History of Science Standards in MT 2012: 2013: Publication of Next Generation Science Standards 2013: A critical look at NGSS for Montana and verification of gap analysis. 2014: NAEP Item Classification Study 2014: NRC Report Published on Assessments for NGSS identifies NAEP as a potential exemplar Publication of A Framework for K 12 Science Education

4 NGSS Lead State 4

5 History of Science Standards in MT Cont 2016: Adopted NGSS-Aligned Standards 2017: Implementation of Standards July 1, : PAO Science Workshop 2020: New Assessment 2015: OPI begins standard revision process

6 Science Standards in MT Last Science Standards adoption was in In 2009, the Essential Learning Expectations (ELE s) were written in an effort to provide guidance and support for teachers. Standards review period is approximately every five years. Adopted Framework-based standards in September of Science standards implemented July 1,

7 NGSS and Framework-Based State Adoptions Updated last as of April

8 Summative Science Plans Since FY 2008 Montana has used the MontCAS CRT for Science. Two year contract extension for the MontCAS CRT-Science. Plan to measure the three-dimensional standards beginning in the spring of

9 SCILLSS Partnership Montana is a partner state in the Strengthening Claims-Based Interpretations and Uses of Local and Large-Scale Science Assessments (SCILLSS) Educational Assistance Grant (EAG) funded by the US Department of Education. 9

10 Design Requirements Administered not less than one time during grades 3 through 5; grades 6 through 9; and grades 10 through 12. (ESSA Sec.1111 (b)(2)(b)(v)). Assessment and instruction are inseparable Worth Taking High-Quality Time-limited Fair and Supportive One of multiple measures Ties to improved learning 10

11 What to Measure? Standards Assessment Assessment Standards Standards Assessment Assessment Items Standards

12 Montana s Draft Theory of Action 12

13 PAO Science Mission 13

14 Formative Assessment 14

15 PAO Science Mission The following statements define the significance of this work: 1. PAO provides a model for taking existing Framework-aligned assessment materials and methods to examine them for formative purposes. 2. PAO provides a step-wise Understanding by Design (UbD) process using carefully crafted forms to consider resources and instructional strategies for instructional intention, clarity, evidence production, feedback, and closing the learning gap. 3. PAO offers guidance on accessibility through identifying areas of existing accessibility and areas where additional support or modification may be needed to meet the needs of all students. 4. PAO provides a state-specific form to increase the student engagement, authenticity, and connections to the community through the cultural relevance and significance section of this project. 5. PAO provides rubrics and processes for reviewing and considering materials for inclusion or exclusion in the online repository. 6. PAO Groups identify formative materials for inclusion on the OPI s online repository which will be freely shared with Montana educators across the state. 15

16 PAO Phase I - Pilot 16

17 PAO Data Collection Forms 17

18 PAO Phase I Findings Facts: 25 teachers participated in this science formative development project. There were several teachers who participated on the team that wrote the Montana Science Standards (2016) Several informal science educators (e.g., educators form museums, science centers, etc. who work with teachers throughout the school year) were also participants. 18

19 PAO Phase I Findings Benefits to State: This workshop increased teacher s knowledge of the new science standards and around developing formative assessments that measure these new standards. 19

20 PAO Phase I Findings Benefits to Teachers: The course overall helped me grow. I appreciated the face-to-face experience the most, truly my best learning style. PAO Teacher Participant 20

21 PAO Phase I Findings Benefits to Students: Students of teachers who were a part of this workshop will have teachers who have more confidence teaching the new science standards. 21

22 Goals for PAO Phase II Use the Hub evaluations and PAO in-person evaluation to revise the Hub Course materials for future re-launch. Use the evaluation feedback to revise PAO Forms, Review Rubric and Cover Profile for clarity and usability. Continue to expand our formative resource repository using the established training, development process, and review process. Continue to build statewide capacity through opportunities listed in Future Interest Survey.

23 Repository Material 23

24 Repository Timeline August Assemble PAO Recommended Resources for OPI Review Aug Feb Interim Holding Tank Aug Oct OPI Resource Review Oct Nov Publishing Review Dec Feb Publishing Materials for Teacher Access 24

25 Build Statewide Capacity What Next? For example: Resource in Practice - teachers use this work during the year and submit evidence of student work, personal reflections, and/or activity in action (video). Feedback on Resources pilot them and provide personal experience or modifications of resources. Contribute to the Pool submit more formative resources to the repository. See the Hub Catalog for ideas and additional courses!

26 Questions? Ashley McGrath NAEP State Coordinator Montana Office of Public Instruction Phone: Website: Accountability/NAEP Michelle McCarthy Science Instructional Coordinator Montana Office of Public Instruction Phone: Website: 12-Content-Standards-Revision 26