Statewide Science Assessments “Go NGSS” in School Year 2019-2020

1. Statewide Science Assessments“Go NGSS”in School Year 2019-2020 Assessment Section, Assessment &Accountability Branch, Office of Strategy, Innovation and Performance

2. WhyNGSS ? • NGSS Overview.mp4

3. What is NGSS? • Why NGSS

4. The Vision of NGSS Science begins in kindergarten and by the end of the 12th grade, all students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. That all students are prepared to be productive in their individual lives and in their roles as citizens in this technology-rich and scientifically complex world. Proficient students are able to apply the knowledge and skills necessary to be scientifically literate citizens who are ready to meet the expectations of post-secondary opportunities including those who will continue on to higher education some of whom will choose to pursue careers in science, engineering, or technology. (Adapted from: A Framework for K-12 Science Education) .

5. The Nature of NGSS • The NGSS structure science learning around three dimensions: • the practicesthrough which scientists and engineers do their work; • the key crosscuttingconcepts that link the science disciplines; and • the core ideas of the disciplines of life sciences, physical sciences, earth and space sciences, and engineering and technology. • The NGSS describe specific goals for science learning in the form of performance expectations—statements about what students should know and be able to do. The PEs incorporate all three dimensions. • The NGSS’s call for “three-dimensional science learning” integrates these dimensions in teaching, learning and assessment. NGSS’s three dimensions are inseparable.

6. The Three Dimensions • Disciplinary Core Ideas • Physical Science • Life Science • Earth and Space Science • Engineering Practices of Science and Engineering Asking Questions and Defining Problems Planning and Carrying Out Investigations Analyzing and Interpreting Data Developing and Using Models Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Using Mathematics and Computational Thinking Obtaining, Evaluating, and Communicating Information • Crosscutting Concepts • Patterns • Cause and Effect: Mechanism and Explanation • Scale, Proportion, & Quantity • Systems & System Models • Energy & Matter: Flows, Cycles, & Conservation • Structure & Function • Stability & Change Each NGSS student performance expectation integrates two or more dimensions.

9. Phenomena and NGSS The NGSS require that students apply their knowledge and skills to explain phenomena or solve problems using the science and engineering practices. • Phenomena are observable events that occur in the universe, in either the natural or the designed world, and that we can use our science knowledge to explain or predict. The goal is to develop ideas, based on evidence, that can explain phenomena. • Engineering involves designing solutions to problems that arise from phenomena and/or using explanations of phenomena to design solutions. • By centering science education on phenomena, the focus of learning shifts from learning about a topic to figuring out why or how something happens. • Students who come to see how science ideas can help explain phenomena related to real world situations learn to appreciate the relevance of science.

10. Learning of ideasdisconnectedfrom questions aboutphenomena • Teachers providing informationtothe wholeclass • Teachers posing questions withonlyone rightanswer • Studentreadingtextbooksandanswering questionsattheendofeachchapter • Worksheets • Oversimplification of activitiesforstudents who are perceived to be “less able” to do science andengineering Implications for Science in the School Less:

11. Systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned • Students conducting investigations, solving problems, and engaging in discussions with teacher guidance • Students discussing open-ended questions that focus on the strength of the evidence used to generate claims • Students reading multiple sources and developing summaries of information • Student writing of journals, reports, posters, and media presentations that offer explanations and arguments • Provision of supports so that all students can engage in sophisticated science and engineering practices Implications for Science in the School More:

12. Three Key Points for Teachers When NGSS is fully implemented: • Teachers will need to take advantage of the many resources available to them in their classroom and surroundings! • Students will not be “borrowing” knowledge from teachers. They will be learning through exploring and “figuring things out”. • Both teachers and students will realize science doesn’t live in a textbook.

13. Turn & Talk: NGSS Classrooms • What are the biggest changes, greatest challenges, to transforming our science classrooms? • In what ways is “student voice” part of the NGSS classroom?

14. Implications for Science assessments • To adequately cover the three dimensions, assessment tasks will generally need to contain multiple components (e.g., a set of interrelated questions). Together, the components need to support inferences about students’ three-dimensional science learning. • Technology expands the types of response formats that can be used in assessment tasks. These enhancements also allow students to interact with tools, data, and the phenomena they are investigating. Technology has expanded the possibilities for simulated investigations that allow multiple trials and provide a tool to assess students’ ability to plan and carry out investigations and to analyze data. • Matrix sampling will be an important tool in the design of assessments to ensure that there is coverage of the full breadth and depth of the NGSS performance expectations. •  Assessments should take advantage of emerging and validated innovations in assessment design, scoring, and reporting to create and implement assessments of three-dimensional science learning.

15. NGSS Assessments / Test Items Assessments need to be valid and reliable measures of the knowledge and skills called for in the standards. Since Hawaii’s standards are NGSS, these assessments and the items in them will: • be built around phenomena. • reflect the NGSS performance expectations, including the clarifying statements and assessment boundaries. • be informed by the evidence statements for each PE. • include clusters of items measuring all three dimensions. • include stand-alone items that measure at least two of the three dimensions.

16. The bar will be raised for content, for language, for mathematics, and for classroom discourse using strategies that provide equity and access for all students.

17. 2257 A NGSS Cluster: Elementary 3-ESS3-1 Earth and Human Activity Engaging in Argument from Evidence Natural Hazards Cause and Effect ITS

18. Relational Scoring

19. ITS 1680 A NGSS Cluster: Middle School MS-PS3-5 Energy: Engaging in Argument from Evidence Conservation and Transfer of Energy Energy and Matter

20. Why Scoring Assertions? Scoring Assertions: • link items to the – • disciplinary core ideas • science and engineering practices • cross-cutting concepts • enable “relational” scoring. • are used by the “scoring engine” to generate performance information regarding SEPs. The number of scoring assertions is not an indication of the “value” or “points” associated with a cluster. (A cluster with more scoring assertions is not “worth more”)

21. 3498 A Stand Alone Item HS-LS2-6 Ecosystems: Interactions, Energy, and Dynamics Engaging in Argument from Evidence Ecosystem Dynamics Stability and Change

22. Universal Tools, Designated Supports, and Accommodations • Tools and resources will be similar to those currently available on the HSA science and Smarter Balanced mathematics assessments. • A calculator and periodic table will be available throughout for grade 8 and the Biology EOC. • Text to speech will be available as a designated support, but students will need to practice “using it with clusters”. • These accommodations will include Braille and may allow for American Sign Language in the future if appropriate.

23. Test Design: Adaptive Matrix The NGSS assessments will use an adaptive matrix design. • Adaptiveness: The difficulty of items presented to a student will depend on their performance on earlier items • Matrix Design: The matrix design ensures that the breadth of NGSS is measured in each classroom. Using a Matrix Design means that: • Reporting of reliable and valid individual student scores as well as the reporting related to the NGSS performance expectations (PEs) at higher levels of aggregation • Each student will have a cluster and 4 stand alone items in each area of science (physical, life, and Earth space science) • Collectively, across a class (n=20), 3 to 5 students will respond to items linked to each PE • These items will be randomly assigned taking into consideration factor such as difficulty and response time

24. Test Design: A student’s Test Each student’s test will consist of: • 6 clusters (two each from physical, life, and Earth science for grades 5 and 8) • 12 stand alone items (4 from each domain of science but addressing different sub-areas than addressed by the clusters) • Embedded field test items (either 1 cluster or 4 to 6 stand alone items)

25. Test Blueprint: Grade 5

26. Test Blueprint: Grade 8

27. Test Blueprint: Biology 1 EOC Exam

28. Proposed NGSS Reporting: Grades 5 and 8 Overall claim: (For each claim there will be an overall scale score with performance level descriptors for individual students.) The student applies an understanding of the disciplinary core ideas of science and uses the science and engineering practices and crosscutting concepts to explain phenomena and design solutions to problems in the natural and the designed world. • Yields an overall scale score for Science for individual students 1. Living Systems: The student applies an understanding of the disciplinary core ideas of the life sciences and uses science and engineering practices as well as crosscutting concepts to explain phenomena in living systems. 2. Physical Systems: The student applies an understanding of the disciplinary core ideas of physical sciences and uses science and engineering practices as well as crosscutting concepts to explain phenomena in physical systems. 3. Earth and Space Systems: The student applies an understanding of the disciplinary core ideas of the earth and space sciences and uses science and engineering practices as well as crosscutting concepts to explain phenomena in Earth and space systems

29. Proposed NGSS Reporting: Biology EOC Overall claim: (For each claim there will be an overall scale score with performance level descriptors for individual students.) (“Language related to” a student’s application of the science and engineering practices will be included in the performance level descriptors associated with the overall and claim scores.) The student applies an understanding of the disciplinary core ideas of the life sciences (at the high school level) and uses the science and engineering practices as well as crosscutting concepts to explain phenomena and design solutions to problems in the natural and the designed world. Yields an overall scale score for the Biology End of Course Exam 1. Molecules and Organisms: Structures and Processes: The student applies an understanding of the disciplinary core ideas of structures and processes within the life sciences and uses science and engineering practices as well as crosscutting concepts to explain phenomena in molecules and organisms structures and processes. 2. Ecosystems: Interactions, Energy, and Dynamics: The student applies an understanding of the disciplinary core ideas of interactions, energy, and dynamics within the life sciences and uses science and engineering practices as well as crosscutting concepts to explain phenomena in ecosystem interactions, energy, and dynamics. 3. Heredity and Evolution: Unity and Diversity, Inheritance, and Variation of Traits: The student applies an understanding of the disciplinary core ideas of evolution, inheritance and variation of traits within the life sciences and uses science and engineering practices as well as crosscutting concepts to explain phenomena related to Evolution, inheritance, and variation of traits.

30. Proposed Science and Engineering Practices Reporting Science and Engineering Practices, either individually or grouped in three areas (see below), will be treated in a manner similar to the PEs. SEP in three sub-areas: • Gathering (Asking Questions and Defining Problems; Planning and Carrying Out Investigations) • Reasoning (Analyzing and Interpreting Data; Using Mathematics and Computational Thinking; Constructing Explanations and Designing Solutions; Engaging in Argument from Evidence) • Communicating (Developing and Using Models; Obtaining, Evaluating, and Communicating Information) This will not be available for SY 2019-2020

31. Additional Reporting at Class, School, Complex, and State Levels. Performance Expectations PEs will be treated as a parallel to the “targets” in SB and reports would be available similar to the target reports for SB assessments. Each applicable PE will be reported with an indication of performance relative to proficiency as: above, near, below. Science and Engineering Practices Summary (available beginning in SY 2020-2021) SEPs grouped into three area will be treated in a manner similar to the PEs.

32. Training and Practice Tests • The NGSS Demo Items (available in early October) provide students, school personnel, and community members with a preview of NGSS test questions. • The Practice Tests will be available for elementary, middle school and Biology 1. These can be used in a number of different ways to prepare students to use the tools and become familiar with the upcoming NGSS Assessments. • Practice and Training Tests are publicly available and can be taken at any time from any place with internet access. • Find them at alohahsap.org IT IS CRITICAL THAT STUDENTS EXPERIENCE THESE TESTS IN PREPARATION FOR THE SUMMATIVE ASSESSMENTS

33. NGSS Interims • Interim Assessments for the NGSS Tests will be available in early October • Each Interim contains 1 cluster item associated with a NGSS performance expectation • These can be used in the same ways as Smarter Balanced Interim Assessments • Answer Keys will be available in TIDE and teachers can view the NGSS Interims in the Assessment Viewing Application. • When administered to students, teachers launch the test using the TA Live Site and students log in using the secure browser. • Results will appear in AIR Ways Reporting

34. NGSS Interims: How Can They Be used? The interim assessments are considered non-secure and non-public. • Because the interims are non-secure, they are not intended to be used for accountability purposes. • Non-secure means teachers and students can have access to the items, answers, and student responses. • Non-public means they are not to be posted publicly (such as on a school website). Schools should establish a timeframe and policies related to the use of the Interim Assessments. Care must be taken that they are not being used for “cross-purposes”. Within a school or department there needs to be a consistent decision regarding how the Interim will be used.

35. NGSS Interims: Elementary

36. NGSS Interims: Middle School

37. NGSS Interims: Biology 1 EOC Exam

38. Key Points: SY 2019-20 Assessments • HSA Science Assessments and Biology End of Course Examination beginning this school year will be based upon the NGSS. • The elementary school assessment will be administered in Grade 5 and cover the NGSS PEs for grades 3 through 5. Students are required to take this test once but will have an optional second opportunity. • The middle school assessment will be administered in Grade 8 and cover the NGSS PEs for grades 6 through 8. Students are required to take this test once but will have an optional second opportunity. •  The Biology EOC Exam will cover the NGSS High School Life Science PEs as well as three related Earth Space Science PEs: HS-ESS 2-6, ESS 2-7, and ESS 3-3. Students will have 1 opportunity to take the Biology EOC during the last four weeks of the course through which they are meeting the biology graduation requirement.

39. Key Points: Testing Windows Key Points: Results The target is that 80% of the students will complete the test in 90 minutes but the tests will not be timed.

40. Key Points: Results The SY2019-20 administration of the HSA-Science (NGSS) and Biology EOC Exam (NGSS) assessments will be operational field tests. This means that achievement standard setting (determining performance levels and establishing cut scores) will take place during summer 2020 so scores will not be immediately available. It is anticipated that student scores, Family Reports, and similar information will be available in August, 2020.

41. Key Points: Science Transition to NGSS and Accountability Results from the NGSS-based assessments are not directly comparable to the results of HCPS II Science Assessments given newly adopted standards and test items. The results of SY 2019-2020 test will serve as a new baseline. The results of statewide science assessments are reported to the U.S. Department of Education as part of the state report card and both participation and proficiency are included in StriveHI reporting.

42. Turn & Talk: NGSS Assessments • What are the biggest changes you see as we move from HCPS III to NGSS Assessments • How can we best prepare teachers and students for these changes?

43. HIDOE NGSS Main Pagehttp://bit.ly/HIDOE-NGSS-2019 • HIDOE NGSS Toolkit for School Leaders and Staffhttp://bit.ly/HIDOE-NGSS-Toolkit • HIDOE NGSS Resource for Familieshttp://bit.ly/HIDOE-NGSS-Families

44. Forth Coming Resources • Test Blueprints (early September) • NGSS Interim Assessment Test Administration Guide • Practice Test and Interim Assessment Answer Keys • School Leaders Toolkit • Parent Guides • Practice Tests (mid-October) • Interim Assessments (mid-October) • “Reorganized” HSA Science and EOC pages on alohahsap.org

45. Thank you for supporting science !! Contacts:Assessment Paul Dumas, Assessment Section, paul.dumas@k12.hi.usTeaching and Learning Lauren Kaupp, OCID, lauren.kaupp@k12.hi.us Resources:HIDOE Intranet: www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/ngss/Pages/Hawaii Assessment: www.alohahsap.orgThe Standards: www.nextgenscience.orgNSTA NGSS Hub: ngss.nsta.orgInstructional Leadership for NGSS: https://www.sciencepracticesleadership.com/