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Science Assessments: Innovations in the Next Generation of State Assessments


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Webinar:


The Alliance for Excellent Education and the K–12 Center at ETS Invite You to Attend a Webinar on

Science Assessments: Innovations in the Next Generation of State Assessments

Panelists
Nancy A. Doorey, Director of Programs, K–12 Center, Educational Testing Service (ETS)
Karen Kidwell, Director, Office of Program Standards, Kentucky Department of Education
Stephen L. Pruitt, PhD, Senior Vice President,
Achieve, Inc.
Robert Rothman, Senior Fellow,
Alliance for Excellent Education
Kathleen Scalise, PhD, Associate Professor of Education, University of Oregon

Please join the Alliance for Excellent Education and the K–12 Center at ETS for a webinar on options for science assessments aligned with the Next Generation Science Standards (NGSS).

The NGSS call for new assessments that can measure the three dimensions of learning called for in the standards: disciplinary core ideas, cross-cutting concepts, and science and engineering practices. What would these assessments look like? To find out, the K–12 Center at ETS held a two-day symposium in September 2013 to explore research and cutting-edge practice.

Stephen Pruitt will provide an overview of the NGSS and discuss activities in states that have adopted them; Kathleen Scalise will outline options for assessment; and Karen Kidwell will describe that Kentucky’s efforts. Nancy Doorey and Robert Rothman will moderate. Panelists will also address questions submitted by webinar viewers from across the country.

Register and submit questions for the webinar using the form below.

Resources:

Invitational Research Symposium on Science Assessment Measurement Challenges and Opportunities (PDF) This report by Rodger Bybee summarizes expert presentations and discussions that took place during an Invitational Research Symposium on Next Generation Science Assessments hosted by the Center for K-12 Assessment & Performance Management at ETS on September 24–25, 2013, in Washington, DC.

Please direct questions concerning the webinar to alliance@all4ed.org. If you are unable to view the webinar live, an archived version will be available at http://www.all4ed.org/webinars within one to two business days after the event airs.

The Alliance for Excellent Education is a Washington, DC–based national policy and advocacy organization that is dedicated to ensuring that all students, particularly those traditionally underserved, graduate from high school ready for success in college, work, and citizenship. www.all4ed.org

Created by Educational Testing Service (ETS) to forward a larger social mission, the K–12 Center at ETS has been given the directive to serve as a catalyst and resource for the improvement of measurement and data systems to enhance student achievement. www.k12center.org

>>> GOOD AFTERNOON.
MY NAME IS BOB ROTHMAN, A SENIOR
FELLOW WITH THE ALLIANCE FOR
EXCELLENT EDUCATION.
NONPROFIT ADVOCACY ORGANIZATION
IN WASHINGTON, D.C.
I’LL BE YOUR HOST TODAY.
WE’RE VERY GLAD YOU THAT JOINED
US FOR THIS NEXT 90 MINUTES AS
WE EXPLORE CRITICAL ISSUES THAT
STATES AND SCHOOL DISTRICTS WILL
FACE OVER THE NEXT FEW YEARS.
THE NEXT GENERATION OF SCIENCE
PROFESSORS.
AS MANY OF YOU KNOW A GROUP
UNDER THE AUSPICES OF ACHIEVE
RELEASED THE NEXT GENERATION
SCIENCE STANDARDS.
STATEMENTS OF WHAT STUDENTS
SHOULD KNOW AND BE ABLE TO DO IN
SCIENCE.
THESE STANDARDS WERE BASED ON A
FRAMEWORK DEVELOPED BY THE
NATIONAL RESOURCE COUNCIL WHICH
IS A THREE-PART STRUCTURE FOR
LEARNING, SCIENTIFIC PRACTICES,
COST-CUTTING CONCEPTS AND
DISCIPLINARY CORE IDEAS.
EIGHT STATES HAVE THUS ADOPTED
THE PROCESS.
TO MEASURE STUDENTS’ PERFORMANCE
AGAINST THE STANDARDS BECAUSE
THE FRAMEWORK SUGGESTS NEW
APPROACH TO TEACHING AND
LEARNING THE CURRENT TESTS DO
NOT MEASURE THE FULL RANGE OF
THE STANDARDS.
WHAT DO THOSE FOR THE ETS LOOK
LIKE?
TO HELP, ETS HELD A SYMPOSIUM.
THE SYMPOSIUM RESEARCHED MODELS
AS WELL AS PROMISING PRACTICES
FOR THE COUNTRY.
THERE’S A LINK ON THE
REGISTRATION PAGE FOR THIS
WEBINAR.
TODAY, WE’RE GOING TO EXPLORE
SOME OF THE IDEAS RAISED IN THE
PROPOSAL.
WE’RE FORTUNATE TO HAVE WITH US
STEPHEN PRUITT, SENIOR VICE
PRESIDENT OF ACHIEVE WHO LED IN
THE DEVELOPMENT OF IT.
AND PROVIDES SOME INFORMATION ON
WHAT IS CONSIDERED IN
IMPLEMENTING STANDARDS.
WITH US BY PHONE IS KATHLEEN
SCALISE, AN ASSOCIATE PROFESSOR
OF EDUCATION AT THE UNIVERSITY
OF OREGON.
A MEMBER OF THE COMMUNITY ABOUT
TO ISSUE A REPORT ON ASSESSMENTS
FOR THE NTSS.
ALSO WITH US IS A KAREN KIDWELL
DIRECTOR OFFICE OF PROGRAM
STANDARDS FOR THE KENTUCKY
DEPARTMENT OF EDUCATION.
KENTUCKY WAS THE FIRST STATE TO
ADOPT IT AND KAREN IS EXPLORING
WHAT THAT STATE IS EXPLORING.
WE’RE ALSO PLEASED TO HAVE NANCY
DOOREY, DIRECT OF PROGRAMS K-12
CENTER WHO PUT TOGETHER THE
PROGRAM.
WE LOOK FORWARD TO YOUR
PARTICIPATION DURING THIS
WEBSITE, ESPECIALLY VIA THE
VIDEO WINDOW WHERE YOU CAN
ASK QUESTIONS.
WE WILL GO TO THOSE QUESTIONS
FROM TIME TO TIME TO ANSWER WHAT
IS ON YOUR MIND.
PLEASE BE AWARE WE WILL NOT BE
ABLE TO ANSWER ALL THE
QUESTIONS.
PLEASE JOIN THE CONVERSATION ON
TWITTER USING #ALL FOR ED.
BEFORE WE TURN TO THAT.
>> THANK YOU.
THAT GO BEYOND THE COMMAND OF
FACTS OR ANALYSIS OF DATA BUT
THAT REQUIRE STUDENTS TO
ACTIVELY ENGAGE IN SCIENCE AND
ENGINEERING ACTIVES, SUCH AS
WELL STRUCTURED INVESTIGATIONS.
THE DEVELOPMENT, TESTING AND
REMINEMENT OF MODELS OR PERHAPS
A CLEAR WELL STRUCTURED
COMMUNICATION OF RESEARCH
FINDING.
AS THEY ADOPT THESE STANDARDS
THEY WILL NEED TO DEVELOP
ACTIVITIES, THE INSTRUCTION
RESOURCES AND INFORMATIVE
RESOURCES FOR USE IN THE
CLASSROOM.
IN ADDITION, MANY STATES HAVE
WITHIN STATUTE OF REGULATION A
REQUIREMENT OF SUMMITED SCIENCE
ASSESSMENTS USED FOR
ACCOUNTABILITY SYSTEMS.
IN SOME A PASSING SCORE ON
SUMMIT ASSESSMENT IS A
GRADUATION REQUIREMENT.
THESE ISSUES ARE GOING TO BE THE
FOCUS OF OUR CONVERSATION TODAY.
THE NATIONAL RESOURCE COUNCIL’S
COMMITTEE ON COMPLIANCE
ASSESSMENT WILL SOON BE
RELEASING A SET OF
RECOMMENDATIONS FOR THE
STANDARDS.
FOR TODAY’S DISCUSSION, KATHLEEN
SCALISE WHO SERVES ON THAT
COMMITTEE WILL HAVE MODELS OF
FORMATIVE AND INTERIM
ASSESSMENTS THAT ALIGN WITH THE
RECOMMENDATIONS OF THAT
COMMITTEE.
HOWEVER, NONE OF THESE MODELS
BEAR CLOSE RESEMBLANCE TO THE
TYPICAL SUMMITED SCIENCE
ASSESSMENT USED TODAY.
WE HOPE TO PROMOTE THE TOUGH
WORK AHEAD ON HIGH QUALITY
INSTRUCTION AND ASSESSMENT.
ONE MORE NOTE BEFORE WE BEGIN,
WELL-KNOWN SCIENCE EDUCATOR
ROGER BITEY HAS WRITTEN A REPORT
FROM SEPTEMBER.
YOU’LL FIND A LINK TO THAT
REPORT ON THE SCREEN.
WE WELCOME YOU TO DOWNLOAD IT.
THIS IS ONE MORE PIECE OF WORK
TO ENGAGE POWERFUL THINKERS AND
LOOK ABOUT BRINGING ABOUT
ADVANCES IN K-12 CENTERS THAT
ACTIVELY SUPPORT LEARNING.
>> THANK YOU, NANCY.
NOW TO STEVE.
>> THANK YOU FOR HAVING ME
TODAY.
TO BE SHEER AND THANKS FOR ALL
OF YOU FOR TUNING IN.
IT’S ALWAYS IMPORTANT.
I’VE GOT A FEW SLIDES AS WE
ARRANGE OUR THINKING ON THIS.
IT’S ALWAYS IMPORTANT TO START
THINKING ABOUT HOW DID THIS ALL
START.
THIS IS SOMETHING THAT HAS BEEN
ONGOING FOR QUITE A WHILE.
BACK WHEN I WAS IN GEORGIA IT
STARTED IN JANUARY OF 2010 WITH
THE NATIONAL RESEARCH COUNCIL
TAKING THE LEAD.
A GROUP OF PARTY PARTNERS IN
DEVELOPING THE FRAMEWORK OF K-12
SCIENCE EDUCATION.
THIS LAID OUT FOR WHAT SCIENCE
EDUCATION SHOULD BE IN THE 21st
CENTURY.
IT IN A LOT OF WAYS RESEMBLED
SOME THINGS THAT HAVE BEEN
HISTORICALLY REVALUED IN SCIENCE
EDUCATION.
BUT IT REALLY TOOK IT TO THE
NEXT LEVEL.
AND MORE IN THE CONTEXT OF THIS
IS REALLY WHAT MUST HAPPEN FOR
OUR STUDENTS.
SO THIS WAS A PROCESS THAT WAS
ALWAYS DESIGNED TO BE A TWO-STEP
PROCESS.
IN OUR LEAD TO DEVELOP THE
FRAMEWORK, THEY HAD A COMMITTEE
OF 18 INDIVIDUALS THAT WERE, AT
LEAST 17 OF THEM, WERE OF
INCREDIBLE HIGH INTELLECT.
AND WERE WONDERFUL, WONDERFUL
PEOPLE.
TWO NOBEL LAUREATES, NATIONALLY
AND INTERNATIONALLY KNOWN, AND
THEY LET ME HANG OUT WITH THEM.
THEY REALLY LAID OUT THE
CONTENTS AND ALSO HOW STUDENTS
SHOULD LEARN BASED ON THE
RESEARCH.
I THINK THAT’S REALLY ONE
IMPORTANT THING AS WE MOVE
FORWARD.
REALIZING ALL OF THIS CAME FROM
THE SOLID RESEARCH ACCUMULATED
FROM LOTS OF KNOWLEDGE FROM
PEOPLE IN COGNITIVE SCIENCE
EDUCATION.
IN THE POINT THAT WAS COMPLETED
IN JULY 2011, ACHIEVE TOOK THE
LEAD IN WHAT HABILITATING THE
PART OF THE PROJECT.
IN DOING SO, THEY WERE THERE TO
ADVISE THEM AND TO DIRECT THE
WORK THAT WAS GOING ON.
40 WRITERS FROM ACROSS THE
COUNTRY WERE ASSEMBLED TO TAKE
THE SAME WORK AND TRANSLATE
THOSE INTO STUDENT PERFORMANCE
EXPECTATIONS.
MINI DRAFTS WENT TO THE STATES.
THE STATES WOULD HAVE THEIR
REVIEW TEAMS REVIEW THEM.
THEN THE LEADS WOULD COME TO
WASHINGTON AND MEET WITH THE
WRITERS AND SAY, YOU GOT THIS
RIGHT.
YOU DIDN’T GET THAT SO RIGHT.
LET’S MAKE THAT CHANGE.
OF COURSE, THOSE WERE RELEASED
IN APRIL 2013.
THIS NEXT SLIDE, I’M GOING TO DO
THIS RATHER QUICKLY BECAUSE I
WANT TO MAKE SURE WE HAVE PLENTY
OF TIME FOR COMMENTS AND
DISCUSSION.
WHAT IS REALLY DIFFERENT?
AT THE CORE, WHAT IS REALLY
DIFFERENT?
WE TALKED ABOUT INQUIRY FOR A
VERY LONG TIME IN SCIENCE
EDUCATION.
BUT IN SCIENCE ASSESSMENT AT
STATE LEVEL, WHAT WE TEND TO DO
IS SEPARATE THEM.
WE HAVE HAD ITEMS THAT DEALT
SOLELY WITH INQUIRY, OR SOLELY
WITH CONTENT.
BUT VERY RARELY DID THEY BRING
THEM TOGETHER IN HOW SCIENTISTS
THINK AND COMMUNICATE THEIR OWN
KNOWLEDGE.
AS BOB MENTIONED EARLIER, THEY
LAID OUT THREE DIMENSIONS.
SCIENTIFIC ENGINEERING
PRACTICES, WHICH REALLY IS HOW
SCIENTISTS ACCUMULATE AND
COMMUNICATE KNOWLEDGE.
THE DISCIPLINARY CORE IDEAS.
THE RIGOROUS CONTENT THAT KIDS
NEED TO KNOW.
AND THE CONTENT WHICH PROVIDE A
COGNITIVE STRUCTURE AMONG WHICH
STUDENTS NEED TO MAKE
CONNECTIONS BOTH IN AND AMONG
THE VARIOUS DISCIPLINES.
SO IN DOING SO, IT REALLY BRINGS
TO THE FOREFRONT, MUCH LIKE WHAT
YOU’VE ALREADY SAID.
IT’S NOT JUST ABOUT THE FACTS.
IT’S ACTUALLY ABOUT USING THE
FACTS TO UNDER THE CONCEPT AND
BE ABLE TO APPLY TO AN UNIQUE
SITUATION.
I LIKE TO SAY IT GOES BEYOND THE
WHAT INTO THE HOWS AND THE WHYS.
SO WHERE AS WE HAVE SEEN STUDIES
THAT A LOT OF AMERICANS, 20% OF
AMERICANS IN ONE STUDY SAID THEY
DID NOT KNOW THAT THE ORANGE
ORBITED THE SUN AND THE MOON
ORBITED THE EARTH.
WHEN I ASKED THE 80% WHO SAID
THEY DID KNOW THAT, HOW DID YOU
KNOW, IT DROPPED TO 49%.
SO THIS IS MEANT TO HAVE
STUDENTS ENGAGE IN THE CONTENT
IN THE WAY THEY CAN APPLY IT TO
UNIT AND MORE UNIT
CIRCUMSTANCES.
THIS IS A BRIEF OVERVIEW OF THE
STANDARDS ITSELF.
>> THANK YOU VERY MUCH, STEVE.
NOW TO KATHLEEN.
>> OH, THANKS, BOB.
SO, I’M KATHLEEN, AND AS BOB AND
NANCY BOTH MENTIONED, I’M
SERVING ON THE NATIONAL
ACADEMIES COMMITTEE THAT WILL
HAVE A REPORT OUT SOON ABOUT
ASSESSING THE NEXT GENERATION
SCIENCE STANDARDS ON NGSS.
WE CAN’T TALK ABOUT THAT BECAUSE
IT’S NOT OUT.
TYPICALLY THE ACADEMY BUILDS ON
PAST RECOMMENDATIONS SO HERE FOR
OUR LITTLE DISCUSSION ON SYSTEM
DESIGN OPTIONS FOR ASSESSMENT
WE’LL DRAW ON A PREVIOUS REPORT,
AND BE THINKING ABOUT IT IN THE
CONTEXT OF NEXT JUNE.
SO FIRST JUST A WORD ABOUT
SYSTEMS OF ASSESSMENTS
GENERALLY.
SO WHAT IS A SYSTEM AND WHY DID
THE NATIONAL ACADEMIC REPORTS
TALK ABOUT THE SYSTEM SO FAR.
NGSS, LIKE LIKE THE COMMON CORE
AND SO MANY OF THE OTHER THINGS
WE’RE INTERESTED IN TODAY, THE
STRUCTURAL GOALS ARE AMBITIOUS.
SO ASSESSING WHETHER OR NOT
THEY’RE ACHIEVED ARE ALSO
AMBITIOUS.
WHEN TALKING ABOUT AN ACADEMY,
IT MEANS YOU NEED TOOLS IN YOUR
TOOL BELT.
FORMALLY WHAT WE WOULD CALL
TOOLS OF ASSESSMENT, IT CAN BE
FORMALLY OR LESS FORMALLY
ORGANIZED TO PROVIDE
PERSPECTIVES FOR MULTIPLE NEEDS.
HERE, WE’RE GOING TO BE ON A
SLIDE WITH SOME LITTLE PUZZLE
PIECES.
AND WHAT WE’RE GOING TO LOOK AT
HERE IS EXAMPLES OF DESIGN
OPTIONS FRAMED AROUND A THEORY
OF ACTION.
SPECIFICALLY FROM THE ACADEMY’S
PREVIOUS REPORT, A THEORY OF
ACTION FOR ASSESSMENTS IN WHICH
YOU HAVE TO THINK ABOUT WHAT ARE
THE STUDENT LEARNING IMPACTS
FROM THE ASSESSMENTS.
SO NOT JUST IS IT ENOUGH TO
COLLECT INFORMATION AND HAVE
DATA ABOUT STUDENTS, BUT HOW
WILL THAT INFORMATION CHANGE
LEARNING OUTCOMES FOR KIDS.
SO THE ACADEMY POSED A THEORY OF
ACTION THAT HAS FOUR PARTS.
AND THAT’S WHAT WE’RE SEEING
HERE IN THESE LITTLE PUZZLE
PIECES.
THAT WE’RE GOING TO SHOW HERE.
SO FROM TOP LEFT.
WHERE IT SAYS “MONITOR,” THAT
PART OF THEORY OF ACTION IS
HOLDING SCHOOLS ACCOUNTABLE FOR
LEARNING MONITORING GOALS WHICH
WE’LL CALL MONITORING AND THAT’S
PART OF THE ACADEMY’S BELIEF
ABOUT STUDENT OUTCOMES CHANGES
IN IMPROVEMENTS AND STUDENT
LEARNING.
AND AS WE MOVE TO THE RIGHT
HERE, ASSESSMENT EVIDENCE TO
GUIDE STRUCTURAL DECISIONS.
THAT’S ANOTHER PIECE THAT MAY
IMPACT OUTCOMES FOR OUR KIDS IN
SCIENCE IN THE U.S.
THE THIRD PIECE DOWN HERE, AS WE
KEEP GOING AROUND IN A CIRCLE,
SIGNIFY GOALS FOR STUDENT
LEARNING.
THIS IS THE IDEA THAT THE
ASSESSMENTS THEMSELVES, WHAT DOT
TASKS AND ACTIVITIES ACTUALLY
LOOK LIKE.
AND DO THEY LOOK LIKE WHEN
TEACHERS AND STUDENTS LOOK LIKE
THAT, DO THEY LOOK LIKE NGSS
TEACHING.
THEY CAN EXEMPLIFY WHAT IS SOME
THE FRAMEWORK AND STANDARDS
BECAUSE TEACHERS AND STUDENTS
WILL MODEL BASED ON THOSE.
AND THE FINAL PIECE HERE, THE
THEORY OF ACTION FROM THE
ACADEMIES IS THIS IDEA OF
EVALUATION.
SPECIFICALLY IN SCHOOLS FOR
PROGRAM, TEACHERS AND SO FORTH.
WHAT IS EVIDENT TELLING US ABOUT
WHAT ARE THE PREFERRED OPTIONS
FOR PROGRAMS AND HOW DO KIDS DO
UNDER PROGRAM INFORMATION.
THOSE KIND OF FOURED BYES OF
ASSESSMENT EVIDENCE, IF A SYSTEM
CAN SATISFY MEETING THOSE CAN BE
A POWERFUL IDEA FOR A THEORY OF
ACTION FROM THE ACADEMIC’S KIND
OF THINKING.
SO, NOW, WHAT WE’RE GOING TO DO
IS, TRY TO THINK ABOUT ON THE
NEXT SLIDE HERE WHICH LOOKS
PRETTY COMPLICATED, IT HAS A
TABLE.
WE’RE GOING TO LOOK AT EXAMPLES,
THOUGH.
AND BASICALLY, WHAT WE’RE GOING
TO TRY TO DO WITH THE SUMMARY
SLIDE IS LOOK AT THREE DIFFERENT
EXAMPLES THAT TRY TO ADDRESS THE
FOUR DIFFERENT PUZZLE PIECES WE
JUST LOOKED AT.
AND HAVE FOUR DIFFERENT ELEMENTS
OF WHAT THE SYSTEM WAS COMPOSED
OF.
I SHOULD SAY UP FRONT THESE
EXAMPLES ARE WHAT WE CALL
PURPOSEFULLY SAMPLED.
OR PURPOSEFULLY PICKED TO BE
QUITE DIFFERENT FROM EACH OTHER
TO SEE THE DIFFERENCE AND TALK
ABOUT THEM.
BUT OTHER EXAMPLES CAN BE PICKED
AND THEY CAN BE BLENDED IN
DIFFERENT WAYS.
BUT THE MAIN POINT IS HERE,
WHATEVER THE SYSTEM PIECES ARE
THAT YOU MAY POSE AGENCY A STATE
OR LOCALITY, YOU MAY WANT TO
THINK IF SUBSCRIBING TO THIS
THEORY OF ACTION, YOU MIGHT WANT
TO THINK ABOUT WHAT THEY MEAN IN
THE FOUR OBJECTIVES.
I’M GOING TO LOOK AT THE
EXAMPLES AND I’M GOING TO LOOK
AT THEM IN MORE DETAIL ON THE
NEXT SLIDE.
WE’LL START WITH EXAMPLE “A.”
THE THREE EXAMPLES I’M GOING TO
SHOW GO FROM LEAST FAMILIAR IN
THE U.S. CONTEXT.
LEAST LIKE WHAT WE’RE OFTEN
DOING IN THE STATES TO MOST
FAMILIAR.
AND SO THE FIRST ONE WHICH IS
KIND OF LEAST FAMILIAR TO US,
BUT WE DO HAVE EXAMPLES OF WHERE
IT’S BEING USED.
AND I’LL TALK ABOUT THAT IN A
MINUTE.
IS A CURRICULUM-BASED MODEL.
SO THIS IDEA IS THAT WITH THE
NEXTGEN, ALREADY WE KNOW THAT
STATES AND LOCALITIES ARE
SELECTING MATERIALS USED IN
SCHOOLS AND DESIGNED IN
ACCORDANCE WITH SPECIFICATIONS.
THESE CAN INCLUDE BOOKS, ONLINE
STUDY GUYS, TEACHER EDITIONS AND
MANY MORE THINGS.
AS PART OF A SYSTEM OF
ASSESSMENT OF A STATE MY OPINION
IS TO WORK WITH A STATE OR
LOCALITY TO WORK WITH WHATEVER
THEIR ADOPTION PROCESS IS TO
SPECIFY FOR HIGH-QUALITY
CURRICULUM THAT INCLUDES NGSS
ALIGNED EMBEDDED ASSESSMENTS.
PERFORMANCE TASKS, END OF THE
UNIT OR END OF YEAR ASSESSMENTS
POSSIBLY AS WELL.
WHAT WE SEE IN THE DIAGRAM FOR
OPTION “A,” THREE DIFFERENT
CURRICULUMS.
INSERTED IN THEM ARE END OF
COURSE, FINAL EXAM ASSESSMENTS
THAT ARE THESE RIGOROUSLY
SPECIFIED AND HIGH-QUALITY TYPE
OF ASSESSMENTS.
THESE COULD BE EMBEDDED TASK
SCORES BY TEACHERS.
AND HERE’S WHERE THE CONNECTION
COMES BACK TO WHAT WE MENTIONED
BEFORE, HOW OR WHY ARE WE USING
THIS PRACTICE IN THE U.S.
YOU MIGHT THINK I.B.,
INTERNATIONAL BACK LAYERIA.
BUT THE IDEA IS WHY SAVE ALL OF
THESE FOR COURSES AND
SPECIFICATIONS FOR COLLEGE.
COULD THEY POSSIBLY BE USEFUL IN
SCIENCE ASSESSMENT IN OTHER
GRADES.
AND, OF COURSE, A STATE
MONITORING PIECE HERE THEN COULD
BE, OF COURSE, A COMPLETION FOR
THESE MORE CREDITED COURSES WITH
THE SPECIFICATIONS FOR THE
CURRICULUM THAT ARE DECIDED
LOCALLY.
FOR INSTANCE, THINGS ON WHO IS
COMPLETING WHAT.
WHAT’S THE DIVERSITY OF
COMPLETION.
HOT SPOTS, ET CETERA.
AND THESE ARE THE KINDS OF
THINGS THAT WE MIGHT THINK ABOUT
MONITORING.
SO THAT’S AN OPTION OF
CURRICULUM-BASED MODEL.
A SYSTEM MODEL, QUITE DIFFERENT
THAN WHAT WE’RE USED TO.
NOW OPTION “B,” THIS, WE’RE
TOPPING A COMMON TASK MODEL.
HERE’S, THE STATES ARE WORKING
TOGETHER, FOR INSTANCE, TO
DEVELOP A HIGH QUALITY LIBRARY
SHARED RESOURCES.
THEY COULD BE COMMON SCIENCE
PERFORMANCE TASKS THAT RESOLVE
REFLECTION OR TAKE MORE TIME IF
A SITTING OR COULD BE DONE IN A
SITTING.
BUT SOME OF THESE TASKS COULD BE
SHARED, IN OTHER WORDS,
TRANSPARENT AND USED IN SCHOOLS
AND MORE OPEN.
AND SOME ARE MORE SECURED AND
USED ONLY AT CERTAIN INTERVALS
PRACTICES OF ASSESSMENT USED IN
MONITORING.
WE NEED TO BRING TOGETHER THE
THREE NGSS JUST MENTIONED AND
ONE ALIGNED TO THE NEW FRAMEWORK
AND STANDARDS.
BUT THEY COULD RANGE FOR TASKS
OVER A SHORT SITTING LIKE OREGON
SAMPLES.
BUT THEY COULD RANGE ALL THE WAY
UP TO SELF-CONTAINED REPLACEMENT
MODELS THAT STATES WOULD LIKE TO
OFFER FOR SCHOOLS.
THINK, FOR INSTANCE, SOME OF THE
EXPERIMENTS DONE IN DELAWARE,
THREE OR FOUR-WEEK CONSTRUCTION
UNITS KITS, MATERIALS COULD BE
USED BY SCHOOLS.
THESE COULD BE TEACHER
MODERATED, ENHANCED FOR SCORING
FOR PIECES TO BE STANDARDIZED.
OR ALSO SHARED TASKS COULD BE
INVOLVED.
SO THERE COULD BE ELEMENTS OF
CHOICE IN ASSIGNMENT FOR THE
COMMON TASK OF SELECTION OF
WINDOWS AND THIS COULD BE A
CONVERSATION THAT’S DONE AMONGST
LOCALITIES BETWEEN STATES OR
JUST IN THE LOCAL SETTING.
STATE MONITORING HERE WOULD NOT
ONLY INVOLVE PROBABLY THE SHARED
AND SECURED TASKS, BUT ALSO
OPPORTUNITY TO LEARN INFORMATION
FROM INPUT SCHOOL AND DISTRICT
SURVEY QUESTIONNAIRES.
THINK PISA.
THE BACKGROUND QUESTIONS THERE
TO GUIDE POLICY.
ALSO WITH NATE SCIENCE AND
SCHOOL AUDITS.
OTHER SCHOOL SOURCES COULD FLOW
HERE ALONG WITH THE TASKS.
THAT’S AN OPTION “B.”
AND NOW WE’LL MOVE ON AND THINK
ABOUT OPTION “C.”
THIS IS CLOSEST TO THE U.S.
CONTEXT.
THIS IS FOR STATES, GROUPS
INTERESTED IN LEVERAGING
INVESTMENTS IN READING AND
MATHEMATICS.
AND THE IDEA HERE IS TO USE
THESE BUT WITH AN INVERTED
EMPHASIS.
WHAT DO WE MEAN BY INVERTED
EMPHASIS?
WE ALREADY SAID THAT STATES
COULD LEVERAGE INFRASTRUCTURE
CREATED BY THE TOP IF
PARTICIPATING IN ONE OR MORE OF
THOSE CONSORTIA, IN READINGING
IN MATH, AND IN SCIENCE, A LOT
OF THE ATTENTION HAS BEEN GONE
INTO THE PERFORMANCE-BASED END
OF YEAR, FOR INSTANCE.
OR FOR PERFORMANCE-BASED
COMPUTER ADAPTIVE.
BUT OTHER PARTS OF THE SYSTEM,
WHILE THERE, HAVEN’T RECEIVED
MUCH OF THE CONVERSATION AND
ALSO NOT BEING USED BY ALL KIDS
IN ALL SCHOOLS.
THOSE WOULD BE THE MORE
DIAGNOSTIC AND MIDYEAR.
SO THE IDEA FOR SCIENCE IS
POSSIBLY TO DEVELOP SCIENCE
CAPACITY IN THE U.S.
BUT MORE OF THE EMPHASIS THERE
IN THE SYSTEM IN TERMS OF THE
STATE CONVERSATION AND
DEVELOPMENTS OF RESOURCES AND
ALSO FOR ALL KIDS TO PARTICIPATE
IN THAT PART OF THE ASSESSMENT
SYSTEM.
BUT THE SAMPLING THEN COULD BE
PERHAPS A SAMPLING BACK, A
MATRIX SAMPLING, SO THAT THE
SAMPLE FOR STATE MONITORING
WOULD BE SOME OF THE KIDS BEING
MONITORED IN THAT WAY WITH
MATRIX SAMPLING.
SIMILAR TO PISA OR NATE THAT WE
CURRENTLY HAVE IN THE U.S.
SO THIS WOULD BE, AS WE SEE HERE
IN THE LAST POINT, IN OPTION “C”
SLIDE, A SMALL GROUP FROM
TECHNOLOGY-ENHANCED ASSESSMENT,
STANDARDIZED TASKS WOULD BE
MATRIX SAMPLED HERE.
WHILE A MUCH LARGER GROUP WOULD
BE USED AT SCHOOLS MORE
GENERALLY FOR ALL KIDS AND SO
FORTH FOR THAT SCIENCE CAPACITY.
HERE AGAIN, THE DIAGRAM SORT OF
SHOWS YOU A LITTLE MORE
VISUALLY.
SO NOW, WHAT I’D LIKE TO DO IS
COME BACK TO OUR SUMMARY SLIDE
THAT WE HAD IN THE FIRST PLACE.
AND WE’VE SEEN THE THREE
EXAMPLES.
I’M GOING TO SUM THEM UP A
LITTLE BIT HERE.
THEN I’M GOING TO TALK BRIEFLY
ABOUT A NONEXAMPLE SO WE CAN
KIND OF SEE THE CONTRAST IN
SOMETHING THAT WOULD NOT
NECESSARILY SUPPORT THE FULL
RANGE OF THE NGSS IN THE SAME
WAY AS THESE EXAMPLES MIGHT.
AND, OF COURSE, REMEMBER, AS
YOU’RE LOOKING AT THIS TABLE,
MIXING AND MATCHING DIFFERENT
PIECES.
AND THAT THESE ARE EXTREME
EXAMPLES THAT MIGHT BE SOFTENED
OR BLENDED IN DIFFERENT WAYS OR
OTHER EXAMPLES COULD BE USED AS
WELL.
BUT IF WE LOOK AT THIS EXAMPLE
AGAIN, REMEMBER, WE’RE SEEING
EXAMPLE “A,” THE
CURRICULUM-BASED MODEL IN THE
FIRST COLUMN.
EXAMPLE “B,” THE TASK IN THE
SECOND COLUMN.
EXAMPLE “C,” TRADITIONAL
LEVERAGING FROM THE TOP BUT
INVERT THE MODEL.
YOU’LL SEE WITH ROWS CROSSED
FROM THE PUZZLE PIECES FROM THE
THEORY OF ACTION FROM THE PRIOR
ACADEMY REPORT OF SYSTEM
ASSESSMENT SYSTEMS.
HOW DID THAT ADDRESS ASSESSMENT,
HOW DOES IT ADDRESS PROGRAM
EVALUATION AND HOW DOES IT
ADDRESS SIGNIFYING.
SO IF YOU’RE THINKING ABOUT WAYS
OF DESIGNING OPTIONS FOR SCIENCE
ASSESSMENT, ONE THOUGHT IS, WHAT
IS YOUR THEORY OF ACTION, WHAT
WOULD THE PIECES BE AND HOW DOES
YOUR SYSTEM MEET IN AN
EVIDENCE-CENTER WADE THE GOALS
AND OBJECTIVES OF EACH OF THESE
DIFFERENT PARTS OF INFORMATION
NEEDED TO SATISFY THAT PART OF
THE SYSTEM.
SO YOU CAN SEE WITH EXAMPLE “A”
HERE, THAT THE MONITORING PIECE
IS THROUGH MORE OF AN
ACCREDITATION MODEL.
MONITORING WHO’S TAKING THESE
COURSES BEING SPECIFIED LOCALLY
OR AT THE STATE LEVEL CURRICULUM
THROUGH THE ADOPTION PROCESS
WITH ROBUST ASSESSMENTS.
THE STRUCTURAL PIECE THEN IS OF
COURSE THE ASSETS IN THE
CLASSROOM.
AND THE PROGRAM EVALUATION PIECE
COULD BE AROUND.
FOR INSTANCE, WHAT ARE THE DATA
PROFILES OF THE STUDENT’S
SUCCESS BASED ON THE DIFFERENT
COURSES THEY MAY HAVE COMPLETED
AND HOW ARE THOSE COURSES
SUPPORTING THE ADVANCES OF
SCIENCE UNDERSTANDING THE U.S.
SIGNIFYING FOR THIS MODEL IS
THAT THE TASKS THEMSELVES
EXEMPLIFY THE NGSS.
THE ACTIVITIES AND SO FORTH IS
WHAT BRINGS TO LIFE THE REALITY
OF THE FRAMEWORK OF STANDARDS SO
TEACHERS CAN SEE THROUGH THE
STRUCTURE OF MATERIALS.
WE COULD SIMILARLY GO THROUGH
EXAMPLE “B” AND LOOK AT EACH OF
ITS PIECES.
HOW THE MONITORING COMES
THROUGH, NATE, FOR INSTANCE.
STRUCTURAL PIECE WAS WITH THIS
EXTENDED SHARED TASK USED IN THE
SCHOOLS.
AND PROGRAM EVALUATION THROUGH
THE SECURE TESTS, SO YOU GET A
VIEW OF HOW IT’S GOING FOR
PROGRAMMING AND TEACHERS USING
THESE PROGRAMS.
AND SIGNIFY THE TESTS ITSELF FOR
THE ACTUAL THINKING YOU SEE IN
THE STANDS AND FRAMEWORK.
“C,” WITH THE INTEREST OF THE
TOP APPROACH SIMILARLY,
MONITORING THROUGH MATRIX
SAMPLES FOR INSTANCE,
COMPUTER-BASED,
COMPUTER-ADOPTED.
WHICHEVER KIND OF APPROACH
PEOPLE WOULD LIKE TO SUGGEST.
STRUCTURE-BASED, THIS WOULD BE
FOR CLASSROOM.
AND THEN PROGRAM EVALUATION, TO
BE, FOR INSTANCE, A
CLASSROOM-BASED TECHNOLOGY
ENHANCED ASSESSMENTS WITH
PROFESSIONAL COMMUNITIES.
TEACHERS LOOKING AT DATA WALLS
WITH SHARED DATA LEVELS ACROSS
SUBJECT MATTER AREAS, FOR
INSTANCE, IF THEY’RE TEACHING
PHYSICAL SCIENCE AND LIFE
SCIENCE.
AGAIN, THE TASK IS TO AMPLIFY
THE NGSS.
I’M GOING TO SPEND MY LAST
MINUTE TALKING ABOUT A
NONEXAMPLE.
MEANING THAT IT DOESN’T AS FULLY
COMPLETE THIS PICTURE AS
PROVIDING THESE FOUR AREAS OF
EVIDENCE FOR THE THEORY OF
ACTION.
THE NONEXAMPLE HERE, 40
MINUTE-MULTIPLE CHOICE TEST,
GIVEN ONCE PER YEAR.
SAME TEST FOR ALL STUDENTS AT A
GREAT LEVEL, THAT DOES NOT
REALLY SUPPLY ENOUGH
OPPORTUNITY, WITH ALL KIDS
TAKING THE SAME TEST TO REALLY
REPRESENT THE FULL RANGE OF THE
NGSS BECAUSE AGAIN OF THE
VICIOUS NATURE AND THE
IMPORTANCE OF THE ARRAY OF
THINGS WOULD BE ABLE TO KNOW AND
DO TO DO THAT IN 40 MINUTES TO
ASSESS IT IN TASKS THAT ARE
ACTUALLY REPRESENTATIVE OF THE
NGSS IS NOT THAT PIECEABLE TO
REPRESENT THE FULL CONSTRUCT
THERE.
AS FAR AS AN STRUCTURE PIECE, IF
THERE’S ONLY A TEST AND NOTHING
IT’S PROVIDED AND CLASSROOM
MATERIALS IS VERY LIMITED, THEN
YOU CAN SEE THAT THAT PUZZLE
PIECE IS NOT FULLY SUPPORTED.
IF PROGRAM EVALUATION IS BASED
ON A TASK THAT DOES NOT REALLY
REPRESENT THE RANGE OF THE
STANDARDS AND FRAMEWORK.
AND THERE AREN’T CLASSROOM
MATERIALS WITH IT THEN IT’S HARD
TO SAY MUCH ABOUT WHAT THE
PROGRAM IS DOING BECAUSE THE
SOURCE OF EVIDENCE IS JUST A
LITTLE INADEQUATE FOR US TO
REALLY PUT MUCH FAITH IN THE
RESULTS.
SO EVALUATING PROGRAM BASED ON
THAT KIND OF LIMITED
INFORMATION.
AND FINALLY, FOR SIGNIFYING, IF
THE QUESTIONS ARE, FOR INSTANCE,
A MULTIPLE CHOICE TEST WHERE
THEY DON’T LOOK LIKE OR
REPRESENT OR APPEAR TO BE LIKE
NGSS TASKS IN FRAMEWORK AND
STANDARDS.
THEN TEACHERS, WHILE THEY MAY BE
ABLE TO ELICIT GOOD EVIDENCE IN
SOME AREAS OF FRAMEWORK, THEY
ARE WHAT WE CALL PROXY.
IN OTHER WORDS, THEY THEMSELVES,
DON’T REPRESENT THE NGSS OR
SIGNIFY IT DIRECTLY FOR TEACHERS
WHO LOOK AT IT.
AND THAT COG A SIGNAL FOR
SCHOOLS THAT MAY MOVE THEM OFF
WHAT YOU WANT THEM ACTUALLY TO
BE TEACHING OR DOING.
SO IT MAY NOT FULLY EXEMPLIFY
THE FRAMEWORK AND STANDARDS.
I THINK I’M AT TIME.
WE’LL GO AND THANK PEOPLE FOR
FINDING SOME OF MY WORK AND NOW
GO BACK TO BOB.
>> THANK YOU VERY MUCH,
KATHLEEN.
VERY HELPFUL.
NOW, LET’S HEAR FROM THE STATE’S
PERSPECTIVE FROM KAREN KIDWELL.
>> THANK YOU, BOB.
I APPRECIATE GETTING TO HEAR
FROM KATHLEEN, THE THINKING
THAT’S GOING INTO SOME OF DESIGN
FEATURES THAT WE’LL PROBABLY BE
LOOKING AT.
IT’S VERY SIMILAR TO THE PROCESS
THAT WE’RE ENGAGED IN IN
KENTUCKY RIGHT NOW.
WE’RE USING THIS OPPORTUNITY IN
THE COMMONWEALTH TO LOOK FOR
AND/OR POSSIBLY DESIGN A
STATE-OF-THE-ART KIND OF TEST
FOR THE NEXT GENERATION SCIENCE
STANDARDS.
WE WANT AN ASSESSMENT THIS TIME
THAT WILL MEASURE THE KIND OF
ADVANCED THINKING, REASONING AND
PERFORMANCE SKILLS THAT WE KNOW
ARE CALLED FOR.
IN THE NEXT GENERATION SCIENCE
STANDARDS.
WE – WE WANT TOOLS THAT ARE
GOING TO GIVE US EXCELLENT
FEEDBACK AND ALLOW US TO LOOK AT
WHAT STUDENTS CAN DO IN TERMS OF
THINGS LIKE INVESTIGATING OR
MODELING OR CONDUCTING RESEARCH
ON THEIR OWN.
WE’RE REALLY NOT JUST INTERESTED
IN LOOKING FOR ASSESSMENTS THAT
JUST FULFILL OUR ACCOUNTABILITY
EVALUATION.
ALTHOUGH, OBVIOUSLY, WE’RE GOING
TO BE ATTENTIVE TO THAT.
BUT WE TRULY DO WANT TO LOOK
FORWARD.
AND WE KNOW THAT’S GOING TO BE
NO EASY TASK.
AND SO WHEN YOU THINK ABOUT THE
DESIGN TRADEOFF THAT YOU GET
WHEN YOU GO WITH ANY OF THOSE
OPTIONS OR EVEN COMPONENTS
WITHIN THOSE OPTIONS THAT
KATHLEEN JUST DISCUSSED, WE HAVE
HAD IN OUR STATE IN THE PAST, A
MATRIX KIND OF ASSESSMENT.
THAT BUILT-IN MULTIPLE KINDS OF
ITEMS, INCLUDING A WHY BACK,
EVEN PERFORMANCE TASKS.
WE’VE ALSO HAD ASSESSMENTS THAT
ARE MORE LIKE THE NONEXAMPLE
THAT SHE SHARED.
AND SO WE’RE REALLY LOOKING TO
SEE WHAT CAN WE – WHAT CAN WE
DO.
WHAT CAN WE IMPLEMENT AT THIS
TIME THAT REALLY GETS US TO THE
INTENT OF THE STANDARDS.
AND SO THAT KIND OF BRINGS ME
BACK TO WHAT MOST OF MY ROLE AND
RESPONSIBILITY IS IN THE STATE.
AND IN MY DIVISION WITH PROGRAM
STANDARDS.
I’M TASKED WITH HELPING
COORDINATE AND DESIGN A WAY TO
ENSURE THAT WE HAVE CAPACITY
ACROSS 173 SCHOOL DISTRICTS TO
TRULY UNDERSTAND WHAT THESE NEW
STANDARDS ARE ABOUT.
EXACTLY WHAT STEPHEN SAID.
WE’VE INVESTED MUCH TRAINING AND
TIME AND EFFORT IN THE PAST ON
BUILDING A SENSE OF WHAT DO WE
MEAN BY INQUIRY-BASED
INSTRUCTION.
YET, WE KNOW WE’VE NEVER
ACHIEVED THAT AT SCALE.
AND I THINK WHAT IS EXCITING
ABOUT THE NEXT GENERATION
SCIENCE STANDARDS IS THAT THOSE
ASPECTS OF THE WHYS AND HOWS
THAT ARE TYPICALLY RELEGATED TO
CURRICULUM DESIGN WHICH CAN
BECOME SORT OF A CHANCE THAT YOU
TAKE, ESPECIALLY IN A STATE SUCH
AS KENTUCKY WHERE WE’RE A LOCAL
CONTROL STATE, NOW THOSE
PERFORMANCE EXPECTATIONS
INCORPORATE THE WHYS AND THE
HOWS.
SO I’M EXCITED.
AND I THINK THAT TEACHERS THAT
WE’RE WORKING WITH RIGHT NOW SEE
THE OPPORTUNITY THERE TO REALLY
ALLOW THEM TO BRING THOSE
ASPECTS FULLY BACK INTO THEIR
CLASSROOMS ON A REGULAR BASIS.
AND SO, WHAT WE’VE OPTED TO DO
IS TO TRY AND TAKE OUR TIME AND
BUILD CAPACITY AT A VERY DEEP
LEVEL.
SO OUR DESIGN IN KENTUCKY HAVE
BEEN TO INVITE EVERY ONE OF OUR
173 SCHOOL DISTRICTS TO SELECT A
TEAM OF THREE TO FOUR OR FIVE.
SOME OF OUR LARGER DISTRICTS
HAVE UP TO EIGHT OR TEN TEACHER
LEADERS.
WITHIN THEIR DISTRICT.
AND THEN WE BRING THOSE TEACHER
LEADERS TOGETHER IN LARGER
LEARNING COMMUNITIES ACROSS
EIGHT DIFFERENT REGIONS IN OUR
STATE.
IN FULL PARTNERSHIP WITH A SET
OF REGIONAL EDUCATION
COOPERATIVES.
AND ALL OF OUR PUBLIC
UNIVERSITIES ACROSS THE STATE,
WE’RE USING FACULTY MEMBERS.
AND BETWEEN EXPERTISE THAT WE
HAVE HIRED THROUGH A NUMBER OF
FIELD SPECIALISTS AT THE
DEPARTMENT OF EDUCATION, ALONG
WITH HIGHER ED AND THESE
REGIONAL EDUCATION COOPERATIVES,
WE’RE FACILITATING MONTHLY
LEARNING TEAM MEETINGS WITH ALL
OF THE TEACHER LEADERS TO REALLY
DIG INTO THE NEXT GENERATION
SCIENCE STANDARDS.
WE ARE NOT EXPECTING THAT PEOPLE
GO FULL ON INTO IMPLEMENTATION,
THIS ACADEMY YEAR AT ALL.
WE STARTED MEETING WITH THESE
TEAMS OF TEACHER LEADERS BACK IN
SEPTEMBER.
AND WE’RE MEETING WITH MORE THAN
600 TEACHER LEADERS ACROSS OUR
STATE.
EVERY MONTH THIS YEAR, AND WE’VE
ASKED THEM TO JOIN US FOR THE
NEXT THREE YEARS.
WE ALSO ARE SIMULTANEOUSLY
MEETING WITH LEADERSHIP FROM ALL
OF THOSE SAME SCHOOL DISTRICTS,
BUT IN TERMS OF THEIR PRINCIPLES
AND THEIR DISTRICT LEADERS.
SO THAT WE CAN BUILD THEIR
CAPACITY TO UNDERSTAND HOW TO
SUPPORT THIS TEACHER LEADERSHIP
AROUND THESE STANDARDS.
WE FULLY INTEND THEN TO USE
THESE TEACHER LEADERS TO HELP
INFORM US OF WHAT THIS NEXT
GENERATION ASSESSMENT SYSTEM FOR
SCIENCE SHOULD LOOK LIKE IN OUR
STATE.
SO THIS YEAR, AS WE STARTED TO
WORK WITH OUR TEACHER LEADERS,
WE’VE REALLY BEEN FOCUSED ON A
COUPLE OF THINGS.
FIRST IS THEIR DEEP
UNDERSTANDING OF THE INTENT OF
THESE STANDARDS OR PERFORMANCE
EXPECTATIONS.
AND THEN FINALLY, TAKING THE
TIME FOR THEM TO REALLY
UNDERSTAND AND ANALYZE DIFFERENT
KINDS OF TASKS OR LESSONS OR
ITEMS, TO SEE IF THEY’RE TRULY
CONGRUENT TO THE INTENT OF THOSE
STANDARDS.
WE WANT EVERYONE THAT WE’RE
WORKING DIRECTLY WITH TO DEVELOP
THE SKILL THAT WE CALL BEING A
CRITICAL CONSUMER.
SO THAT NOT ONLY DO THEY
UNDERSTAND THE STANDARDS
THEMSELVES, BUT THEY’RE ABLE TO
LOOK AT INSTRUCTIONAL RESOURCES,
ASSESSMENT RESOURCES THAT ARE
ALREADY CREATED, PERHAPS.
AND DETERMINE, ARE THEY REALLY
GETTING AT THE INTENT OF THE
STANDARDS BECAUSE WE KNOW OFTEN
TIMES PEOPLE TALK ABOUT
RESOURCES OR ASSESSMENTS BEING
ALIGNED WHEN, REALLY WHAT THEY
MEAN, THEY DID A TOPIC MATCH.
AND MAYBE IT’S SOMETHING TO DO
WITH THE INTENT OF THE STANDARD,
BUT OFTEN IT’S NOT REALLY
CONGRUENT TO THE STANDARD.
SO WE WE’VE DESCRIBED THE WORK
THAT WE’RE DOING AS, YOU KNOW,
WE INVITED ALL THE DISTRICTS.
IT’S STRICTLY VOLUNTARY, BUT
WE’RE HAPPY TO SAY THAT WE HAVE
ABOUT 95% OF OUR DISTRICTS ARE
FULLY ON BOARD.
AND WE SAID, IN THE PAST, WE’VE
BEEN ASKED TO IMPLEMENT NEW
STANDARDS PERHAPS.
OR START USING SOME NEW
RESOURCE.
AND GIVEN VERY LITTLE TIME TO
BUILD THE UNDERLYING CAPACITIES
NEEDED TO DO IT WELL.
SO WE’RE SAYING JOIN US THIS
YEAR.
AND INVEST IN THESE TEACHER
LEADERS IN A PROACTIVE SENSE.
OR YOU CAN COME ON BOARD NEXT
YEAR.
BUT YOU KNOW, YOU’RE REALLY
TAKING A PROCRASTINATORS STANCE
IF YOU DO THAT.
AND THEN FINALLY, IF YOU WAIT
UNTIL THE THIRD YEAR TO JOIN US,
THAT WOULD BE THE 2015/2016
SCHOOL YEAR, THAT’S WHEN WE’RE
HOPING THAT WE WILL HAVE A
FUNCTIONAL ASSESSMENT IN PLACE.
OR AT LEAST READY TO PILE IT IN
THE SPRING OF 2016.
WE’RE TELLING DISTRICTS IF YOU
WAIT UNTIL THEN, YOU’RE LIKELY
TO BE IN PANIC MODE AS WILL MOST
OF YOUR TEACHERS.
SO WE’RE EXCITED THAT YOU’RE ON
BOARD WITH US NOW.
WE’RE HOPEFUL THAT WE’RE GOING
TO BE ABLE TO DESIGN OR LOCATE
SOME ASSESSMENTS THAT WE’LL BE
ABLE TO USES A STATE WIDE
ASSESSMENT THAT REALLY GETS AT
THAT RESEARCH COMPONENT.
OR CREATIVE PRODUCTION TASK SUCH
AS HAVING THE STUDENTS HAVE TO
ANALYZE OR CREATE SOME DESIGN
SOLUTION, A MODEL, DESIGN AND
INVESTIGATION.
SOMETHING LIKE THAT.
BECAUSE WE REALLY WANT TO HOLD
TRUE TO THOSE FIRST AND THIRD
DIMENSIONS, ESPECIALLY.
THE PRACTICES AND THE
CROSS-CUTTING CONCEPTS BECAUSE
WE KNOW PEOPLE TYPICALLY DON’T
LEAVE OUT THE DISCIPLINARY CORE
IDEAS.
BUT THE BEAUTY OF THESE STANDARD
S AS STEPHEN MENTIONED IS THEY
WAVE THOSE ALL TOGETHER.
THAT’S WHERE WE ARE IN OUR
STATE.
WE HAVE A TEAM OF KENTUCKY
EDUCATION SPECIALISTS IN THE
FIELD WORKING WITH THE LARGE
FACILITY MEETINGS, AND WORKING
CONJUNCTION WITH LEARNING
FORWARD.
WE’VE BEEN FORTUNATE THAT WE’VE
GOTTEN EXTERNAL FUNDING THAT WE
SUPPORT STRONG PROFESSIONAL
LEARNING FOR OUR TEACHERS AND
DISTRICT LEADERS AS WE START TO
IMPLEMENT THE NEXT GENERATION
SCIENCE STANDARDS.
AND IF THERE’S ANY ONE POINT
THAT WE’RE REALLY EMPHASIZING
THIS YEAR IN CLASSROOMS AND
SUPPORTING, IT’S THE SCIENCE AND
ENGINEERING PRACTICES.
.
.
BACK TO STEPHEN FOR THE
PERSPECTIVE FROM THE REST OF THE
COUNTRY.
>> THANK YOU.
I WAS ASKED TO GIVE A LITTLE
DIFFERENT STATE PERSPECTIVE.
WINNING IN WASHINGTON STATE,
WE’VE HAD EIGHT STATES ADOPT.
AND IT LOOKS LIKE BETWEEN NOW
AND JANUARY, WE HAVE ANYWHERE
FROM THREE TO FIVE.
IT JUST DEPENDS ON HOW THE BOARD
SCHEDULES RUN.
BUT THERE’S A KEY PART OF
MESSAGES THAT I WANTED TO TOUCH
ON.
OF WHAT WE’VE BEEN DISCUSSING
WITH THE STATES, THE STATE’S
BEEN DISCUSSING WITH ONE
ANOTHER.
FIRST, THEY NEED TO DO A GOOD
JOB OF IMPLEMENTING THEIR
STANDARDS.
WHETHER IT’S COMMON CORE OR
WHETHER THEY HAVE THEIR OWN
COLLEGE CORE STANDARD, THEY NEED
TO DOCY GOOD JOB WITH THAT
FIRST.
IF THEY DON’T DO A GOOD JOB WITH
THAT FIRST, SCIENCE IS NOT GOING
TO GET THERE.
THE SCIENCE WAS BUILT
EXCLUSIVELY TO BE WOVEN IN AND
TO WORK WITH THE MATH AND
LEADERSHIP STANDARDS.
SO RIGHT NOW, THAT’S WHAT’S
PRESSING ON PEOPLE.
AND THAT’S WHAT THE FOCUS SHOULD
BE.
IT DOESN’T MEAN THE STATE SHOULD
NOT PAY ATTENTION TO SCIENCE AT
ALL.
I WANT TO BE REALLY CLEAR ABOUT
THAT.
SOMEBODY NEEDS TO HAVE THEIR EYE
ON THE BALL.
BUT AT THE SAME TIME, SCIENCE
SHOULD BE SEEN AS A COMPETITIVE
INITIATIVE TO ANY OTHER ISSUES.
WE ALSO HAVE WORKED WITH STATES
TO IDENTIFY THE ROLE THAT
SCIENCE PLAYS IN THE OVERALL
EDUCATION PLAN.
AGAIN, IN THE SPIRIT OF NOT
BEING COMPETITIVE WITH MATH AND
LITERACY, THE IDEA HERE IS, YOU
KNOW, WHERE DOES SCIENCE FIT IN
YOUR OVERALL PLANS?
THERE SHOULDN’T BE A PLAN FOR
MATH, PLAN FOR LITERACY AND PLAN
FOR TESTING A PLAN FOR THIS,
PLAN FOR THAT.
THERE SHOULD BE AN EDUCATION
PLAN.
WHERE DOES SCIENCE FIT IN THAT
OVERALL PLAN, AND WHAT’S THE
BEST WAY TO GET THERE?
WE HAVE REALLY PUSHED THE IDEA
THAT IF THEY DO THIS TOO
QUICKLY, IT WILL FAIL.
THERE NEEDS TO BE TIME.
THERE NEEDS TO BE THOUGHT.
THINGS NEED TO BE VERY
DELIBERATELY PLANNED OUT.
THAT DOESN’T NECESSARILY MEAN
EVERYBODY’S GOING TO HAVE TO GO
SLOW.
KENTUCKY, WHO HAS A HISTORY OF
PUSHING FORWARD, AND KUDOS TO
THEM FOR ALWAYS BEING A LEADER
IN THAT.
BUT EVEN THERE, THEY’VE DECIDED
THEY’RE GOING TO HOLD OFF ON THE
ASSESSMENTS A LITTLE BIT AND
FOCUS ON BUILDING CAPACITY.
SO IT’S BEEN THEY’VE WORKED
REALLY HARD WITH THE STATES, HOW
DO WE START TO BUILD CAPACITY
FOR EDUCATORS, WHETHER THEY BE
ADMINISTRATORS OR TEACHERS, TO
REALLY GET THIS INTO CLASSROOMS,
SO WHEN THE ASSESSMENT DOES
COME, PEOPLE KNOW WHAT’S COMING.
AND THAT WE ACTUALLY – WE
ACTUALLY GO OUT OF OUR WAY, TO
NOT JUST VALUE WHAT WE MEASURE,
BUT TO MEASURE WHAT WE VALUE.
AND WE ACTUALLY VALUE WHAT WE
KNOW FROM RESEARCH IS GOOD
SCIENCE AND STRUCTURE.
SO WE ALWAYS ARE SAYING BE
PATIENT.
DON’T RUSH.
BE THOUGHTFUL.
BE DELIBERATE.
AND DO THE THINGS THAT ARE GOING
TO BE NECESSARY TO BUILD THIS
CAPACITY.
WE HAVE AN UNIQUE OPPORTUNITY.
I THINK IT’S THE OPPORTUNITY,
UNLIKE MATH AND LITERACY, WHERE
WE DON’T HAVE A HIGH STAKES TEST
TO BRING DOWN THE NET.
AND MARK WILSON SAID THIS AT THE
SYMPOSIUM, YOU KNOW, BE PATIENT.
LET’S NOT RUSH INTO THIS.
LET’S DO A GOOD JOB.
LIST BUILD ALL THE SUPPORT.
AND MOVE FORWARD.
IN MY LAST THOUGHT, I JUST WANT
TO SHARE A LITTLE BIT ABOUT
WHAT’S GOING ON WITH THE STATES
RIGHT NOW.
WORK THAT THEY’RE WORKING ON
WITH EACH OTHER, BUT ALSO WITH
US.
THE STANDARDS WERE RELEASED IN
APRIL, AND WE DIDN’T GET TO GO
ON THE BIG VACATION THAT WE ALL
HAD HOPED BECAUSE THERE IS A LOT
OF STUFF TO DO.
SO THIS IS JUST A SNAPSHOT OF
SOME THINGS THAT WILL BE COMING
OUT IN THE COMING FISCAL YEAR.
END OF JUNE, THE SUMMER.
FOR INSTANCE, RIGHT NOW, WE’RE
WORKING ON A SCI-MATH TASK.
THEY’RE TASKS, TWO PER GRADE
LEVEL.
FROM KINDERGARTEN THROUGH HIGH
SCHOOL THAT TAKE THE NGSS WITH
COMMON CORE MATH.
AND THE FEEDBACK WE’VE GOTTEN
FROM THE STATE, WE’RE GOING WITH
THE ELA.
BECAUSE ELA WILL HAVE TO BE
THERE.
SO IT’S BEEN A REALLY NICE WAY
TO GET THE CONVERSATION STARTED
AROUND THE ASSESSMENT IN
PARTICULAR.
THESE ARE TASKS THAT ARE MEANT
TO BE ASSESSMENT IN NATURE.
THEY’RE NOT, YOU KNOW, TEACHING
ACTIVITIES, PER SE.
BUT THEY ARE MEANT TO GATHER
EVIDENCE OF WHERE STUDENTS ARE
IN THEIR LEARNING.
I ENCOURAGE EDUCATORS ON THE
PHONE WHEN PUBLISHED IN JANUARY,
TAKE THEM AND USE THEM AND SEND
US FEEDBACK.
IF YOU THINK THEY’RE WELL DONE,
TELL US.
BUT I’M SURE YOU’LL FIND SOME
THINGS THAT COULD BE DONE
BETTER.
I BELIEVE VERY MUCH IN WHAT I NO
MORE CALL THE SLIDING SCALE OF
QUALITY.
WE’RE GOING TO GET THINKS OUT
NOW THAT WILL HELP GET THE
ROTATION STARTED BUT AS MORE
PEOPLE BEGIN TO UNDERSTAND MORE
ABOUT STANDARDS, WE’LL SEE
IMPROVEMENT IN HOW ALL OF THAT
IS DEVELOPED.
ALONG WITH THE SCI-MATH, THERE’S
A SIDE NOTE.
AS THE PROTOCOL THAT WE USED ON
HOW TO DEVELOP THEM.
WE JUST DON’T WANT PEOPLE TO
TAKE THE TASK.
ESPECIALLY THE TEACHERS DON’T
ALWAYS GET AN STUDENT TO DO.
WE TRIED TO CAPTURE THE ACTUAL
PROCESS AND THINKING AND THE
TASK.
SO THAT THEY COULD POSSIBLY DO
THAT THEMSELVES AND THE IDEA OF
HELPING THEM TO LEARN IS DEVELOP
TREMENDOUS IN OPPORTUNITY.
WE ALSO HAVE BEEN WORKING ON.
JUST STARTED WORKING ON EVIDENCE
STATEMENTS.
AND WHAT DOES THAT MEAN?
WELL, BASICALLY, IT’S A WAY TO
START TO COMMUNICATE TO THE
FIELD, BOTH IN CLASSROOMS AND
ASSESSMENTS.
WHAT’S THE EVIDENCE THAT A
STUDENT ACTUALLY IS ABLE TO MEET
THE NGSS.
DIFFERENT THINGS THAT WE’RE
WORKING ON.
WE’RE WORKING ON DIFFERENT
COURSE MAPS.
WE HAVE FOUR THAT ARE ALREADY
AVAILABLE.
WE’RE WORKING ON DIFFERENT
THINGS NOW WITH ACCELERATION AND
SOME BLEED OVER INTO OTHER
COUNTRIES AND AREAS.
WE’RE WORKING WITH STATES IN THE
MOVEMENT THAT HELPS EVALUATE
QUALITY INSTRUCTIONAL PRODUCTS.
PUBLISHERS CRITERIA HAS ALSO
COME IN THAT WILL HELP EDUCATORS
THINK ABOUT QUALITY MATERIALS
SHOULD INCLUDE.
THERE’S A WHOLE RANGE OF
EDUCATION RESEARCH THAT NEEDS TO
BE GOING ON.
WE ARE WORK WITH STATES, AS WE
START TO THINK ABOUT, WHAT DOES
IT MEAN TO BE – HAVE A LINE
BETWEEN HIGH SCHOOL GRADUATION
REQUIREMENTS AND ADMISSION
REQUIREMENTS.
AND GOING BEYOND JUST THE
COURSES.
OKAY.
THE CHEMISTRY, BUT WHAT WAS
ACTUALLY IN THAT CHEMISTRY
COURSE.
SO GOING PAST THE NAMES OF THE
COURSES AND ACTUALLY INTO WHAT’S
THERE.
AND THEN SOMETHING WE’RE VERY
EXCITED THAT WE’LL BE STARTING
IN LATE SPRING, EARLY SUMMER,
OUR SET OF ALIGNMENTS WHERE
WE’RE GOING TO BRING HIGH SCHOOL
AND POST SECONDARY FACULTY
TOGETHER FROM TWO-YEAR,
FOUR-YEAR CREDENTIALING
PROGRAMS.
WE’RE GOING TO PUT THEM ALL IN A
ROOM TOGETHER AND LOCK THE DOOR
AND TALK ABOUT HOW DOES NGSS
CHANGE THE LANDSCAPE.
AND WHAT ARE THE CONVERSATIONS
THAT YOU’LL HAVE?
WHAT’S THE EVIDENCE THAT WE NEED
TO START ACCUMULATING TO REALLY
HELP TO CHANGE THE LANDSCAPE?
THERE’S A LOT MORE THAT’S GOING
ON AND ALL OF THESE THINGS SEEM
TO BE ADOPTING STATES HAVE
STARTED TO WORK ON, A FEW STATES
THAT HAVE NOT ADOPTED YET, ARE
ALSO IN THE MIX HERE THAT ARE
KEEPING IN THE LOOP, SO TO
SPEAK.
BUT THESE ARE THE THINGS THAT
THE STATES ARE DOING THAT THEY
FEEL ARE REALLY IMPORTANT THAT
ARE REALLY A PRIORITY FOR THIS
FIRST FISCAL YEAR, OR THIS FIRST
SCHOOL YEAR, REALLY.
TO GET THAT CAPACITY BUILDING
PROCESS STARTED.
>> GREAT.
THANK YOU VERY MUCH.
AND I JUST WANT TO LET THE
AUDIENCE KNOW THAT STEPHEN AND
KATHLEEN’S SLIDES WILL BE
ARCHIVED ON OUR WEBSITE WITH
THIS WEBINAR SO YOU CAN TURN TO
THEM AT ANYTIME.
NOW, WE’D LIKE TO TURN TO YOUR
QUESTIONS.
WOULD YOU LIKE TO START, NANCY?
>> SURE.
I’D LOVE TO.
SO, STEPHEN, A LOT OF FOLKS ARE
WONDERING ABOUT WE’RE MOVING
FORWARD IN SCIENCE AND HOW THAT
MIGHT CONNECT OR NOT CONNECT TO
PERKINS MOTOR BALANCE?
IS THERE ANY CONVERSATION WITH
WORKING WITH EITHER OF THOSE
CONSORTIA.
DO YOU ANTICIPATE A LARGE-SCALE
INVESTMENT AMONG THE STATES
ACTIVELY INVOLVED IN THE NGSS ON
SHARED ASSESSMENTS THAT MIGHT BE
PLACED ON THOSE PLATFORMS?
>> WELL, I THINK IT’S IMPORTANT
TO NOTE, FIRST, THAT IT
TECHNICALLY IS OUT OF THE SCOPE
OF SMARTER BALANCED OR PARK AT
THIS POINT.
BOTH OF THOSE WERE FUNDED VERY
SPECIFICALLY BETWEEN MATH,
LANGUAGE, ARTS.
SO AT THIS POINT, THERE’S NO
PLANS THAT I’M AWARE OF IN
EITHER OF THE ASSESSMENT VENUES
TO MOVE FORWARD WITH SCIENCE
ASSESSMENT.
NOW, HAVING SAID THAT, I THINK
THERE’S A WAIT AND SEE HERE,
TOO.
WE DON’T KNOW EXACTLY WHAT’S
GOING TO HAPPEN WITH REGARD TO
REAUTHORIZATION OF THE SCA, OR
ANYTHING ELSE.
AT THIS POINT NOW, JUST SO YOU
KNOW, THE OTHER PART, IT’S NOT
LIKE WE HAVE TURNED A BLIND EYE
TO THOSE TWO ITEMS EITHER.
IN FACT, WE HAVE HAD MEANING
CONVERSATIONS OF COURSE – WE’RE
WE’RE SOMEWHAT IN THE KNOW OF
WHAT THEIR PLATFORMS ARE AND
WHAT THEY WOULD LOOK LIKE.
BUT AT THIS POINT, THEY’RE VERY
CONFINED IN THEIR SCOPE.
AND I THINK AS STATES MOVE
FORWARD WITH ADOPTION.
YOU KNOW, THE NGSS ADOPTION IS
VERY DIFFERENT THAN COMMON CORE.
WE ANTICIPATE AND I THINK IT’S
COMING TO FRUITION, A MUCH
LONGER ADOPTION PROCESS.
THERE WAS NOT AS MUCH OF A RUSH
TO ADOPT WHICH BY THE WAY WE
THINK IS FANTASTIC THAT STATES
ARE HAVING THAT KIND OF
CONVERSATION NOW.
AND I KNOW THAT AMONG THE STATES
THAT HAVE ALREADY ADOPTED, YOU
KNOW, THEY’RE FOCUSED SO MUCH ON
BUILDING CAPACITY, THEY HAVEN’T
GOTTEN TO THE POINT OF REALLY
STARTING TO PUT ON PAPER ANY
TYPE OF PLANS ABOUT COALITION.
DO I ANTICIPATE THERE WILL BE
SOME?
I THINK THERE WILL.
HOW BIG WILL THEY BE?
I THINK TIME WILL TELL.
>> RIGHT.
THANK YOU.
>> QUESTIONS FROM JACQUELINE IN
ATLANTA ABOUT THE COST OF
DESIGNING AND IMPLEMENTING THE
TASKS.
MENTIONED THE POSSIBILITY OF
COALITIONS, THE CONSORTIA,
FEDERAL MONEY TO DEVELOP THOSE
TASKS.
WHERE DO YOU ANTICIPATE THOSE
FUNDS COMING FROM TO DEVELOP
SCIENCE ASSESSMENT APPLYING TO
THE NGSS?
AND HOW ARE STATES LOOKING TO
INTEGRATE THOSE COSTS INTO THE
CURRENT BUDGETS?
>> WELL, I THINK IT’S A LITTLE
EARLY BECAUSE AT THIS POINT, WE
DON’T KNOW THAT THERE’S ANYTHING
ELSE COMING FROM THE FEDS.
FRANKLY, THAT’S PROBABLY A GOOD
THING.
BUT WE DO KNOW THAT THE STATES
ALREADY GET FEDERAL ASSESSMENT
FUNDS FOR THEIR SCIENCE
ASSESSMENT.
SO ONE COULD VERY EASILY MAKE
THE ARGUMENT THAT JOINING WITH
ANOTHER STATE, YOU HAVE AN
ECONOMY AT SCHOOL.
AND I THINK THAT’S PART OF WHAT
WE HAVE SEEN WITH NOT REALLY THE
ASSESSMENT CONSORTIUMS ALONE,
BUT EVEN WORK THAT’S BEEN DONE
ACROSS STATE LINES AROUND
CURRICULA AND INSTRUCTIONAL
MATERIAL.
SO AT THIS POINT, I THINK IT’S A
LITTLE EARLY TO PREDICT EXACTLY
WHAT’S GOING TO HAPPEN BECAUSE I
THINK THE STATES THEMSELVES ARE
RIGHTFULLY CONCERNING THEMSELVES
MORE GETTING THE FOLKS ON THE
EDUCATORS.
AND IN FINISHING THE
IMPLEMENTATION OF COMMON CORE
AND THE TWO BIGGEST ASSESSMENT
CONSORTIUMS.
I THINK THERE’S STILL SOME
MOVING PARTS THERE.
AND I JUST DON’T THINK WE’RE
QUITE TO THAT PLACE.
REMEMBER, IN THE EIGHT STATES,
FOR THE MOST PART, WE’RE LOOKING
AT THREE AND FOUR YEARS OF
PLANS.
SO WE HAVE SOME TIME.
>> KAREN, HAVE YOU THOUGHT ABOUT
THE – HOW TO STRUCTURE THE
COSTS OF THE ECONOMY IN
KENTUCKY?
>> RIGHT NOW, WE’RE NOT
ANTICIPATING ACTUALLY HAVING
MORE FUNDS.
AND SO, WE END TO START LOOKING
FIRST WITH THE FUNDS THAT WE
WOULD CURRENTLY HAVE DESIGNATED
FOR ASSESSMENTS IN SCIENCE.
AND SEE WHAT WE COULD POSSIBLY
DO DIFFERENTLY.
BUT THAT ACTUALLY WILL HAPPEN IN
OUR OFFICE OF ASSESSMENT AND
ACCOUNTABILITY.
AND SO FOR THE DETAILS, I
COULDN’T GIVE A LOT OF DETAILS
ON THOSE NUMBERS OR ANYTHING.
BUT I’D JUST KNOW THAT AS MANY
PEOPLE ARE STRUGGLING WITH
FUNDING FOR IMPLEMENTING NEW
STANDARDS.
AND CERTAINLY, WE ARE
IMPLEMENTING THEM IN MULTIPLE
AREAS AT ONCE.
WE’RE TRYING TO DO REALLY GOOD
WORK WITH WHAT WE ALREADY HAVE.
>> LET ME ADD SOMETHING THERE.
JUST ONE OF THE BIG TAKEAWAYS, I
THINK, FROM THE SYMPOSIUM WE’VE
HELD IN SEPTEMBER WITH ALL OF
THESE EXPERTS WAS THAT, AS WAS
POINTED OUT BY STEPHEN AND
KATHLEEN THAT THESE ARE
AMBITIOUS STANDARDS.
THEY CALL FOR VERY COMPLEX
COMPETENCIES.
SO BUILDING THE ASSESSMENTS OF
THEM WILL BE CHALLENGING TO DO.
WE CAN TAKE ADVANTAGE OF ALL THE
ADVANCES IN COGNITIVE SCIENCE
AND IN TECHNOLOGY.
SO IF THEY’RE COMPUTER-BASED, WE
CAN GET MUCH RICHER INFORMATION
BY ALLOWS STUDENTS TO DO ACTIVE
PROBLEM SOLVING AND MANIPULATION
OF THINGS TO TRY TO EXTRACT
INFORMATION AND BIG IDEAS ACROSS
TO THEM SO WE CAN GET CLOSER TO
WHAT WE WANT TO ASSESS.
THE PROBLEM IS COST.
I THINK LONG TERM, THERE
PROBABLY WILL BE A REAL DRIVER
AROUND STATES WORKING TOGETHER
TO SHARE THE COSTS OF DEVELOPING
THESE RICHER TASKS.
EVEN IF THEY’RE GOING TO MATRIX
SAMPLES ACROSS KIDS AND ACROSS
STATES.
THE COST WILL BE A DRIVER.
AND THEN INSTRUCTIONAL TIME WILL
BE A DRIVER AS WELL.
BECAUSE DOING A REAL
INVESTIGATION TAKES TIME.
THESE TEND TO BE LONGER TASKS,
MOST LIKELY.
SO THAT’S ANOTHER DRIVER THAT
WILL AFFECT STATES’
CONVERSATIONS ABOUT THE
BLUEPRINT OF WHAT THEIR
ASSESSMENT IS AND WHETHER OR NOT
THEY CHOOSE THE MATRIX SAMPLE,
FOR EXAMPLE, AND WHAT EXACTLY,
THEY’RE GOING TO REPORT OUT AN A
STUDENT LEVEL VERSUS THE SCHOOL
OR DISTRICT LEVEL.
>> QUESTIONS?
>> SO LET’S TALK SPECIFICALLY
FOR A MINUTE.
THERE ARE A SUBSET OF STATES.
WE’VE HEARD FROM A FEW OF THEM
BACK IN SEPTEMBER, WHO ACTUALLY
ARE FORCED BY STATE REGULATION
TO HAVE A FASTER TIME LIMIT.
THEY HAVE A REQUIREMENT ON EXIT
EXAMS.
A HIGH SCHOOL EXIT EXAM IN
SCIENCE.
HOW WOULD YOU ADVISE THOSE
STATES?
>> I WOULD SAY, FIRST OF ALL,
YOU KNOW, THIS IS SO OFTEN IN
EDUCATION, A FORM THAT MAY BE
COMING CLOSE TO CLICHE.
I THINK YOU START WITH THE MMI.
AND IN THE CASE WHAT THAT
ASSESSMENT IS AND WHEN YOU WORK
THAT IDEAL ASSESSMENT IN PLACE.
HAVING BEEN IN CHARGE OF A STATE
ASSESSMENT OFFICE, WE WENT
THROUGH A SIMILAR TRANSITION.
NOT QUITE PROBABLY AS
SIGNIFICANT AS WHAT NGSS WILL
REQUIRE IN SOME STATES.
BUT WE KNEW WHERE WE WANTED TO
GO.
AND WE STARTED IN EARLIER YEARS,
PLACING NEW ITEMS IN THE FIELD
TEST.
AND GRADUALLY MOVING THOSE ITEMS
INTO OPERATIONAL ASSESSMENT
ITEMS.
SO THAT IN OUR FOUR-YEAR TIME
PERIOD, WE EVENTUALLY GOT TO
STILL NOT WHERE I WANTED THIS TO
BE.
BUT IT WAS CLOSER.
THIS IS WHERE WE NEEDED TO BE.
AND I WOULD SAY THAT’S A SIMILAR
THING HERE.
THEY REALLY GOT TO START
THINKING ABOUT HOW ARE WE GOING
TO START BREAKING DOWN SOME OF
THE TRADITIONAL BARRIERS WITH
ASSESSMENT.
HERE, I DON’T EVEN MEAN COST AND
LOGISTICS AS MUCH AS I MEAN THE
COGNITIVE MIND-SET.
WHERE WE’VE ALWAYS FELT I HAVE
TO HAVE AN ITEM THAT IS AN
INQUIRY, SO I MAY BE INQUIRIES.
AND I HAVE TO HAVE AN ITEM
THAT’S ON ECOSYSTEMS.
SO I’M GOING TO MEASURE
ECOSYSTEMS.
HOW DO YOU REALLY START TO USE
THE PRACTICE TO SHOW THAT KIDS
REALLY KNOW ABOUT ECHO SYSTEMS.
AND YOU KNOW THAT, AND CLEARLY,
YOU LOOK AT NGSS, THE DAYS OF
FULL 100% MULTIPLE CHOICE, I’M
NOT SURE HOW THAT CAN HAPPEN.
BUT I WILL SAY THERE ARE
EXAMPLES OF ROBUST MULTIPLE
CHOICE ITEMS THAT YOU CAN START
THE BALL ROLLING WITH.
WE’VE SEEN A LOT OF
ORGANIZATIONS THAT USE THOSE
WELL.
AND THEY’RE GOING TO CAUSE A
SHOCK TO MANY PEOPLE’S SYSTEMS.
>> KATHLEEN, WE HAVE A QUESTION
FROM JOE ABOUT YOUR MODEL.
BESIDE A SYSTEM OF THE
ASSESSMENTS THROUGHOUT A SCHOOL
YEAR, HOW CAN THESE ASSESSMENTS
BE ALIGNMENTS AMONG THESE
VARIOUS ASSESSMENTS BE VERIFIED?
>> RIGHT.
SO SOME EXTENT, YOU MONEY
COMPARABLES BETWEEN ASSESSMENTS?
>> WHEN YOU HAVE FORMATIVE DATA
TO HELP MAKE SURE THEY’RE
ALIGNED TO SAME SET OF
STANDARDS.
>> RIGHT.
IT DEPENDS ON WHICH MODELS
YOU’RE SPEAKING ABOUT.
GENERALLY SPEAKING I DIDN’T GO
INTO THE WHOLE EVIDENCE DESIGN
PICTURE, I JUST INCLUDED THAT IN
ONE OF MY SLIDES.
APPROACHES LIKE EVIDENCE
CENTERED DESIGN OR CONSTRUCT
CENTER DESIGN LOOK AT WHAT IS
SORT OF IS THE MAIN ANALYSIS.
WHAT ARE THE COGNITIVE SKILLS
AND FOCAL SKILLS AND KNOWLEDGES
AND ATTITUDES AND APTITUDES
BEHIND WHAT YOU’RE TRYING TO
MEASURE.
THERE ARE WAYS IN WHICH YOU CAN
THEORETICALLY DESCRIBE WHAT THAT
EVIDENCE WOULD NEED TO LOOK
LIKE.
AND ALIGN THE VARIOUS
ASSESSMENTS TO THAT
THEORETICALLY.
THEN THIS IS WHAT THE MODERN
APPROACHES DO THAT’S VERY
EXCITING, IT’S THAT WE CAN THEN
COMPARE THE EMPIRICAL EVIDENCE.
IN OTHER WORDS, WHAT ARE THE
ACTUAL LEARNING PATTERNS THAT WE
SEE, AND DO THEY CONFIRM, DO
THEY SUPPORT THE IDEA OF
THEORETICAL IDEAS.
AND CAN WE SEE IT DEVELOPING IN
THE KIDS’ THINKING AS WE LOOK AT
THE EVIDENCE THERE.
WHEN YOU THEORETICALLY ADESCRIBE
AND ALIGN THE VARIOUS
ASSESSMENTS TO THE THEORETICAL
FRAMEWORKS AND THEN SEE THE
THEORETICAL PATTERNS THAT
ROBUSTLY DO SUPPORT THEM THAT
KIDS ARE MAYBE TO MAKE THESE
KINDS OF PROGRESSES AND HAVE
THESE CAY KINDS OF OUTCOMES.
IT’S PRETTY EXCITING TERRITORY.
AND VIA ESPECIALLY TECHNOLOGY,
YOU CAN BRING THESE BODIES OF
EVIDENCE TOGETHER AND SUPPORT A
STRONG ARGUMENT.
WE CALL IT COHERENT ASSESSMENT.
>> CAN I JUST ADD ONE THING, I
JUST WANT TO POINT OUT TO THE
AUDIENCE, KATHLEEN, WELL DONE AS
ALWAYS.
NOTICE HOW MANY TIMES SHE SAID
THE WORD “EVIDENCE.”
THAT’S A REAL KEY DIFFERENCES OF
NGSS COMPARED TO WHAT WE’VE DONE
HISTORICALLY.
THERE.
IS REAL EVIDENCE OF LEARNING AS
OPPOSED TO, I COULD TELL YOU
WHAT SOME GUY TOLD ME TWO WEEKS
AGO.
SO – WELL SAID, KATHLEEN.
>> WELL, LET ME ADD, WE ARE
TALKING SCIENCE EDUCATION.
AND SCIENCE IS BUILT AROUND
VALUING AND USE OF EVIDENCE.
AND WE HAVE TO – IN SCIENCE, WE
HAVE TO EAT OUR OWN BROCCOLI.
IF WE’RE GOING TO SAY THAT’S
IMPORTANT, WELL, WE ALSO NEED TO
THINK ABOUT THAT SCIENTIFICALLY.
>> WELL SAID.
>> I’LL TELL THAT TO MY
DAUGHTER.
NANCY.
>> KAREN, I HAVE A TWO-PART
QUESTION FOR YOU, GIVEN THAT
YOU’RE RIGHT THERE, DEEPLY
INVOLVED IN WORKING ON THE
IMPLEMENTATION WORKING WITH
INSTRUCTION AND LEAD EDUCATORS
THROUGHOUT YOUR STATE.
FIRST IN OTHER PLACES AROUND THE
COUNTRY WHERE THE STATE IS NOT
ACTIVELY LEADING THAT WORK,
INDIVIDUAL DISTRICTS ARE
STARTING TO ALIGN THERE
CURRICULA TO THE NGSS.
WHAT WOULD BE YOUR ADVICE TO
THEM ABOUT WHERE TO START, WHAT
TO DO, AND THEN AS A SECOND PART
TO THAT, WHERE MIGHT EDUCATORS,
EVEN INDIVIDUAL EDUCATORS GO TO
FIND THE BEST EXAMPLE OF
ASSESSMENT RESOURCES TO THE
NGSS?
EVEN WITH WHAT IS COMING NOT
JANUARY WHICH WILL BE GREAT, BUT
WHAT ELSE HAVE YOU FOUND?
>> WELL, WE’VE GIVEN CAREFUL
THOUGHT TO HOW WE APPROACH THIS.
AND WE BELIEVE THAT THE FIRST
STEP THAT EVERYBODY HAS TO DO IS
SPEND TIME REACHING CONSENSUS ON
THE INTENT AND THE
INTERPRETATION OF THOSE
PERFORMANCE EXPECTATIONS.
IT’S INTERESTING, I JUST WAS
WORKING WITH OUR ENTIRE TEAM
LAST WEEK.
AND WE STARTED, AND THIS IS A
TEAM OF SCIENCE MASTER TEACHERS
FROM ACROSS OUR STATE THAT ARE
SERVING IN THIS ROLE OF
FACILITATOR AND SUPPORT FOR ALL
OF THESE TEACHERS.
AND WE STARTED WITH THE
KINDERGARTEN STANDARD,
LITERALLY.
AND WE STARTED TO REALLY WHAT WE
CALLED DECONSTRUCT IT.
AND THINK ABOUT WHAT WAS THE
REQUISITE KNOWLEDGE, WHAT IS
APPLIED IN TERMS OF REASONING
AND PERFORMANCE SKILLS.
IS THERE ANY PRODUCT THAT HAS TO
COME OUT OF THIS.
AND SPENT QUITE A BIT OF TIME
TALKING ABOUT WHAT IS THAT
STANDARD REALLY ABOUT, WHAT IS
THAT PERFORMANCE EXPECTATION
ABOUT.
AND IF WE WERE GOING TO START TO
DESIGN INSTRUCTION AROUND THAT,
WHAT DO WE HAVE TO ATTEND TO BE
SURE, AS BOTH STEVEN AND
KATHLEEN DISCUSSED, THAT WE’RE
GOING TO HAVE ADEQUATE EVIDENCE
ALONG THE WAY THAT STUDENTS
REALLY ARE ON THE RIGHT TRACK
TOWARD ATTAINING THE COMPETENCY
THAT’S DESIRED IN THAT
PERFORMANCE EXPECTATION.
I THINK IT WOULD BE A MISSTEP TO
JUMP IN AND JUST START TRYING TO
DEVELOP A MAP.
YOU KNOW, MAP OUT CURRICULUM.
WE’RE GOING TO SPEND SOME TIME
TALKING ABOUT THAT PROCESS OF
REACHING CONSENSUS ON THE INTENT
AND UNDERSTANDING OF THE
STANDARD.
AND THEN THE NEXT THING WE’RE
GOING TO DO, ONCE WE FEEL LIKE
PEOPLE HAVE A PRETTY GOOD HANDLE
ON THAT, IS START TO TALK ABOUT
WHAT MAKES SENSE GRADE BY GRADE.
IN BUNDLING, AND STEPHEN
ACTUALLY CAME AND WORKED WITH
OUR LEAD TEAM ON THIS AS WELL.
AND WE STARTED THE CONVERSATION
ABOUT, YOU KNOW, HOW DO YOU
CONSERVE EFFORT, INSTRUCTIONAL
EFFORT.
AND LOOK AT WAYS THAT YOU CAN BE
MOVING AND MAKING FORWARD
PROGRESS ON MULTIPLE PERFORMANCE
EXPECTATIONS AT A TIME.
AND, YOU KNOW, THERE ARE A LOT
OF WAYS TO DO IT.
AND I DON’T THINK WE HAVE THE
ANSWER YET.
YOU KNOW, WE’VE TALKED ABOUT IT
WOULD BE FUN TO TRY BUNDLING
SOME WITH THINKING ABOUT GOING
WITH THE CROSS-CUTTING CONCEPTS,
FOR EXAMPLE, AS A THEME, TO PULL
THEM TOGETHER.
BUT, YOU KNOW, WE ALSO HAVE AN
ENGINEER THAT’S ON OUR TEAM.
AND SO SHE WAS THINKING LET’S
APPROACH IT FROM, YOU KNOW, THE
ENGINEERING PRACTICES, FOR
EXAMPLE.
LET’S PULL SOME TOGETHER AND GO
AT IT FROM THAT PERSPECTIVE.
SO I GUESS MY RESPONSE WOULD BE
FIRST SEEK CONSENSUS AND DEEP
UNDERSTANDING OF THE INTENT.
AND THEN START TO EXPLORE WAYS
THAT YOU CAN BUNDLE.
BECAUSE, YOU KNOW, STEPHEN AGAIN
HELPED US MAKE SURE THAT WE
RECOGNIZED THAT THE INTENT OF
THESE IS NOT TO, AS ONE OF OUR
SPECIALISTS SAYS, DO THE DEATH
MARCH THROUGH THE PERFORMANCE
EXPECTATIONS.
AND ADDRESS THEM ONE AT A TIME.
BUT TO LOOK AT HOW DO YOU BRING
THEM TOGETHER SO THAT YOU REALLY
CAN HELP STUDENTS SEE THOSE
CONNECTIONS AND TAKE ADVANTAGE
OF THEIR SKILL DEVELOPMENT
ACROSS MULTIPLE, FOR EXAMPLE,
DISCIPLINARY CORE IDEAS AT A
TIME.
>> RIGHT.
AND HAVE YOU FOUND – HAVE YOU
EVEN GOTTEN TO THE POINT YET OF
LOOKING AROUND TO SEE IF THEY’RE
RESOURCES ARE OUT THERE THAT YOU
THINK ARE HIGH QUALITY AND
ALIGNED TO NGSS AND COHERENT
WITH IT?
>> WELL, I THINK THERE ARE, YOU
KNOW, SOME FANTASTIC RESOURCES
OUT THERE.
I DON’T THINK ANY OF US HAVE HAD
TIME TO REALLY ENSURE THAT
THEY’RE CONGRUENT.
I THINK WE CAN FIND RESOURCES
OUT THERE THAT, YOU KNOW, ON A
FIRST GLANCE, WE COULD SAY, THIS
HAS THE POTENTIAL TO BE ALIGNED.
BUT, AGAIN, YOU KNOW, WE KEEP
GOING BACK TO THE NOTION OF
CONGRUENCY IN OUR STATE.
THAT ONE OF THE THINGS WHEN WE
ANALYZED IMPLEMENTATION OF
STANDARDS IN THE PAST THAT
ACTUALLY CREATED A BREAKDOWN IN
ACTUAL ENGAGEMENT OF STUDENTS,
AN OPPORTUNITY TO LEARN, SO TO
SPEAK IS WHEN ONE TEACHER IN ONE
PART OF THE STATE, WOULD
INTERPRET A STANDARD IN A VERY
DIFFERENT WAY.
OR A MORE SUPERFICIAL WAY THAN
ANOTHER TEACHER WOULD INTERPRET
THAT SAME STANDARD.
AND THEN EVEN THOUGH BOTH OF
THEM HAVE GREAT INTENT FOR THEIR
KIDS, THEY END UP OFFERING VERY
DIFFERENT INSTRUCTIONAL AND
LEARNING OPPORTUNITIES FOR THE
KIDS, BASED ON MAYBE THEIR
INCOMPLETE UNDERSTANDING OF WHAT
THAT STANDARD IS REALLY
IMPLYING.
SO WE’RE KIND OF AT THE POINT
AGAIN WHERE WE CAN SEE SOME OF
THOSE ALIGNED ASPECTS.
AND CERTAINLY, THERE’S SOME
RESOURCES AND EVEN SOME PROGRAMS
THAT THOSE OF US WHO HAVE BEEN
IN SCIENCE FOR A WHILE WOULD
RECOGNIZE THEY’RE GOING TO HAVE
GREAT POTENTIAL, FOR EXAMPLE IN
THE SCIENCE AND ENGINEERING
PRACTICES OR IN THE CROSSCUTTING
CONCEPT.
BUT I WOULDN’T SAY WE’RE AT THE
PLACE WHERE WE’RE READY TO DO
THAT.
WE’RE ANXIOUSLY AWAITING THE
PUBLISHERS CRITERIA.
ALTHOUGH WE STARTED TO HAVE SOME
OF THE CONVERSATIONS ABOUT THE
CRITERIA WE WOULD ALREADY BE
LOOKING FOR.
BUT WE’LL KIND OF BE TAKING OUR
TIME TO STAY IN STEP WITH
ACHIEVE, AS THEY COME OUT WITH
THAT.
>> THANK YOU.
>> IT’S OPEN TO ANYONE WHO WANTS
TO ANSWER.
THERE’S CONCERN AMONG THE NUMBER
OF PARENTS ABOUT THE AMOUNT OF
TESTING THAT GOES ON IN SCHOOLS
AND HOW MUCH TIME STUDENTS SPEND
BEING TESTED.
AND NOW, YOU’RE TALKING ABOUT
TESTS IN SCIENCE THAT COULD BE
VERY EXTENSIVE.
AND, YOU KNOW, ANOTHER SUBJECT,
IN ADDITION TO THE ENGLISH AND
MATH TESTS THAT THEY ALREADY
RECEIVE.
HOW DO YOU RESPOND TO THOSE
CONCERNS, AS YOU DEVELOP THESE
NEW ASSESSMENTS?
>> I GUESS I’LL START.
THE ISSUE HERE, KATHLEEN AND
KAREN’S TAKE ON IT, BUT KATHLEEN
TALKED ABOUT THE SYSTEM OF
ASSESSMENTS.
AND SO I THINK PART OF WHAT I
THINK ABOUT IT IS, IF YOU DO
START TO THINK ABOUT SCIENCE
ASSESSMENT IN TERMS OF A SYSTEM,
YOU’RE ACCUMULATING EVIDENCE.
MANY, MANY TIMES THAT THE KID
MAY OR MAY NOT REALIZE THAT THEY
ACTUALLY, YOU KNOW, I THINK PART
OF THE ADVANTAGE, YOU KNOW,
WE’RE ALL EAGERLY AWAITING THE
RELEASE OF THE VOTER REPORT TO
SEE HOW THAT GOES.
BUT I THINK IN THINKING ABOUT A
SYSTEM OF ASSESSMENTS, THINKING
ABOUT HOW TO ACQUIRE EVIDENCE OF
STUDENT LEARNING WITHOUT HAVING
TO SHUT THE WHOLE SCHOOL DOWN TO
GIVE A TEST, THAT MIGHT BE AN
INTERESTING THING.
AND I THINK THAT THE WAY THESE
STANDARDS ARE PRESENTED AND THE
REQUIREMENTS MAY ACTUALLY AFFORD
US A DIFFERENT OPPORTUNITY THAN
WHAT WE’VE HAD HISTORICALLY.
>> ANYTHING YOU WANT TO ADD TO
THAT, KAREN OR KATHLEEN?
>> WELL, I KNOW IN KENTUCKY, WE
HAVE HAD SOME DRIVING
LEGISLATION IN OUR STATE THAT
CAUSED US TO LOOK AT THE WAY
WE’VE DESIGNED OUR ASSESSMENT
ACCOUNTABILITY SYSTEM.
BUT IT ALSO PUT IN SOME STRONG
LANGUAGE ABOUT THE EXPECTATION
FOR LOCAL DISTRICTS TO BUILD IN
A MORE BALANCED SYSTEM
THEMSELVES AROUND ASSESSMENTS.
SO I THINK ONE OF THE THINGS WE
WANT TO EXPLORE IS HOW CAN WE
CONTINUE TO BUILD THAT NOTION OF
ASSESSMENT LITERACY ACROSS OUR
DISTRICTS SO THAT DISTRICTS
MIGHT WANT TO JUST TAKE MORE OF
THAT ON THEMSELVES, ANYWAY.
BECAUSE THEY HAVE THE GREATEST
POTENTIAL TO GET THAT MOST
MEANINGFUL AND VALUABLE
DAY-TO-DAY EVIDENCE THAT YOU
NEED TO REALLY MAKE JUDGMENTS OR
CALLS ON WHERE STUDENTS ARE IN
TERMS OF REACHING THE EXPECTED
PROFICIENCIES.
SO WE’RE CERTAINLY MOVING FULL
SPEED AHEAD WITH A FOCUS ON
CLASSROOM ASSESSMENT AND
ASSESSMENT LITERACY.
THROUGH OUR WORK WITH ALL THESE
TEACHER LEADERS AND SCHOOL AND
DISTRICT LEADERS.
>> YEAH.
THIS IS KATHLEEN, LET ME JUST
ADD TO THAT.
I COMPLETELY SUPPORT THOSE IDEAS
JUST SHARES BY MOST OF THE OTHER
SPEAKERS.
YOU MOW, ONE PERSPECTIVE THAT I
REALLY LIKE, JOHN BARON SHARED
HE’S FORMALLY WITH THE CISCO,
CISCO NETWORKING LEARNING
ACADEMY, MAJOR WORKING WITH
GETTING TEACHING AND LEARNING
DONE IN COUNTRIES WORLDWIDE FOR
MILLIONS AND MILLIONS OF PEOPLE.
BUT IN ANY CASE HE TALKS ABOUT
HOW WE ARE ACTING AS IF WE’RE IN
A DATA DESERT.
WHEN ACTUALLY WE’RE IN A DATA
OCEAN.
WE’RE ACTING IF IT’S REALLY HARD
TO COME UP WITH EVIDENCE OF
STUDENT LEARNING WHERE TEACHERS
AND SCHOOLS ARE WORKING WITH
EVIDENCE OF STUDENT LEARNING ALL
DAY AND EVERY DAY IN THE
SCHOOLS.
SO WE’RE SURROUNDED BY EVIDENCE
THAT WE COULD POTENTIALLY DRAW
UPON.
THAT IS THINKING OF OURSELVES IN
THE DESERT ABOUT WHAT KIDS KNOW
AND CAN DO.
I’M TRAINED IN THE BACKGROUND OF
THINKING ABOUT THE ROBUSTNESS OF
THE EVIDENCE.
SO THERE ARE A LOT OF TECHNICAL
CHALLENGING TO BRING THAT SIGNAL
OF EVIDENCE TO FRUITION HERE FOR
ME FOR SOME OF THE NEEDS WE SEE
HERE BUT AT THE SAME TIME, WE
ARE IN THE INFORMATION AGE, AND
THERE ARE SO MANY MORE TOOLS NOW
TO BE US TO BE ABLE TO TAKE
ADVANTAGE OF US BEING SURROUNDED
BY INFORMATION BY OUR KIDS AND
STUDENTS.
SO I THINK THERE ARE LOTS OF
WAYS WE CAN MAKE USE OF IT AS
STEPHEN SAYS WITHOUT SHUTTING
THE SCHOOL DOWN.
WE’RE SURROUNDED BY THINGS WE
CAN USE AS WELL AS BUILDING
SYSTEMATICALLY FOR THIS
APPROACH.
>> ALSO, YOU MENTIONED
EDUCATION, THE IDEA OF MATRIX
SAMPLING.
IS THAT ANOTHER WAY OF DEALING
WITH THE CONCERN ABOUT LIMITED
TESTING TIMES?
>> YES.
IN A WINDOW, WHERE YOU WANT TO
HAVE THIS KIND OF STAND-ALONE
ASSESSMENT, YOU CAN HAVE, YOU
KNOW, KIDS CONTRIBUTING IN A
SAMPLE KIND OF WAY, SO THAT
ANYONE, CHILD, OTHER THE COURSE
OF THEIR EDUCATION, HAVING TO
SPEND MINUTES CONTRIBUTING TO
THAT KIND OF INFORMATION THAT
CAN BE PART OF THE WHOLE PICTURE
AND WHOLE SIGNAL.
I MOW I WAS ON THE U.S.
DEPARTMENT OF REVIEW COMMITTEE
THAT LOOKED OUT FOR THE
PROPOSALS THAT CAME IN FOR THE
CONSORTIA, AND WE HAD LOTS OF
CONVERSATIONS ABOUT IT.
AND PART OF THAT, THEY WERE
REQUIRED NOT TO DO MAJOR
SAMPLING.
BUT THAT NEED NOT BE THE CASE
HERE IN SCIENCE AND SO FORTH.
SO, ANYWAY, POLICY PEOPLE NEED
TO BE THINKING ABOUT WHAT
THEY’RE ASKING FOR AS WELL
WHAT’S BEST ON SCHOOLS AND KIDS.
>> ONE MORE FOLLOW UP ON THAT
MATRIX SAMPLING, KATHLEEN, IF A
STATE WERE TO DECIDE TO THAT IN
SCIENCE.
SO ANY GIVEN STUDENT MIGHT ONLY
COMPLETE ONE VERY EXTENSIVE
TASK.
A NUMBER OF SHORTER ONES BUT ONE
REALLY EXTENSIVE TASK RELATED TO
SCIENCE.
HOW WOULD IT END UP WORKING IN
TERMS OF REPORTING?
WOULD THEY BE ABLE TO REPORT
ONLY AT THE GRADE LEVEL?
WOULD THEY BE ABLE TO REPORT AT
THE CLASSROOM LEVEL?
OR WOULD IT GO EVEN HIGHER AND
BE ONLY AT THE DISTRICT LEVEL?
WHAT WOULD BE THE FACTORS THAT
WOULD END UP DETERMINING THE
LOWEST LEVEL AT WHICH YOU COULD
REPORT?
>> WELL, IT COMPLETELY DEPENDS
ON THE SAMPLING DESIGN.
ACTUALLY I’M SITTING HERE RIGHT
NOW WITH PRINCETON.
I’M DOING A LOT OF WORK WITH
NAPE AND THEY HAVE A DESIGN
REPORTING OUT AT THE STATE LEVEL
FOR THE REPORT CARDS BUT ALSO
PROGRAMS THAT REPORTED OUT AT
DISTRICT LEVEL FOR LARGER
DISTRICTS.
AND THAT IS BUILT AROUND
DECIDING WHICH SCHOOLS WILL
CONTRIBUTE INFORMATION AND HOW
MUCH INFORMATION THEY WILL
CONTRIBUTE TO, IN ORDER TO, YOU
KNOW, YOU NEED TO DECIDE IN
ADVANCE WHAT YOU WANT TO REPORT
AND KNOW ABOUT.
SO YOU COULD HAVE MATRIX
SAMPLING DESIGNS THAT WOULD GO
TO THE SYSTEM.
AND THEN WE WOULD SET UP A
SAMPLING FRAME TO REQUIRE THAT
INFORMATION.
YOU WOULD NEED SPARSER DATA OR
MORE DATA IN ORDER TO GET DEEPER
AND DEEP ENTIRE THE HIERARCHY OF
EDUCATION IF YOU WANTED TO
APPROACH IT THAT WAY.
BUT STILL COULD BALANCE TASKS
WITH ALL KIDS HAVING DO ALL
TASKS AND GET A PICTURE OF THE
NGSS.
>> WE’VE RECEIVED TWO DIFFERENT
QUESTIONS THAT BASICALLY HIT AT
THE SAME TIME.
ONE ASKS IS THERE AN
OPPORTUNITY, OR IS THERE ANY
CONVERSATION ABOUT CREATING A
MELDED ASSESSMENT WITH ELA,
INSTEAD OF JUST MATH, ELA MATH
AND SCIENCE, TO EVERYTHING
INTEGRATED IN THE GREAT BIG
TASK.
AND IT’S ONE BIG ASSESSMENT AND
YOU’RE ABLE TO REPORT OUT IN
EACH OF THE SUBJECT AREAS.
SO THAT’S ONE CONFIGURATION OF
ELA MATH AND SCIENCE.
AND ANOTHER IS SAYING WHAT FAB
YOU USE SOME OF THE STEM TASKS
THAT ARE BEING DEVELOPED,
SCIENCE, TECHNOLOGY, ENGINEERING
AND MATH INTEGRATED, THOSE
ASSESSMENTS.
MARYLAND HAS SOME STEM STANDARDS
OF PRACTICES THAT EMPHASIZE
PEDAGOGY.
WHAT ARE THE OPPORTUNITIES
AROUND THAT?
>> THERE ARE A LOT OF
OPPORTUNITIES, YOU’RE TALKING A
WHOLE NEW LEVEL OF INTEGRATION,
TOO.
AGAIN, THE SCIENCE IS SO YOUNG.
THE SCIENCE STANDARDS ARE STILL
SO YOUNG.
I THINK THAT IT’S – I THINK IF
YOU WERE TO ACTUALLY GO TO
ANYONE AND SAY HOLD OFF ON THOSE
MATH AND LITERACY ASSESSMENTS
UNTIL WE COULD GET SCIENCE
CAUGHT UP, PEOPLE’S HEADS WOULD
EXPLODE.
SO, I MEAN, I THINK THERE ARE
OPPORTUNITIES THERE.
I KNOW WHEN WE WERE DEVELOPING
NGSS THERE WAS A BIG COMMITMENT
TO ENSURING THAT THEY’RE ALIGNED
WITH MATH AND LITERACY.
WITHIN THE DOCUMENT ITSELF, WE
ACTUALLY GO AHEAD AND MAKE
CONNECTIONS TO MATH AND
LITERACY.
WE HAVE TWO WHOLE APPENDICESES
DEDICATED.
AND FOR ENGINEERING THERE’S
OPTIONS OF SYNTAX THERE.
SO THE OPPORTUNITIES ARE THERE,
YES.
I JUST THINK IT’S WAY TOO EARLY
FOR US TO SAY, HEY, LET’S GIVE
THIS A SHOT WHEN WE’RE SITTING
HERE STARING AT 2014 WHEN PEOPLE
ARE HAVING TO THINK ABOUT
SMARTER BALANCE AND PARK.
>> THERE’S ANOTHER QUESTION
ABOUT, MAYBE NOT DIRECTLY
RELATED TO ASSESSMENTS, BUT MORE
ABOUT HOW STATES LIKE KENTUCKY
AND OTHERS ARE ABLE TO KEEP
SCIENCE IN THE FOREFRONT,
ESPECIALLY IN ELEMENTARY
SCHOOLS, AS A TIME WHEN BUDGETS
ARE TIGHT.
AND THERE IS SO MUCH PRESSURE ON
ENGLISH, LANGUAGE, ARTS AND
MATH?
>> WELL –
>> GO AHEAD, KAREN.
>> OH, I’M SORRY ABOUT THAT.
IT’S ONE OF OUR PRIORITIES, OR
IT’S ESPECIALLY ONE OF MINE, AS
A FORMER ELEMENTARY SCIENCE
SPECIALIST, THAT WE NOT LOSE
THAT.
WE KNOW WHEN WE TALK ABOUT
STUDENT ENGAGEMENT, AND THAT’S
ONE OF OUR BIGGEST HURDLES TO
ENSURING THAT KIDS PERSIST.
AND WANT TO CONTINUE TO LEARN.
AND WE’VE BEEN TRYING TO
COMMUNICATE THAT THESE
STANDARDS, ALONG WITH THE ELA IN
MATH STANDARDS, THAT WE’VE
IMPLEMENTED IN OUR STATE, AND
THOSE ARE THE COMMON CORE,
THEY’RE DESIGNED AND BUILT TO BE
BASICALLY A 13-YEAR PROGRESSION
TOWARD COLLEGE AND CAREER
READINESS.
AND WHEN YOU START TO REMOVE,
YOU KNOW, ENTIRE RUNGS OF THE
LADDER, SO TO SPEAK, THEN YOU’VE
CREATED A SYSTEM WHERE KIDS
ALMOST CAN’T SUCCEED.
AND WHAT WE’RE TRYING TO DO IS
MODEL THIS INTERCONNECTEDNESS.
THE INTERRELATED NATURE OF THE
LITERACY OF SCIENCE, WITH DOING
SCIENCE, ALONG WITH THE
MATHEMATICS STANDARDS.
ESPECIALLY AT THE PRIMARY LEVEL.
BECAUSE THAT’S, YOU KNOW, THAT’S
THE WAY THAT A PRIMARY TEACHER
REALLY CAN ORGANIZE THE WAY THAT
THEY TEACH.
THEY CAN MAKE IT MORE REAL FOR
STUDENTS.
AND THEY CAN ACTUALLY EARN TIME
IN A SENSE, OR AT LEAST MAXIMIZE
THE AMOUNT OF TIME THAT THEY
HAVE WITH THEIR STUDENTS WHEN
THEY’RE REALLY LOOKING
THEMSELVES TO CREATE LEARNING
EXPERIENCES THAT MIMIC THOSE
NATURAL CONNECTIONS.
SO THAT’S THE APPROACH THAT
WE’RE TAKING.
I’M NOT SAYING IT’S PERFECT.
AND CERTAINLY, IN OUR STATE,
BECAUSE WE DO ASSESS ONCE IN
ELEMENTARY, ONCE IN MIDDLE, AND
ONE IN HIGH FOR SCIENCE, WE KNOW
AND WE HEAR STORIES EVERY DAY
THAT SOME TEACHER HAS BEEN TOLD
NOT TO WORRY ABOUT SCIENCE.
OR NOT TO TEACH SCIENCE.
BECAUSE THEY NEED TO FOCUS ON
MATH AND LITERACY.
SO WHAT WE’RE TRYING TO DO IS
BUILD THAT CAPACITY OF THE
SCHOOL AND DISTRICT LEADERS
RIGHT ALONGSIDE THE TEACHER
LEADERS TO UNDERSTAND HOW
ESSENTIAL IT IS TO USE SCIENCE.
BECAUSE IT DOES ENGAGE STUDENTS.
AND IT’S KIND OF A GATEWAY TO
APPLYING THOSE MATHEMATICS
SKILLS IN A REALLY INTERESTING
WAY AND ALSO USING LITERACY TO
HAVE KIDS COMMUNICATE.
OFTENTIMES, THEY’RE REALLY
EXCITED ABOUT.
>> EVERYBODY GOING INTO THIS
KNEW WHAT WE WERE FACING.
WE ARE LOOKING AT A LOT OF
CHANGE.
BUT IN GOING INTO IT WITH YOUR
EYES OPEN, WHAT HAPPENS IS, YOU
DEVELOP STANDARDS THAT ARE
ALIGNS TO MATH AND ENGLISH.
YOU DO THINGS LIKE TRY MATH TO
START TO BUILD A CAPACITY WHERE
PEOPLE CAN SEE THAT THE SCIENCE
IS THERE AND CAN BE USED AS A
VEHICLE.
BUT IT’S ALSO ONE OF THE KEY
MESSAGES.
AGAIN, IT’S WHY WE KEEP PUSHING
THE IDEA THAT YOU CAN’T HAVE A
SCIENCE AGENDA.
YOU GOT TO HAVE AN AGENDA FOR A
CHILD.
AND I KNOW THAT SOUNDS KIND OF
DREAMY.
BUT I THINK PART OF IT IS REALLY
STARTING TO HELP PEOPLE
BASICALLY BUILD CASES OF HOW THE
SCIENCE WOULD ACTUALLY ENHANCE
AND SUPPORT THE MATH AND
ENGLISH.
AND HOW THE MATH AND ENGLISH
WILL ENHANCE SCIENCE.
WE’VE GOT A LONG WAY TO GO.
THAT’S WHY I’M REALLY HAPPY THAT
THESE STATES ARE TAKING THESE
LONGER IMPLEMENTATION PERIODS.
BECAUSE I THINK THERE’S A LOT OF
WORK THAT HAS TO BE DONE ON
THAT.
I THINK THE WAY KAREN’S
APPROACHING, THE WAY I’VE HEARD
ALL THE OTHER STATES APPROACHING
IT IS, THEY RECOGNIZE THAT
SCIENCE IS MAYBE SOMETHING THAT
IS HISTORICALLY SOMETHING THAT’S
LEFT OUT.
BUT LET’S BE CLEAR, IT’S JUST
NOT MIDDLE.
IN HIGH SCHOOL, WE LEAVE STUFF
OUT, TOO.
WE HAVE TWO MAJOR STUDIES
RELEASED LAST YEAR SHOWED THAT
TWO OF THE TOP-TEN MOST SOUGHT
AFTER CAREERS IN THE NEXT TWO
YEARS ARE BASED ON EARTH
SCIENCE.
PETROLEUM ENGINEERS AND
GEOLOGISTS.
AND YET, SCIENCE SOMEHOW
DISAPPEARS AFTER A CHILD TURNS
13.
SO I THINK THERE’S A LOT THAT WE
HAVE TO THINK ABOUT IN HOW WE
REALLY PREPARE KIDS FOR COLLEGE
AND CAREER.
>> WE HAVE TIME FOR ONE LAST
QUESTION.
NANCY.
>> SO, STEPHEN, TALK TO US ABOUT
YOUR IDEAL VISION OF HOW THIS
ROLLS OUT OVER THE NEXT,
WHATEVER, FIVE, SIX, SEVEN,
EIGHT YEARS IN THIS COUNTRY.
WHAT ARE SOME OF THE KEY
BENCHMARKS YOU WOULD HOPE WE HIT
ON BEHALF OF CHILDREN IN THIS
COUNTRY?
>> I WOULD HOPE THAT, FROM IN
TERMS OF PRIORITIES, IT’S BEEN
THE FIRST FEW YEARS REALLY FOLK
FOCUSING ON EDUCATORS.
WE HAVE INCREDIBLE EDUCATORS
THAT DO THINGS EVERY DAY.
WE HAVE TEACHERS DOING A LOT OF
STUFF WITH NGSS, BUT IT’S NOT
CONSISTENT AND IT’S NOT ACROSS
THE BOARD AND IT’S NOT FOR ALL
KIDS.
THE FIRST THING IS, I WOULD LOVE
TO SEE US REALLY FOCUS ON
TEACHERS.
AND BUILD IN A PLAN THAT WILL
ALLOW EDUCATORS TO FEEL
COMFORTABLE AND CONFIDENT, ONCE
THE STANDARDS ACTUALLY HIT THE
CLASSROOM.
THEN I WOULD LIKE TO SEE US
DEVELOP ASSESSMENTS THAT ARE
REALLY GOING TO MEASURE WHAT WE
VALUE.
AND NOT IN A SCARY WAY.
NOT IN A WAY THAT, OH, MY GOSH,
THE TEST IS COMING.
BUT IF WE DO THIS RIGHT, THIS IS
NOT HOW WE TYPICALLY DO
EDUCATION.
IF WE DO THIS RIGHT, THEN WE CAN
REALLY HELP OUR TEACHERS FEEL
GOOD AND CONFIDENT.
AND I DON’T MEAN FEEL GOOD KIND
OF THING.
WHERE THEY FEEL READY, THEN YOU
SAY, OH, MY GOSH, WITH THE TEST,
IT SHOULD BE BRING IT ON.
MY KIDS ARE GOING TO BE GREAT
HERE.
SO, I THINK THAT’S A KEY
COMPONENT WE HAVE TO KEEP IN
MIND.
I THINK THE OTHER KEY BENCHMARK
FOR ME FROM A STATE LEVEL
PERSPECTIVE IS JUST THAT THEY
HAVE REALLY THOUGHTFUL PLANS.
LIKE, THEY’VE ASKED THEMSELVES
THE HARD QUESTIONS.
WHEN DO WE WANT TO TEST?
DO WE WANT TO TEST BY OURSELVES?
OR DO WE WANT TO TEST WITH
OTHERS?
DO WE WANT TO FLIP THE
PROVERBIAL SWITCH AND THE
STUDENTS LEAVE SCHOOL IN JUNE,
AND THEY COME BACK IN SEPTEMBER.
AND MIRACULOUSLY NGSS HAS
ERUPTED OR DO WE HAVE A MORE
FOCUSED PLAN TO COME IN?
I DON’T THINK IT’S NECESSARILY
AN ORDER THAT THE STATE SHOULD
COME FIRST THEN THE NGSS AND
ASSESSMENT.
IF THIS IS HOW IT WORKS WE’RE
GOING TO HAVE STUDENTS KNOWING
MORE SCIENCE THAN EVER IN OUR
NATION’S HISTORY.
RIGHT NOW WE HAVE LESS THAN A
THIRD OF OUT KIDS TAKING HIGH
SCHOOL PHYSICS.
LESS THAN A FOURTH TAKING HIGH
SCHOOL CHEMISTRY.
IF WE CAN FIND A WAY FOR THIS TO
WORK, OUR COUNTRY’S GOING TO BE
BETTER OFF FOR IT.
>> GREAT WAY TO CONCLUDE THIS.
AND I WANT TO LET YOU KNOW THAT
THE DISCUSSION WILL CONTINUE, AS
WE’VE ESTABLISHED IN EARLY
STAGES OF THIS.
SO WE HOPE TO COME BACK TO YOU
WITH SOME MORE INFORMATION AS
THIS DEVELOPS OVER TIME.
AT THIS TIME, OUR TIME IS UP.
AND I WANT TO THANK STEPHEN
PRUITT, KATHLEEN SCALISE AND
KAREN KIDWELL FOR THIS
INFORMATIVE AND
THOUGHT-PROVOKING DISCUSSION.
AND A VERY SPECIAL THANK FOSS
PAT AND NANCY FOR THE K-12
CENTER.
IF YOU MISSED ANY OF TODAY’S
WEBINAR, IT WILL BE AVAILABLE
ALL TODAY.
THANK YOU FOR JOINING US.

Categories: Assessments, College & Career Readiness, Common Core State Standards, Kentucky
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