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Dr. Kitty Rutherford

Go Science!

Europe East

Principal Conference

Sept 27, 2022

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Welcome

Dr. Kitty Rutherford

Europe East Science ISS

Go Science!

Glad you’re here!

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Goals: Build a better understanding of Europe East Science Expectations

CCRS for Science
Science Investigation
Assessments
Reflection & Next Steps
Questions & Reminders

Today’s Session

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Successes with Science Instruction

Challenges with Science Instruction

Reflection:

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Europe East Science Expectations

Celebrating Successes & Overcoming Challenges

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

DoDEA’s CCRS for Science

CCRSS consists of four parts:

Science & Engineering Practices (Instruction)
Crosscutting Concepts (Instruction)
Disciplinary Core Ideas (Instruction)
Student Performance Expectations (Assessment)

DoDEA’s College and Career Ready Standards consists of four parts. Three parts guide instruction, Science & Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. Together these three dimensions give students learning experiences that are reflective of how scientists and engineers conduct their work (SEP), how they think and connect concepts (CCC), and what content they need to know in their work (DCI). Students need to experience the use of the SEP & CCC in multiple contexts in order to develop the capacity to wield them flexibly and effectively in new problem contexts. Three-dimensional learning develops both scientifically literate citizens and students prepared for careers in science and engineering.

The fourth part, Performance Expectations, integrates the three dimensions together to guide assessment by stating a performance we would expect students to be able to perform at the end of instruction. Each performance expectation asks students to use a specific practice, and perhaps also a crosscutting concept, in the context of a disciplinary core idea. Across the set of expectations for a given grade level, each practice and each crosscutting idea appears in multiple standards. Assessment developers use the the performance expectations to guide their work when creating assessment items.

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

CCRSS: Three Dimensional Learning

Science and Engineering Practices

Asking questions for science and defining problems for engineering
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations for science and designing solutions for engineering
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

Crosscutting Concepts

Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter: flows, cycles, and conservations
Structure and function
Stability and change

Disciplinary Core Ideas

Physical Sciences

PS1: Matter and its interactions

PS2: Motion and stability: Forces and interactions

PS3: Energy

PS4: Waves and their applications in technologies for information transfer

Life Sciences

LS1: From molecules to organisms: Structures and processes

LS2: Ecosystems: Interactions, energy, and dynamics

LS3: Heredity: Inheritance and variation of traits

LS4: Biological evolution: Unity and diversity

Earth and Space Science

ESS1: Earth’s place in the universe

ESS2: Earth’s systems

ESS3: Earth and human activity

Engineering, Technology, and Applications of Science

ETS1: Engineering design

ETS2: Links among engineering, technology, science, and society

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Performance Expectation Example

Make observations and/or measurements of an objects motion to provide evidence that a pattern can be used to predict future motion.

FOSS Focus Question: What happens to the motion of a twirly bird when the design changes?

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An Analogy Between CCRSS and Cooking

Kitchen Tools & Techniques�(Science & Engineering Practices)

Basic Ingredients

(Disciplinary Core Ideas)

Herbs, Spices, & Seasonings

(Crosscutting Concepts)

Preparing a Meal

(Performance Expectation)

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

What questions do you have about

Science Standards?

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Investigation Motion and Matter:

Twirly Bird Construction

FOSS Focus Question:

What happens to the motion of a twirly bird when the design changes?

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Twirly Bird Variables

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Sense-Making Discussion

Listen and Check for Understandings and Misunderstandings of Concept.

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

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Unit 6

Move the science learning outdoors.

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

CCRSS: Three Dimensional Learning

Science and Engineering Practices

Asking questions for science and defining problems for engineering
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations for science and designing solutions for engineering
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

Crosscutting Concepts

Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter: flows, cycles, and conservations
Structure and function
Stability and change

Disciplinary Core Ideas

Physical Sciences

PS1: Matter and its interactions

PS2: Motion and stability: Forces and interactions

PS3: Energy

PS4: Waves and their applications in technologies for information transfer

Life Sciences

LS1: From molecules to organisms: Structures and processes

LS2: Ecosystems: Interactions, energy, and dynamics

LS3: Heredity: Inheritance and variation of traits

LS4: Biological evolution: Unity and diversity

Earth and Space Science

ESS1: Earth’s place in the universe

ESS2: Earth’s systems

ESS3: Earth and human activity

Engineering, Technology, and Applications of Science

ETS1: Engineering design

ETS2: Links among engineering, technology, science, and society

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Components of an Investigation

Active Science Investigation
Science Notebooks
Word Wall
Sense-making Discussions
Reading Informational Text
Integrated Technology
Real-World Application (FOSS Outdoors)
Formative assessment

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

What questions do you have about

Science Investigations?

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Why assessments?

Data-informed Instruction

Designed to inform instructional decisions.

Progress Monitoring

Provide information on the progress students are making towards end of year expectations & end of grade band expectations.

Reminder: This is only our 2nd Year implementing Science assessments!

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Many data points to consider…

Instructional decisions and student progress monitoring should be made by analyzing multiple data points:

Science notebook entries
Performance assessment checklists (observational data collected during the active investigation)
Engagement in sense-making discussions
I-Checks
Interim assessments

Assessment opportunities are embedded as steps in the instructional process.

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

FOSS I-Check Assessment

This is the Item Analysis by Standard report (if teachers have computers have them log on PAN 5 to review this report live)

The first column represents the standard.

The next column is the question ID – This will show how many questions that aligned to the standard.

The 3^rd column are the amount of points a students can possibly earn - 0 or 1 are always an option, some questions will have a 2,3, and/or 4.

The 4^th column shows the percentage of students that earned the points in the same row – and if the students are clicked – which students in each group

The 5^th column allows us to view an item.

Based on the data – Which standards show students’ strengths? Which standards show areas that still need support? (provide teachers time to reflect and write)

Based on additional classroom data (I-Checks, science notebooks, observations, sense-making discussions) are the conclusions drawn about strengths and weaknesses validated by other data points?

If teachers are struggling with selecting strengths and weaknesses –you can ask questions similar to below:

Objective: (Facts)

How many questions are related to this standard?

Which questions did at least half of the class (50%+) of the students earn the full amount of points possible?

What other data points can be used to triangulate the data from the interims?

Reflective: (Feelings)

What did you like/dislike about the interim?

How did the students feel when taking the assessment?

As you look at the data displays, what concerns/pleases you?

What was exciting, surprising, or frustrating about the data?

Interpretive: (patterns, insights)

Is there a common standard that most students are struggling with?

Which questions were most of the students successful with?

Did the three dimensional learning students experienced impact results on these performance expectations? [See Module Matrix in Overview Chapter]

Decisional: (moving forward)

Which standard(s) should be the focus for improvement and next steps?

As a team discuss which 2 standards you would like to discuss at today’s meeting.

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

FOSS I-Check Assessment

Constructed Response

This is the Item Analysis by Standard report (if teachers have computers have them log on PAN 5 to review this report live)

The first column represents the standard.

The next column is the question ID – This will show how many questions that aligned to the standard.

The 3^rd column are the amount of points a students can possibly earn - 0 or 1 are always an option, some questions will have a 2,3, and/or 4.

The 4^th column shows the percentage of students that earned the points in the same row – and if the students are clicked – which students in each group

The 5^th column allows us to view an item.

Based on the data – Which standards show students’ strengths? Which standards show areas that still need support? (provide teachers time to reflect and write)

Based on additional classroom data (I-Checks, science notebooks, observations, sense-making discussions) are the conclusions drawn about strengths and weaknesses validated by other data points?

If teachers are struggling with selecting strengths and weaknesses –you can ask questions similar to below:

Objective: (Facts)

How many questions are related to this standard?

Which questions did at least half of the class (50%+) of the students earn the full amount of points possible?

What other data points can be used to triangulate the data from the interims?

Reflective: (Feelings)

What did you like/dislike about the interim?

How did the students feel when taking the assessment?

As you look at the data displays, what concerns/pleases you?

What was exciting, surprising, or frustrating about the data?

Interpretive: (patterns, insights)

Is there a common standard that most students are struggling with?

Which questions were most of the students successful with?

Did the three dimensional learning students experienced impact results on these performance expectations? [See Module Matrix in Overview Chapter]

Decisional: (moving forward)

Which standard(s) should be the focus for improvement and next steps?

As a team discuss which 2 standards you would like to discuss at today’s meeting.

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

FOSS I-Check Assessment

Application of learned concept

This is the Item Analysis by Standard report (if teachers have computers have them log on PAN 5 to review this report live)

The first column represents the standard.

The next column is the question ID – This will show how many questions that aligned to the standard.

The 3^rd column are the amount of points a students can possibly earn - 0 or 1 are always an option, some questions will have a 2,3, and/or 4.

The 4^th column shows the percentage of students that earned the points in the same row – and if the students are clicked – which students in each group

The 5^th column allows us to view an item.

Based on the data – Which standards show students’ strengths? Which standards show areas that still need support? (provide teachers time to reflect and write)

Based on additional classroom data (I-Checks, science notebooks, observations, sense-making discussions) are the conclusions drawn about strengths and weaknesses validated by other data points?

If teachers are struggling with selecting strengths and weaknesses –you can ask questions similar to below:

Objective: (Facts)

How many questions are related to this standard?

Which questions did at least half of the class (50%+) of the students earn the full amount of points possible?

What other data points can be used to triangulate the data from the interims?

Reflective: (Feelings)

What did you like/dislike about the interim?

How did the students feel when taking the assessment?

As you look at the data displays, what concerns/pleases you?

What was exciting, surprising, or frustrating about the data?

Interpretive: (patterns, insights)

Is there a common standard that most students are struggling with?

Which questions were most of the students successful with?

Did the three dimensional learning students experienced impact results on these performance expectations? [See Module Matrix in Overview Chapter]

Decisional: (moving forward)

Which standard(s) should be the focus for improvement and next steps?

As a team discuss which 2 standards you would like to discuss at today’s meeting.

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Please encourage the use of

FOSS I-Checks

It’s a great resource to guide instruction.

Admin and ETs have admin rights to encourage teachers to use I-Checks.

Europe East Life Science Online Usage of FOSS I-Check Data

This is the Item Analysis by Standard report (if teachers have computers have them log on PAN 5 to review this report live)

The first column represents the standard.

The next column is the question ID – This will show how many questions that aligned to the standard.

The 3^rd column are the amount of points a students can possibly earn - 0 or 1 are always an option, some questions will have a 2,3, and/or 4.

The 4^th column shows the percentage of students that earned the points in the same row – and if the students are clicked – which students in each group

The 5^th column allows us to view an item.

Based on the data – Which standards show students’ strengths? Which standards show areas that still need support? (provide teachers time to reflect and write)

Based on additional classroom data (I-Checks, science notebooks, observations, sense-making discussions) are the conclusions drawn about strengths and weaknesses validated by other data points?

If teachers are struggling with selecting strengths and weaknesses –you can ask questions similar to below:

Objective: (Facts)

How many questions are related to this standard?

Which questions did at least half of the class (50%+) of the students earn the full amount of points possible?

What other data points can be used to triangulate the data from the interims?

Reflective: (Feelings)

What did you like/dislike about the interim?

How did the students feel when taking the assessment?

As you look at the data displays, what concerns/pleases you?

What was exciting, surprising, or frustrating about the data?

Interpretive: (patterns, insights)

Is there a common standard that most students are struggling with?

Which questions were most of the students successful with?

Did the three dimensional learning students experienced impact results on these performance expectations? [See Module Matrix in Overview Chapter]

Decisional: (moving forward)

Which standard(s) should be the focus for improvement and next steps?

As a team discuss which 2 standards you would like to discuss at today’s meeting.

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Celebrate 2^nd and 5^th Grade Science Interim Assessments

This is the Item Analysis by Standard report (if teachers have computers have them log on PAN 5 to review this report live)

The first column represents the standard.

The next column is the question ID – This will show how many questions that aligned to the standard.

The 3^rd column are the amount of points a students can possibly earn - 0 or 1 are always an option, some questions will have a 2,3, and/or 4.

The 4^th column shows the percentage of students that earned the points in the same row – and if the students are clicked – which students in each group

The 5^th column allows us to view an item.

Based on the data – Which standards show students’ strengths? Which standards show areas that still need support? (provide teachers time to reflect and write)

Based on additional classroom data (I-Checks, science notebooks, observations, sense-making discussions) are the conclusions drawn about strengths and weaknesses validated by other data points?

If teachers are struggling with selecting strengths and weaknesses –you can ask questions similar to below:

Objective: (Facts)

How many questions are related to this standard?

Which questions did at least half of the class (50%+) of the students earn the full amount of points possible?

What other data points can be used to triangulate the data from the interims?

Reflective: (Feelings)

What did you like/dislike about the interim?

How did the students feel when taking the assessment?

As you look at the data displays, what concerns/pleases you?

What was exciting, surprising, or frustrating about the data?

Interpretive: (patterns, insights)

Is there a common standard that most students are struggling with?

Which questions were most of the students successful with?

Did the three dimensional learning students experienced impact results on these performance expectations? [See Module Matrix in Overview Chapter]

Decisional: (moving forward)

Which standard(s) should be the focus for improvement and next steps?

As a team discuss which 2 standards you would like to discuss at today’s meeting.

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Every grade level plays a critical role in developing students’ college and career readiness in science.

Science Notebooks

Science Vocabulary

Sense-Making Discussion

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Scoring and Reporting: Interims

Scoring:

CCRSS 2nd & 5th Interim Assessment items will be machine-scored.
Teachers have access to the test results of their assigned students once testing is complete.

Performance Levels:

Above: 75–100% Correct
Meeting: 46–74% Correct
Approaching: 26–45% Correct
Beginning: 0–25% Correct

https://dodea.mypearsonsupport.com/

In addition to assessment summary information, the following reports will be available for the CCRS Interim 2021–2022 administration in Pearson Access:

Individual Student Report (ISR)
Item Analysis by Item
Item Analysis by Domain
Item Analysis by Standard
Item Analysis by Student
Student Progress Report

Remember: New platform for Second Grade

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

What are the strengths and opportunities for growth?

Item Analysis by Standard

Which performance expectations show students’ strengths?

Which performance expectations show opportunities for growth?

Are these strengths and challenges validated by other data points you collected during the module?

This is the Item Analysis by Standard report (if teachers have computers have them log on PAN 5 to review this report live)

The first column represents the standard.

The next column is the question ID – This will show how many questions that aligned to the standard.

The 3^rd column are the amount of points a students can possibly earn - 0 or 1 are always an option, some questions will have a 2,3, and/or 4.

The 4^th column shows the percentage of students that earned the points in the same row – and if the students are clicked – which students in each group

The 5^th column allows us to view an item.

Based on the data – Which standards show students’ strengths? Which standards show areas that still need support? (provide teachers time to reflect and write)

Based on additional classroom data (I-Checks, science notebooks, observations, sense-making discussions) are the conclusions drawn about strengths and weaknesses validated by other data points?

If teachers are struggling with selecting strengths and weaknesses –you can ask questions similar to below:

Objective: (Facts)

How many questions are related to this standard?

Which questions did at least half of the class (50%+) of the students earn the full amount of points possible?

What other data points can be used to triangulate the data from the interims?

Reflective: (Feelings)

What did you like/dislike about the interim?

How did the students feel when taking the assessment?

As you look at the data displays, what concerns/pleases you?

What was exciting, surprising, or frustrating about the data?

Interpretive: (patterns, insights)

Is there a common standard that most students are struggling with?

Which questions were most of the students successful with?

Did the three dimensional learning students experienced impact results on these performance expectations? [See Module Matrix in Overview Chapter]

Decisional: (moving forward)

Which standard(s) should be the focus for improvement and next steps?

As a team discuss which 2 standards you would like to discuss at today’s meeting.

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Where to find the Interim Analysis Resources:

Europe East Elementary Science Google Site

Due to the secure assessment items, access is restricted.

Please contact Kitty to access. ThankYou!

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

What questions do you have about

Science Assessments?

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Reflection & Next Steps

Do YOU see…

CCRS for Science

Science & Engineering Practices (Instruction)
Crosscutting Concepts (Instruction)
Disciplinary Core Ideas (Instruction)
Student Performance Expectations (Assessments)

Components of FOSS Investigations

Active Science Investigation
Science Notebooks
Word Wall
Reading Informational Text
Integrated Technology
Real-World Application (FOSS Outdoors)
Formative assessment

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Science Notebooks in Grades K-2

Science Notebooks in Grades 3-5

FOSS Science Notebooks

Europe East Elementary Science Site

A science notebook is…

a detailed record of a student’s engagement with a natural phenomenon.
a personal representation of experiences, observations, and thinking.
an integral part of the process of doing scientific work.
A continuously updated history of the development of scientific knowledge and reasoning. FOSS

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Intro

Unit 1

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Unit 3

Unit 4

Unit 5

Unit 6

The claim is a statement that provides an answer to the investigation focus question.

Evidence is data (quantitative or qualitative) gathered throughout the investigation. It must support the claim and be relevant.

Reasoning links the claim and evidence, serving as a means of justification of why the student came to the claim, ideally linking the idea to the bigger picture.

Page 52

This book can be found in your Information Center.

This is a meaningful way to apply reading, writing, speaking, listening, and reasoning skills

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Europe East Elementary Science Site

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Intro

Unit 1

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Unit 5

Unit 6

2. Sense-Making Discussion

Europe East Elementary Science Site

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

3. Word Walls

Word walls are effective and worthwhile for students to develop and reinforce content area vocabulary. The words introduced in FOSS investigations represent or relate to fundamental science concepts and should be taught in the context of the investigation. By using a word wall, the teacher increases access to domain-specific text and can refer the students to it often. Students interact with the word wall to help develop concepts and demonstrate content mastery. Word walls can take many forms: integrated word wall, science specific word wall. Personal word walls the students possess, etc…

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Intro

Unit 1

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Unit 3

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Unit 6

Europe East Elementary Science Site

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

What questions do you have about your

Next Steps?

Record in your Science Notebook

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Sustainability of FOSS Kits

Consumables are replaced every three years.

Next refill shipment in Spring of 2023

Are the refills placed in the kits or sitting in supply room?

What is being done to ensure the integrity of the science kits?

At least 5 more years
New FOSS kit approximately $3,000
Do teachers inventory before they check out?

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Organism Reminders

Every school should have an Organism Disposal Plan in place.
Make sure every teacher is aware of the disposal process (signed the document from Mr. Sanchez).
No organisms can be released into the environment or go home with students.
In the spring, consider ordering items needed for the fall such as oatmeal and soil.

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Dr. Kitty Rutherford

Europe East Elementary Science Instructional System Specialist

kitty.rutherford@dodea.edu

Go Science!

How can I best support you?

Recap of Todays Session

Goals: Build a better understanding of Europe East Science Expectations

CCRS for Science
Science Investigation
Assessments
Reflection & Next Steps
Questions & Reminders

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Thank You

Go Science