1. What do we know about the MSPAP scoring process and what it can reveal about how we 
   can modify instruction to accommodate student learning?

Declarative and Procedural Knowledge:

• There must be instruction in and assessment of all five domains (outcomes) at every grade level to include Processes of Science, Concepts of Science (Earth/Life/Physical), Nature of Science, Habits of Mind, Applications of Science (to Technology, Society, and Career Development).

• Students are successful when drawing and using hands-on manipulatives.

• Students are interested in tasks that are relevant to them.

Students need to improve upon:

• Writing, following, and comparing step-by-step directions (Reading to Perform a Task).

• Using information (either from their prior knowledge or from a text) to support or explain how they arrived at an answer.

• Recognizing and explaining a fair test (an experiment in which one experimental variable is manipulated at a time and all other variables are controlled).

• Relating scientific models to real phenomena and understanding the advantages and disadvantages of using a model.

• Transfer of information learned to a real life application — applying concepts.

Instructional Implications:

• Use hands-on, inquiry based instructional strategies that are easy to relate to real life application for students.

• Use science process skills repeatedly and in a number of different contexts.

• Give students repeated exposure to science experiences that use the scientific process and emphasize fair testing.

• Use longer reading passages and require students to support answers and conclusions with evidence from the text.

• Use both teacher and student developed rubrics. Use the document Scoring Tools in Science (PGIN # 7690-1247) for models.

• Require students to create own procedures, data charts and graphs.

2. What are the school-based strategies, interventions, and programs that have proven successful in promoting MSPAP success?

• Use of 5E's (Constructivist) Teaching/Learning Cycle where students construct their own meaning of a science concept based upon prior knowledge and a new learning situation. Students must do hands-on experiments and follow that experience with minds-on activities. Teachers question and/or probe for greater student understanding. (Use the 5E's Science Lesson Planner PGIN #7690-1237).

• Extensive use of teacher modeling of essential thinking skills and processes.

• Use science logs and journals to explain ideas and reasoning. Student Science Journals include (K- PGIN #7690-2268, Primary - PGIN #7690-2270, Intermediate- PGIN #7690-2269 and Middle PGIN #7690-2267).

• Highlight key words in task directions to focus on Reading to Perform a Task.

• Focus on science vocabulary in context of a learning situation. Use MSPAP Vocabulary Tasks (K-3 PGIN #7690-1223) and( 4-8 PGIN #7690-1225).

3. How can school-based staffs and central office personnel collaborate to improve student achievement on MSPAP?

• Continue teacher training at all grade levels on writing and implementing performance-based instruction at all grade levels (not just third and fifth).

• Make planning time available that encourages teaming, communicating, and sharing of resources between and among teachers.

• Provide support (material and administrative) for new instructional materials that complement the 5E's teaching/learning cycle and the Scope and Sequence at all grade levels (Science P.L.U.S. Tasks - see list below).

• Establish informal mentoring programs to pair experienced teachers with new teachers.

• Have departments develop teaching portfolios that contain exemplary lessons and proven instructional strategies.

4. How can we ensure that all disciplines and grade levels are addressing significant communication skills 
   (i.e., writing within and across the disciplines, discussions, presentations, active listening, etc.)?

• Use logs and journals and other materials to record observations, explanations, conclusions, etc. (Science Lab Write Up Materials PGIN #7690-1257).

• Use teacher modeling and whole class discussion of results and conclusions.

• Use limited and extended writing prompts that incorporate real life application of concepts learned using all three forms of writing - Writing to Inform, Writing to Persuade, and Writing to Express Personal Ideas.

• Use cooperative learning to enhance communication skills.

• Encourage student generation of scoring rubrics or keys for activities completed in the classroom to increase student responsibility for their own learning.

5. How can we ensure that our assessment repertoire includes methods and approaches consistent with MSPAP format?

• Teachers should not be encouraged/required to administer isolated “MSPAP practice assessments,” but rather should use performance-based instructional/assessment techniques daily.

• Continuation of teacher training in performance-based instruction and assessment.

• Use of integrated materials (Science P.L.U.S. tasks K-8, AIMS, GEMS, and Windows on Science) should be emphasized.

• Instruction and assessment must reflect the indicators from Scope and Sequence documents and Maryland Learning Outcomes.

• Emphasis should be placed upon the use of Science P.L.U.S. Instructional Tasks and Scoring Tools in Science.

Examples of Science P.L.U.S. Tasks

Kindergarten - It All Makes Sense, Class Aquarium, It's Applicious

First - You Are My Sunshine, Colossal Fossils and Dinosaurs, Flowers and Seeds

Second - A Balancing Act, You Shock Me, Round and Round

Third - Bubble Trouble, Oobleck, Fun in the Sun

Fourth - Ball Games, You've Got a Hold on Me, Planet Patrol, Rock On

Fifth - High Seas, Good Vibrations, Stick to It, Salinity

Sixth - Blast Off, Who Robbed the Safe, Boulders to Bits, Starring the Galaxy

Seventh - Get Into the Swing

Eighth - Gateway to the Genetic Frontier, Life Under the Coverslip

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