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Revised Draft MAScience & Technology/ Engineering Standards www.doe.mass.edu/stem/review.html
Webinar for AdministratorsMarch, 2014
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Session goals Consider impact of science in school & district
accountability Overview key “shifts” in draft revised STE
standards Discuss resources and strategies for
implementation
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Virtual introductions In the chat box …
Name, Title or role, District or organization
All microphones have been muted for now.
Questions as we go: type into chat box
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“Science” is… Earth and Space Science Life Science (Biology) Physical Science (Chemistry and Physics) Technology/Engineering
Districts may provide more specific focus: Robotics Marine Ecology Biotechnology Computer Science Pharmacology …
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STE in PPI / Accountability
Science is in the school & district accountability formula Narrowing proficiency gaps (Not growth)
Science is include in the Competency Determination (CD) policy Cohort graduation rate
Massachusetts Department of Elementary and Secondary Education
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Science in accountability
Massachusetts Department of Elementary and Secondary Education
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Science in accountability
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Science in accountability Elementary and middle schools
Grade 5 and 8 MCAS are grade span tests Assess same scope as 3 math or ELA tests,
therefore weighted equally in PPI Consider different school configurations
E.g., PreK-4, 5-8: Only the “middle school” would have science in PPI, but grades 3 & 4 contribute
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In the chat box… In general, how does science
performance compare to math and ELA performance in your school or district?
STE StandardsCurrent and Revised (for 2015-16)
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Structure & focus of current STE standards (2001/06) Content focused
no inquiry skills except quick mention at HS use generic cognitive verbs throughout
4 primary domains (strands) ESS, LS, PS, TE
Topics within each domain not consistent by grade
Presented by grade spans PreK-2, 3-5, 6-8, HS “introductory” courses
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Why revise?
Update the science Last full set of standards developed in 2001
Preparation for post-secondary success STE contributes to college & career readiness
(CCR) Student preparation for STEM-focused jobs
and postsecondary opportunities* Integration of practices with concepts
Necessary skills for CCR Increases rigor of student expectations Reinforces mathematics and literacy
standards Present PreK-8 grade-by-grade standards
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Students who are college and career ready in
Science and Technology/Engineering will
demonstrate the academic knowledge, skills, and
practices necessary to enter into and succeed in
entry-level, credit-bearing science, engineering or
technical courses; certificate or workplace training
programs requiring an equivalent level of science;
or a comparable entry-level science or technical
course at the institution.
College & Career Readiness
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Students will be prepared to:
• Analyze scientific phenomena and solve technical problems in real-world contexts using relevant science and engineering practices and disciplinary core ideas.
• Use appropriate scientific and technical reasoning to support, critique, and communicate scientific and technical claims and decisions.
• Appropriately apply relevant mathematics in scientific and technical contexts.
College & Career Readiness
Science & engineering practices
1. Asking questions and defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational
thinking6. Constructing explanations and designing
solutions7. Engaging in argument from evidence8. Obtaining, evaluating, and
communicating information
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Outcomes of integrating practices & content Better reflection of actual science and
engineering Increased mastery of sophisticated subject
matter Increased opportunities to engage in practices
in authentic contexts Increased interest in STEM
America’s Lab Report (NRC, 2005)
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What an STE standard looks like
5-PS1 Matter and Its Interactions
5-PS1-1. Use a model of matter as made of particles too small to be seen to explain common phenomena involving gases, phase changes between gas and liquid, and dissolving. [Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]
Articulates expected
performance/demonstration
Does not limit curriculum and instruction to the included practice
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Compare standards2001: Gr. 3-5 Physical Science#2: Compare and contrast solids, liquids, and gases
based on the basic properties of each of these states of matter.
Revised: Gr. 5 Physical Science5-PS1-1. Use a model of matter as made of particles
too small to be seen to explain common phenomena involving gasses, phase changes between gas and liquid, and dissolving. [Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]
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Compare standards2001: Gr. 6-8 Technology/Engineering#2.5. Explain how such design features as size,
shape, weight, function, and cost limitations would affect the construction of a given prototype.
Revised: Gr. 7 Technology/Engineering7.MS-ETS1-2. Evaluate competing solutions to a
given design problem using a systematic process to determine how well each meets the criteria and constraints of the problem. Use a model of each solution to evaluate how variations in one or more design features, including size, shape, weight, or cost, may affect the function or effectiveness of the solution.*
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In chat box … In what ways are the integration of
practices and change the in rigor of science standards similar to or different from shifts in math and ELA?
Crosswalks
2001/6 Standard
Degree of alignment of current
to draft revised
Relative grade
current is found in revised Draft Revised MA Standards December 2013
Comments on alignment
LS. Life Science LS. Life Science LS. Life ScienceHS.LS.1.1. Recognize that biological organisms are composed primarily of very few elements. The six most common are C, H, N, O, P, and S.
comparable same HS-LS1-6. Construct and revise an explanation based on evidence that macromolecules are primarily composed of six elements, where carbon, hydrogen, and oxygen atoms from carbohydrates may combine with nitrogen, sulfur, and phosphorus to form large carbon-based molecules. [Clarification Statement: Large carbon-based molecules included are proteins, carbohydrates, amino acids, nucleic acids, and lipids.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of specific macromolecules.]
HS.LS.1.2. Describe the basic molecular structures and primary functions of the four major categories of organic molecules (carbohydrates, lipids, proteins, nucleic acids).
partial same HS-LS1-1. Explain that genes are regions in the DNA that code for proteins, which carry out the essential functions of life. Construct a model of transcription and translation to explain the roles of DNA and RNA in coding the instructions for polypeptides, which make up proteins. Explain that different classes of proteins regulate and carry out the essential functions of life. [Clarification Statement: Four classes of proteins that regulate and carry out the essential functions of life include: enzymes (speeding up chemical reactions), structural proteins (providing structure and enabling movement), hormones (sending signals between cells), and antibodies (fighting disease).] [Assessment Boundary: Assessment does not include specific names of proteins or rote memorization of steps of transcription and translation.]
Draft revised standard only includes proteins.
Coherent progressions of learning Vertical alignment through
progressions of practices and concepts
Draws on learning progression research A Framework for K-12 Science Education (NRC, 2012) Learning Progressions in Science: Current Challenges and
Future Directions (Alonzo & Gotwals, 2012) Learning Progressions in Science: An Evidence-Based
Approach to Reform (CPRE, 2009) 23
MA strand maps
Arrows highlight conceptual connections (needed for learning);
not curricular connections
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PreK-8 grade-by-grade standards Grade-specific standards support:
Collaboration and sharing across districts on curriculum, district determined measures, etc
Consistency when students move schools/districts
Standards appropriate for students of each grade
All 4 disciplines in each grade encourage integrated instruction
Pre-K developed by EEC K-5 as consistent with NGSS as possible 6-8 generating discussion about school
program
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High school – no change in structure Maintain current model of course choices,
flexibility for different pathways
Overall reduction in scope of HS standards
Continuing to work on the HS model with DHE and others Ensure all options lead to student
development of science & engineering practices by end of 3 years of lab science (MassCore)
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Implications for curriculum and instructionShifts in revised standards Shift in curriculum &
instruction
Organized around core explanatory ideas
The goal of teaching needs to shift from facts and concepts to explaining phenomena
Central role for science and engineering practices
Inquiry- and design-based learning is not a separate activity; all STE learning should involve engaging in practices to build and use knowledge
Coherence: ideas and practices build across time and between disciplines
Teaching involves building a coherent storyline across time
Adapted from: Brian Reiser, Northwestern University, 2013
Instructional shifts in STE
Relevance: Using knowledge and skills to analyze and explain natural phenomena and designed systems
Rigor: Purposeful engagement with practices and concepts
Coherence: Building a coherent storyline over time toward more sophisticated scientific and technical models
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Additional resources Crosswalk
www.doe.mass.edu/stem/resources/Crosswalk-current.xlsx
STE MCUs (forthcoming) and rubric www.doe.mass.edu/candi/model/download_form.aspx www.doe.mass.edu/candi/model/rubrics/STE.docx
Characteristics of an STE Classroom www.doe.mass.edu/STEM/Standards-BasedClassroom.
docx
In the chat box … Are there other resources that have been valuable to support math and ELA in your school or district?
A multi-stage (multi-year) process
Pu
blic D
raft
State Revision ProcessMA STE Review Panel & NGSS Advisory Group
www.doe.mass.edu/stem/review.html
2009 2010 2011 2012 2013 2014 2015-16
www.nextgenscience.org
www7.nationalacademies.org/bose/Standards_Framework_Homepage.html
Adoption
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Next stepsDate ESE action District action
Public draft through 2014-2015
• STEM pathways; implications for upper-level HS courses
• Edits based on input• Post model curriculum units
• Develop Framework resources
Optional• Revise curriculum & instruction
• Use to inform educator goals, district determined measures
Move to official public comment and adoption process 2015-16
Multi-year implementation& transition period
• Provide support for transition
• Adjust MCAS
Transition curriculum and instruction to revised standards
www.doe.mass.edu/boe/docs/2013-10/item2.html
Massachusetts Department of Elementary and Secondary Education
STE state assessment Once revised STE standards adopted, will
take ~2-3 years to revise MCAS No change in MCAS structure anticipated
at this time Continue to test at grades 5 & 8, HS end-of-
course BUT…as with math and ELA, need to
consider how to measure CCR Looking into performance assessments
formats and options Through RTTT grant PARCC item types
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Staying up to date/FAQ
www.doe.mass.edu/stem/review.html
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Possible district strategies Begin the transition in full Pick a component to work on
Science and engineering practices Middle school DDM focus Easiest gains Biggest challenges
Develop a transition plan Make no changes/take no action until
adoption
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Open discussion Microphones are now un-muted to ask
questions and discuss
Please mute when not talking Un-mute to contribute
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Review key messages As possible, attend to science sooner
rather than later Use extra time to your advantage Do not forget technology/engineering ESE encouraging action for all grades except
9th or 10th grade “MCAS” courses that determine CD
Do what you can and/or what is most important (connect to DDMs)
Build on math and ELA initiatives Involve science staff Collaborate across schools and districts
Related ESE Policies
Massachusetts Department of Elementary and Secondary Education
John and Abigail Adams ScholarshipBeginning with the class of 2016, students must: score Advanced on one of the three assessment
tests (ELA, Mathematics, or STE); AND score Proficient or higher on the other two; AND have combined scores from the three tests that
place them in the top 25 percent of students in the graduating class in their district.
www.doe.mass.edu/mcas/adams.html
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Massachusetts Department of Elementary and Secondary Education
Alignment to HEI admissions ESE MassCore: “3 units lab-based science”
Which can include any technology/engineering course taken for science credit
www.doe.mass.edu/ccr/masscore/
DHE Admissions Requirements: “3 sciences (including 2 with laboratory work)” Which can include any technology/engineering
course taken for science credit Starting fall 2017: All 3 must be with laboratory
work www.mass.edu/forstudents/admissions/admissions
standards.asp
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MSBA science lab specs (MS-HS)
www.massschoolbuildings.org/programs/science_lab/guidelines
Thank you!
Questions, Comments, or Requests:
www.doe.mass.edu/stem/review.html
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