Up-Date on Science and

SSFebruary 2015

Faculty Meeting

Same 5 NYS Social Studies Learning Standards

• Standard 1: History of the United States and New York

• Standard 2: World History 

• Standard 3: Geography

• Standard 4: Economics

• Standard 5: Civics, Citizenship, and Government

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Course of Study Remains Same

3EngageNY.org

Grade Course of Study

Kindergarten Self and Others

Grade 1 My Family and Other Families, Now and Long Ago

Grade 2 My Community and Other Communities

Grade 3 Communities around the World

Grade 4 Local History and Local Government

Grade 5 The Western Hemisphere

Grade 6 The Eastern Hemisphere

Grade 7 United States and New York History – I

Grade 8 United States and New York History – II

Grade 9 Global History and Geography – I

Grade 10 Global History and Geography – II

Grade 11 United States History and Government

Grade 12 Participation in GovernmentEconomics and Economic Decision Making

Test Development Timeline

• Spring 2015 Training of item writers

• Spring 2016 Piloting of new items

• Spring 2017 Full-scale field testing of items

• June 2018 Global History & Geography II first administration

• June 2019 US History & Government first administration

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Note: the above timeline was presented to the Board of Regents for approval on September 15

Social Studies Test Development

• NYS K-12 Social Studies Framework was approved by the Board of Regents in April 2014

• The Field Guide, which will help educators develop local curriculum in alignment with the Framework, was recently released – it includes a sample unit on Reconstruction that is appropriate for 7th or 8th gr.

• NYS Social Studies Resource Toolkit Project is developing resources for classroom use and for professional development

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Social Studies Test Development

• The Framework divides Global History & Geography coursework into two units

Global History & Geography I (Grade 9: Paleolithic era-1750)

Global History & Geography II (Grade 10: 1750-present)

• It was recommended to the BOR that the new Regents Exam in Global History & Geography measure student knowledge and skills in the second course only. Staff will proceed with drafting regulations for the Board.

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A Program that Supports Teaching, Learning and Assessment

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A new paradigm for social studies

• In content-rich subjects, traditionally it has been facts first, thinking later

…and it hasn’t worked.

* * * * *• The C3 Inquiry Arc highlights thinking with a

purpose

…answering a compelling question

Slide from: http://scdn.wsboces.org/ToolkitSGGrantslides.pptx

The heart of the C3 framework--The Inquiry Arc

• Dimension 1: Developing Questions and Planning Inquiries

• Dimension 2: Applying Disciplinary Concepts and Tools (Civics, Economics, Geography, and History)

• Dimension 3: Evaluating Sources and Using Evidence

• Dimension 4: Communicating Conclusions and Taking Action

Slide from: http://scdn.wsboces.org/ToolkitSGGrantslides.pptx

Instructional Shift #1:Focus on Conceptual Understanding

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Transfer and Connections

Facts

Breadth of Topics Depth within Topics

From

Recall

Concepts and Content Knowledge

To 

 

 

 

 

 

????

????

????

Instructional Shift #2:Foster Student Inquiry, Collaboration, and Informed

Action

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From To

Teacher as Disseminator

Students Learn Facts from Textbook

Students Retell Interpretations

Students Investigate the Social Sciences Using

Multiple Sources

Teacher as Facilitator of Investigation

Students Construct Interpretations and

Communicate Conclusions

????

????

????

Instructional Shift #3: Integrate Content and Skills Purposefully

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FROM A Social Studies Classroom Where…

TO A Social Studies Classroom Where…

Students experience an additional nonfiction reading class or

textbook focused instruction

Students learn to read, discuss, and write like social scientists

Students develop literacy skills and social studies practices

separately

Students develop disciplinary literacy skills and social science

practices in tandem

Students learn content knowledgeStudents integrate and apply concepts, skills, and content

knowledge

????

????

????

NYS K-12 Social Studies Resource Toolkit

• Collaborative project with SUNY Binghamton • Resource Toolkit to equip teachers and

districts to design curriculum and instruction• Each grade level: 1 annotated inquiry• Each grade level: 5 “blueprints” (summary of 5 more compelling question inquiries)

Not modules

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Toolkit inquiries

By summer 2015, writers will produce:

• 14 annotated inquiries (1 per grade level K-11; 2 at grade 12)

• 70 abridged inquiries (5 per grade level K-11; 10 at grade 12)

All will be available on-line through EngageNY

Slide from: http://scdn.wsboces.org/ToolkitSGGrantslides.pptx

Next Steps…

1. Review the framework

2. Now that field guide is published attend workshops, have SS teachers read deeply

3. Review sample Inquiry lesson to get “feel” for SS Inquiry

4. Remember that this year’s (2014-15) seventh grade students will be the first to take the new Global History and Geography Regents

5. Don’t forget about K-6

6. Think about your two year program for Global, will be required.

Global History & Geography I (Grade 9: Paleolithic era-1750) Global History & Geography II (Grade 10: 1750-present)

7. Use the new AP US History exams to help get a picture of future Regents exams

Science

• In September 2011, New York State volunteered to serve and was selected by Achieve as a Lead State Partner in the development of the Next Generation Science Standards (NGSS)

• These standards were finalized in April 2013

• Multiple times NYSED asked for feedback and provided surveys from stakeholders across the state

• The overall conclusion from this feedback when considering NGSS and NY’s current Science Standards was that both sets of standards have strengths and weaknesses

Science Strategic Plan Approved

• Recently the state has approved a strategic plan:

• the plan is intended as a blueprint to guide the planning and implementation necessary to support newly adopted P-12 science learning standards and assist science education stakeholders at the state, regional, and local levels as they implement science learning standards.

Mission of Strategic Plan

• Create a Statewide learning community to enhance science education and improve student achievement of the New York State science learning standards leading to career and college readiness and a scientifically literate population capable of addressing the needs of society, participating in a global economy, and sustaining the physical and living environment.

Vision of Strategic Plan

• Ensure the teaching and learning of science for all P-12 students by providing equitable access to exemplary teachers, science curriculum programming, instructional practices, and standards-based assessments that are reflective of research and best practices, along with quality resources and support from stakeholders at large.

6 Critical Components of Strategic Plan

• Standards • Curriculum• Professional Development to Enhance Instruction• Assessment• Materials and Resource Support • Administrative and Community Support

New Science Standards

Winter 2015 Determine core science content, conceptual understandings, and practices

required of all students. Benchmark student expectations. Determine architecture of standards document.

Spring 2015 Write draft standards.

Summer 2015 Post draft standards for stakeholder review and comment.

Fall 2015 Revise standards, based on review and comment.

Winter 2016 Propose science learning standards for Board of Regents’ adoption.