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:

mathsciencetech@doe.mass.edu

jfoster@doe.mass.edu

www.doe.mass.edu/stem/review.html

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