Welcome to…

OS Science CouncilOctober 29, 2015

Today’s Agenda

• New Science Standards! (we’re pretty sure this time)

• Why it doesn’ help to fret about your M-Step results

• Strategizing for the MiSciStnds with OSST• What’s New and Cool?– NGSx– 5 Tools– Curriculum Under Development

New Science Standards!

Michigan Science Standards Draft Guidance Support…

Let’s Look Under the Hood – by carefully reading the NRC Framework

Michigan Science Standards Draft Guidance Support…

GLCE NGSS

P.EN.03.21 Demonstrate that light travels in a straight path and that shadows are made by placing an object in a path of light.

P.EN.03.22 Observe what happens to light when it travels from air to water.

1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

MS-PS4.2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

How will explain the difference between our current content expectations and the performance expectations of the NGSS?

Speculative Timeline from MDEwww.michigan.gov/science

Vague-ish

M-STEP

• The Ghost of MEAP!• A New Bar with a new

(old) bar setting method.

Oakland Science Strategy Team

What’s New and Cool

• NGSx• 5 Tools• M-Star• Talk Science (again)

• Other…

Welcome to…

OS Science CouncilOctober 29, 2015

Oakland County Science CouncilDecember 10, 2016

Why El Nino is a Bummer… new snowboard languishes in the corner!

AGENDA

• Overview & Announcements• Communicating about the NGSS• Assessment and the NGSS• NGSx• Instructional Implications

Communicating About the NGSS

1. Please review the message on our website and that from our recent list serve statement.

2. What clarification is needed?3. What communication challenges exist in your

world?

Assessing the NGSS

• A jarring implication if there is to be a 2018-19 state assessment. (doesn’t seem likely, right?)_

• How is your district responding to the MDE FAQ on the transition timeline?

Best’s Best BetWe aren’t looking at full M-Step on the new standards in 18-19. We are probably looking at next year (16-17) having items from the existing pool of items being cross-walked through the new standards for content alignment, with non-aligned items being thrown out.

Maybe, 17-18 starts with field testing of some new items that focus on practices and cross-cutting concepts, but that is likely two years of such testing before we end up with items in the full assessment, putting us, optimistically, at 19-20 for the first full implementation.

And, we know that policy can impact this rather significantly with legislation, funding, etc. considerations, as we saw with M-Step, so this is probably the earliest timeline we are looking at… We are starting discussions with our assessment office about some of the details of this and will probably have a much more solid roadmap of this in some detail in the next couple months.

Assessing the NGSS

A Promising Development!:The Science Assessment Item Collaborativehttp://www.csai-online.org/spotlight/science-assessment-item-collaborative

• Framework, Item Specifications, Prototypes• Aspires to measure 3D Learning using Item Clusters• Could this be a model for district common assessments?

Assessing the NGSS

Oakland Science Assessment Consortium!:New performance assessments under development

• They will be posted on OS Science Webpage

NGSx on the Way!• Immersion PD-model• Instructional model promoted:

Phenomena driven, model based argumentation

• Models are used to predict and explain phenomena, example: biggest sucker – Unit 1, Step 11

• Focus on supporting productive academic talk, example: talk science primer

• 5 trained Oakland Facilitators• OS will provide two 5-day summer

workshops with 2016 follow up event.

Science Teaching and Learning• Read the Classroom Scenario A

• Individually highlight your assigned lesson(s)– What is the teacher doing? (highlight in

yellow)– What are students doing? (highlight in

pink)– What is the science in this lesson?

(underline)

• As a group, chart what you highlighted for your assigned lesson(s)

• Gallery Walk– How would you describe this classroom?

• Individual Reflection– How would you describe this classroom?

Teacher A Students Science

Lesson ______

Science Teaching and Learning• Read the Classroom Scenario B

• Individually highlight your assigned lesson(s)– What is the teacher doing? (highlight in

yellow)– What are students doing? (highlight in

pink)– What is the science in this lesson?

(underline)

• As a group, chart what you highlighted for your assigned lesson(s)

• Gallery Walk– How would you describe this classroom?

• Individual Reflection– How would you describe this classroom?

Teacher B Students Science

Lesson ______