Connecticut state department of education l.jpg
This presentation is the property of its rightful owner.
Sponsored Links
1 / 10

Connecticut State Department of Education PowerPoint PPT Presentation


Connecticut State Department of Education. PATHWAYS TO THE CORE SCIENCE CURRICULUM FRAMEWORK Implications for Curriculum, Instruction and Assessment. Presentation Goals. To explore the new SCIENCE FRAMEWORK and its implications for curriculum development, instruction, and assessments

Related searches for Connecticut State Department of Education

Download Presentation

Connecticut State Department of Education

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Connecticut state department of education l.jpg

Connecticut State Department of Education

PATHWAYS TO THE

CORE SCIENCE CURRICULUM FRAMEWORK

Implications for Curriculum, Instruction and Assessment


Presentation goals l.jpg

Presentation Goals

  • To explore the new SCIENCE FRAMEWORK and its implications for curriculum development, instruction, and assessments

  • To equip workshop participants with knowledge & tools to act as “science revitalizers” within their districts


Science education goals supported by the new state framework l.jpg

SCIENCE EDUCATION GOALSSupported By The New State Framework

An Invitation for Students and Teachers to Explore Science

and Its Role in Society

  • Science literacy for ALL; solid foundation & motivation for advanced study for MORE!

  • Science learning in a context of real world issues and technologies

  • Science learning that is interesting & relevant to students

  • Science learning that is an active and thoughtful exploration of questions and problems

    www.state.ct.us/sde


Why do we need to be science literate l.jpg

WHY DO WE NEED TO BE SCIENCE LITERATE?

Every day, our lives are impacted by science-related issues, such as…

  • Stem cell research

  • Low-carb diets

  • Hybrid vehicles

  • Tsunamis and earthquakes

  • Genetically-engineered crops

  • Global climate change


Connections that support learning l.jpg

CONNECTIONS THAT SUPPORT LEARNING

District: Professional Growth Plan & PD

State: CCT & BEST

INSTRUCTION

STANDARDS:

What Students

Should

Know

CURRICULUM

ASSESSMENT

District Scope & Sequence

State Framework

District Summative & Classroom Formative Assessments

State Summative CMT & CAPT


How are framework learning goals organized l.jpg

How Are Framework Learning Goals Organized?

PreK-2:

  • Development of wonder about the natural world and the ability to apply basic process skills

    Grades 3-5:

  • Development of basic descriptionsof natural phenomena and the ability to perform simple explorations

    Grades 6-8:

  • Development of basic explanations for natural phenomena, and the ability to apply experimental procedures to acquire new knowledge

    Grades 9-10:

  • Development of interest in global issues and the ability to collect, analyze and use data to explore and explain related science concepts


Flexibility for districts l.jpg

FLEXIBILITY FOR DISTRICTS?

  • K-5:

    • Developmentally appropriate concepts can be moved; what criteria?

      • Connections among concepts;

      • Coverage by the testing year.

  • 6-8:

    • Integrated courses can be rearranged;

    • Single discipline courses can be configured. (e.g., 6.2 + 7.2 + 7.4 + 8.2 = middle school life science course)

    • Expected Performances 1 through 30 will be assessed on the Grade 8 Science CMT in spring 2008

  • 9-10:

    • 3 strands of physical science + 2 strands of biology;

    • Can be reconfigured to build different course contents.

    • Expected Performances 1 through 45, plus DINQ 1-10 will be assessed on the Gr. 10 CAPT in spring 2007


What about the new science cmt capt l.jpg

WhatAbout The New Science CMT & CAPT?

  • New Science CMT (CMT4) will be given in Spring 2008; CAPT Generation 3 in 2007;

  • Only Grade 5 and Grade 8 will be tested by a Science CMT; not included in AYP calculation;

  • ’04-’05 2nd and 5th graders will be the first cohort to be tested; ’04-’05 8th graders first to take CAPT Gen 3;

  • What will be tested? The science understandings and reasoning skills described in the framework;

  • How will it be tested? Multiple choice, written response, follow-up questions to curriculum embedded performance tasks.


Proposed model for curriculum embedded performance tasks l.jpg

Proposed Model for Curriculum-Embedded Performance Tasks

  • an SDE-developed performance task related to ONE content standard in each grade, 3 thru 8;

  • An SDE-developed performance task related to each of the 5 HS strands;

    • Task description (& materials?) for Gr. 3-8; task description (no materials) for Gr. 9-10.

    • Follow-up questions on CMT/CAPT related to reasoning skills applicable to task;

    • NO TASK ADMINISTERED ON TEST DAY.

  • Improves upon CAPT lab model used since 1994:

    • Related to a curriculum unit

    • Teacher chooses when to do the task

    • Teacher uses task as a “formative assessment”

    • Task can be used as a model for developing other inquiries


Need more info l.jpg

Need More Info?

www.state.ct.us/sde

Follow links to “Curriculum” & “Science”

SDE SCIENCE CURRICULUM CONTACTS:

High School Science Education

Dr. Michal Lomask

860-713-6815

[email protected]

K-8 Science Education:

Liz Buttner

860-713-6849

[email protected]


  • Login