Revised draft ma science technology engineering standards www doe mass edu stem review html
This presentation is the property of its rightful owner.
Sponsored Links
1 / 41

Revised Draft MA Science & Technology/ Engineering Standards doe.mass/stem/review.html PowerPoint PPT Presentation


  • 87 Views
  • Uploaded on
  • Presentation posted in: General

Revised Draft MA Science & Technology/ Engineering Standards www.doe.mass.edu/stem/review.html. Webinar for Administrators March, 2014. Session goals. Consider impact of science in school & district accountability Overview key “shifts” in draft revised STE standards

Download Presentation

Revised Draft MA Science & Technology/ Engineering Standards doe.mass/stem/review.html

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


Revised draft ma science technology engineering standards www doe mass edu stem review html

Revised Draft MAScience & Technology/ Engineering Standardswww.doe.mass.edu/stem/review.html

Webinar for Administrators

March, 2014


Session goals

Session goals

  • Consider impact of science in school & district accountability

  • Overview key “shifts” in draft revised STE standards

  • Discuss resources and strategies for implementation


Virtual introductions

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


Science is

“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 …


Ste in ppi accountability

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


Science in accountability

Science in accountability

Massachusetts Department of Elementary and Secondary Education


Science in accountability1

Science in accountability

Massachusetts Department of Elementary and Secondary Education


Science in accountability2

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


In the chat box

In the chat box…

  • In general, how does science performance compare to math and ELA performance in your school or district?


Ste standards

STE Standards

Current and Revised (for 2015-16)


Structure focus of current ste standards 2001 06

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


Why revise

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


College career readiness

College & Career Readiness

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 readiness1

College & Career Readiness

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.


Science engineering practices

Science & engineering practices

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information


Outcomes of integrating practices content

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)


What an ste standard looks like

What an STE standard looks like

  • Articulates expected performance/demonstration

  • Does not limit curriculum and instruction to the included practice


Compare standards

Compare standards

2001: 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 Science

5-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.]


Compare standards1

Compare standards

2001: 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/Engineering

7.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.*


In chat box

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

Crosswalks


Coherent progressions of l earning

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)


Ma strand maps

MA strand maps

Arrows highlight conceptual connections (needed for learning);

not curricular connections


Prek 8 grade by grade standards

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


High school no change in structure

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)


Implications for curriculum and instruction

Implications for curriculum and instruction

Adapted from: Brian Reiser, Northwestern University, 2013


Instructional shifts in ste

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


Additional resources

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

A multi-stage (multi-year) process

200920102011201220132014 2015-16

State Revision Process

MA STE Review Panel & NGSS Advisory Group

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

Public Draft

www7.nationalacademies.org/bose/Standards_Framework_Homepage.html

Adoption

www.nextgenscience.org


Next steps

Next steps


Ste state assessment

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

Massachusetts Department of Elementary and Secondary Education


Staying up to date faq

Staying up to date/FAQ

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


Possible district strategies

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


Open discussion

Open discussion

  • Microphones are now un-muted to ask questions and discuss

  • Please mute when not talking

  • Un-mute to contribute


Review key messages

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

Related ESE Policies


John and abigail adams scholarship

John and Abigail Adams Scholarship

Beginning 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

Massachusetts Department of Elementary and Secondary Education


Alignment to hei admissions

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/admissionsstandards.asp

Massachusetts Department of Elementary and Secondary Education


Msba science lab specs ms hs

MSBA science lab specs (MS-HS)

www.massschoolbuildings.org/programs/science_lab/guidelines


Thank you

Thank you!

Questions, Comments, or Requests:

[email protected]

[email protected]

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


  • Login