Todd Clark, Office of Math and Science FL Department of Education April 28, 2008 Okaloosa County Public Schools © 2008, Florida Department of Education
Florida’s Office of Math & Science • Established by Governor Crist in February 2007 • Responsible for implementing K-12 mathematics and science standards and education policies that improve student achievement and prepare students for success • Website: www.fldoestem.org
An Era of Standards • NCTM publishes standards in 1989 (content), 1991 (teaching), 1995 (assessment), and 2000 (revision) • AAAS publishes Science Benchmarks (1993) • NRC publishes NSES (1996) • Florida adopts first set of Sunshine State Standards for Science in 1996 • Grade Level Expectations written in 1999
What is the Role of the Content Standards? • Define the content, knowledge, and abilities that a Florida K-12 science student is expected to have and master at the end of each grade level or course • Provide clear guidance to teachers for Depth of Knowledge and instructional goals • Provide framework for textbooks and other instructional materials • Provide framework for Assessment • Serve as a guide to improve student learning in science
Revision Process • May 2007 – Framers convene • June 2007 through October 2007 – Writers draft science content standards with direction and feedback from framers • October 2007 through January 2008 – Individual, Public, and Committees review drafts • January 2008 – Revisions of drafts based on public review • February 19, 2008 – Standards are approved by the State Board of Education
Modeled From the World’s Leading Science Curriculum – World-Class Content Standards • NAEP Framework • NSES • Massachusetts, Indiana K -8 – standards that were graded “A” • AAAS Benchmark Atlas
What the Researchers said about Our Science Standards “A Mile Wide, An Inch Deep” 1The 2009 NAEP science framework encompasses grades 1-8 2Singapore begins science instruction at grade 3 and continues for a total of six years through lower secondary. 3Finland’s science standards encompass grades 1-9
General Topic Trace Mapping (GTTM) of the A+ TIMSS countries vs. US A+ countries 21 U.S.states including Florida (Schmidt et al. 2005)
General Topic Trace Mapping (GTTM) of the A+ TIMSS countries vs. US (cont.) A+ countries 21 U.S.states including Florida (Schmidt et al. 2005)
What were the framers recommendations for the revisions to the Sunshine State Science Standards? • Refer to the 2009 National Assessment of Educational Progress (NAEP) Science Curriculum Framework to begin building 9-12 Bodies of Knowledge (BOK) based upon science literacy expectations for all graduating seniors. • Construct grade level specific benchmarks for K-8 that support the 9-12 Bodies of Knowledge. • Refer to the General Topic Trace Mappings for the TIMSS A+ countries to analyze standards for coherence once they are completed.
Life Science Physical Science Earth/Space Science Nature of Science Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Kindergarten
1996 Standards Grade Band Strand Benchmark Grade Level Expectation 2008 Standards Body of Knowledge Big Ideas Access Points Benchmark Terms in the 1996 and 2008 Standards
Coding Scheme Kindergarten through Grade 8 Secondary BOK Codes: N = Nature of Science E = Earth/Space Sci. P = Physical Science L = Life Science
Sunshine State Science Standards Benchmark SC.912.E.7.8 Benchmark SC.912.E.5.1 Benchmark SC.912.E.5.3 Benchmark SC.912.E.5.4 Benchmark SC.912.E.5.6 Benchmark SC.912.E.5.7 Benchmark SC.912.E.5.8 Benchmark SC.912.E.5.5 Benchmark SC.912.E.5.2 Benchmark SC.912.E.7.3 Benchmark SC.912.E.6.3 Benchmark SC.912.E.6.1 Benchmark SC.912.E.7.9 Benchmark SC.912.E.7.2 Benchmark SC.912.E.6.2 Benchmark SC.912.E.7.7 Benchmark SC.912.E.7.6 Benchmark SC.912.E.7.5 Benchmark SC.912.E.6.4 Benchmark SC.912.E.6.6 Benchmark SC.912.E.7.4 Benchmark SC.912.E.5.11 Benchmark SC.912.E.5.10 Benchmark SC.912.E.5.9 Benchmark SC.912.E.7.1 Benchmark SC.912.E.6.5 Earth/Space Sci. Body of Knowledge Standard 6: Earth Structures Standard 5: Earth in Space and Time Standard 7: Earth Systems and Patterns
Elementary Big Idea – Grade 4 Big Idea 8: Properties of Matter A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.
Middle Grades Benchmark – Grade 6 SC.6.P.13.3 – Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both.
What are Access Points? • written for students with significant cognitive disabilities to access the general education curriculum • reflect the core intent of the standards with reduced levels of complexity • three levels of complexity include participatory, supported, and independent with the participatory level being the least complex
Access Points Coding Scheme Kindergarten through Grade 8 Secondary In = Independent Level Su = Supported Level Pa = Participatory Level
How is this accomplished? • Fewer topics per grade due to less repetition from year to year • Move from “covering” topics to teaching them in-depth for long term learning • Individual teachers will need to know how to begin each topic at the concrete level, move to the abstract, and connect it to more complex topics
How Do We Connect These? ? Science Understanding, Ability, and Achievement CONTENT STANDARDS
NSES – Science Teaching Standards • TEACHING STANDARD A:Teachers of science plan an inquiry-based science program for their students. In doing this, teachers: • Develop a framework of yearlong and short-term goals for students. • Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students. • Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners. • Work together as colleagues within and across disciplines and grade levels.
NSES – Science Teaching Standards • TEACHING STANDARD B:Teachers of science guide and facilitate learning. In doing this, teachers: • Focus and support inquiries while interacting with students. • Orchestrate discourse among students about scientific ideas. • Challenge students to accept and share responsibility for their own learning. • Recognize and respond to student diversity and encourage all students to participate fully in science learning. • Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
NSES – Science Teaching Standards • TEACHING STANDARD C:Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers • Use multiple methods and systematically gather data about student understanding and ability. • Analyze assessment data to guide teaching. • Guide students in self-assessment. • Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice. • Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public.
NSES – Science Teaching Standards • TEACHING STANDARD D:Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers: • Structure the time available so that students are able to engage in extended investigations. • Create a setting for student work that is flexible and supportive of science inquiry. • Ensure a safe working environment. • Make the available science tools, materials, media, and technological resources accessible to students. • Identify and use resources outsidethe school. • Engage students in designing the learning environment.
NSES – Science Teaching Standards • TEACHING STANDARD E:Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers: • Display and demand respect for the diverse ideas, skills, and experiences of all students. • Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community. • Nurture collaboration among students. • Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse. • Model and emphasize the skills, attitudes, and values of scientific inquiry.
NSES – Science Teaching Standards • TEACHING STANDARD F:Teachers of science actively participate in the ongoing planning and development of the school science program. In doing this, teachers: • Plan and develop the school science program. • Participate in decisions concerning the allocation of time and other resources to the science program. • Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.
Where to Find the 2008 Standards Document and this presentation www.fldoestem.org www.floridastandards.org
Florida’s Office of Math and Science • Todd Clark, Bureau Chief Todd.Clark@fldoe.org • Lance King, Secondary Science Specialist Lance.King@fldoe.org • VieVie Baird, Elementary Science Specialist Vievie.firstname.lastname@example.org