1. College and Career Readiness in Science and Technology/Engineering STE Readiness Centers October 2013

2. Introductions  Name  Organization  Role  Many of us are here because of an interest in preparing students for STEM; we are not, however, here to talk about the STEM pipeline directly 2

3. Purpose: To bring together PreK-12, higher education, and business/industry representatives to discuss and help us to further define what it means for our students to be college and career ready (CCR) in science and technology/engineering This means: a.Support or refinement of broad CCR language for STE b.Support or refinement of HS implications: What specific practices and/or content are necessary for CCR and success? 3

4. Vision for revised standards: Scientific & Technological Literacy The overarching goal of our framework for K-12 science education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; [and] are able to continue to learn about science outside school. (NRC Framework, p.1, emphasis added)

5. Massachusetts students who are college and career ready will demonstrate the knowledge, skills and abilities that are necessary to successfully complete entry-level, credit-bearing college courses, participate in certificate or workplace training programs, and enter economically viable career pathways. (MA ESE & DHE, 2/26/13, emphasis added) www.doe.mass.edu/boe/docs/2013-02/item1.html Vision for revised standards: College & Career Readiness (CCR)

6. 6 Insert definition for STE Note these skills

7. DRAFT CCR Language for SCIENCE AND ENGINEERING Essential Competencies Learning 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 and career ready students in Science and Technology/Engineering will be academically 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. 7

8. CCR for STE Claim Practices are essential to college and career readiness in science and technology/engineering 8

9. Evidence  Practices are essential  ACT (2011)  College Board (2001); AP redesign  Conley (2005)  Not an agreed-upon set of HS science content  Depth over breadth, independent of subject (Tai et al, 2005, 2006)  Importance of mathematics (Sadler & Tai, 2007)  All agree practices devoid of content is not appropriate! 9

10. A Multi-Stage (multi-year) Process MA Adoption State Revision Process MA STE Review Panel & NGSS Advisory Group www.doe.mass.edu/omste/review.html 20092010201120122013 www.nextgenscience.org www7.nationalacademies.org/bose/Stan dards_Framework_Homepage.html

11. Integration of Practices & Concepts  Science and engineering practices will be strategically integrated with disciplinary core ideas  Careful attention given to how a practice contributes to conceptual understanding and vice versa  Attention to the distribution of practices across standards  Framework will include full list of practices and emphasize that students should continue to engage in full inquiry and design processes when appropriate 11

12. Science and Engineering Practices NRC Framework, 2012; NGSS, April 2013  Asking Questions and Defining Problems  Developing and Using Models  Planning and Carrying Out Investigations  Analyzing and Interpreting Data  Using Mathematics and Computational Thinking  Constructing Explanations and Designing Solutions  Engaging in Argument from Evidence  Obtaining, Evaluating, and Communicating Information 12

13. Science and Engineering Practices Matrix 13

14. STE Content Matrix 14

15. CCR for STE (the plan)  To integrate the set of science and engineering practices into each STE introductory high school course  Assumes:  no matter which course a student takes, they will achieve the practices  will be reinforced in subsequent courses  MassCore recommends 3 lab-based courses 15

16. Focus question #1 (Think-Pair-Share) Do you agree with the focus on science and engineering practices to define CCR in STE?  Why or why not?  Suggestions based on evidence? 16

17. Focus question #2 (Think-Pair-Share) Under this plan, the assumption is that the particular course (discipline) a student takes is not critical. Do you agree with this assumption?  Why or why not?  Suggestions based on evidence? 17

18. Academic Requirements for CCR  MA current standards suggest options for students and districts  Most MA districts require 3 years, but what constitutes those courses varies widely  NGSS suggests a defined set of HS standards, taking 3 years to learn 18

19. DRAFT CCR language for SCIENCE AND ENGINEERING Essential Competencies Learning 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 and career ready students in Science and Technology/Engineering will be academically 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. 19

20. Focus question #3 (Think-Pair-Share) Does the draft definition reflect the claim made about CCR for STE?  Any suggested changes or edits?  Any evidence for changes? 20

21. Any additional comments? 21

22. Send questions or comments to: mathsciencetech@doe.mass.edu Jake Foster jfoster@doe.mass.edu 781-338-3510 Joyce Bowen jbowen@doe.mass.edu 781-338-3540 22