Revised Draft MA Science & Technology/ Engineering Standards Launch Event November 16, 2013

Our goals  Familiarity with the revised standards and discuss implications.  Recognize the interdependencies of each grade-level and between disciplines  Encourage collaboration among science and technology/engineering teachers

Shifts in the draft STE standards  Preparation for post-secondary success  Coherent progressions of learning (practices and concepts)  Integration of practices with concepts  PreK-8 integrated, grade-by-grade standards 3

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. College & Career Readiness 4

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 5

Science & Tech/Eng

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) 7

Integration of practices & content  Importance of opportunities to engage in practices in authentic contexts  Increased mastery of sophisticated subject matter  Increased interest in STEM  America’s Lab Report (NRC, 2005)  Opportunity to Learn Audit: High School Science (Rennie Center, 2008) 8

Integration of practices & content 5-PS3 Energy 5-PS3-1. Use a model to describe that the food animals digest: a. contains energy that was once energy from the sun, and b. provides energy and materials for body repair and growth, motion and body warmth, and reproduction. [Clarification Statement: Examples of models could include diagrams and flow charts.] [Assessment Boundary: Details of photosynthesis or respiration are not expected.]  Articulates expected performance/demonstration  Not limited to modeling in curriculum and instruction

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  All 4 disciplines in each grade encourage integrated instruction  Pre-K developed by EEC 10

High school model  Maintain current model of course choices, flexibility for different pathways  Ensure all options lead to student development of science & engineering practices by end of 3 years of lab science (MassCore)  Continuing to work on the HS model with DHE and others 11

Based on NGSS  MA participated as a Lead State in NGSS development (26 states total)  Significant and ongoing input from state  Core ideas, practices, and coding system in MA draft are consistent with NGSS  Specific wording & HS model differ

Next steps for MA standards  Public draft through  Use for planning; PD, curriculum  Try out standards in curriculum & instruction  Use to inform educator goals, district determined measures  Move to official public comment and adoption process  Add additional Framework materials  Multi-year implementation/transition period (including MCAS) after adoption

Implications for teaching Shifts in revised standardsShift in curriculum & instruction Organized around core explanatory ideas The goal of teaching needs to shift from facts to explaining phenomena Central role for science and engineering practices Inquiry- and design-based teaching is not a separate activity; all STE learning should involve engaging in practices to build and use knowledge Coherence: ideas and practices build across time and between disciplines Teaching involves building a coherent storyline across time Source: Brian Reiser, Northwestern University, 2013

Access the standards once posted: Questions, Comments, Suggestions on the standards after today: 15

Breakout Sessions  Session A: Heterogeneous groups  Focus on interdisciplinary connections PreK-5  Foundations for middle and high school  Session B: Homogenous groups  Look at your grade span/discipline  Breakout rooms indicated on name tag  Each group records key discussion points  Summary of discussions will be sent to you

Thank you! We look forward to working together on revised science & technology/engineering standards! MAST MassTEC MSELA ESE 17