Science Academic Content Standards and Standards-Based Education

Calls for the State Board of Education to Adopt clear academic content standards for science by 2002; Develop assessments for grades 3-10 based on standards; and Develop model curricula aligned to the standards for preK-12. Amended Substitute Senate Bill 1

Standards-Based Education Has a fixed point of reference Has a system for communicating expectations Guides instruction at the classroom level Focuses instruction on student learning Delineates what matters

What is in the Science Standards document?  Adoption information  Introduction  Standards  Benchmarks and Indicators sorted by standard  Benchmarks and Indicators sorted by grade level  Alignment of Benchmarks and Indicators  Instruction and commentary  Glossary of Terms  Resources

Standards Framework Overarching goals and themes What all students should know and be able to do at each grade level What all students should know and be able to do

Academic Content Standards The Standard statement: Describes in broad terms what students should know and be able to do as a result of the K-12 program. Provides an overarching goal, theme or statement about the content area.

Benchmarks Measure student progress toward meeting Standards Serve as a checkpoint of cumulative knowledge and skills over a grade span Vary depending on content area Are assessed on achievement tests

Indicators Are specific statements of knowledge and skills at each grade level Serve as checkpoints that monitor progress toward benchmarks

Science Scope and Sequence K Earth and Space Life Physical Science and Technology Scientific Inquiry Scientific Ways of Knowing                                  

Standards-Based Education Elements What students know and are able to do is clearly defined before an instructional unit begins. Lesson plans focus on what is to be learned rather than what is to be taught. Instructional strategies must provide opportunities for students to learn expectations outlined in the Standards.

Standards-Based Education Elements Instruction and assessment are adapted to accommodate students with special needs or alternative learning styles. Curricular materials need to address standards Many stakeholders share responsibility for standards-based education.

Modified from Northern Colorado BOCEES SBE Design Team Standards-Based Education Elements

Aligning to the Standards  Are classroom instruction and assessments aligned with the Standards?  What should be considered when developing classroom instruction and assessment?  Will classroom assessments provide high quality, useful diagnostic information?  How can teachers and students measure learning and progress toward the Standards?

Aligning to the Standards Click on the following links to learn more about: The Learning Cycle and Classroom Inquiry Standards-based Science Instruction Standards-based Science Assessment Teacher Tools for Reflecting on Teaching Science Student Tools for Reflecting on Learning Science