1. STANDARDS & CURRENT EDUCATIONAL INITIATIVES

2. Outline of Presentation
1) Importance of Standards
2) Pros and Cons of Standards
3) Some current efforts impacting standards in the U. S.
a) Framework for K-12 Science Standards
Common Core State Standards
Standards of Mathematical Practice
Capacities of a Literate Individual
Argumentative writing
Explanatory Writing
Content Literacy
STEM
National Assessment of Educational Progress (NAEP)

3. Importance of Standards in U. S.
In a recent survey of policy makers, standards were acknowledged as the central framework guiding state education policy.*
A standard is a written statement or statements about what is valued that can be used for making a judgment of quality.

4. Why are Standards Important?*
Standards are guideposts for schools. Teachers, parents and students use them as a tool to focus on what students are expected to learn in each grade and each subject.
These standards become the basis for the way teachers are trained, what they teach and what is on state standardized tests that students take.
For example, a first-grade math standard may state that by the end of first grade students are expected to count by 2s, 5s and 10s to 100.
*GreatSchools, Inc. <

5. The Pros of Having Standards*
National standards would raise the level of expectations for all.
National standards would assure that all American students meet international levels of achievement.
National standards would make it easier for students to adjust to a new school when they move from one state to another. *

6. The Cons of Having Standards*
Education has traditionally been a right of the states. The United States has a long history of "local control" of schools that would be hard to change.
National standards would create a one-size-fits-all framework. The needs within each state are different. National standards would not take into account the cultural and geographical diversity of our country.
National standards would discourage innovation and creativity in the classroom. *

7. Types of Standards ➽Content Standards: ➽Performance Standards:
Subject–matter descriptions of what students should know and be able to do.
➽Performance Standards:
Concrete examples and explicit definitions of what students have to know and be able to do to demonstrate proficiency in the skills and knowledge outlined by the content standards (more like passing scores on a test).

8. Three Essential Ingredients in the Educational Process
(Standards)
Content
Assessment
Curriculum

9. Evolution of Educational Standards in the U. S.
Technological Literacy for All Americans: A Rationale and Structure for the Study of Technology (ITEA/ITEEA, 1996)(Revised in 2006 as Technological Literacy for All: A Rationale and Structure for the Study of Technology).
Standards for Technological Literacy: Content for the Study of Technology (ITEA/ITEEA, 2000, 2002, 2007)
Advancing Excellence in Technological Literacy (ITEA/ITEEA, 2003)
Addenda to STL and AETL:
Measuring Progress: Assessing Students in Technological Literacy (ITEA/ITEEA, 2004).
Realizing Excellence: Structuring Technology Programs (ITEA/ITEEA, 2005).
Planning Learning: Developing Technology Curricular (ITEA/ITEEA, 2005).
Developing Professionals: Preparing Technology Professionals (ITEA/ITEEA, 2005).

10. Addenda Documents Measuring Progress:Student Assessment
Realizing Excellence:Program Development
Developing Professionals: Preservice&Inservice
ITEA has developed a series of four addenda documents to the standards (STL/AETL). All of the addenda detail the planning process involved in moving towards standards-based programs as well as suggesting specific actions educators can take to achieve technological literacy in the laboratory or classroom. These addenda are meant to compliment the four sets of (STL/AETL) standards and provide suggestions and guidelines for using the standards to develop curricula, develop professional teachers, grow programs, and measure the effectiveness of those programs.
Planning Learning: Curriculum

11. THE BIG PICTURE STL AETL & DevelopingProfessionals
AETL & Measuring Progress
STL
As you have seen, the “target” of all four addenda is student learning. The addenda documents highlight student assessment (Measuring Progress), for program improvement we turn to (Realizing Excellence), for professional development (Developing Professionals) provides guidance, and finally, for curriculum development we turn to (Planning Learning).
While all of the addenda documents are uniquely specific to the aspect of programs being addressed, there are several characteristics that they share. The common functions of the addenda documents are to provide practical suggestions to help educators achieve standards-based programs. The common context of the addenda documents is that educators must look beyond individual classrooms and other program components to arrive at a consensus about the program rather than working in isolation.
Essentially, The four addenda attempt to answer 5 Simple questions:
1. Where are we now?
2. Where do we want to go?
3. How are we going to get there?
4. What knowledge and abilities must educators possess to get there?
5. How will we know when we have arrived?
To learn more about any of these four addenda documents, please…
Thank you so much for your time.
RealizingExcellence
AETL & PlanningLearning

12. Some Current National Efforts Impacting Technology Education in the U
Some Current National Efforts Impacting Technology Education in the U. S.
A Framework for K-12 Science Standards
Common Core State Standards
Standards of Mathematical Practice
Capacities of a Literate Individual
Argumentative writing
Explanatory Writing
Content Literacy
STEM
National Assessment of Educational Progress (“The Nation’s Report Card”)

13. www7.nationalacademies.org/bose
A Framework for K-12 Science Standards:
Practices, Crosscutting Concepts, and Core Ideas
Board on Science Education,
The National Research Council
July, 2011
www7.nationalacademies.org/bose

14. HOW THE FRAMEWORK WAS DEVELOPED:
NRC convened a 18 person committee in to develop a framework
Draft of framework was released in summer of 2010 for first review
Committee revised draft based on input received
Framework went through NRC review process also with more than 20 experts providing detailed comments
Committee revised framework in 2011
Final framework was released in July 2011

15. Dimension 1: Scientific and Engineering Practices
Dimension 2: Crosscutting Concepts That Have Common Application Across Fields
Dimension 3: Core Ideas in Four Disciplinary Areas:
1. Physical Sciences
2. Life Sciences
3. Earth and Space Sciences
4. Engineering, Technology, and the Applications of Science

16. Framework for Standards
The Framework for K-12 Science Standards: Practices, Crosscutting Ideas, and Core Ideas is now being used to develop the next version of the National Science Standards.

17. Scientific & Engineering Practices
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

18. How the Practices Are Integrated into Both Inquiry(S) and Design(E)

19. What Could this mean for T & E

20. Common Core State Standards
National Governors Association Center for Best Practices
and
Council of Chief State School Officers
2010

21. Common Core State Standards (Continued)
Standards for English-language arts and mathematics
Grades K-12
Developed in collaboration with a variety of stakeholders including content experts, states, teachers, school administrators and parents.
The standards establish clear and consistent goals for learning that will prepare America’s children for success in college and work. 
Forty-five states and 3 territories have stated that they will adopt these standards.

22. Standards of Mathematical Practice
Makes sense of problems and perseveres in solving them
Students are given an open-ended problem that they will discuss and develop clearly defined details.
Students will review the constraints and research the information to develop their design solution
Students will develop and present a viable solution to their problem
Students test their solutions based on the criteria and constraints of the problem and make improvements as needed.
Reasons abstractly and quantitatively
Students brainstorm possible solutions without regards to feasibility
Students will explore the possibilities of reasonable proposed solutions
Construct viable arguments and critiques the reasoning of others
Students will utilize a decision matrix to evaluate competing solutions
Students will communicate and defend their solutions using objects, drawings, diagrams, and actions

23. Standards of Mathematical Practice
Models with mathematics
Students will apply prior knowledge to solve the problem
Students will model their solutions using tools such as, diagrams, tables, graphs, flow charts, and appropriate formulas.
Students will make appropriate assumptions and approximations to their problem.
The students model their solutions
Use appropriate tools strategically
Students will use appropriate tools and machines. Rulers, compasses, protractors, pencils, calculators, and other hand tools.
Students will use design software to model their solutions.
Attends to precision
Students use appropriate conventions in communicating solutions.
Students use symbols, units of measure, and labels to accurately communicate solution designs.

24. Standards of Mathematical Practice
 Looks for and makes use of structure
Students will use the Engineering Design Process in developing solutions.
Students will employ the Scientific Method in recognizing patterns and structure in building a knowledge base for solutions.
Looks for and expresses regularity in repeated reasoning
Students will research current and past solutions to similar problems for appropriate reapplication
Students will continually evaluate, test, and make changes to solutions to ensure repeatability and reliability.

25. Capacities for a literate Individual
Introduces claim(s) about a topic or issue acknowledge and distinguishes the claim(s) from alternate or opposing claims, and organizes the reasons and evidence logically.
Supports claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Uses words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Establishes and maintains a formal style.
Provides a concluding statement or section that follows from and supports the argument presented.

26. Argumentative Writing
Create an argument on why your design is the best solution to the problem or why it is not. This argument must be based on logic, facts, and data. A valid argument also provides the facts and data for the opposing argument. Your argument must be well written and make use of the references from your research

27. Explanatory Writing Communicate the Processes and Results.
Explain how your design solves the problem and how it meets the constraints

28. Content Literacy
Content literacy is the ability to read, write, create, interpret and present a range of media, in subjects such as science, social studies and mathematics.
Content literacy is essential for success in both secondary and post-secondary education, where most of what students read will be non-fiction. Fortunately, developing content literacy can draw on students’ authentic interests in the world around them.

29. READING LIKE AN ENGINEER
Engineers read back and forth between text and visual diagrams to develop a deeper meaning
Think critically and visualize about changing information
Look for patterns during reading
Make conjectures to create new ideas
Create questions based on facts
Make predictions based on evidence
Visualize during reading
Use imagery to project concepts

30. STEM Initiatives

31. What is STEM Education?

32. STEM DEFINITIONS
Science is the study of our natural world (National Science Education Standards, National Research Council, 1996).
Technology is the modification of the natural world to meet to human wants and needs. (ITEA, 2000)
Engineering is design under constraint (William Wulf, Past-president of National Academy of Engineering)
Mathematics is the study of any patterns or relationships (AAAS, 1993)

33. STEM: Integrated or Separated?
Integrated STEM: The principles of science and the analysis of mathematics are combined with the design process of technology and engineering in the classroom.
Separated S.T.E.M.: Each subject is taught separately with the hope that the synthesis of disciplinary knowledge will be applied. This may be referred to as STEM being taught as “Silos”

34. TECHNLOGY
Design
ENGINEERING
MATH
SCIENCE

35. Page 1 ?

36. High School STEM Education Goals
All Students
All Courses
Students interested in
science, technology,
engineering, & mathematics.
Offered through specialized
programs, academies,
courses, etc.

37. Two Ways to Incorporate STEM
Transdisciplinary or In Classroom difficult easier One STEM Lesson a Year

38. In Classroom Much Easier
Present content through the context of a real world issue
Shows the application of all practice standards (Math, STEM, ELA)
Not teaching Digital Electronics
Allow students to work collaboratively to find a solution through the development of their own content knowledge
Uses the 5 E Lesson Plan
Allows students to communicate results and receive feedback from mentors and peers
Authentic Learning Experience
The students should seek out subject matter experts
In other words it is UDL
Student centered experience
Shows possible career pathways

39. Trans Disciplinary More Difficult
Develop lesson seeds with other teachers
MRHS NCTAF STEM Team currently does this
Collaborate with the school STEM team
Assessment still requires you to reach content
Studies show that students in this type of learning environment generally perform better on content assessments

40. 2012 NAEP in Technological Literacy
5/13/09
National Assessment of
Educational Progress (NAEP)
(“The Nation’s Report Card”)
2014 Technology and Engineering Literacy Framework

41. NAEP 2014 Technology and Engineering Literacy Framework
What is NAEP?
Evolution and Background
Process of Framework Development
Steering Committee
Planning Committee

42. 2012 NAEP in Technological Literacy
5/13/09
Overall Purposes
Develop the recommended framework and specifications for NAEP Technology and Engineering Literacy Assessment in the U. S.
Recommend grade levels are 4, 8, and 12 for the “probe” assessment The 2014 assessment will be at the 8th grade.
Recommend important background variables associated with student achievement in Technology and Engineering Literacy that should be included in NAEP Assessment.
The assessment will be entirely computer-based.

43. Major Assessment Areas
2012 NAEP in Technological Literacy
5/13/09
Major Assessment Areas
Technology & Society
Design & Systems
Information & Communication Technology (ICT)
Interaction of Technology and Humans
Effects of Technology on the Natural World
Effects of Technology on the World of Information and Knowledge
Ethics, Equity and Responsibility
Nature of Technology
Engineering Design
Systems Thinking
Maintenance and Troubleshooting
Construction and Exchange of Ideas and Solutions
Information Research
Investigation of Problems
Acknowledgement of Ideas and Information
Selection and Use of Digital Tools

44. Teaching to the Test
There is some concern in the U. S. that states and local school districts are using the content in the state and local “high stakes tests” as a basis of curriculum. This is because some states and local school districts want their students to score as high as possible on these tests, so teachers are encouraged to teach their students to learn the content in the test rather than in the standards.

45. Impact of Standards in the U. S.
Developing and using standards to provide the content for what every student should know and be able to do in a subject is a dynamic and changing process.
Standards give us structure.  They give us guidelines and foundations.
Standards provide uniformity across the school curriculum.

46. Impact of Standards in the U. S. (Cont.)
Since its beginning, standards have served as a basis of educational reform across the nation as educators and policy makers respond to the call for a clear definition of desired outcomes of schooling and a way to raise student success in terms of these outcomes.*
*( National Research Council. (2002). Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: National Academy Press)