Realigning Curriculum & Instruction for College

Readiness

CONNECT Conference

October 25, 2013

Introductions

Jacob Foster,

MA Elementary & Secondary Education

Assistant Director STEM

Anne Marie Condike

MA Elementary & Secondary Education

Model Curriculum Project Lead

Agenda

Introductions

College & Career Readiness in STEM

Update on Science Draft Standards

Overview of the Model Curriculum Project

Exploration of a Model Curriculum Unit

Questions

Essential Competencies: Learning

Students who are college and career ready in [STEM] will demonstrate the academic knowledge, skills, and practices necessary to enter into and succeed in entry-level, credit-bearing [STEM] courses; certificate or workplace training programs requiring an equivalent level of [STEM]; or a comparable entry-level [STEM] course at the institution.

That lead to “economically viable career paths” (MA ESE & DHE, 2/26/13; www.doe.mass.edu/boe/docs/2013-02/item1.html)

Developed with support of the Department of Higher Education

That also allow for, but may not be a complete preparation for, postsecondary STEM degrees and majors

College & Career Readiness

College & Career Readiness: Math

Solve problems involving the major content with connections to the mathematical practices

Solve problems involving the additional and supporting content with connections to the mathematical practices

Express mathematical reasoning by constructing mathematical arguments and critiques

Solve real world problems, engaging particularly in the modeling practice

College & Career Readiness: Math

Extensive input from K-12, higher education, and career representatives

Examination of remediation assessments in college

Examination of introductory level mathematics courses in college

Data on need for 4th year course to retain mathematics

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: STE

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College & Career Readiness: STE

Extensive input from K-12, higher education, and career representatives

Evidence for practices ACT (2011)

College Board (2001); AP redesign

Conley (2005)

Employer and workplace skill surveys

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)

Very little existence of remediation assessments or non-credit bearing STE courses in college

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Revised Draft MA

Science & Technology/ Engineering Standards

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

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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

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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)

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Coherent progressions PreK-HS

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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.]

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)

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Findings from America’s Lab Report

Typical Lab Practice Content Mastery

No better or worse than other modes of instruction

Scientific Reasoning

Aids development of some aspects

Interest in Science Some evidence of

increased interest

Integrated Dimensions Content Mastery

Increased mastery of subject matter compared to other modes of instruction

Scientific Reasoning Aids development of more

sophisticated aspects

Interest in Science Strong evidence of

increased interest

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 18

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

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Based on NGSS

MA participated as a Lead State in NGSS development (26 states total)

Significant and ongoing input provided by

STE Review Panel

NGSS Advisory Group

Public through surveys & presentations

www.nextgenscience.org

What does MA value in NGSS?

Progressions of DCIs and practices

Integration of concepts and practices in standards

Move to grade-by-grade standards

Inclusion of engineering

Explicit links to math and ELA standards

Conceptual focus

Why adapt NGSS for MA? NGSS MA Adaptation

4 dimensions 2 dimensions

Broadly written; inconsistent interpretation

Balances broad concepts with specificity to inform more consistent interpretation

MS grade span MS grade-by-grade

Engineering design as occasional application of science

Technology/Engineering as a discipline

No CCR definition; all HS courses expected

Define CCR; maintain HS options

A multi-stage (multi-year) process

Public Draft

State Revision Process MA STE Review Panel & NGSS Advisory Group

www.doe.mass.edu/omste/review.html

2009 2010 2011 2012 2013

www.nextgenscience.org

www7.nationalacademies.org/bose/Standards_Framework_Homepage.html

Next steps

Public draft through 2014-15 STEM pathways; implications for HS course

sequences and/or upper-level courses

Clarify practices

Edits based on input

Move to official public comment and adoption process 2015-16

Edits based on input

Develop Framework materials

Multi-year implementation/transition period TBD

Overview of Model Curriculum Project

Overarching Goals of the Model Curriculum Project

Provide model units that illustrate the shifts in the new Common Core State Standards

Provide models for creating units with Curriculum Embedded Performance Assessments in English Language Arts, mathematics, science, and history/social sciences

Promote growth and development of leaders, teachers, and districts through curriculum design aligned to the frameworks

Massachusetts Department of Elementary and Secondary Education

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Model Curriculum Units

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Race to the Top initiative for ESE

100 PK-12 units in ELA/literacy, mathematics, science, and social studies by 2014

Exemplify the shifts in the 2011 Frameworks

Understanding By Design model with lesson plans and print/digital media resources and to the principles of Universal Design for Learning (UDL)

Extensive unit review process

WGBH documenting the process

Release of Model Curriculum Units

66 units have been publicly released, most of which will be tried out during this school year

24 more units will be released in November

Additional MCUs will be released in early 2014

Released units can be found at: http://www.doe.mass.edu/CandI/model/download_form.aspx

Model Curriculum Units Project Resources

Curriculum Development Guide

Including MCU Lesson Planning Template

Curriculum Development Videos

A Walk Through of a Model Curriculum Unit Plan

Standards for Mathematical Practice

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1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the

reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

Key Mathematics Shifts in the Standards

Focus: Deeper look into fewer standards

Coherence: Think across grades, and link to major topics

Rigor: Expectation of conceptual understanding,

procedural skill and fluency, and application

New Standards for Mathematical Practice

Clarity

Massachusetts Department of Elementary and Secondary Education

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How We Chose Math Concepts for MCUs

Identified as critical areas/priority concepts and skills in the Common Core and PARCC

Focus on a progression over grades (e.g., gr. 3-5 fractions)

Standards that are challenging for teachers to teach and students to learn, e.g. fractions

Concepts may now be taught in a different way, such as similarity

Unit Components

Unit Plan (UbD Template)

Lesson Plans

Lesson Resources

CEPA – Curriculum Embedded Performance Assessment

CEPA Resources

Massachusetts Department of Elementary and Secondary Education

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Stage 1 Desired Results

Transfer

Students will be able to independently use their learning to…

Meaning

UNDERSTANDINGS

Students will understand that…

ESSENTIAL QUESTIONS

Acquisition

Students will know… Students will be skilled at…

Stage 2 - Evidence

Evaluative Criteria Assessment Evidence

CURRICULUM EMBEDDED PERFOMANCE ASSESSMENT

(PERFORMANCE TASKS)

OTHER EVIDENCE:

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012

Identify desired outcomes and results.

Determine what constitutes

acceptable evidence of the targeted

standards (assessment).

Plan learning experiences and instructional strategies that prepare students to achieve

success on the CEPA and meet the high level of the targeted

standards.

BACKWARDS DESIGN

Stage 1 Take a look at Stage 1 in the Similarity through Transformations MCU. Notice the standards that are addressed in this unit. Understand similarity in terms of similarity transformations. G-SRT.1 Verify experimentally the properties of dilations given by a

center and a scale factor: a. A dilation takes a line not passing through the center of the dilation

to a parallel line, and leaves a line passing through the center unchanged.

b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor.

G-SRT.2 Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are

similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

G-SRT.3 Use the properties of similarity transformations to establish the Angle-Angle (AA) criterion for two triangles to be similar.

Prove theorems involving similarity. G-SRT.5 Use congruence and similarity criteria for triangles to solve

problems and to prove relationships in geometric figures.

Stage 1

Standards for Mathematical Practice

SMP2 Reason abstractly and quantitatively.

SMP3 Construct viable arguments and critique the reasoning of others.

SMP5 Use appropriate tools strategically.

SMP 6 Attend to precision

Stage I

Connections to Literacy Standards

R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

W.2 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Curriculum Embedded Performance Assessment (CEPA)

Requires students to independently apply and demonstrate their understanding through complex performance

Stage 2 - Evidence

CEPA

Read the CEPA on page 4. Turn and talk about the CEPA Is this typical of what you expect from your students

now with regards to the type of assessment and the degree of complexity?

What if anything needs to change in your district

curriculum, instruction, and assessment for students to be able to produce this type of evidence?

Stage 3- Learning Plan

A “roadmap” of the learning experiences throughout the unit as defined in the targeted standards

Followed by detailed lesson plans

MCU Lesson Components Standards & Essential Questions Assumptions of what students need to know

coming into the unit Objectives Instructional resources/tools Anticipated student

preconceptions/misconceptions Assessment- formative/summative Lesson sequence and description with Teacher

Notes and Technology resources Closing

Lesson Plans

Include a few consistent strategies we use in our content specific MCUs

Ensuring Quality MCUs

Quality Review Rubrics

Content specific Rubrics are used to evaluate all model units

Can be used to:

create high quality model units

review existing units for quality

revise units

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Structure of the Rubric

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Model Curriculum Units

Tryouts

The purpose of the tryouts is to: Collect qualitative feedback to ensure MCUs

are high quality Inform final editing and refinement of MCUs

prior to publication

Feedback requested from teachers who try out the units Provide general feedback to us Complete an online survey

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Questions?

modelcurr@doe.mass.edu

mathsciencetech@doe.mass.edu