K-7 Science Content Expectations

MSTA Governors HallMarch 17,2007

National Trends

Congressman Ehler’s Bill of 2006

“Standards to Provide Educational Achievement for Kids” (SPEAK) Act

National Assessment for Educational Progress (NAEP)

Built from AAAS and NSES

AAAS Atlas 2

The sun warms the land, air and water. (4E, K-2 level)

NAEP Content Statement

The sun warms the land, air, and water and helps plants grow. (E4.7)

NAEP Content Statement

The sun warms the land, air, and water and helps plants grow. (E4.7)

Built from NAEP 2009

K-7 GL Content Statement

The sun warms the land, air, and water and helps plants grow. (E.ES.02.1)

• National Assessment Evaluation Program (NAEP) and National Assessment Governing Board (NAGB)

• Benchmarks for Science Literacy (AAAS)• National Science Education Standards

(NRC)• Achieve, Inc. • TIMSS, PISA, SREB

Course/Credit Content Expectations

Aligned with national standards and recommendations

The “Community”

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Local Context

The Committees

The Curriculum

Cultural

The Charge

Purpose – To develop GLCE for science to complete the Math, Social Studies, and ELA GLCE

Timeline – Started January 25, 2007

– Finished March 10, 2007

Who is involved? Group of Scholars

Co-Chairs Larry Casler, Genesee Math Science Center Liz Niehaus, Niehaus and Associates, Inc.

Other representative members Local and Intermediate School Districts (next

page) Small Group Review

MDE (March 19) Professional organizations (March 20)

Web Review (May 14- June 24) National Review (July 4 – August 14) Plan for presentation to SBE November 2007

Who is involved? Nancy Karre Charles Bucienski Liz Larwa Michele Svoboda Eileen Byrnes Mary Carlson Jan Coratti Hope Beringer Geri Elliston

Margaret Griffin Jason Henry David Bydlowski Barb Armbruster Deborah Peek-Brown Jane Levy Carol Gutteridge Herm Boatin Connie Crittenden

Who is involved? May 17 Mason-Lake-Oceana MSC May 22 Allegan MSC May 22 Battle Creek MSC May 22 Jackson MSC May 22 & 23 Oakland MSC May 24 Lapeer MSC May 29 CASM May 29 Wayne RESA MSC May 30 EUP MSC May 30 GVSU Regional MSC

Who is involved?

www.mscenters.org

orwww.michigan.gov/science

What is process?

1. NAEP to Content Statements2. Organize Content Statements

(L-E-P and K-4 and 5-7)3. Content Statements to Content

Expectations4. Content Statements to Grade

Level5. Draft GLCE for review

Draft Documents

State Board of Education Review

5 - 6 months prior to requesting approval

Web Review of Draft

30 – 90 days to review, process comments

Draft Documents

National Review

Edited Draft to Achieve or other

Final Documents

Dissemination

3 Regional

10 Localized

Curriculum Protocol Flowchart

Draft Documents

Work Group

Edit draft based on National Review

Draft Documents

MDE Internal Review Group

MDE Management, PR

Draft Documents

Small Review Group

MDE & representative practitioners

Document Development

Work Group of Scholars

Chair and 5 – 8 appointed members

OSI Convened

Draft Documents

Work Group Reconvened

Edit based on

Reviews

Final Documents

Superintendent

Final Documents

State Board Approval

Legislative Review

MDE

MDE

Criteria for Our Work

RIGOR: What is the level of intellectual demand in the standards? challenging enough to equip students to

succeed at the next grade level essential core content of a discipline; its key

concepts and how they relate to each other

Criteria for Our Work CLARITY: Are the standards clearly

written and presented in a logical, easy-to use format? more than just plain and jargon-free prose widely understood and accepted by

teachers, parents, school boards and others who have a stake in the quality of schooling including university faculties that will prepare teachers to convey the standards and later receive those teachers’ students

Criteria for Our Work SPECIFICITY: Are the standards specific

enough to convey the level of performance expected of students? enough detail to help teachers design their

courses address the given teachers’ time for

instruction

Criteria for Our Work FOCUS: Have tough choices been made

about what content is the most important for students to learn? priorities of facts, concepts and skills that

should be emphasized at each grade level

Criteria for Our Work PROGRESSION: Do knowledge and skills

build clearly and sensibly on previous learning and increase in intellectual demand from year to year? move from simple to complex, from

concrete to abstract prevent needless repetition from grade to

grade

Criteria for Our Work COHERENCE: Do the standards convey a

unified vision of the discipline, and do they establish connections among the major areas of study?

reflect a coherent structure of the discipline and/or reveal significant relationships among the strands and how the study of one complements the study of another.

States should eventually be able to “back-map” from the high school Academic Standards to a progression of benchmarks that middle and elementary school students would need to reach in order to be “on track” for college and work.

Constraints : Timeline Draft ready for review by May Final document to Superintendent Flanagan for

recommendation to SBE in November 2007 Tradeoff: sharing ideas vs. setting

parameters quickly Tradeoff: originality (i.e., writing ourselves

rather than adapting other models) vs. quality and consistency of product

Tradeoff: consultation vs. getting the job done (aiming for process that is transparent but based on what those of us in the room now bring to the table)

Negotiables

Integrated or Discipline specific Degree of Spiraling Degree of Interconnections Number of Expectations Names of Standards

Non-negotiables

Grade Level Coding NAEP as Foundation Prerequisites Number of Standards

A closer look – Four Standards

Science Processes (S) Inquiry and Reflection (IR)

Physical Science (P) Motion of Objects (MO) Energy (EN) Properties of Matter (PM) Changes in Matter (CM)

A closer look – Four Standards Life Science (L)

Organization of Living Things (OL) Heredity (HE) Evolution (EV) Ecosystems (EC)

Earth Science (E) Earth Systems (ES) Solid Earth (SE) Fluid Earth (FE) Earth in Space and Time (ST)

Hierarchy of Document

Discipline Standard

Content StatementContent Expectation

Hierarchy Coding

L.OT.04.2 Discipline Standard Grade Level Content Statement

Hierarchy Coding

L.OT.04.21 Discipline Standard Grade Level Content Content Statement Expectation

The Documents

Content Statements with Content Expectations

Grade Level Content Expectations Across the Grades for discipline.

Questions?

Contact: Kevin Richard Science Education Consultant Office of School Improvement Michigan Department of Education

www.michigan.gov/scienceRichardKe@Michigan.gov517.373.4223