Connecticut State Department of Education PATHWAYS TO THE CORE SCIENCE CURRICULUM FRAMEWORK Implications for Curriculum, Instruction and Assessment

Presentation Goals To explore the new SCIENCE FRAMEWORK and its implications for curriculum development, instruction, and assessments To equip workshop participants with knowledge & tools to act as “science revitalizers” within their districts

SCIENCE EDUCATION GOALS Supported By The New State Framework An Invitation for Students and Teachers to Explore Science An Invitation for Students and Teachers to Explore Science and Its Role in Society and Its Role in Society Science literacy for ALL; solid foundation & motivation for advanced study for MORE!Science literacy for ALL; solid foundation & motivation for advanced study for MORE! Science learning in a context of real world issues and technologiesScience learning in a context of real world issues and technologies Science learning that is interesting & relevant to studentsScience learning that is interesting & relevant to students Science learning that is an active and thoughtful exploration of questions and problemsScience learning that is an active and thoughtful exploration of questions and problems

WHY DO WE NEED TO BE SCIENCE LITERATE? Every day, our lives are impacted by science-related issues, such as… Stem cell researchStem cell research Low-carb dietsLow-carb diets Hybrid vehiclesHybrid vehicles Tsunamis and earthquakesTsunamis and earthquakes Genetically-engineered cropsGenetically-engineered crops Global climate changeGlobal climate change

CONNECTIONS THAT SUPPORT LEARNING STANDARDS: What Students Should Know CURRICULUM INSTRUCTION ASSESSMENT District Scope & Sequence District Summative & Classroom Formative Assessments State Framework State Summative CMT & CAPT State: CCT & BEST District: Professional Growth Plan & PD

How Are Framework Learning Goals Organized? PreK-2: –Development of wonder about the natural world and the ability to apply basic process skills Grades 3-5: –Development of basic descriptions of natural phenomena and the ability to perform simple explorations Grades 6-8: –Development of basic explanations for natural phenomena, and the ability to apply experimental procedures to acquire new knowledge Grades 9-10: –Development of interest in global issues and the ability to collect, analyze and use data to explore and explain related science concepts

FLEXIBILITY FOR DISTRICTS? K-5:K-5: –Developmentally appropriate concepts can be moved; what criteria? Connections among concepts;Connections among concepts; Coverage by the testing year.Coverage by the testing year. 6-8:6-8: –Integrated courses can be rearranged; –Single discipline courses can be configured. (e.g., = middle school life science course) –Expected Performances 1 through 30 will be assessed on the Grade 8 Science CMT in spring :9-10: –3 strands of physical science + 2 strands of biology; –Can be reconfigured to build different course contents. –Expected Performances 1 through 45, plus DINQ 1-10 will be assessed on the Gr. 10 CAPT in spring 2007

What About The New Science CMT & CAPT?  New Science CMT (CMT4) will be given in Spring 2008; CAPT Generation 3 in 2007;  Only Grade 5 and Grade 8 will be tested by a Science CMT; not included in AYP calculation;  ’04-’05 2 nd and 5 th graders will be the first cohort to be tested; ’04-’05 8 th graders first to take CAPT Gen 3;  What will be tested? The science understandings and reasoning skills described in the framework;  How will it be tested? Multiple choice, written response, follow-up questions to curriculum embedded performance tasks.

Proposed Model for Curriculum-Embedded Performance Tasks an SDE-developed performance task related to ONE content standard in each grade, 3 thru 8;an SDE-developed performance task related to ONE content standard in each grade, 3 thru 8; An SDE-developed performance task related to each of the 5 HS strands;An SDE-developed performance task related to each of the 5 HS strands; –Task description (& materials?) for Gr. 3-8; task description (no materials) for Gr –Follow-up questions on CMT/CAPT related to reasoning skills applicable to task; –NO TASK ADMINISTERED ON TEST DAY. Improves upon CAPT lab model used since 1994:Improves upon CAPT lab model used since 1994: –Related to a curriculum unit –Teacher chooses when to do the task –Teacher uses task as a “formative assessment” –Task can be used as a model for developing other inquiries

Need More Info? Follow links to “Curriculum” & “Science” SDE SCIENCE CURRICULUM CONTACTS: High School Science Education Dr. Michal Lomask K-8 Science Education: Liz Buttner