An Overview of the Michigan K12 Science Standards Based upon research on science education as well as feedback from higher education industry and research professionals Not a revision of ID: 549496
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Michigan’s New Science Standards: Next Steps for SchoolsSlide2
An Overview of the Michigan K-12 Science Standards
Based upon research on science education, as well as feedback from higher education, industry and research professionalsNot a revision of standards; newly developedLooks at developmental progression of learners
www.michigan.gov/science
2Slide3
What are “Standards”?Standards are a list of “performance expectations” for students at a particular grade level or grade band
Standards are benchmarks that local school districts and teachers use to guide curriculum development and instructionStandards provide guidance to the state on assessments, class descriptions, and other state-level activities
Standards are NOT:
The
curriculum for a school
Instructional
activities or lessons
State
level assessments
www.michigan.gov/science
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Foundational Practices of Science and Engineering
Asking Questions and Defining
Problems
Developing and Using
Models
Planning and Carrying Out
Investigations
Analyzing and Interpreting
Data
Using Mathematics and Computational
Thinking
Constructing Explanations and Designing
Solutions
Engaging in Argument from
Evidence
Obtaining, Evaluating, and Communicating
Information
FOUNDATIONAL
PRACTICES OF
SCIENCE AND
ENGINEERING
www.michigan.gov/science
4Slide5
Cross-Cutting Concepts
FOUNDATIONALPRACTICES OF SCIENCE AND
ENGINEERING
Patterns
Cause and Effect
Scale, Proportion, and Quantity
Systems and System Models
Energy and Matter
Structure and Function
Stability and Change
Physical Science
Earth Science
Life Science
Mathematics and Language Arts
Cross-disciplinary Integration
Engineering and Design
www.michigan.gov/science
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Science Standards & Guidance
Organized by grade level or band and content strand
Performance expectations from NGSS, include coding, and
MI-specific alternatives for local assessment consideration
Guidance organized in same manner, but includes relevant Science and Engineering Practice, Disciplinary Core Ideas, and Crosscutting Concepts)
Guidance also includes relevant assessment boundaries, contexts, and related standards
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2
3
4
www.michigan.gov/science
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Opportunity
Instruction?Preparation?Accountability?
Assessment?Certification?Collaboration?
Innovation?Vision?www.michigan.gov/science
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Career & College Ready
www.michigan.gov/science
8Slide9
When Students,
Teachers, and the
System Intersect We’ll See…9
www.michigan.gov/science
Students are engaged in learning that is rigorous and relevant
Systems that are focused on efficient, effective, and flexible use of time and resources
Teachers’ intentional instructional practices, allowing students to connect ideas and transfer knowledge between content areas
Student
Teacher
Improved Student Learning
SystemSlide10
State Supports and ActivitiesCommunications
CoLaboratoryEarly Literacy and Science Belief Docs
Course Model Planning ToolCourse Descriptor RevisionMI STEM CouncilSpotlight
Professional Learning
Modeling
MSP
TESLA
NGSX
Administrators
TRIG
State assessment writing
www.michigan.gov/science
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Different Outcomes
www.michigan.gov/science
11Slide12
Different Processes
www.michigan.gov/science
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Standards Comparison: Structure and Properties of MatterStudents who demonstrate understanding can:
CurrentClassify substances by their chemical properties (flammability, pH, and reactivity).
Identify the smallest component that makes up an element.Describe how the elements within the Periodic Table are organized by similar properties into families (highly reactive metals, less reactive metals, highly reactive nonmetals, and some almost completely non-reactive gases).
Illustrate the structure of molecules using models or drawings (water, carbon dioxide, table salt). Describe
examples of physical and chemical properties of elements and compounds (boiling point, density, color, conductivity, reactivity).
Proposed
Develop models to describe
the atomic composition of simple molecules and extended structures.
Analyze and interpret data
on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Gather and make sense of information to describe
that synthetic materials come from natural resources and impact society.
Develop a model that predicts and describes
changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
Develop and use a model to describe
how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
Undertake a design project to construct, test, and modify a device
that either releases or absorbs thermal energy by chemical processes.*
www.michigan.gov/science
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Standards Tasks that Specifically Incorporate Technology
Grade 3
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.Grades 6-8
Develop and use a model to describe why structural changes to genes … may result in harmful, beneficial, or neutral effects…
Grades 9-12
Communicate technical information about how some technological devices use
the principles of wave behavior and wave interactions…
Possible Tools
Spreadsheets
Physics
simulators
Online
communication and resources (accessible information)
Open
Digital Media
Probes
and data analysis equipment for specialized investigations
Modeling
software
www.michigan.gov/science
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Implementation Timeline: 2015-16 School Year
Feb
Mar
Apr
May
June
MDE
and
Supports
Local
Districts
Roll-out sessions, conference presentations, and webinars
Begin Transition Plan
Collaborate with partner organizations on plan implementation
Multi-office planning for policy changes and funding
Begin developing guidance on implementation needs
Review Standards
Develop plans to implement starting 2016-17
Review resources and courses to determine needs
www.michigan.gov/science
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Step 1: Examine the Standards
http://mi.gov/science
Guidance
documents
Presentations
Cross-walk
Documents
www.michigan.gov/science
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Step 2: Where Does Your Team Stand?
Teacher Certifications and ExperiencesCommunity ExpertiseLocal and Regional Leadership Potential
Exemplars and Barriers
www.michigan.gov/science
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Step 3: Examine Your Curriculum and Student Outcomes
Aligned to Standards
Actual Status
Surveys of
Enacted
Curriculum
(SEC)
Course Descriptions
Common
Assessments
and
Student Data
Sample
Student
Artifacts
Instructional
Resources
www.michigan.gov/science
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Long-Term Implementation Plans
2015-6
2016-7
2017-8
2018-9
2019-20
2020-1
2021-2
Teachers
Review Standards
Formative Assessment & Program Evaluation
Incorporate Practices and Engineering
Individualize Learning Practices
LEAs
Address K-5 Science
Restructure Secondary Classes
Review Standards
Address Content & Practice based PD
MDE
Re-align Supports & Assessment
Modify Certification Requirements
Provide Guidance / Coordinate PD / Educator Prep
EPIs
Incorporate Engineering
Change Science Content Courses
Redesign Science Methods Courses
Restructure Elementary Education
www.michigan.gov/science
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Integrating Initiatives Locally
Early Literacy Focus and MTSS/
RtI
Technology
Integration
Professional
Learning
Instructional
Models
Common Assessments and Formative Learning/Visual Learning
SCIENCE TEACHING & LEARNING
www.michigan.gov/science
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Results: Achievement by Completion Measured by 3 Tests (N= 1885 sixth grade students within 22 Detroit Public School classrooms;
Songer, Kelcey and
Gotwals, 2009)
www.michigan.gov/science
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Science Assessment System GoalsScience assessments in Michigan must be a coherent system of assessment to support both classroom learning and policy/monitoring functions.
Michigan monitoring science assessments must move beyond traditional forms; testing as usual will NOT suffice. Opportunity to learn science is an essential system component.
Classroom science teaching and assessment come first.
NRC, 2014www.michigan.gov/science
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Different Levels of Detail
State Summative Assessment
End of Unit Assessments
Quarterly/End of Semester Assessments
Minute-by-Minute
/Daily/Weekly
Assessments
www.michigan.gov/science
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Opportunity to LearnMSS represents a major change for teachers and studentsTime allocated to ScienceTeacher preparation & Professional Learning OTL
Adoption and use of MSS-aligned instructional practices and materialsStudent engagement in MSS DCIs, SEPs, and CCCsDecisions about curriculum and instruction need to be made in advance of those about assessmentsIt is logical to proceed slowly to external monitoring assessments
www.michigan.gov/science
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Assessment Transition Timeline
2015-16 2016-17 2017-18 2018-19 2019-20
Transition with
M-Step
GLCE/HSCE
Content
Field Test
Science /Engineering Items
Full implementation of Michigan Science Standards
www.michigan.gov/science
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M-STEP FAQ
Will MDE switch the tests to grades 5 and 8 and when?We do not currently have a solidified date regarding a date we will switch to grades 5 and 8 for testing.
Will there be a “hybrid test” of new and old
standards?There will be no “hybrid test.” M-STEP will completely switch from GLCEs/HSCEs to MSS when the transition happens.
What grade will the Performance Expectations be placed during the transition period?
Because
Michigan is a local control state, MDE does not prescribe certain
standards
to be taught in specific grades. However, there are resources available through the MDE course model planning tool.
www.michigan.gov/science
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M-STEP Science Spring 2016
Continue development for M-STEP
Measures 2007-adopted science standards
Major focus - online testTechnology-enhanced (TE) items
Stimuli for MC items
www.michigan.gov/science
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Sample Item Sets
https://wbte.drcedirect.com/MI/portals/mi/ott1
Open the url
in ChromeChoose the subject area and grade level you would like to practice
Login information and password is provided
Also available in Insight
www.michigan.gov/science
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Determining alignment of old items to new standards
GLCE Standard: L.EC.04.21
Explain how environmental changes can produce a change in the food web
MSS Performance Expectation: 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change
www.michigan.gov/science
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