Revised Draft MA
Science & Technology/
Engineering Standards
Launch Event
November 16, 2013
Our goals
Familiarity with the revised standards and
discuss implications.
Recognize the interdependencies of each
grade-level and between disciplines
Encourage collaboration among science and
technology/engineering teachers
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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College & Career Readiness
Students who are college and career ready in Science and Technology/Engineering
will demonstrate the academic knowledge, skills, and practices necessary to enter
into and succeed in entry-level, credit-bearing science, engineering or technical
courses; certificate or workplace training programs requiring an equivalent level of
science; or a comparable entry-level science or technical course at the institution.
College and career ready students in Science and Technology/Engineering will be
academically prepared to:
• 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
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contexts.
Science & engineering practices
1.
2.
3.
4.
5.
6.
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
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating
information
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Science &
Tech/Eng
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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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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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.]
Articulates expected performance/demonstration
Not limited to modeling in curriculum and
instruction
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
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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)
www.nextgenscience.org
Significant and ongoing input from state
Core ideas, practices, and coding system in MA
draft are consistent with NGSS
Specific wording & HS model differ
Next steps for MA standards
Public draft through 2014-15
Use for planning; PD, curriculum
Try out standards in curriculum & instruction
Use to inform educator goals, district determined
measures
Move to official public comment and adoption
process 2015-16
Add additional Framework materials
Multi-year implementation/transition period
(including MCAS) after adoption
www.doe.mass.edu/boe/docs/2013-10/item2.html
Implications for teaching
Shifts in revised standards
Shift in curriculum & instruction
Organized around core explanatory
ideas
The goal of teaching needs to shift
from facts to explaining phenomena
Central role for science and
engineering practices
Inquiry- and design-based teaching
is not a separate activity; all STE
learning should involve engaging in
practices to build and use knowledge
Coherence: ideas and practices build
across time and between disciplines
Teaching involves building a coherent
storyline across time
Source: Brian Reiser, Northwestern University, 2013
Access the standards once posted:
www.doe.mass.edu/omste/review.html
Questions, Comments, Suggestions on
the standards after today:
mathsciencetech@doe.mass.edu
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Breakout Sessions
Session A: Heterogeneous groups
Focus on interdisciplinary connections PreK-5
Foundations for middle and high school
Session B: Homogenous groups
Look at your grade span/discipline
Breakout rooms indicated on name tag
Each group records key discussion points
Summary of discussions will be sent to you
Thank you!
We look forward to working together
on revised science &
technology/engineering standards!
MAST
MassTEC
MSELA
ESE
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