Welcome to…
OS Science Council
October 29, 2015
Today’s Agenda
• New Science Standards! (we’re pretty sure this time)
• Why it doesn’ help to fret about your M-Step
results
• Strategizing for the MiSciStnds with OSST
• What’s New and Cool?
– NGSx
– 5 Tools
– Curriculum Under Development
New Science Standards!
Michigan Science Standards
Draft Guidance Support…
Let’s Look Under the Hood
– by carefully reading the NRC Framework
Michigan Science Standards
Draft Guidance Support…
How will explain the difference between our current content
expectations and the performance expectations of the NGSS?
GLCE
NGSS
 P.EN.03.21 Demonstrate that
light travels in a straight path
and that shadows are made
by placing an object in a
path of light.
 1-PS4-3. Plan and conduct an
investigation to determine the
effect of placing objects made
with different materials in the
path of a beam of light.
 P.EN.03.22 Observe what
happens to light when it
travels from air to water.
 MS-PS4.2. Develop and use a
model to describe that waves
are reflected, absorbed, or
transmitted through various
materials.
Speculative Timeline from MDE
www.michigan.gov/science
M-STEP
• The Ghost of MEAP!
• A New Bar with a new
(old) bar setting method.
Oakland Science Strategy Team
What’s New and Cool
•
•
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•
NGSx
5 Tools
M-Star
Talk Science (again)
Other…
Welcome to…
OS Science Council
October 29, 2015
Oakland County Science Council
December 10, 2016
Why El Nino is a Bummer… new
snowboard languishes in the corner!
AGENDA
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Overview & Announcements
Communicating about the NGSS
Assessment and the NGSS
NGSx
Instructional Implications
Communicating About the NGSS
1. Please review the message on our website and
that from our recent list serve statement.
2. What clarification is needed?
3. What communication challenges exist in your
world?
Assessing the NGSS
• A jarring implication if there is to be a 2018-19
state assessment. (doesn’t seem likely, right?)_
• How is your district responding to the MDE
FAQ on the transition timeline?
Best’s Best Bet
We aren’t looking at full M-Step on the new standards in 18-19. We are
probably looking at next year (16-17) having items from the existing
pool of items being cross-walked through the new standards for
content alignment, with non-aligned items being thrown out.
Maybe, 17-18 starts with field testing of some new items that focus on
practices and cross-cutting concepts, but that is likely two years of such
testing before we end up with items in the full assessment, putting us,
optimistically, at 19-20 for the first full implementation.
And, we know that policy can impact this rather significantly with
legislation, funding, etc. considerations, as we saw with M-Step, so this
is probably the earliest timeline we are looking at… We are starting
discussions with our assessment office about some of the details of this
and will probably have a much more solid roadmap of this in some
detail in the next couple months.
Assessing the NGSS
A Promising Development!:
The Science Assessment Item Collaborative
http://www.csai-online.org/spotlight/science-assessment-item-collaborative
• Framework, Item Specifications, Prototypes
• Aspires to measure 3D Learning using Item Clusters
• Could this be a model for district common assessments?
Assessing the NGSS
Oakland Science Assessment Consortium!:
New performance assessments under development
• They will be posted on OS Science Webpage
NGSx on the Way!
• Immersion PD-model
• Instructional model promoted:
Phenomena driven, model based argumentation
• Models are used to predict and
explain phenomena, example: biggest
sucker – Unit 1, Step 11
• Focus on supporting productive
academic talk, example: talk science primer
• 5 trained Oakland Facilitators
• OS will provide two 5-day summer
workshops with 2016 follow up event.
Science Teaching and Learning
•
Read the Classroom Scenario A
•
Individually highlight your assigned
lesson(s)
– What is the teacher doing? (highlight in
yellow)
– What are students doing? (highlight in
pink)
– What is the science in this lesson?
(underline)
•
As a group, chart what you
highlighted for your assigned
lesson(s)
•
Gallery Walk
– How would you describe this
classroom?
•
Individual Reflection
– How would you describe this
classroom?
Lesson ______
Teacher A
Students
Science
Science Teaching and Learning
•
Read the Classroom Scenario B
•
Individually highlight your assigned
lesson(s)
– What is the teacher doing? (highlight in
yellow)
– What are students doing? (highlight in
pink)
– What is the science in this lesson?
(underline)
•
As a group, chart what you
highlighted for your assigned
lesson(s)
•
Gallery Walk
– How would you describe this
classroom?
•
Individual Reflection
– How would you describe this
classroom?
Lesson ______
Teacher B
Students
Science