Up-Date on
Science and
SS
February 2015
Faculty Meeting
Same 5 NYS Social Studies
Learning Standards
• Standard 1: History of the United States and
New York
• Standard 2: World History
• Standard 3: Geography
• Standard 4: Economics
• Standard 5: Civics, Citizenship, and
Government
2
Course of Study Remains Same
Grade
Course of Study
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Self and Others
Grade 12
EngageNY.org
My Family and Other Families, Now and Long Ago
My Community and Other Communities
Communities around the World
Local History and Local Government
The Western Hemisphere
The Eastern Hemisphere
United States and New York History – I
United States and New York History – II
Global History and Geography – I
Global History and Geography – II
United States History and Government
Participation in Government
Economics and Economic Decision Making
3
Test Development Timeline
• Spring 2015

Training of item writers
• Spring 2016

Piloting of new items
• Spring 2017

Full-scale field testing of items
• June 2018

Global History & Geography II first administration
• June 2019

US History & Government first administration
Note: the above timeline was presented to the Board of Regents for approval on September 15
4
Social Studies Test Development
• NYS K-12 Social Studies Framework was approved
by the Board of Regents in April 2014
• The Field Guide, which will help educators develop
local curriculum in alignment with the Framework,
was recently released – it includes a sample unit on
Reconstruction that is appropriate for 7th or 8th gr.
• NYS Social Studies Resource Toolkit Project is
developing resources for classroom use and for
professional development
5
Social Studies Test Development
• The Framework divides Global History &
Geography coursework into two units


Global History & Geography I (Grade 9:
Paleolithic era-1750)
Global History & Geography II (Grade 10:
1750-present)
• It was recommended to the BOR that the new
Regents Exam in Global History & Geography
measure student knowledge and skills in the
second course only. Staff will proceed with
drafting regulations for the Board.
6
A Program that Supports Teaching,
Learning and Assessment
7
A new paradigm for social studies
• In content-rich subjects, traditionally it has
been facts first, thinking later
…and it hasn’t worked.
* * * * *
• The C3 Inquiry Arc highlights thinking with a
purpose
…answering a compelling question
Slide from: http://scdn.wsboces.org/ToolkitSGGrantslides.pptx
The heart of the C3 framework--The
Inquiry Arc
• Dimension 1: Developing Questions and Planning
Inquiries
• Dimension 2: Applying Disciplinary Concepts and
Tools (Civics, Economics, Geography, and History)
• Dimension 3: Evaluating Sources and Using Evidence
• Dimension 4: Communicating Conclusions and Taking
Action
Slide from: http://scdn.wsboces.org/ToolkitSGGrantslides.pptx
Instructional Shift #1:
Focus on Conceptual Understanding
From
To
Facts
Concepts and
Content????
Knowledge
Breadth of Topics
Depth within
????
Topics
Recall
Transfer and
????
Connections
10
Instructional Shift #2:
Foster Student Inquiry, Collaboration, and
Informed Action
From
To
Teacher as
Disseminator
Teacher as Facilitator
????
of Investigation
Students Learn Facts
from Textbook
Students Investigate the
Social Sciences
???? Using
Multiple Sources
Students Retell
Interpretations
Students Construct
Interpretations
???? and
Communicate Conclusions
11
Instructional Shift #3:
Integrate Content and Skills Purposefully
FROM A Social Studies Classroom
Where…
TO A Social Studies Classroom
Where…
Students experience an additional
nonfiction reading class or
textbook focused instruction
Students learn to read, discuss,
and write like????
social scientists
Students develop literacy skills
and social studies practices
separately
Students develop disciplinary
literacy skills ????
and social science
practices in tandem
Students learn content knowledge
Students integrate and apply
???? and content
concepts, skills,
knowledge
12
NYS K-12 Social Studies
Resource Toolkit
• Collaborative project with SUNY Binghamton
• Resource Toolkit to equip teachers and
districts to design curriculum and instruction
• Each grade level: 1 annotated inquiry
• Each grade level: 5 “blueprints”
(summary of 5 more compelling question inquiries)

Not modules
13
Toolkit inquiries
By summer 2015, writers will produce:
• 14 annotated inquiries (1 per grade level K-11;
2 at grade 12)
• 70 abridged inquiries (5 per grade level K-11;
10 at grade 12)
All will be available on-line through EngageNY
Slide from: http://scdn.wsboces.org/ToolkitSGGrantslides.pptx
Next Steps…
1.
2.
3.
4.
5.
6.
Review the framework
Now that field guide is published attend workshops, have
SS teachers read deeply
Review sample Inquiry lesson to get “feel” for SS Inquiry
Remember that this year’s (2014-15) seventh grade
students will be the first to take the new Global History and
Geography Regents
Don’t forget about K-6
Think about your two year program for Global, will be
required.


7.
Global History & Geography I (Grade 9: Paleolithic era-1750)
Global History & Geography II (Grade 10:
1750-present)
Use the new AP US History exams to help get a picture of
future Regents exams
Science
• In September 2011, New York State volunteered to serve
and was selected by Achieve as a Lead State Partner in the
development of the Next Generation Science Standards
(NGSS)
• These standards were finalized in April 2013
• Multiple times NYSED asked for feedback and provided
surveys from stakeholders across the state
• The overall conclusion from this feedback when considering
NGSS and NY’s current Science Standards was that both
sets of standards have strengths and weaknesses
Science Strategic Plan Approved
• Recently the state has approved a strategic
plan:
• the plan is intended as a blueprint to guide the
planning and implementation necessary to support
newly adopted P-12 science learning standards
and assist science education stakeholders at the
state, regional, and local levels as they implement
science learning standards.
Mission of Strategic Plan
• Create a Statewide learning community to
enhance science education and improve student
achievement of the New York State science
learning standards leading to career and college
readiness and a scientifically literate population
capable of addressing the needs of society,
participating in a global economy, and sustaining
the physical and living environment.
Vision of Strategic Plan
• Ensure the teaching and learning of science for all
P-12 students by providing equitable access to
exemplary teachers, science curriculum
programming, instructional practices, and
standards-based assessments that are reflective
of research and best practices, along with quality
resources and support from stakeholders at large.
6 Critical Components of Strategic Plan
•
•
•
•
•
•
Standards
Curriculum
Professional Development to Enhance Instruction
Assessment
Materials and Resource Support
Administrative and Community Support
New Science Standards
Winter 2015

Determine core science content, conceptual understandings, and practices
required of all students.

Benchmark student expectations.

Determine architecture of standards document.
Spring 2015

Write draft standards.
Summer 2015

Post draft standards for stakeholder review and comment.
Fall 2015

Revise standards, based on review and comment.
Winter 2016

Propose science learning standards for Board of Regents’ adoption.