Vertical Alignment of Oregon Science Content Standards

1
Vertical Alignment of Oregon Science Content
Standards

• May 20-21, 2008

2
Workshop Context and Goals

• Context for new Oregon Science Standards
• Based on the feedback that ODE received on
  previous standards
• New structure for standards based on Big Ideas
  
• Need to be intentional about gaps and
  introduction of new concepts.
• Goal of the Vertical Alignment Workshop
• Take a detailed look at the standards for each
  grade level to ensure that standards are
  adequately described
• Determine what More is expected at each grade
• Begin to describe the most important increases in
  expectations in the standards from one grade to
  the next
• Provide feedback on the standards to inform
  revisions

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Comparing Standards Across Grade Levels

• What you will be asked to do
• 1. Match the expectation of each standard
  statement to one or more standards at the next
  lower grade
• 2. Describe how the matching standards are
  related
• 3. Rate the importance of differences in the
  standards from one grade to the next
• 4. Rate the clarity of the differences in the
  standards and identify ambiguities in the
  grade-level standards

4
How are Matching Standards Related?

• Types of Relationships
• Knowledge or skills Broadened to wider range of
  content
• ??Same skills applied to wider content
• Deeper understanding (cognitive processes) for
  the same content
• ??Watch the verbs (recognize gt explain)
• New (or different) content and/or skills
• ??No matching standard at next lower grade
• Content is the Same as in the standard at the
  next lower grade level

5
Nature of Linkage and Gaps in Content Standards

• Pay critical attention to New or different
  content
• Does the addition of new or different content
  flow as a natural progression from previous
  standards?
• Are there any gaps inherent in the
  relationships of the content ideas expressed in
  the two standards?
• If no standard exists at next lower grade level,
  be sure to check to see if there is one at an
  additional grade level down
• Be sure to check the other disciplines
  (especially earth/space and physical sciences) to
  see if the content standard is there at the lower
  grade level.

6
Clarify the Importance of Differences

• We want to identify the most important
  differences in the standard statements from one
  grade to the next
• High differences in matched expectations are
  central to what More we want students to know
  and be able to do
• Medium differences are important, but not the
  most central
• Low differences are trivial or less important
• Ratings are individual judgments there are no
  Right answers

7
Quality of Content Alignment

• Content standards are not clearly articulated
  across grades if
• Related standards are not clearly differentiated.
• What new knowledge or skill is required?
• One or both standards may not be described in
  sufficient detailed.
• Differences in terminology are not explained.
• Different words for the same skill?
• Terminology drifts.
• The meaning of terms appears to be expanded

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With What Will You Be Working?

• Reference Sheets Cheryl developed from the draft
  standards
• 6.5 Structure and Function
• 6.5.1 Systems are made of Parts
• PHYSICAL SCIENCE
• LIFE SCIENCE
• EARTH AND SPACE SCIENCE
• 6.5.2 Matter has identifiable and measurable
  characteristics
• PHYSICAL SCIENCE
• LIFE SCIENCE
• EARTH AND SPACE SCIENCE
• 6.6 Interaction and Change

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5.5.2.2.1 Investigate materials and evaluate.
Instructional Verb
Grade level
Core Standard
Assessment Verb
Content Standard
Strand 5S F 6I C 1SI/ED
Science Discipline 2physical 3life 4earth/
space
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How Will You Carry out Alignment?

• Task 1 Identify matching standard from next
  lower grade (if any)
• Most Similar Grade n-1 Content Standard (No.)
  Enter Standard Number
• Task 2 Code the relationship of the matching
  standard
• Nature of Linkage Code(s) _______ (Broaden,
  Deepen, Same, New)

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Nature of the Linkage

• Broaden content is broadened. For example
• Individual and organisms start out by identifying
  as plant/animal broadens to classification
  systems
• Classification systems broadens to interactions
  among organisms
• Interaction and change due to pressures from
  natural and built environments broadens to
  evolution
• Deepen a deeper level of cognitive skill is
  required
• Verbs recognize-gtunderstand-gtexplain-gtanalyze-gtev
  aluate
• Identification of similarities and differences
  between generations deepens to understanding of
  molecular bases for heredity
• Same the same knowledge and skill are required.
• New there is no matching objective for the
  prior grade

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Gaps Again

• Pay critical attention to New or different
  content
• Does the addition of new or different content
  flow as a natural progression from previous
  standards?
• Are there any gaps inherent in the
  relationships of the content ideas expressed in
  the two standards?
• If no standard exists at next lower grade level,
  be sure to check to see if there is one at an
  additional grade level down
• Be sure to check the other disciplines
  (especially earth/space and physical sciences) to
  see if the content standard is there at the lower
  grade level.

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How Will You Carry Out the Alignment?

• Task 3 Rate importance of differences
• Importance __________________ (High, Medium,
  Low)

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Levels of Importance of Differences

• High - Very important difference
• Medium - Important difference
• Low - Not an important difference
• Rememberthere are no Right answers
• Try not to rate everything at the same level

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How Will You Carry Out the Alignment?

• Task 4 Rate quality of linkage and describe any
  source of ambiguity
• Quality of the Linkage Rating _____
• 3-High Quality
• 2-Minor Ambiguity
• 1-Not Clear)

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Sources of Ambiguity

• Different words are used for the same knowledge
  or skill.
• Which words? ________________________________
• The same word(s) is (are) used in different ways.
• Which words? ________________________________
• Differences between the two standards are not
  clear. (They appear to be essentially the same.)
• The higher grade standard is unclear or
  imprecise.
• Provide Notes
• The lower grade standard is unclear or imprecise.
• Provide Notes
• Other (explain)________________________________

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Rating Process

• You are assigned to one of three groups
• Each group will begin with a different content
  area (life, physical, earth/space) and will do
  both Structure/Function AND Interaction/Change
• Grade-Span subgroups (Elementary, Middle, and
  High School) work separately at first (Round 1)
• Electronic copy of rating sheets
• Table groups come together to discuss results
  across all grade spans (Round 2)
• Adjust ratings if appropriate after discussions

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Rating Process

• Each group will align 2 content areas total
  repeat the process above with different content
  area
• On Wednesday, all groups with do the Inquiry and
  Engineering Design Strand

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Practice Round 1

• Grade 5 Structure and Function
• 5.5.1 Organisms characteristics as well as
  environment affect survival
• 5.5.1.3.1Explain that organisms have different
  characteristics that give them an advantage for
  survival and reproduction
• Matches which Grade 4 Objective?
• 4.6.1.3.2 Observe and describe how organisms
  interact with one another in environments

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Practice Round 1 Cont.

• Grade 5 Structure and Function
• 5.5.1 Organisms characteristics as well as
  environment affect survival
• 5.5.1.3.1Explain that organisms have different
  characteristics that give them an advantage for
  survival and reproduction
• Matches Any Other Grade 4 Standards?

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Practice Round 2

• Grade 8 Structure and Function
• 8.5.1 Systems vary in complexity
• 8.5.1.3.1 Describe how the properties of matter
  (density, buoyancy, melting and boiling points)
  are involved in the processes of the Earths
  geosphere (rock cycle, plate tectonics, currents,
  erosion, etc)
• Matches which Grade 7 Objective?
• 7.5.2.4.1 Distinguish between the layers of the
  Earth based on their characteristics

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Practice Round 2 Cont.

• Grade 8 Structure and Function
• 8.5.1 Systems vary in complexity
• 8.5.1.3.1 Describe how the properties of matter
  (density, buoyancy, melting and boiling points)
  are involved in the processes of the Earths
  geosphere (rock cycle, plate tectonics, currents,
  erosion, etc)
• Matches Any Other Grade 7 Standards?

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Questions?