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Vertical Alignment of Oregon Science Content Standards

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Title: 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

3
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

8
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

9
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
10
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)

11
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

12
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.

13
How Will You Carry Out the Alignment?
  • Task 3 Rate importance of differences
  • Importance __________________ (High, Medium,
    Low)

14
Levels of Importance of Differences
  • High - Very important difference
  • Medium - Important difference
  • Low - Not an important difference
  • Remember…there are no Right answers
  • Try not to rate everything at the same level

15
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)

16
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)________________________________

17
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

18
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

19
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

20
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?

21
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

22
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?

23
Questions?
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